Overview Unit Three: Traditions and Innovations	Time Frame: 10 - 12 weeks This unit focuses on students' under-standing of the role of visual art in various cultures, time periods and their own home and community. The unit is divided into two mini-units "Visual Images and Daily Life" and "Artist Study".
Foundational Objectives	Vocabulary and Concepts
The students will: examine how visual art mirrors and influences individuals, societies and cultures, past and present examine the work of various artists develop critical thought and learn to support their interpretations and opinions when responding to art	transforming ideas into visual art form mass media and marketing composition in visual art elements of art and principles of design symbol in art culture, art and the artist print-making processes and techniques
Common Essential Learnings	Resources
meet their own learning needs (IL) develop an understanding of how knowledge is created, evaluated, refined and changed within the field of visual art (CCT) develop intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT) recognize that understanding the relationships among history, climate, resources and cultural patterns can lead to better understandings of different cultural and religious groups (PSVS) develop their ability to access knowledge (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 drawing paper, pencils, paint, brushes, found objects, cardboard, coloured markers, glue, wood, nails, 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 applicable Indian and Métis resources listed in the bibliography
Instruction	Assessment
Mini-unit 1: Visual Images and Daily Life -- The Table Discuss foods and traditions in other cultures. Research political and social realities of food production. View artists' works (describe, analyse, interpret, judge). Create art works. Examine mass media. Explore symbol in art. Explore the elements of art and principles of design in their own and others' work. Discuss, "What is Art?" Discuss how artists' ideas change. Tour a film or television studio. Write in journals. Mini-unit 2: Artist Study Discuss related topics. Invite resource personnel to the classroom. Research x-ray or ultra sound. View art works (describe, analyse, interpret, judge). Examine symbols and the environment. Learn print-making techniques and processes. Create art works. Play a game. Participate in small group, whole group and individual work.	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.