Grade Seven Foundational Objectives

Foundational Objectives At A Glance 1. Examine sources of ideas for art-making, make connections between ideas and visual art works, and generate ideas for personal expression. 2. 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. 3. Examine ways visual art mirrors and influences individuals, societies and cultures, past and present. 4. Examine the work of various artists. 5. Develop critical thought and learn to support their interpretations and opinions when responding to art.

In grade seven, students will:

1. Examine sources of ideas for art-making, make connections between ideas and visual art works, and generate ideas for personal expression.

This objective is concerned with the process of making art works. The Arts Education program is based on the belief that the process of creating is as important, and is sometimes more important, than the end product. It is through the process of creating that students learn. When creating, students will be encouraged to brainstorm, problem-solve, research, explore, experiment, reflect and so on.

This objective is divided into three areas:

• Getting Started: Sources of Inspiration
• Developing Visual Art Ideas
• Personal Reflection Upon Process and Product.

Getting Started: Sources of Inspiration

Visual artists get ideas from many sources. They might draw upon such sources as their personal experiences and feelings, the environment, their writing, observation, their imagination, memories, current affairs, the other arts, or any combination of the above. Just as importantly, ideas for their works might emerge from the elements of art, the principles of design, or the material and the processes used in making the work. Many artists use journals to collect and incubate ideas which might, in the future, become starting points for art works.

Ideas for students' art works can be sparked by anything of interest to them. Teachers should encourage students to explore a variety of starting points in their art-making.

In grade seven, students will:

• continue to discover a variety of sources of inspiration for visual art and consider the sources as starting-points for personal expression
• continue to develop an understanding of the various ways artists acquire and transform ideas into visual form
• generate ideas for art works and manipulate these ideas to achieve meaning and personal expression
• understand the value of keeping an ongoing record of ideas for their own visual art compositions.

Teacher Note When exploring sources of ideas in the arts, teachers should choose examples from such varied art forms as architecture, film, painting, sculpture, animation, ceramics, weaving, installation, photography, product and clothing design, magazine and book illustration, and advertising. The Arts Education program is based on the broad definition of "arts" and includes the fine arts, popular arts, traditional arts, commercial arts and functional arts. Evaluation

Students should be developing an appreciation for original ideas and products through viewing other artists' works and through their own creative experiences. They should become more receptive to a variety of visual images and more interested in finding information which will clarify the meaning behind the work.

When assessing a student's achievement of this objective, the teacher may ask questions such as the following:

• Has the student explored a variety of sources for inspiration in his or her visual art activities?
• To what extent has the student explored the various ways an artist acquires and transforms ideas to convey meaning?
• To what extent does the student use ideas which have been generated from a variety of sources to communicate important concepts in his or her own creations?
• Has the student used a journal to record ideas for future reference?

This stage of the process focuses on the interaction of meaning (ideas) and media (art materials). To this end, students will be manipulating and experimenting with images, media, objects and concepts to express personal ideas in visual form.

The processes the students use in the development of their visual art work is in many ways as important, if not more important, than the resulting product. The production of art work should challenge the student to take risks, make choices and solve problems. They should learn to appreciate "accidents", which so often make the work and the process more exciting and relevant. Students will begin to develop confidence in the use of different aspects of the creative process when developing works of art -- exploring an idea or topic, brainstorming, identifying focus, thinking divergently, adapting, reflecting, extending, refining, etc.

Middle years students should explore various media to determine which are appropriate for a specific activity. Care should be taken to develop an understanding of health and safety rules within the art classroom before students handle potentially dangerous media and materials. Students should develop their skills and techniques and should study the processes, styles and techniques used by artists, past and present. They should also continue to use modern technology and media to adapt to the future and change.

In grade seven, students will:

• understand and use various aspects of the creative process when developing works of art
• continue to challenge themselves to take risks and develop an awareness that problem-solving is basic and essential to the creative process
• continue to determine and explore appropriate media, technology, forms and methods for visual expression
• develop co-ordination and skills for using appropriate tools, technology, materials and techniques
• purposefully use the elements of art and the principles of design in their own work
• continue to hone skills of observation and image-making in order to become more aware of detailed information and stimuli in their visual environment
• become aware of various health and safety hazards and procedures in visual art.

While the students are working, teachers should observe the students' decision-making process and their interest and participation in their activities. Students should be encouraged to follow their own interests, plan their own projects and discuss their processes. New insights, ideas and discoveries should be valued as fundamental to the students' fulfillment of this objective.

When assessing a student's achievement of this objective, the teacher might ask questions such as the following:

• To what extent is the student using the components of process in his or her development of art works?
• To what extent is the student willing to take risks, solve unexpected problems and try new ways of working?
• To what extent does the student determine and explore appropriate media, technology, forms and methods for visual expression?
• To what extent has the student developed skills for manipulating materials, tools, technology and techniques to record observations of his or her environment?
• Has the student purposefully used the elements of art and the principles of design when developing his or her art work?
• Has the student become more aware of the environment through the development of his or her skills of observation and image-making?
• Is the student aware of the health and safety rules in the classroom and does the student follow them?

It is important that students understand that most art works are created for a purpose and can communicate ideas, moods or symbolic meanings. Students should be challenged to interpret these ideas, symbols, etc. in the art works they are studying and build up their own "vocabulary" for use in their own image-making. Student concepts about why visual art is important as a means of communication will be expanded and reinforced through thoughtful reflection upon their own and other artists' works.

Reflection enables students to stand back from their experience, uncover and examine meaning, clarify and articulate their thinking, and consider how effectively they functioned as a member of a group. Through critical reflection students can move closer to expressing the thinking and feeling they intend to express with their work and further their understanding of the creative process.

In grade seven, students will:

• reflect on and examine the intentions, the development and the interpretations of their own and their peers' art works
• investigate how visual artists use symbols and other means to convey meaning
• understand that visual art is a means of communication and continue to appreciate the importance of non-verbal communication.

At this level, students should be making decisions about their own purposes in their art-making and defending why they decided to interpret a certain idea in a certain manner. When assessing a student, teachers should listen to student discussions and observe student explorations for application of the concepts involved in this objective.

The teacher might ask questions such as the following:

• To what extent does the student articulate and reflect upon his or her choices and other people's choices in the development of an art work?
• Has the student discovered how symbols can be used by artists to convey meaning?
• To what extent does the student understand, use and appreciate art as a means of communication? Can the students suggest the ideas behind the art work?

In grade seven, students should continue to explore the real and constructed environment for the elements of line, colour, texture, shape and form. The focus of their study, however, should be on exploring the expressive qualities or meanings implied by the elements in student art activities and in artists' works.

The principles of design (balance, movement, emphasis, variety, repetition, contrast, unity and proportion) have been introduced to a limited extent in the elementary years. In the middle years, students should continue to explore these principles further, understand the expressive qualities each may imply, and apply what they have learned about these compositional devices to their own visual art experiences.

Concepts relating to the elements of art and principles of design should be taught within a context, rather than in isolation. Students should learn about them through their daily visual art experiences and should have these learnings reinforced and applied throughout the year.

In grade seven, students will:

• continue to extend their understanding of the elements of art through exploration and analysis
• begin to understand the use of the principles of design in the work of others and increase the variety of ways they use the principles of design in their visual art experiences
• apply their understanding of the elements of art and the principles of design when discussing, analysing, developing and reflecting on visual art works
• reflect on how the elements of art, principles of design, the images and techniques used convey meaning in works of art
• discover how the elements of art and principles of design are used differently in various cultures.

Teacher Note At this level, teachers will find that they can stimulate students' interest by using popular culture, television, film, magazines, advertising, fashion, comics, cartoons, interior design, etc. as sources for discussion of the elements of art and the principles of design. Evaluation

When assessing a student, teachers should listen to student discussions and observe student explorations for application of the concepts involved in this objective. The teacher might ask questions such as the following:

• To what extent has the student expanded his or her understanding of the elements of art?
• In what ways did the student become familiar with the principles of design?
• Did the student apply knowledge of the elements and principles when discussing, analysing, developing and reflecting on visual art?
• To what extent did the student reflect on how the elements of art, principles of design, the images and techniques used may convey meaning in works of art?
• In what ways did the student discover how the elements are stressed differently in various cultures?

3. Examine ways visual art mirrors and influences individuals, societies and cultures, past and present. Visual art has always been a means of recording human activity. Antiquities have given many insights into the individuals, cultures and societies that produced them. Students will be encouraged to research, discuss and share information about the visual art, past and present, in their local, national and global community. Students will begin to see the common threads that exist in the art works of all cultures and begin to identify ways specific societies have used visual art to express or challenge ideas, traditions and beliefs. They should become aware of commonalities and individual characteristics found in the art work of all cultures, such as the expression of values, environment, religion, technology, politics, family, etc. They should also become aware of the many connections that exist between the arts. They should understand that although they may be viewing such diverse arts as a ballet, a pow wow or a movie, much care and attention has been given in all of them to the music, costume and set design, staging, etc. Through this study, students will be more aware of their humanity and the place of the arts within the larger scheme of things.

Visual art works can have many functions and students should explore the daily impact visual art can have upon their lives. Visual art can be used to communicate, support other art forms, sell, entertain, adorn, or make a personal expression or social comment. It can also be used for ceremonial purposes. Students should become aware of and form opinions about how the arts relate to themselves, their environment and the choices they make.

In grade seven, students will:

• begin to evaluate, discuss and analyse the role and the influence of visual images in their daily lives, including mass media and popular culture
• identify and explore the various functions of visual art; for example, as celebration, entertainment, adornment, etc.
• explore the relationship visual art has to other art forms
• continue to extend their understanding of the traditional and contemporary visual art of various cultures, including the Aboriginal cultures
• gain understanding about values, beliefs, ideas and traditions of various cultures, past and present, through the study of the cultures' visual art works
• examine ways that artists and art forms may affect the visual environment
• understand that many works of art can be studied according to their design, function and setting
• become aware of how visual art can transmit or question cultural values, ideas and beliefs.

Evaluation

This foundational objective's purpose is to develop an appreciation that art is an integral part of life and not just what appears in an art gallery. Students should be more aware of the art in their community and the various artists and art forms within their community and beyond. They will be involved in research about artists and art forms through books, surveys, field trips, magazines, etc.

When assessing the student's achievement of this objective, teachers should observe the student's commitment and contributions to his or her project. Teachers should also observe how the student has applied learnings to his or her own work and participated in discussions.

The teacher might ask questions such as the following:

• To what extent does the student understand the role and influence of visual images in his or her daily life, the mass media and popular culture?
• Has the student understood that there are many different functions of art within any society or culture?
• To what extent has the student discovered inter-relationships among the arts?
• To what extent has the student gained understanding about various cultures through studying their visual art works?
• To what extent has the student developed an awareness and understanding of the visual art of various cultures?
• To what extent is the student aware of ways that artists and art forms may affect the visual environment?
• To what extent has the student understood that works of art can be studied according to their design, function and setting?
• To what extent does the student understand that visual art can be used to transmit or question a society's or individual's beliefs and ideas?

4. Examine the work of various artists

One of the goals of the Arts Education program states that students should come to understand the contributions of the arts and artists to societies and cultures, past and present. To achieve this goal, students should look at and discuss a wide variety of art works from Saskatchewan and Canada, and from many cultures and time periods. Students should begin to understand how the context in which the visual art is created is important to understanding the work and begin to connect their reaction to the work with the visual stimuli, style, theme, etc. that the artist presents.

In the students' examination of the work of artists, they should be able to describe styles, techniques, themes, media, subjects and motifs which have become trademarks of certain artists, groups of artists, historical periods and cultures. Through discussions and research, students will discover how artistic trends developed in relation to the events of the time, function, role of the artists in society, geographic location, available resources, etc. Students will discover how artists' views about visual art have changed over time and will continue to change. For example, some artists consider that beauty and technical dexterity are no longer as important as artists believed they were in the past. Students will also examine broad concerns of artists, including fine artists, traditional artists, crafts people and commercial artists. These concerns might include financial concerns, taxes, supplies, etc.

In their study, students will experience the dilemma involved in classifying art and artists. Debates and discussions that attempt to classify will reveal that the arts often overlap and that the classifications in many cases are arbitrary and artificial. Classifications which often overlap include, for example, graphic artist, fine artist, architect, film-maker, etc.

The artists studied will depend upon the teacher's access to art works, reproductions and other images, resource people, etc. Students should study a variety of art forms and artists' works from Saskatchewan, Canada and elsewhere, including many cultures and time periods. Included in this study should be new and non-traditional art forms; for example, art that is not necessarily permanent or something to be collected. Local resources should be used as much as possible and research should include interviewing and involving artists and community members. As well, students should visit galleries and studios, and read newspapers, magazines, catalogues, books, etc.

In grade seven, students will:

• identify and explore environmental, historical and social factors that influence visual artists and their work
• increase their understanding of the contributions of various artists, past and present, to the field of visual art
• increase their understanding of the contributions of Saskatchewan and Canadian artists, including Aboriginal artists, to the field of visual art
• examine how artists' views about visual art have changed over time and will continue to change
• develop an understanding of the different concerns and purposes in representational and non-representational art works
• examine how technology has influenced visual art and artists
• develop an understanding of various issues in visual art and the concerns of visual artists
• examine a variety of new and non-traditional art forms
• be aware that being an artist involves having certain attitudes in addition to specific productive skills.

Evaluation

Artists from the community and beyond should be studied and researched. Students should observe artists' styles, techniques, ideas, concerns, etc. and begin to apply what they have learned to their own processes. Through their study, students should begin to understand why they have certain reactions to some art works and they should expand their tolerance.

Students should be encouraged to follow their own interests and plan their own projects. Teachers should observe the students' interest and participation in their activities. New ideas, insights and discoveries should be valued as fundamental to the fulfilment of this objective.

When assessing the individual student, teachers might ask questions such as the following:

• In what ways has the student examined environmental, historical and social factors that influence visual artists?
• To what extent has the student increased his or her understanding of the contributions of artists, past and present, to the field of visual art?
• To what extent has the student increased his or her understanding of the contributions of Saskatchewan and Canadian artists, including Aboriginal artists, to the field of visual art?
• To what extent has the student examined how artists' views about what is important to art-making have changed over the years and will continue to change? What understanding has the student gained as a result?
• To what extent has the student understood the different concerns of representational and non-representational artists?
• Has the student experienced how technology can affect art and artists?
• To what extent does the student understand that artists have many different concerns depending on their level of involvement with their career, type of career, choice of materials, etc.?
• In what ways has the student had experiences with a variety of new and non-traditional art forms?
• Has the student had experiences with artists who are concerned more with ideas than with productive skills? What understanding has the student gained through this experience?

5. Develop critical thought and learn to support their interpretations and opinions when responding to art.

To meet the challenge of this objective, the students must develop a more contemplative attitude toward works of art. They must demonstrate flexibility in thinking and the ability to suspend judgment while they describe, analyse, interpret and further investigate the visual arts. When students discuss art works, the teacher may have to direct and refocus the students to encourage more insightful responses. In their discussions, students will use and become comfortable with art vocabulary that has been introduced in art experiences throughout the year. Students should support their opinions as they interpret the images, symbols, ideas and moods of the visual image. They should also apply their understanding of the elements of art and principles of design. The "Viewing Art Works" section in this curriculum provides guidance for discussion and more insightful viewing of art works.

Students should be able to defend their preferences for particular types of art based on design characteristics, qualities of expression, and their own personal and cultural perspectives. When students do not appreciate a certain type of art, they should be encouraged to be open to new ideas and should respect informed opinions that differ from their own. The more experience students have with various art forms, the more they will be able to appreciate some of the difficult concepts involved.

This process cannot be completely valuable without first-hand experiences with art works. Students should be encouraged to observe the art in their homes and communities, and teachers should bring works of art (originals, slides or reproductions) into the classroom or arrange links with galleries, museums or other teaching establishments. The works chosen for study should be from a broad range of styles, techniques, cultures and countries.

In grade seven, students will:

• demonstrate the ability to suspend judgment and actively participate when viewing art works
• continue to perceive, describe, analyse and interpret art works and make informed judgments about art works using increasingly appropriate vocabulary
• support opinions and interpretations for particular types of art based on evidence found in the work
• demonstrate an open-minded approach to diversity of ideas and artistic style and respect informed opinions that differ from their own
• recognize that cultural background and experiences affect their responses to art works and their understanding of meaning and symbol within the work
• consider art works in the contexts in which they were produced when interpreting and evaluating them
• demonstrate the ability to research materials to increase their understanding of visual art.

Evaluation

In assessing the individual student's ability to achieve this objective, the teacher must observe the student's contributions to discussions. At the same time, the teacher must actively encourage the student to get involved in expressing his or her ideas and opinions. The teacher should observe the student's initial reaction and how he or she analysed that reaction, searched for greater understandings, expressed his or her findings, and became aware of how the art work evoked certain responses. The teacher might ask questions such as the following:

• Is the student able to suspend judgment and actively participate when viewing art works?
• Has the student demonstrated the ability to perceive, describe, analyse and interpret art works using increasingly appropriate vocabulary?
• To what extent can the student support opinions and defend preferences when responding to art works?
• To what extent does the student accept and respect other ideas, styles and informed opinions that differ from his or her own?
• Is the student aware that his or her cultural background and experiences affect his or her responses to and understanding of art works?
• In what ways does the student show awareness that different art forms and styles need to be studied in the contexts in which they were produced in order for them to be interpreted and evaluated?
• In what ways does the student use factual information to increase his or her knowledge and understanding of art works?