Kindergarten - Visual Art (2002)

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.

Children investigate how line is applied in artworks

Children explore and represent ideas in and through visual arts.

Children examine the function of visual arts in the lives of individuals

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Knowledge

Understanding

Skills & Procedures

Norval Morrisseau, Shaman and Disciples, 1979 Norval Morrisseau, The Gathering, n.d. Norval Morrisseau, Thunderbird, n.d.

When a line is enclosed, it creates a shape, as seen in various artworks? examples can include Henri Matisse, Icarus, c. 1947Norval Morrisseau, Shaman and Disciples, 1979 Norval Morrisseau, The Gathering, n.d. Norval Morrisseau, Thunderbird, n.d

Colour can be applied to line

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

Lines can be seen in architecture? examples can include Himeji Castle, also known as White Heron Castle, in Japan Stonehenge, Stone Circle, in England, 1100 BCE 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 a line can be seen in various artworks? examples can include Henri Matisse, Purple Robe and Anemones, c. 1937 Joan Miró, People and Dog in the Sun, c. 1949 Prudence Heward, Farmer's Daughter, 1945

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).

Use of explicit lines in artworks can be seen in Doris McCarthy, Coming Storm, Ireland, c. 1999 Henri Matisse, The Swan, c. 1932 Katsushika Hokusai, Tuning the Samisen, c. 1800

When line is nonrepresentational, it will not capture the likeness of an object.

Non-representational use of line in artworks can be seen in Alex Janvier, Lubicon, c. 1988 Jean Paul Riopelle, Untitled (Verso), Brush, pen and black and coloured ink on wove paper, c. 1946 Torkwase Dyson, Looking for the People (Water Table Ocular #3), 2017

Line is created from a moving point

Line can be seen everywhere.

Recognize that when a line is enclosed, it creates a shape

Describe the physical characteristics and direction of line used in artworks.

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

Enhance lines by adding colours

Identify lines in artworks and in the surrounding environment

Create artworks with non-representational use of line

An idea in visual arts can be created and presented individually or as a group

An idea in visual arts can begin with a scribble stage or mark making, using physical characteristics and direction of line

Mark making can include scribbling doodling sketching

Mark making can include scribbling doodling sketching

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

Colour can be applied to line to communicate an idea.

Abstract art can use lines, shapes, and colours to express an idea that does not have to be realistic, as seen in Helen Frankenthaler, Mountains and Sea, c. 1952 Jackson Pollock, Full Fathom Five, c. 1947 Karoo Ashevak, Figure, 1974 (whalebone and black stone) Wassily Kandinsky, Untitled, c. 1920

Inspiration for an idea in visual arts can come from other artists and artworks stories imagination the environment Feedback and ideas that are shared and discussed can give other artists inspiration for ideas.

Responding to artworks can require the use of visual arts vocabulary related to the elements of art.

Ideas that are shared within a safe learning environment can foster collaboration and cooperation

Participating as an audience member or a visual artist can include expectations or rules (artistic protocols and etiquette)

Communicating an idea in visual arts involves creating and presenting

An idea in visual arts can communicate feelings and preferences

An artistic idea in visual arts can be unique, shared, or borrowed.

An artistic idea can be developed through interacting with one another in visual arts

Create patterns or decorations as a way to detail artworks.

Experiment with a variety of materials, tools, and media to represent an idea in artworks

Combine line, shape, and colour to express ideas in artworks.

Observe lines in the surrounding environment as an inspiration for creating and talking about art.

Share inspiration for visual arts ideas.

Create artworks in response to a variety of stimuli.

Talk about artworks using visual arts vocabulary

Practise sharing and accepting ideas from others.

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

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

The function of visual arts common to many communities can include expression of spiritual and religious beliefs culture enjoyment celebrations entertainment

The function of artworks can be to invent new ways of expressing oneself.

The function of visual arts can be to express personal preferences and creativity through the clothing people wear preparation and presentation of food gardening, including Japanese gardens

Visual arts take place in communities for a variety of purposes

Share personal experience with visual arts.

Share personal experience with visual arts.

Explore a variety of artworks from local communities.