Overview Unit Two: Making Connections	Time Frame: 6 - 8 hours This unit focuses on the language of visual art, and the students' own visual art expressions, viewed within a larger cultural/historical context.
Foundational Objectives	Vocabulary and Concepts
All six foundational objectives for visual art are addressed in each unit. However, Unit Two focuses on those listed below. The students will: examine sources of ideas for visual art and convey their own ideas visually using a variety of processes and materials explore connections between ideas and the elements of art and principles of design	works of art communicate symbols images and perception juxtaposing images elements of art and principles of design Saskatchewan art and artists
Common Essential Learnings	Resources
develop both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT) develop understanding and the use of vocabulary, structures and forms of expression that characterize visual art (C).	home/community Visual Art Resource for Grades 9 and 10 (slide set) reproductions, magazine articles, art gallery catalogues appropriate books listed in bibliography assorted media, such as newsprint, drawing paper, pencils, paint (acrylic), brushes, canvas and stretchers or canvasboards, found objects, large rolls of paper, cardboard, coloured markers, scissors, glue, wood, nails, saws, wire, fabric, coloured plastic, etc. any available supplies, such as drawing boards, photography equipment, video camera and VCR, computers and companion hardware/software appropriate films/videos listed in bibliography
Instruction	Assessment
discussion questioning brainstorming creating visual art works viewing art works (describe/analyse/ interpret/judge) small group/whole group/individual work journal writing research	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 focusing on the student's creative and responsive processes, as well as on 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.