The students will:

• analyze forms of art from a variety of cultures and societies, historical and contemporary; interpret meanings and relate their understandings to own expressions and experiences
• use analytical and critical thought to respond to art works and infer meanings based on the many contexts of visual art and global issues
• initiate and develop ideas for art-making, transpose these ideas into art forms using a variety of media, and reflect upon their processes and their completed works within the contexts of visual art

• imagination and creative thinking in the work world
• creative processes and problem solving
• sources of inspiration
• art and artists
• stereotyping and conformity
• symbol and art
• elements of art, principles of design and expression of meaning
• a variety of art forms
• surrealism, dadaism, fantasy art, illusionism, etc.

• develop both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT)
• understand and use the vocabulary, structures and forms of expression that characterize visual art (C).
• develop their abilities to meet their own learning needs (IL)
• develop a contemporary view of technology (TL)
• become compassionate, empathetic and fair-minded individuals who can make positive contributions to society as individuals and as members of groups (PSVS)

• home/community
• Arts Education: Visual Art Resource for Grades 9 and 10 (slide set)
• Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM)
• reproductions, magazine articles, art gallery catalogues
• appropriate books listed in the bibliography
• assorted media and found materials
• any available supplies, such as drawing boards, photography equipment, video camera and VCR, computers and companion hardware/software
• appropriate films/videos listed in the bibliography

• discussion
• questioning
• brainstorming
• creating visual art works
• viewing art works (describe/analyze/ interpret/judge)
• small group/whole group/individual work
• journal writing
• research

Student assessment in visual art is based on the foundational objectives. 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 students' creative and responsive processes, as well as on any culminating product. In visual art, 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 and related learning objectives
• observe and record students' ongoing development according 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' visual art experiences with them
• listen to students' reflections on their own visual art experiences
• assess student progress over time.

The students will:

• recognize how visual art can teach us about ourselves, other individuals and the society in which it is created
• determine and explore a variety of media, technology, materials and techniques to solve specific visual art problems
• challenge themselves to solve problems, make choices, take risks and try a variety of ways of working

Look at people who use their imaginations a great deal in their jobs. These may include film and television producers, writers, graphic artists, choreographers, cartoonists, etc. What do they have in common? Ask students to think of ways that their peers, parents, teachers, administrators and other community members are creative in their jobs and in their daily lives.

Engage students in using their creativity and imaginations. For example, have the students make a photomontage, or have each student build upon the ideas of the previous student as a work of art is passed around the classroom. Students could be asked to change a found object into something else. Have them reflect upon the processes they used and their resulting products. What do the student works tell us about ourselves? Are there any connections between the creativity the students employed and creativity in the working world?

Individuals in the community

Books with examples of photomontage or other imaginative art forms, such as Art Synectics by N. Roukes or Design Synectics by N. Roukes

The students will:

• perceive, describe, analyze and interpret art works and make informed judgements using appropriate vocabulary
• demonstrate the ability to research independently in order to increase their understanding of visual art and to further knowledge on a variety of themes
• investigate the contributions of Saskatchewan, Canadian and international artists to the field of visual art
• understand that artists are constantly experimenting with ideas and materials, and appreciate original thought as well as product

Look at the work of Saskatchewan artists and discuss possible inspirations for the works. Discuss how symbolism and methods or techniques communicate meaning in the works. For example, look at D. Bentham's "Siren Song". How does the work relate to literature and the human body? View E. Bornstein's work and discuss his use of images from nature as the starting points for the development of his abstract works. How does B. Boyer's work deal with the history of the plains in an abstract way? Reflect upon M. Broner's use of the saying "three peas in a pod" as the inspiration for the interpretation of family. How does C. Macaulay use the images of the garden to comment on life and death? Respond to J. McNeil's experiments with hand-building techniques to suggest movement and defy gravity in her clay sculpture. Why does D. Potter use the separate "trophy" parts to make up the whole in her work "Community Social"?

Ask students to choose an art form of interest and an artist who works in that form. Have students complete a research project to learn about some aspect of the process the artist uses, the means of presentation, the artist's philosophy, etc. Students should make connections between the art works studied and the artist's social, historical and cultural background. Have students share the information obtained with the class.

Reflect on some of the common characteristics among the artists presented. Students might consider themes, inspiration, methods, styles, public response to the artist's work, etc.

Monsters and Imagination in Clip Art Series (video)

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM)

Books on artists and their works

The students will:

• understand ways artists acquire and transform ideas into visual form and use this understanding to generate ideas for their own personal expression
• use a journal to record ideas and information for future reference
• use the creative process purposefully in the development of art works
• develop skills and technical competency for using art tools, technology, forms and methods in their visual art expressions

• studying examples of science fiction films and making an animated film about monsters in an unknown world
• looking at artist D. Gilhooly's frog worlds and designing their own imaginative environments and humorous creatures
• using mathematical understanding to explore illusion in art-making
• studying Aboriginal legends as a resource and then writing and illustrating their own legend or story
• viewing films with works by outstanding make-up artists and designing a mask or a character for a film
• looking at examples of artists experimenting with colour theory and developing a series of works that explore colour placement
• studying surrealism and designing their own surrealistic work
• looking at examples of artists who use the fantastic in their works and developing their own fantastic images.

Students should document their processes, changes, discoveries, etc. in their journals as they proceed with their projects.

Have students display their works when they are finished. Reflect on the students' processes and problems encountered in their experiences. How did the students used the elements, principles, images and media to communicate their ideas? What would they do differently if they were to repeat the process? In their journals, have students brainstorm ideas for revision or a sequel to the initial work. Attempt the revision or sequel if time allows.

Films/videos with fantastic or magical images

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #20A, 1B, 11B, 50B

Artists such as M.C. Escher

Resources on Aboriginal legends and traditions

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #7A, 10B

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #11A, 20A, 21A, 28A, 39A, 46B