| Grade 1: Visual Arts |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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| •produce two- and three-dimensional works of art that
communicate ideas (thoughts, feelings, experiences) for specific purposes; |
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| •use the elements of design (colour, line, shape, form,
space, texture), in ways appropriate for this grade, when producing and
responding to works of art; |
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| •describe how the ideas in a variety of art works relate
to their own knowledge and experience; |
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| •use correctly vocabulary and art terminology associated
with the specific expectations for this grade. |
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Specific Expectations
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| Knowledge of Elements |
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| •recognize and name the primary colours of pigment (red,
blue, yellow); |
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| •identify the value of a colour (i.e., distinguish between
lighter and darker tones of a colour); |
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| •describe different kinds of lines (e.g., jagged, broken,
straight, curved); |
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| •identify the horizon line; |
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| •distinguish between geometric and organic shapes and
forms; |
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| •describe the texture of various familiar objects (e.g.,
rough, smooth, slippery, wet), using vocabulary and terminology appropriate
for this grade; |
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| •identify the elements of design in familiar environments
(e.g., the colours in the classroom; the shapes used in wallpaper samples;
the forms found in a piano, rectangles, columns); |
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| •identify a variety of art tools, materials, and techniques,
and demonstrate understanding of their proper and safe use (e.g., brushes,
sponges, fingers, sticks for painting; modelling clay for making sculptures;
oil pastels, crayons, markers, pencil crayons for drawing). |
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| Creative Work |
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| •make artistic choices in their work, using at least
one of the elements of design specified for this grade (e.g., create a
three-dimensional work, using "found" materials to create specific textures); |
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| •produce two- and three-dimensional works of art (i.e.,
works involving media and techniques used in drawing, painting, sculpting,
printmaking) that communicate thoughts and feelings (e.g., paint a picture
about a class trip); |
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| •identify, in a plan, the subject matter and the tools
and materials they will use to produce an art work; |
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| •identify strengths and areas for improvement in their
own and others' art works (e.g., "I like the way I painted the dog. Next
time I will use smaller brushes so I can make the fur look real"). |
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| Critical Thinking |
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| •describe the subject matter in both their own and others’
art work (e.g., La Orana Maria by Paul Gauguin and Kettle of
Soap by Joseph-Charles Franchère, which depict people engaged
in everyday activities); |
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| •describe, using appropriate vocabulary, how artists
use the elements of design to communicate information and create a particular
mood (e.g., the use of the bright primary colours red and yellow to suggest
happiness); |
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| •express a response to an art work that clearly communicates
how the ideas, information, and feelings relate to their own experiences
(e.g., a response in which they note that the artist's representation of
a boy playing with a dog relates to the stories they have been reading
about pets). |
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| Student Name: |
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