The Arts

Grade 5: Visual Arts	Achievement Level
Overall Expectations	1	2	3	4
•produce two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences;
•define the elements of design (colour, line, shape, form, space, texture), and use them in ways appropriate for this grade when producing and responding to works of art;
•describe their interpretation of a variety of art works, basing their interpretation on evidence from the works (especially on ways in which an artist has used the elements of design to clarify meaning) and on their own knowledge and experience;
•use correctly vocabulary and art terminology associated with the specific expectations for this grade.
Specific Expectations
Knowledge of Elements
•identify the three pairs of complementary colours (red and green, purple and yellow, blue and orange);
•describe how line may be used to define shapes and forms and to create movement and depth;
•identify how the shading of shapes can be used to create the illusion of depth (e.g., create a spherical form by shading one side of a circle);
•identify negative and positive shapes in works of art and the environment (e.g., shapes created by both the branches of a tree and the spaces between the branches);
•recognize and describe the relationship between a work of art and its surroundings (e.g., the size and type of sculpture that is displayed in the foyer of a building should be appropriate for the building);
•identify tools and techniques used by artists to create the illusion of texture (e.g., a pencil for cross-hatching, a paint brush for producing thick layers of paint);
•describe the strengths and limitations of various art tools, materials, and techniques (e.g., identify drawing tools, such as charcoal, pencil crayons, and pastels, and describe their effectiveness on specific surfaces);
•select the most appropriate tools, materials, and techniques for a particular purpose, and use them correctly.
Creative Work
•organize their art works to create a specific effect, using the elements of design (e.g., create a still life depicting their favourite foods, and explain how they used colour, texture, and shape to appeal to the viewer's senses);
•produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting, sculpting, printmaking) that communicate a range of thoughts, feelings, and ideas for specific purposes and to specific audiences (e.g., using electronic media, design an eye-catching title page for their science notebook that clearly communicates the topic for a specific unit of study);
•identify, in their plan for a work of art, the artistic problem and a number of possible solutions (e.g., identify different types of subject matter that they could use to express their concern for the environment);
•identify strengths and areas for improvement in their own work and that of others.
Critical Thinking
•compare works on a similar theme (e.g., seasons) from various periods and cultures, and describe the impact of time and location on style (e.g., The Red Maple by A.Y. Jackson; The Harvesters by Pieter Brueghel the Elder; and an Egyptian fresco, The Fields of the Blest);
•describe the connection between an element of design and a specific artistic purpose, using appropriate vocabulary (e.g., the artist has used soft colours and circular shapes to emphasize the loving relationship between the mother and child);
•defend their preference for specific art works with reference to at least three elements of design (e.g., the artist's use of curved lines to show movement, shading to create the illusion of texture, and colour to define form communicates a feeling of excitement).
Student Name:

 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.