Component 1 - ANALYSIS: Students will notice commonalities within classes of natural objects or forms.

Concepts

• A. Natural forms have common physical attributes according to the class in which they belong.
• B. Natural forms are related to the environment from which they originate.
• C. Natural forms have different surface qualities in colour, texture and tone.
• D. Natural forms display patterns and make patterns.

Component 2 - ASSESSMENT: Students will assess the use or function of objects.

Concepts

• A. Designed objects serve specific purposes.
• B. Designed objects serve people.
• C. Designed objects are made by people or machines.
• D. Designed objects must function well to be valuable.

Component 3 - APPRECIATION: Students will interpret artworks literally.

Concepts

• A. Art takes different forms depending on the materials and techniques used.
• B. An art form dictates the way it is experienced.
• C. An artwork tells something about its subject matter and the artist who made it.
• D. Colour variation is built on three basic colours.
• E. Tints and shades of colours or hues affect the contrast of a composition.
• F. All aspects of an artwork contribute to the story it tells.

Component 4 - MAIN FORMS AND PROPORTIONS: Students will learn the shapes of things as well as develop decorative styles.

Concepts

• A. All shapes can be reduced to basic shapes; i.e., circular, triangular, rectangular.
• B. Shapes can be depicted as organic or geometric.
• C. Shapes can be made using different procedures; e.g., cutting, drawing, tearing, stitching.
• D. Animals and plants can be represented in terms of their proportions.
• E. A horizontal line can be used to divide a picture plane into interesting and varied proportions of sky and ground.

Component 5 - ACTIONS AND VIEWPOINTS: Students will increase the range of actions and viewpoints depicted.

Concepts

• A. Movement of figures and objects can be shown in different ways.
• B. An X-ray view shows the inside of something.
• C. Forms can be overlapping to show depth or distance.

Component 6 - QUALITIES AND DETAILS: Students will represent surface qualities of objects and forms.

Concepts

• A. Texture is a surface quality that can be captured by rubbings or markings.
• B. Textures form patterns.
• C. Primary colours can be mixed to produce new hues.
• D. Colour can be lightened to make tints or darkened to make shades. These tints or shades are also referred to as tone or value.
• E. Images are stronger when contrasts of light and dark are used.
• F. Details enrich forms.

Component 7 - EMPHASIS: Students will create emphasis based on personal choices.

Concepts

• A. An active, interesting part of a theme can become the main part of a composition.
• B. The main part of a composition can be treated thoroughly before adding related parts.
• C. Contrast subject matter with the ground for emphasis.
• D. Forms can run off the edges of the picture space in a composition.

Component 8 - UNITY: Students will create unity through density and rhythm.

Concepts

• A. Families of shapes, and shapes inside or beside shapes, create harmony.
• B. Overlapping forms help to unify a composition.
• C. Repetition of qualities such as colour, texture and tone produce rhythm and balance.
• D. A composition should develop the setting or supporting forms, as well as the subject matter.

Component 9 - CRAFTSMANSHIP: Students will add finishing touches.

Concepts

• A. Finishing touches (accents, contrasts, outlines) can be added to make a work more powerful.
• B. Stepping back from a work helps in judging how it can be improved.

Component 10 (i) - PURPOSE 1: Students will record or document activities, people and discoveries.

Concepts

• A. Everyday activities can be documented visually.
• B. Special events, such as field trips, visits and festive occasions can be recorded visually.
• C. Family groups and people relationships can be recorded visually.
• D. Knowledge gained from study or experimentation can be recorded visually.

Component 10 (i) - PURPOSE 2: Students will illustrate or tell a story.

Concepts

• A. A narrative can be retold or interpreted visually.
• B. An original story can be created visually.

Component 10 (i) - PURPOSE 3: Students will decorate items personally created.

Concepts

• A. Details, patterns or textures can be added to two-dimensional works.
• B. Details, patterns or textures can be added to the surface of three-dimensional works.

Component 10 (i) - PURPOSE 4: Students will express a feeling or a message.

Concepts

• A. Feelings and moods can be interpreted visually.
• B. Specific messages, beliefs and interests can be interpreted visually, or symbolized.

Component 10 (i) - PURPOSE 5: Students will create an original composition, object or space based on supplied motivation.

Concepts

• A. Outside stimulation from sources such as music, literature, photographs, film, creative movement, drama, television and computers can be interpreted visually.

Component 10 (ii) - SUBJECT MATTER: Students will develop themes, with an emphasis on personal concerns, based on:

• A. Plants and animals
• B. Environment and places
• C. Manufactured or human-made things
• D. Fantasy
• E. People

Component 10 (iii) - MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on exploration and direct methods in drawing, painting, print making, sculpture, fabric arts, photography and technographic arts.

Concepts

• A. Drawing
• Use a variety of drawing media in an exploratory way to see how each one has its own characteristics.
• Use drawing tools to make a variety of lines—curved, straight, thick, thin, broken, continuous.
• Use drawing tools to make a variety of shapes—open, closed forms; straight, curved forms; geometric (rectangles, squares, circles and triangles) and free form.
• Make drawings from direct observation.
• Use drawing media in combination with other media such as painting, print making or fabric.
• Use drawing to add details and textures, or to create pattern.

• B. Painting
• Learn simple brush skills: holding and unloading the brush, applying paint, cleaning the brush.
• Experiment with the medium to explore its possibilities.
• Work primarily with tempera paint or tempera paint with additives, using large brushes to paint.
• Mix primary colours and lighten and darken colours.
• Paint using experimental methods, including without a brush.
• Paint directly without preliminary sketching.
• Use paint in combination with other media and techniques.
• Make small group and/or large group murals.

• C. Print Making
• Use frottage (texture rubbings).
• Make lifts or transfers, using wax crayon or fabric crayon.
• Explore the use of print-making materials and the application of paint, using brushes and rollers (brayers).
• Explore found object printing and the making of pattern through stamping.
• Use print-making images in making pictures or compositions.

• D. Sculpture
• Make two- and three-dimensional assemblages from found materials.
• Learn the care and handling of clay, and explore the modelling possibilities.
• Use simple clay modelling techniques of rolling, pinching, adding, pressing, making coils, texturing.
• Create three-dimensional forms, using paper sculpture techniques of folding, scoring, cutting, curling, weaving, rolling, twisting, joining.
• Cast plaster of Paris relief sculptures in sand molds.

• E. Fabric Arts
• Decorate fabric, using print-making techniques of relief printing, stamping, stencilling.
• Use collage techniques for picture making with fabric.
• Learn the basics of thread and needle manipulation, and use simple stitchery (running stitch and blanket stitch) for decoration and picture making.
• Use a simple, handmade loom to weave plain or tabby pattern.
• Braid wool or cloth strips to be used as enhancements.
• Tie-dye using one colour of dye.
• Use simple batik or resist dyeing using a safe resist such as flour and water paste, or margarine.

• F. Photography and Technographic Arts
• Take advantage of the visual art implications of any available technological device, and explore the potential of emerging technologies. Included at this level:
• - simple camera for documentation and sequencing of events
• - overhead projector for experimenting with shapes, colours, compositions and the relating of a story using cutout shapes, real objects or drawings on acetate rolls
• - computer software packages and devices, such as the light pen and the mouse, to explore, design and compose
• - copying devices for recording images and textures
• - slides: handmade using ink, crayon, acrylic paint or felt pen for exploring line and shape
• - emerging technologies, as available and applicable.
• Employ technological media techniques, practices and capabilities to promote art understanding and create designs and compositions. Included at this level:
• - storyboards to show a sequence of events
• - roll movies to show sequence or tell a story
• - different kinds of viewfinders to select and frame shots
• - shadow puppets
• - moving, changing, experimenting to obtain different effects, designs, compositions
• - retaining copies of only that which is of particular interest
• - photograms with found objects.