• analyze forms of art from a variety of cultures and societies, historical and contemporary; interpret meanings within appropriate contexts; and relate their understanding to their own expressions and life 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

• change and history
• artists and change
• societies, cultures and artistic change
• art movements and their development
• personal artistic development
• students and change

• develop both intuitive, imaginative thought and the ability to evaluate ideas, processes, experiences and objects in meaningful contexts (CCT)
• develop an understanding of how knowledge is created, evaluated, refined and changed within visual art (CCT)
• develop abilities to meet their own learning needs (IL)
• develop a positive disposition to life-long learning (IL)

• 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

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' arts experiences with them
• listen to students' reflections on their own arts experiences
• assess student progress over time.

The students will:

• research to understand the traditional and contemporary visual art of various cultures, past and present, including Aboriginal cultures
• develop skills in drawing that assist in the organization and communication of ideas in their work
• apply knowledge from a variety of sources to the development of ideas for art works

Have students use their knowledge of Canada and change to produce an art work. Possible suggestions for activities include:

• Create a map of Canada with drawings of events and people that are important to Canada's development and history.
• Develop and illustrate a time line of the important events of the past twenty years in Canadian history (approximately the students' own life times).
• Create an editorial cartoon on some aspect of the future of Canada.
• Design an illustration to accompany an article on the changes in Canadian society over the past several decades.

Examples of editorial cartoons from the newspaper

Examples of illustrations for articles in news magazines

The students will:

• investigate how artists', art historians' and critics' views about art change over time and will continue to change
• understand how historical, social and environmental factors and issues influence visual art and artists
• recognize how visual art can teach us about ourselves, other individuals and the society in which it is created
• explore and understand the influence of technology on visual art

In this independent study, students look at how artists' works and ideas change over time. Students may choose to research one of the following:

• Change as it relates to a particular artist's life. The student should determine how events in the artist's life affected the works that were produced.
• Change as it relates to a particular art form or style. The student might look at Greek architecture, poster design, Egyptian sculpture, Northern Renaissance painting, etc. Students should examine the changes that occurred over time and some of the political and social forces that influenced the development of the works.
• Change within a particular art movement or style, such as romanticism, impressionism, minimalism, etc. Students should try to determine what brought about the changes and how they related to changes in society as a whole.

Students could work independently or in groups to research their topics. On a pre-determined date, have the students present their findings to the class. Encourage students to use as many visuals as possible to explain and demonstrate their findings.

Using the knowledge obtained through their research, have students create an art work related in some way to their topic. They might work in the style of an artist they researched, explore similar subject matter, design an architectural building using the style of a particular time period, etc. Students might also enjoy imagining how societal changes after an artist's death could have affected that artist. For example, what might Michelangelo be doing in his work if he were alive today?

The students will:

• collect a portfolio which shows evidences of variety and development
• understand that artists are constantly experimenting with ideas and materials, and appreciate original thought as well as product
• determine and explore a variety of media, technology, materials and techniques to solve specific visual art problems

CD-ROM. Ask students to use "Change" as their theme for the activities.

Have students develop an art work with change as the theme or subject matter, using materials of their choosing. Students might explore the following:

• time as it relates to evolution growth, disintegration, etc.
• metamorphosis or some change of form, character, etc.
• changing an object in structure, form, function, etc.
• changing a traditional art work to make it contemporary.

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
• examine art works for connections to their own lives and for broader meanings that the works may imply
• present and discuss their own works in a professional manner
• formulate hypothesis for creative investigation and independent study

Ask the students about change in their lives and the lives of those closely related to them. Is change always for the better? Is change cyclical? Why is change happening at such a rapid pace in today's society? What can be done to prepare for change as we experience it in our lives? Compile a brainstorm list of words the students associate with change. Have each student select a word from the list and represent it in a visual way (through drawing, painting, collage, tableau, performance, etc.).