• 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

• Canadian visual art and artists, past and present
• Group of Seven
• the influence of time and place
• graphic arts in Canada
• technology affects change
• painting in Canada
• print-making in Canada
• drawing in Canada
• sculptural form in Canada
• installation
• series of work

• 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 an understanding of how knowledge is created, evaluated, refined and changed within visual art (CCT)
• develop abilities to meet their own learning needs (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' 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
• understand how historical, social and environmental factors and issues influence visual art and artists
• demonstrate the ability to write critically about visual art, basing ideas on evidence found in the works and the cultural contexts of the works
• reflect on and analyze the intentions, development and interpretations of their own and their peers' art works in relation to broader regional, national and international contexts

• individual artists
• the early art of Aboriginal peoples from various parts of Canada
• the development of a style or technique
• differences in subject matter from one region to another
• the European influence upon Canadian art
• regional graphic designs, such as apple box labels in Kelowna, Wheat Pool maps or calendars in Saskatchewan, fish labels on cans in Newfoundland, etc.
• the development of photography in Canada
• the Group of Seven (the whole group or individuals within the Group of Seven ).

Students should take some aspect of their research as a starting point and develop a work of their own related to what they have learned. When complete, students should reflect on their work and how they applied their research.

Artifacts from graphic design within communities

Notman's World (video)

The Passionate Canadians: Part One - Tom Thomson and The Passionate Canadians: Part Two - Group of Seven (videos)

The students will:

• collect a portfolio that shows evidence of variety and development
• show imagination, interest and initiative in class activities and learn from mistakes as well as successes
• work for a variety of purposes (to create, to clarify thinking, etc.)
• select appropriate storage and presentation for art works

Rupchan: Spirit of a Prairie Potter (video)

The students will:

• explore and understand the influence of technology on visual art
• demonstrate an open-minded approach to diversity of ideas and artistic styles and respect informed opinions that differ from their own
• modify previously learned techniques to generate new ideas
• develop skills in drawing that assist in the organization and communication of ideas in their work

Visit a local print shop or studio to learn about print-making techniques . Inquire about the popularity of prints, the reasons for making prints, the different kinds of prints that artists make, etc. Examine the use of technology in contemporary

art works and determine how the techniques of the past are changing or becoming obsolete.

View drawings by Canadian artists such as E. MacKenzie and R. Pottroff. Encourage students to create large-scale drawings of images that are meaningful to them.

Look at artists' works where the artist is using non-traditional materials, such as J. Wieland, E. Roth, etc. Encourage students to use non-traditional materials and images in a work of their own.

By a Lady: Celebrating Three Centuries of Art by Canadian Women by M. Tippett

The Best Contemporary Canadian Art by J. Murray

Information on prints and print-making

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #22A, 34A, 32B, 45B

Drawing Media and Techniques by J. Gatto

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #29A

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #1A, 3A, 8A, 9A, 36A, 48A, 50A, 11B, 18B, 22B

The students will:

• analyze to understand how the creative process, the elements of art, principles of design and technical ability work together to communicate artists' intentions
• understand ways artists acquire and transform ideas into visual form and use this understanding to generate ideas for their own personal expression
• understand that artists are constantly experimenting with ideas and materials, and appreciate original thought as well as product
• understand health and safety hazards and procedures in visual art and practise safe work habits

Visit a local pottery studio or foundry to learn more about techniques and practices. Reflect upon the function of the objects produced and determine if the form that the object takes relates to its function. How are the elements of art and the principles of design used to convey meaning? What innovations have artists used to produce fresh new works? Discuss why people are often not immediately receptive to change.

Have students create their own sculpture using the style or materials of one of the works they studied. Be sure to follow health and safety rules and procedures whenever appropriate.

Sculpting Clay by L. Nigrosh

I Don't Have to Work That Big (16mm film on J. Fafard)

Books with information on installations

The students will:

• investigate the contributions of Saskatchewan, Canadian and international artists to the field of visual art
• be aware that being an artist involves knowledge, attitude and imagination in addition to technical skill
• demonstrate the ability to research independently in order to increase their understanding of visual art and to further knowledge on a variety of themes

artist whose works can include painting, sculpture, music, film and video, etc. How would you characterize his work? Look at his "Walking Woman" series. How has he developed his theme in a variety of ways? Have students work on a series of works where a particular theme or idea is developed. Other artists such as J. Fafard could be viewed and discussed.

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slide #45A

Information on artists with a variety of interests and who work in a variety of media

The students will:

• analyze to understand how the creative process, the elements of art, principles of design and technical ability work together to communicate artists' intentions
• examine art works for connections to their own lives and for the broader meanings that the works may imply
• become aware of the various art institutions and their purposes, traditions and responsibilities to artists and communities

Whenever possible teachers should draw upon the resources of the community in the development of their programs. An appropriate gallery visit could be planned to coincide with this module. Through gallery visits, students experience first hand how visual artists communicate ideas on the environment, their culture, their concerns, etc. Teachers should use the process described in "Viewing Art Works" to help students understand the works they encounter. Students should take notes in their journals and record any ideas that might inspire them in their own work .