Grade 3 - 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 analyze colour as an element of art.

Students examine various ways in which texture can be represented in artworks.

Students represent messages through artistic choices related to the elements of art.

Students relate visual arts cultures of the past with those of the modern day

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Colour is a visual response to wavelengths of light

Colour can seem to change in value when light is varied

Colour can be detected as part of the visible spectrum, as seen in rainbows and prisms.

Hue is the generic name for a colour and defines the purest state of a colour within the visible spectrum

The visible spectrum includes the colours red orange yellow green blue indigo violet

The use of light in artworks can be seen in Elioth Gruner, Spring Frost, 1919 James Chapin, Ruby Green Singing, c. 1928 Johannes Vermeer, The Milkmaid, c. 1660

Many variations of colours can be created by mixing colours

Colours can complement other colours

The proportion of colour used when mixing a new colour can affect the resulting colour.

The use of secondary colours in artworks can be seen in Helen Frankenthaler, Blue Atmosphere, c. 1963 Mark Rothko, Red, Orange, Tan and Purple, c. 1954 Paul Gauguin, Tahitian Landscape, c. 1892

Colour can be used to create emphasis, focal points, and contrast, as seen in Diego Rivera, La Piñata, n.d

Texture can be created by layering or combining line, shape, and colour

Tools, techniques, materials, and media can be used and combined to create texture.

Hatching and cross-hatching can create texture through the use of line

Paint can be applied either thick or thin to create a desired textural effect

Texture can be applied to two- and three-dimensional works of art as seen in Justin Gaffrey, Seascapes Collection, c. 2018-2020 The Ife Head, Yoruba, c. 13th century CE

Examples of texture in various artworks can include Claude Monet, Tulip Field in Holland, c. 1886 Justin Gaffrey, Seascapes Collection, c. 2018-2020 Mary Pratt, Red Currant Jelly, c. 1972 Vincent van Gogh, Self-Portrait, c. 1889

Actual texture is how an object feels when touched

Characteristics of texture can be described using words, including wrinkled or smooth soft or rough furry or coarse

Simulated texture gives the impression of how something would feel when touched, as seen in Albrecht Dürer, Young Hare, c. 1502

Texture exists on natural and manufactured objects.

The texture of an object appeals to some individuals but not to others.

Colour is light that is reflected from an object

Colour is an element of art that is categorized into primary colours, including red, blue, and yellow secondary colours, including orange, purple, and green

Secondary colours are created by mixing two primary colours

Texture is an element that is present in works of art

Texture can be used to create visual interest or illusions in artworks

Texture has characteristics or surface qualities that are unique to an object

Examine how artists use colour in a variety of artworks

Explore how light can change the way colour is perceived.

Experiment with colour mixing and application of colour

Apply colour to create focus through the use of contrast or emphasis in artworks.

Evaluate the use of primary and secondary colours in various artworks

Describe how colour can enhance the visual effect of an artwork.

Apply various colour combinations in a composition

Apply texture to two- and three-dimensional works of art

Use visual arts vocabulary to describe how texture can be used to create an effect in artworks.

Differentiate between actual and simulated texture in artworks and the surrounding environment

Describe preferences related to texture viewed in artworks

Tools, techniques, materials, and media can be used in traditional and non-traditional ways to create a message

New methods of creating art can be revealed through experimentation and unexpected discoveries.

A message in visual arts can convey meaning through the use of illusions in artworks

Illusions such as depth, distance, or movement can be created through line-linear or one-point perspective, colour-gradation, texture-hatching, cross-hatching, layering shape-layering, overlapping, changing size and position on the picture plane value-tints and shades

The use of colour, tints, and shades, including white and black, can create optical illusions in art when combined with shape, space, and lines

Line can be used to create depth and distance as seen in landscapes that feature middle ground, background, and foreground

Principles of design, including emphasis and contrast, can guide the way that artists use the elements of art to create a message

Messages can represent a variety of things, including ideas, experiences, and feelings

Inspiration for creating a message in visual arts can come from a variety of sources, including other artists or artworks, imagination, or stories

The circle is a symbol that can communicate a message in visual arts, including connection, unity, and cycles.

The circle in First Nations, Métis, or Inuit visual art forms is used to symbolize elements and patterns of the natural world

Messages in visual arts can be conveyed through the use of patterns, signs, and symbols.

Creative processes can help an artist clarify what they mean to communicate

The message an artist intends to communicate through an artwork can be clarified through the use of titles and descriptions by stepping back to view and reflect on the artwork by discussing the artwork with others

Messages can evoke different responses from a viewer based on their beliefs, preferences, and feelings

Artworks can be created for an intended audience

Some topics or themes represented through artworks can be sensitive to some viewers

Artists intentionally choose ways to effectively share a message

Artists can combine the elements of art in an infinite number of ways to communicate a message

A message is at the centre of communication in visual arts

Viewing art includes receiving and interpreting messages communicated through artworks

Messages can represent what an artist means to communicate through artworks

Create artworks through experimental and informed artistic choices.

Explore how colour, line, shape, and texture can be combined for a purpose in artworks

Experiment with how the principles of design can enhance the communication of a message

Create artworks that feature illusions of depth, distance, or movement

Explore a variety of ways to create two- and three-dimensional works of art that reflect a message

Create artworks based on an inspiration

Create a message in artworks through the use of patterns, signs, and symbols

Create a title and description to accompany a work of art

Employ creative processes when representing a message in artworks

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

From historical times to today, cultures value artworks for a variety of reasons, including beauty artistic expression cultural or religious expression representation of a culture or society historical documentation

Using vocabulary related to the elements of art can contribute to discussions about art

Artistic protocols and etiquette may change based on the community, culture, or presentation of artworks

The topics or themes expressed through artworks may have a particular significance to the culture, time, and place in which the artworks were created

Ancient Roman artworks were inspired by the ancient Greeks and other ancient cultures

Artworks in ancient Rome were valued for their ability to communicate ways of life and historical events

Semicircular arches were so common among Roman architecture that these arches are now known as Roman arches

The principles of design, including balance, repetition, and harmony, apply to ancient Roman architecture, and can be seen in Basilica of Maxentius Le Pont du Gard Roman Theatre of Orange The Colosseum The Pantheon

Roman pottery was a functional form of artwork in ancient Rome and was categorized as follows: Fine ware were formal and decorative pottery pieces. Coarse ware were used for daily purposes such as cooking or food storage

Ancient Roman pottery was engraved and glazed as a form of decoration, unlike Greek pottery that was painted with designs and images.

Ancient Roman artworks have been found preserved in Pompeii and include murals painted into the plastered walls of buildings (frescoes) images made from tiny pieces of glass or ceramic (mosaics)

First Nations cultures in New France had established artistic traditions prior to the arrival of Europeans, including moose hair tufting, quilling, and embroidery work.

First Nations artworks in New France reflected traditions and beliefs that continue to be honoured and celebrated today by First Nations, Métis, and Inuit.

Protocols related to how or with whom artworks are created and shared were part of First Nations cultures in New France and continue to hold significant importance today

Art forms used in New France continue to be used today, including sculpting painting metal work with gold and silver woodworking textiles printmaking (lithography) stained glass architecture

The building of churches in New France was funded by the churches in Europe and often included stained glass altars statues chalices

The ceinture fléchée is a colourful, patterned sash that emerged as functional clothing from the New France era

The ceinture fléchée is representative of the cultural heritage of French-Canadians and Métis

Artworks are valued differently across cultures throughout history

Artistic communities can be a venue for artistic expression within various cultures

Ancient Roman culture was reflected through artworks and architecture

The culture of ancient Rome has an influence on modern day artworks

Artworks in New France served a variety of purposes for the diverse groups of people who lived there

Art forms from New France continue to influence Canadian art today

Describe how artworks are valued in one's life and culture.

Demonstrate how to follow artistic protocols and etiquette in various visual arts experiences

Use visual arts vocabulary when responding to artworks

View artworks and architecture from ancient Rome as an inspiration for creating art

Compare art forms and architecture from ancient Rome to those of modern day

Discuss how culture is revealed through First Nations, Métis, and Inuit artworks

View a variety of artworks from French-Canadian artists, past and present, as an inspiration for talking about and creating art.