The students will:

• 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

• transitions
• family portraits
• narrative in art
• family traditions in art
• media analysis
• expressionism
• performance art
• documentary films
• collaboration

• 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)
• become compassionate, empathetic and fair-minded individuals who can make positive contributions to society as individuals and members of groups (PSVS)
• develop their appreciation for the value and limits of technology within society (TL)

• 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
• recognize that artists make choices in their work which reflect points of view and themes that are both personal and social
• examine art works for connections to their own lives and for broader meanings that the works may imply

Students in grade ten will be working toward independence, and developing goals and aspirations for their lives. This is a time of change in the student's relationships with siblings, parents and guardians. As a class, discuss change and how it affects interpersonal and family relationships. The teacher might want to work with the Life Transitions teacher in planning this module.

Look at works of art that depict the family in different time periods and geographical locations, including the present. What do the art works say about family relationships? Discuss the different purposes artists might have in depicting the family -- to describe, commemorate, imagine, comment on, celebrate, challenge, etc. Do the purposes vary according to time period and/or location? Have small groups of students select one art work and determine what the work tells us about both the artist's and society's view of the family. Have students present their findings to the class.

Look at depictions of the family by several different male and female artists. Are there any differences in the way the family is depicted? Is it possible to make generalizations?

• how symbols can be used to create meaning
• how drawing practice can aid their realistic depiction of their subjects
• how colour schemes and colour symbolism can affect meaning
• how they can create meaning by adding materials such as photographs, photocopies of artifacts, etc. to their work.

Artists' works that show the joy of family

Focus on family traditions. How have artists such as A. Herivel, A. Sapp, W. Kureluk and S. Farrell Racette used narrative to show family tradition in their art works? Discuss how the artists have used the following to strengthen their work:

• the elements of art and the principles of design
• point of view and framing
• composition.

Have students create narrative art works that show family, cultural or societal traditions.

Antoinette (video)

Jewish Life in Canada and Last of the Arctic from The William Kurelek Series (video)

The students will:

• understand how visual art can transmit or challenge cultural values, ideas and beliefs
• investigate how artists and art forms can affect the visual environment
• analyze and evaluate the meaning and influence of visual art, including mass media and popular culture, in their daily lives

Generate a class list of media or TV families. Discuss degrees of realism in the depictions of these various families.

As a class, compare two different TV or movie families -- one the students agree is realistically depicted and one they think is not. What makes one realistic and one not? Have each student do an analysis of a TV family and come to a conclusion about whether the depiction is realistic.

Have the students create portraits of TV families "then and now". Each student could do two portraits, or half the class could do "then" and half "now". Have students focus on how their portraits can reflect the values and attitudes of the times.

The students will:

• use knowledge of theories of art in attempting to understand and evaluate art works
• examine various styles of art, both historical and contemporary, in a variety of art forms
• be aware that being an artist involves knowledge, attitude and imagination in addition to technical skill
• use purposefully the elements of art and the principles of design in works of art

As a class, generate a list of words that describe emotions related to family. There should be no judging of the students' suggestions and students should not be asked to explain their suggestions, as the topic is sensitive and responses will vary depending on students' personal situations. The focus in the activity should be on compiling a varied list of words that relate to feelings. The students might suggest words such as turmoil, love, conflict, balance, comfort, etc.

• exploring a new material, such as woodcut
• painting with bold colours and strong contrast to convey emotion
• paying attention to the placement of objects to convey a particular emotion (isolation, for example)
• exaggeration of facial features and/or scale to convey strong emotion.

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #44A, 7B, 16B, 18B, 30B, 45B

The students will:

• challenge themselves to solve problems, make choices, take risks and try a variety of ways of working
• understand that visual art is a form of communication and critically examine non-verbal communication in art works of all kinds
• present and discuss their own works in a professional manner
• work effectively in a group

Ask students if they know what is meant by "rights of passage". In some cultures maturity is marked by a particular event or ritual. Generate a list. Do the students consider any events in their lives to be rights of passage? Could getting a driver's license be considered a right of passage or transition point in students lives? Are there any other events the students might consider rights of passage for them?

Discuss performance art. View and read about particular performance pieces. Help students understand that many performance artists use this form as a way of creating their own rights of passage. Performance art can be extremely personal and the artist is usually the creator and performer. Because of the performance aspect of this form, some students will be reluctant to explore it. However, those students interested in performing should be given the opportunity to create and perform such a work. Suggest topics relevant to the students, such as "Getting a Driver's License". Discuss the difference between performance art and theatre. Discuss documentation and art works that are not permanent.

Invite a documentary filmmaker to the classroom, if possible. Discuss or research the following:

• the difference between documentary film/video and photojournalism
• the role of point of view or perspective in documentary film/video
• the artistic or creative aspects of documentary film/video
• career possibilities.

In small groups, have the students create their own documentary films or videos on the theme "Transitions". Remind them of the criteria they established. Discuss story boards, point of view, interview techniques, cinema verité, hand-held camera technique, editing, etc. View and discuss the completed films/videos. Encourage the students to organize a mini film festival for other students in the school.