Grade 1 - Visual Art (2022)

Visual Art

Foundational Elements and Principles: Visual arts literacy is developed through knowledge and application of foundational elements and principles.

Creating and Presenting: Ideas can be represented through artworks that draw upon foundational visual arts knowledge

Appreciation: Recognizing beauty, goodness, and truth in visual arts can be developed by understanding the complexity and richness of great artworks, the artists who create them, and the historical and cultural contexts from which they originate.

Students connect line and shape as elements of art.

Students construct an idea visually using the elements of art

Students investigate the function of visual arts in ancient times and present day.

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Line can be combined with other elements of art, including shape, space, value, colour, and texture

A variety of tools and materials can be used to create numerous combinations of lines

A picture plane ncludes the sections of an artwork, including top, bottom, right, and left.

Horizontal line can be used to divide a picture plane into interesting and varied proportions of sky and ground, as seen in landscape paintings or drawings.

Enclosed lines that create shapes in artworks can be seen in Henri Matisse, Icarus, c. 1947 Ivan Shishkin, Oak Grove, 1887 Prudence Heward, Rollande, 1929

Colour can be applied to line.

Lines have directions, including side to side (horizontal), up and down (vertical), and corner to corner (diagonal).

Direction of line can be seen in artworks and can include sculpture: -John Mawurndjul, Mardayin Ceremony, 2000 -Songye, Mask (kifwebe), c. 19th century CE -Terracotta krater c. 750-735 BCE architecture: -Himeji Castle, also known as White Heron Castle, in Japan -The Guggenheim Museum, in New York, New York Line has physical characteristics, including short or long thick or thin straight or curved dotted or dashed zigzag blurred or crisp Line can be repeated to create patterns or decorations.

Physical characteristics of line can show movement, as seen in Diego Rivera, The History of Medicine in Mexico, c. 1953 Emily Carr, A Rushing Sea of Undergrowth, 1935 Lance Cardinal, Love of Nations, c. 2019 Natalia Goncharova, The Cyclist, c. 1913 Utagawa Hiroshige, Naruto Whirlpool, c. 1853

Line can be explicit or implied.

A line can be seen in artworks when two different colours or shapes meet (implied)

A line can be purposely added to an artwork (explicit).

A contour line defines the outer boundaries of or space around an object, as seen in Salvador Dali, The Persistence of Memory, 1931

A contour line can be perceived when two contrasting colours meet in a composition, as seen in Marc Chagall, I and the Village, c. 1911 Grant Wood, Parson Weems' Fable, c. 1939

Emphasis (principle of design) can be used to create a focal point in artworks

Emphasis can make a line stand out in an artwork, as seen in Jonathan Borofsky, Walking to the Sky, c. 2004 Paula Rego, The Dance, 1988

Line can be described as having weight, as seen in Maxine Noel, Spirit of the Woodlands, n.d. Pieter Bruegel, The Hunters in the Snow, c. 1565 Rembrandt van Rijn, A Woman and Child Descending a Staircase, c. 1625-1636

The amount of pressure applied while creating lines impacts the weight of the lines

Weight can be applied to physical characteristics of line and can be described as thick or wide thin or fine light or dark

Line is expressive when physical characteristics are applied, as seen in Julie Mehretu, Empirical Construction, Istanbul, 2003 Lee Krasner, Gothic Landscape, 1961 Vincent van Gogh, The Starry Night, c. 1889

Line can be used explicitly to represent subject matter in a simplified, abstract, or distorted way.

Abstract representations do not attempt to represent reality.

Abstract art uses lines, shapes, and colours in numerous combinations to create an effect.

Explicit use of line in artworks can be seen in Juan Gris, Harlequin with a Guitar, c. 1917 Lawren Harris, Pic Island, c. 1924

Value can increase or decrease in lightness or darkness (gradation).

Lines can create shading and texture, as seen in Albrecht Dürer, Young Hare, c. 1502 Käthe Kollwitz, Frontal Self-Portrait, 1922-1923 Nlaka'pamux Basket-making Rembrandt van Rijn, An Elephant, 1637, 1637

Hatching is a technique that can create shading and texture, including drawing fine, parallel lines close together and in the same direction.

The boundaries or contour of a shape can have hard or soft edges, as seen in various artworks? examples can include Alex Janvier, Lubicon, c. 1988 John James Audubon, Tropic Bird, c. 1827-1838 Maxine Noel, Not Forgotten, n.d.

Soft edges make it difficult to identify where one shape ends and the next begins

Soft edges can give a general sense of a shape

Hard edges identify where one shape ends and another begins.

When shapes are combined or layered they can create texture in artworks

Shapes can be created using various media and methods, including cutting ripping drawing sculpting painting digital media

Shapes can be used to create pattern and repetition in artworks.

Shapes can be classified as geometric or organic

Basic shapes are known as geometric shapes that have uniform measurements and form, including circles squares triangles rectangles

A geometric shape can be made of lines that curve, lines that are straight, or a combination of the two

Geometric shapes can be found in nature, including spiral shells honeycombs snowflakes

Organic shapes suggest living organisms or natural forces found in nature, including rocks trees clouds animals plants

Shapes can be used individually or combined in artworks, as seen in Edward Steichen, Le Tournesol (The Sunflower), c. 1920 Giuseppe Arcimboldo, Spring, 1563 Henri Matisse, L'Escargot (The Snail), c. 1953 Joan Miró, The Harlequin's Carnival, c. 1925 Tim Pitsiulak, Untitled (Bowhead Whale)

Shapes can represent many things, including animals, buildings, and people.

Shapes can be open or closed.

Closed shapes are formed when lines are connected and spaces become enclosed

Line is an element of art

Line is created from a moving point.

When line is enclosed, it creates a shape in artworks.

Line indicates an edge that is known as a contour

Lines can create emphasis in artworks

Line represents and communicates ideas, feelings, and thoughts

Line has value

Value describes how light or dark a line can be.

The boundary of a shape can be referred to as an outline, an edge, or a contour.

Shape can have value, texture, and colour.

Shapes can come in various sizes and can be found everywhere.

Describe the direction and physical characteristics of line in artworks.

Explore how lines can depict movement in artworks

Use lines to divide a picture plane.

Reproduce lines using a variety of methods, materials, tools, and media

Demonstrate an understanding of line directions

Identify contour lines in artworks.

Explore how contour lines can be applied to artworks

Experiment with the amount of pressure needed to adjust the weight of a line when using a variety of tools and media

Use visual arts vocabulary when describing the weight of a line

Create artworks with a defined focal point or emphasis

View various abstract and realistic artworks to discuss the use of line.

Explore how line can be applied in abstract artworks

Use visual arts vocabulary to describe value of line in artworks

Experiment with gradation in artworks

Explore ways that lines can be used to achieve shading or texture in art.

Identify shapes that have hard and soft edges

Explore how to create a hard and soft edge in artworks

Explore various ways to represent shapes in artworks

View artworks as a way to discuss how artists apply value, texture, and colour to shapes

Identify basic shapes by name

Observe the effect that combining various kinds of shapes can have on an artwork

Identify geometric and organic shapes in the environment and in artworks

Represent everyday items with shapes

Differentiate between open and closed shapes

Exploration of various media, tools, and materials can reveal artistic ideas.

Media in art can include drawing painting sculpture fabric arts printmaking photography digital arts

Organic and geometric shapes can be created using a variety of tools, media, and materials

Two- and threedimensional shapes (forms) can be used to communicate an idea

Repetition of line, shape, and colour can create patterns in artworks.

Inspiration for an idea in visual arts can come from other artists and artworks stories imagination the environment music

Artistic ideas can express feelings, interests, and preferences

Collaboration can foster a safe learning environment in visual arts through listening to others' ideas and making decisions

An artistic idea can be communicated by giving the artwork a title and presenting the artwork to an audience.

Participating as an audience member or artist includes expectations or rules (artistic protocols and etiquette)

Developing an idea can involve practising or repeating a skill, or using tools, media, and methods in new ways.

Problems or challenges related to artistic expression can be solved by asking for help

An artistic idea is expressed through the elements of visual arts

An artist is an individual who can create, appreciate, and present artistic ideas

An artistic idea can come from brainstorming and collaboration

Developing an idea through visual arts takes practice

Ideas that are shared and discussed can give artists inspiration for new ideas.

Create artworks based on a variety of inspirations

Experiment with artistic choices when representing ideas through visual art.

Detail artworks using patterns and repetition

Explore a variety of tools, media, and materials, including strings, wires, or tubes, when incorporating lines in artworks

Create two- and threedimensional artworks using found materials

Use a variety of media to create a landscape

Collaborate with others when generating and representing an idea through visual arts

Brainstorm ideas for creating titles for artworks

Participate as an artist and as an audience member in a variety of visual arts experiences

Follow expectations or rules when participating as an artist or audience member

Collaborate to create criteria that helps determine when an artwork is finished

Identify ways to solve visual arts problems or challenges

Practise sharing and accepting ideas from one another when creating artworks

Create art as a means to practise and learn new skills.

From ancient times to present, artworks communicate ways of life, including culture enjoyment celebrations entertainment

A function of artworks in ancient Egypt and ancient China was to record messages, including the alphabet (hieroglyphics) written on murals and the walls of the Great Pyramids paintings combined with ancient Chinese calligraphy ancient Chinese symbols for words or phrases (pictographs)

Calligraphy was invented by ancient Chinese scholars.

Kites were invented in ancient China and used by the military as a way to send messages and for measuring distances

The function of the kite changed to become a popular form of entertainment and its design changed to include silk, bamboo, colour, bells, and strings.

Examples of how ancient societies documented ways of life can include Altamira Cave in Spain, 13 000 BCE Bhimbetka Petroglyphs in India, 290 000 BCE Blombos Cave Rock Art in South Africa, 70 000 BCE Lascaux Cave Paintings in France, 13 000 BCE Newgrange Passage Tomb in Ireland, 3300 BCE Petroglyphs in Writing-on-Stone Provincial Park in Alberta, Canada, 1050 BCE Stonehenge, Stone Circle, in England, 1100 BCE Venus of Hohle Fels in Germany, 33 000 BCE

Ancient sculpture and architecture may have been created to serve a religious or spiritual function, as seen in Great Temple of Amon Temple of the Queen Hatshepsut The Great Pyramids The Great Sphinx The Step Pyramid of Djoser The Terracotta Army

The Great Wall of China is an example of architecture that was built for the purpose of protecting China

Visual arts can have a specific function in a community

Ancient societies used artworks for a variety of functions

Knowledge about people who lived a long time ago can be gained through artworks

Share personal experiences with visual arts

Explore a variety of artworks from local communities.

Illustrate personal experiences through artworks

View artworks from prehistoric times as an inspiration for talking about and creating art.

Create artworks inspired by ancient Egypt and ancient China