| Foundational Objectives | Vocabulary and Concepts |
The students will:
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| Common Essential Learnings | Resources |
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| Instruction | Assessment |
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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:
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Students will explore theme-related art works from a variety of cultures from around the world and in a variety of time periods. Teachers and students should choose themes for which they have available resources and materials.
In this module, students should examine a variety of art movements,
such as the Renaissance, romanticism, impressionism
For the purposes of this module, the theme of nature has been selected. Many cultures have a rich tradition of using natural images in their art works. Students could study the art of the peoples of the Arctic, Islam, Egypt, the western United States
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| Northern Renaissance
The students will:
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Research the background information on the Southern and the Northern Renaissance of the fifteenth century. How are the ideas represented in the works different in the south and the north? For example, the southern artists looked to classical works for inspiration while the northern artists looked to nature. Have students look at the works of northern artists (such as A. Dürer, H. Bosch, J. van Eyck, P. Bruegel) and determine how nature is depicted using observation, realism, atmospheric perspective, etc. Students may be interested in researching a particular artist from this period and using ideas from their research to create an art work, such as:
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Resources that have information on the Renaissance |
| Examine A. Dürer's print-making techniques and look at the work of some contemporary print-makers. How have the styles and methods changed? Students should decide upon a print-making technique that interests them and use it to create an art work. Whenever students are handling potentially dangerous tools and media, care should be taken to ensure appropriate health and safety measures are followed. Examine the techniques used and the difficulties encountered in the processes used when the students have completed their prints. | Saskatchewan Art Works: A Visual Art Resource for Kindergarten to Grade 8 (slide set) slides #12, 53, 76, 77 Books and other resources with information on print-making techniques |
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| Romanticism
The students will:
The nineteenth century found artists and writers rebelling against the age of reason and dealing with emotion and passion. English painters such as J.M.W. Turner and J. Constable used nature as inspiration. Constable's paintings glorify the English countryside through close observation of the scenes. Constable used white highlights to create a shimmering effect in his works and juxtaposed complementary colour to vitalize the colour. Have students study these techniques. Turner began in much the same way as Constable but he became interested in the power of nature. He began to use colour to inspire feeling and many of his works verged on abstract. Research how Turner's works were received by the critics of the day and how his works had a great effect on the development of modern art. Examine his works in relation to Constable's and abstract expressionism. Students may want to study aspects of these artists' works further by creating landscape paintings using some of their techniques. |
Resources on romanticism Information on J.M.W. Turner and J. Constable |
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| Fauvism
The students will:
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| Fauvism in France in the early twentieth century radically changed the way landscape was depicted. Fauvist artists were known as "the wild beasts" for their random and intense use of colour. The works were initially not well accepted because they showed nature with feeling rather than in a realistic manner. Study the works of M. Vlaminck, A. Derain, H. Matisse, G. Rouault and/or R. Dufy. What emotions are the artists exploring in their works? How do colour and line convey meaning? How did the works of the impressionists affect the development of this movement? Have students paint a landscape that expresses the emotive qualities of their subject rather than the realistic qualities. | Resources with information on fauvism |
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| Neo-Plasticism
The students will:
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| Dutch artist P. Mondrian reacted against the emotional art of the fauvists and expressionists and sought purity of vision through geometric forms. The chaos of World War I led to his desire for order and the style of neo-plasticism developed.
Have students research Mondrian to understand how his style developed through his simplification of nature and how each of his works was carefully calculated to achieve a sense of balance. The following activities could follow from their study:
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Information on neo-plasticism and P. Mondrian |
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| Nature as Seen in a Variety of Cultures
The students will:
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| Aboriginal artists often communicate a respect for nature in their works. Students could examine the works of D. Johns (contemporary) and M. Taylor (traditional) in Art First Nations and examine the connections between the images. Students should gather some background information on Navaho traditions and culture and determine how the images of the storm reflect the issues that are important to the people. Compare the images to the images of the storm in Turner's work. Students may want to depict a storm themselves using the techniques and media appropriate to the subject. | Resources on Aboriginal artists, such as Art First Nations: Tradition and Innovation (kit) |
| Look at landscapes as depicted in the works of Japanese artists. Many Japanese artists leave large areas of the picture plane unoccupied, develop a slightly off-centre composition, establish a point of view looking down on the image, suggest space through aerial perspective, use little colour, etc. Compare these works to works previously studied. How did Japanese art influence artists in Europe and North America in the twentieth century? How does the work reflect the spirituality of the culture? Have students use pen and ink or water colour and Japanese techniques to produce atmospheric depictions of nature. | Information on and images of Japanese landscape art |
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