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

• sources of inspiration
• elements of art and principles of design
• mood
• mentors
• other artists as inspiration
• environment as inspiration
• reflection as inspiration
• other arts as inspiration
• mass media as inspiration
• elements of art and principles of design as inspiration

• 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 which characterize visual art (C)
• come to a better understanding of the personal, moral, social and cultural aspects of school subjects (PSVS)
• develop their 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

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:

• investigate the contributions of Saskatchewan, Canadian and international artists to the field of visual art
• understand ways artists acquire and transform ideas into visual form and use this understanding to generate ideas for their own personal expression
• demonstrate the ability to use the process described in "Viewing Art Works" in this guide, and actively participate when viewing and discussing visual art and related issues
• think critically about visual art by reading published criticisms and artists' statements, and using these to help them with interpretation

Organize a class visit to an art gallery or a variety of art galleries and view the works on display. Students should determine the general unifying theme or inspiration for the show and, if applicable, the specific sources of inspiration for individual pieces. If a gallery visit is not possible, teachers and students may want to examine a variety of exhibition catalogues and slides of artists' works. Students should record their findings in their journals.

Brainstorm a web of possible sources of inspiration for art-making. Students might suggest such sources as the environment, popular culture, events in their daily lives, etc. Ask students to identify and analyze the sources of inspiration they usually draw upon for their art works. Many will find that they are using the same sources repeatedly, as many artists do. Have students pick an artist that they admire and who works with a style or theme similar to their own. Grade ten students may need help in making their selection, as they might not yet be aware of their own style or thematic interests. Once they have decided on an artist, have them compare the artist's work to their own. How are the sources of inspiration similar? How do the artists and students use the elements of art and the principles of design in a similar or different manner? How are the images used? What are the moods that the artist and student wish to convey? How does the artist's life compare to student lives? What have the critics said about the works? Have students present their ideas to the class. Have students determine and record in their journals one or two aspects of the artist's work that they might draw upon for the development of their own works.

The students will:

• challenge themselves to solve problems, make choices, take risks and try a variety of ways of working
• 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
• understand ways artists acquire and transform ideas into visual form and use this understanding to generate ideas for their own personal expression
• use preliminary analysis, personal notation and drawing when developing ideas, solving problems or clarifying meanings

In this section of the module, students should explore the connections between general sources of inspiration and specific ideas. Once they have examined this through the work of artists, they should practise developing their own idea.

Teachers and students may choose to explore some of the inspirations listed below or they may wish to design their own projects, based on their brainstorm web. Encourage students to become aware of the variety of sources artists draw upon for inspiration. When a general source of inspiration has been selected and students begin looking at individual works, students should be encouraged to explore the artists' specific and unique ideas . For example, many artists are inspired by landscape, but they express individual ideas.

• Look at artists who use other visual artists' work as a source of inspiration. For example, a fashion designer may be inspired by the work of the cubist painters.
• View the work of artists who are inspired by the landscape or environment in which they live. Examples may include photography, book illustration, landscape painting, architecture, etc.
• Reflection is an important aspect of the creative process. It can also be a source of inspiration for artists who use their memories, dreams or personal experiences in the development of their work. View examples.
• The arts are often interwoven and students may want to examine some of the many connections among the arts. Students may want to examine the works of writers, dancers, actors, designers, filmmakers, etc. and make connections to their own work. They might also explore interdisciplinary work.
• The mass media is often a source of inspiration for artists interested in social comment or current affairs. Examples may include, editorial cartoons, graphic design on the cover of magazines, pop art, social realism, etc.
• Artists often experiment with the interaction of the elements of art and the principles of design to explore formal concerns in art. Examples may include non-objective painting, abstract expressionism, interior design, clothing design, etc.

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #6A, 11A, 17A, 26A, 30A, 34A, 36-37A, 20B, 36B, 38B

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #13A, 38A, 43A, 7B, 18B, 36B, 46B
Examples of artists designing sets and props for plays and films, music influencing visual art, etc.

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #1A, 23B, 25B, 35B

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #2A, 4A, 28A, 47A, 48A, 50A, 9B, 14B, 26B

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #7A, 19A, 35A, 33B, 47B

Books, magazines, films, videos, etc. with information on artists who experiment with the formal aspects of art-making

• Artists may observe their work environment for sources of inspiration and experiment with materials and processes used in art-making. Examples might include print-making, sculptural ceramics, watercolour, etc.
• Artists create objects and environments for specific functions. Students may want to explore craft, architecture, interior design, industrial design, etc. to understand function and art-making. View examples.
• Artists may draw upon their experience and create works that are fun or relate to enjoyable aspects of the human condition. Examples might include children's book illustration, toy design, portraits, cartoons, mixed media sculpture, etc.
• Artists may explore their own ancestry or role in society and tell stories about their traditions, legends and culture. View the art of various cultures. Include work by male and female artists.

Books on art-making techniques

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #16A, 32A, 8B, 32B, 39B

Books on craft, architecture, design, etc.

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #21A, 44A, 1B, 30B, 50B

Examples of artists displaying a sense of humour in their works

Examples of women's and men's art from a variety of cultures and societies

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #40A, 45A, 49A, 2B, 4B, 6B, 10B, 16B, 21B, 34B, 41B, 43B

• Spirituality can inspire artists. View and discuss examples.
• Technology and the developments related to it have influenced artists for centuries. View works and discuss their significance.

When one or more of these areas has been explored, have students brainstorm ideas for the development of their own works using a variety of media, techniques, styles, etc. Encourage students to move in their thinking from a general source of inspiration to a more specific personal idea. Encourage them to use preliminary analysis and personal notation, and to keep track of the development process in their journals. When the students' works are complete, view them as a class. Reflect upon the sources of inspiration and the students' own unique ideas.

Ideas and Inspiration: Contemporary Canadian Art (slide set and CD-ROM) slides #11B, 13B, 17B, 25B`