Overview Unit Two: What's It All About?	Time Frame: 11 - 14 weeks This unit focuses on how visual artists put things together for a purpose. Through interaction with a wide variety of art works, students will begin to understand and use ideas from other visual artists.
Foundational Objectives	Vocabulary and Concepts
The students will: examine sources of ideas for art-making, make connections between ideas and visual art works, and generate ideas for personal expression develop an understanding of the elements of art and the principles of design, and learn to apply this understanding to their expressions and responses to works of art examine ways visual art mirrors and influences individuals, societies and cultures, past and present	elements of art principles of design "beauty" and ornamentation mass media packaging collections borders
Common Essential Learnings	Resources
meet your own learning needs (IL) develop intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT) develop an understanding of the personal, moral, social and cultural functions of visual art (PSVS) participate in a wide range of language experiences in order to develop their knowledge of visual art (C).	home/community Saskatchewan Art Works: A Visual Art Resource for Kindergarten to Grade 8 reproductions, magazine articles, art gallery catalogues assorted media, such as paper, pencils, paint, brushes, found objects, cardboard, coloured markers, glue, wood, wire, fabric, plastic, etc. any available supplies, such as drawing boards, photography equipment, video camera and VCR, computers and companion hardware/software appropriate books, films/videos listed in bibliography appropriate Indian and Métis resources listed in the bibliography
Instruction	Assessment
Mini-unit 1: A Sense of Order -- Mirrors Discuss growing up. Create visual art works. Experiment with proportion and distortion in depicting the human figure. Explore the elements of art and the principles of design in their own work and the work of others. Research art from other cultures and times. Write journals. Participate in small group, whole group and individual work. Create videos. Reflect on, discuss and analyse art works. Mini-unit 2: A Sense of Purpose -- Beauty Discuss "beauty". Design a survey. Create art works. Explore the elements of art and principles of design in their own work and the work of others. Analyse magazines and advertisements. Question why individuals, art galleries, etc. collect art. View art works (describe, analyse, interpret, judge).	Student assessment in Arts Education is based on the foundational objectives in each strand. Teachers should take into account students' perceptual development, procedural and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques in relation to the students' creative and responsive processes, as well as taking into account any culminating product. In Arts Education, teachers must rely to a great extent on their observation and record-keeping abilities. Students should be encouraged to take an active role in their own assessment. The teacher should: discuss objectives and assessment criteria with students select criteria for assessment based on the foundational objectives for the unit observe and record students' ongoing development related to the selected criteria design assessment charts keep anecdotal records keep cumulative records observe students' contributions and commitment to individual and group experiences discuss students' arts experiences with them listen to students' reflections on their own arts experiences assess student progress over time.