| Grade 8: 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 a variety of ideas (thoughts, feelings, experiences) for specific
purposes and to specific audiences, using a variety of art forms; |
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| •define the principles of design (emphasis, balance,
rhythm, unity, variety, proportion), and use them in ways appropriate for
this grade when producing and responding to works of art; |
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| •explain how an artist has used the expressive qualities
of the elements and principles of design to affect the viewer, and support
their analyses with evidence from the work; |
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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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| •describe how the repetition of elements of design creates
rhythm, which unifies the composition (e.g., the diagonal lines in the
trees are repeated in the horses and jockeys, and this repetition helps
to link the foreground and the background); |
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| •describe how the elements of design are used to create
the area of emphasis (focal point) in a work of art (e.g., contrasts in
colour, line, shape, or texture can serve to emphasize specific aspects
of the work); |
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| •describe how the elements of design are used to create
formal (symmetrical) and informal (asymmetrical) balance in compositions; |
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| •explain how the size, scope, and intent of a work determine
which tools, materials, and techniques the artist will use (e.g., liquid
tempera, large brushes, and mural paper for making a mural); |
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| •use tools, materials, and techniques correctly, selecting
those that are appropriate for the size, scope, and intent of the work. |
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| Creative Work |
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| •organize their art works to create a specific effect,
using at least two of the principles of design specified for this grade
(e.g., create a work of art using rhythm and emphasis to communicate a
particular mood); |
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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 a range of thoughts, feelings, and experiences
for specific purposes and to specific audiences (e.g., create an illustration
for a children's book, using pen and ink and watercolour washes); |
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| •describe, in their plan for a work of art, the main
idea they wish to communicate and the artistic decisions they have made
to support that message; |
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| •identify strengths and areas for improvement in their
own work and that of others, and describe possible strategies for improving
their work. |
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| Critical Thinking |
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| •describe how artists representing various periods, styles,
and cultures have used similar materials, tools, and the principles of
design for a variety of purposes (e.g., the use of design principles in
textiles like raffia cloth from Zaire, gowns from the Mandingos of West
Africa, and embroidered dresses from Palestine), and recognize that many
modern artists and designers (e.g., textile designers) are influenced by
designs from other periods and cultures; |
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| •explain how the effective use of the elements and principles
of design contributes to an art work's ability to communicate feelings,
convey ideas, and enrich people's lives (e.g., the effective use of formal
balance in the design of a building can enable people to feel a sense of
order and harmony when looking at or being in that building); |
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| •explain their preference for specific art works, with
reference to the artist's use of the principles of design and their understanding
of the ideas and feelings expressed in the work (e.g., Colville's use of
sombre colours and informal balance in Horse and Train conveys a
strong sense of impending disaster). |
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| Student Name: |
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