1. VISUAL ARTS Primary / Junior Learning Session York University

2. Today’s Learning Goals… -to become more familiar with the three overall expectations in the revised visual arts curriculum -to learn about the 2 processes that are at the core of the arts curriculum THE CREATIVE PROCESS & THE CRITICAL ANALYSIS PROCESS -to participate in ‘open-ended’ art activitIes that apply these processes Today’s Learning Goals… -to become more familiar with the three overall expectations in the revised visual arts curriculum -to learn about the 2 processes that are at the core of the arts curriculum THE CREATIVE PROCESS & THE CRITICAL ANALYSIS PROCESS -to participate in ‘open-ended’ art activitIes that apply these processes

3. MINDS ON ACTIVITY: Applying The Critical Analysis Process Look at all of the art reproductions in the room. Choose ONE that ‘resonates’ with you when you think about “home” and what it means to you…

4. Critical Analysis Activity cont’d… Read and consider your answer to the following 3 questions. Choose ONE question and record your response on a sticky note. Place this note near the artwork. How does this artwork make you feel? Write down three adjectives that you feel describe this image. What memory comes to mind when you look at this image?

6. Overall Expectations

8. Here is a paraphrased glance at these THREE Overall Expectations… 1. Creating and Presenting: APPLY THE CREATIVE PROCESS make art (two and three dimensional) about something that students think, see, feel and/or understand use the elements and principles of design to make the art

9. The elements and principles of design provide a language for talking about what we see when we look at art. They are used in combinations for specific purposes when making art. ELEMENTS LINE SHAPE AND FORM SPACE COLOUR TEXTURE VALUE PRINCIPLES CONTRAST REPETITION RHYTHM VARIETY EMPHASIS PROPORTION BALANCE UNITY / HARMONY MOVEMENT Consider the ‘recipe’ analogy…

10. “Creative work is at the heart of the arts program and most of the students’ time will be spent in creating and presenting.”

11. 2.Reflecting, Responding & Analyzing: APPLY THE CRITICAL ANALYSIS PROCESS look at and talk about their own and the art created by others find connections between their own art (and the experience in making it) and art from other ‘communities’. notice and explain how the elements and principles of design are used “The Critical Analysis Process and the Creative Process are inextricably linked”.

12. 3. EXPLORE FORMS AND CULTURAL CONTEXTS -look at, talk about and understand art that students see at home, school and in the community -include art from different times and places and recognize that art reflects this time and place and that it communicates messages to the viewer “… a transformational conversation with art”

13. FOUND POETRY One question will be provided for each art reproduction Use one sticky note to record your ‘initial response’ to each question.

14. What is the main colour?

15. What is the most important part of this artwork?

16. What is the least important part of this artwork?

17. How does this artwork make you feel? Jean Michel Basquiat

18. If you could place yourself into this artwork, where would you be? Faith Ringold

19. List three words that ‘pop’ into your head when you look at this artwork.

20. Re-order your five sticky notes (one response on each) until you like the way they sound together. Re-write your poem onto a blue strip of paper. You may repeat a line, add a word or two and include a title if you wish. Save your poem for sharing…

21. Creative Process Activity …view video clip Distribute large sheets of prepared paper. Investigate and discuss with your group how you think the paper was created. (i.e. what processes were combined?)

22. The Creative Process… “Research clearly shows that the exploration and experimentation phase is a very critical phase in the creative process. Students should be encouraged to experiment with a wide range of materials, tools, techniques, and conventions and should be given numerous opportunities to explore and manipulate the elements within each art form.” (page 20)

23. Exploring and Experimenting

24. The Creative Process… “Take your line for a walk” Work in groups of five. Use a MARKER* for mark-making. Gather around a piece of prepared paper. Take your line for a “walk.” Do this for 3 minutes in silence, periodically turning your paper. Allow the lines to intersect, move through and around shapes and patterns. Pause and look at the lines and shapes you have created add additional lines and patterns. The variety of lines leads the viewers eye through the composition.

25. Learning Goals and Success Criteria Collaborative Drawing: SUCCESS CRITERIA SMALL GROUP 1.The variety of lines leads the viewers eye through the composition 2.The shapes and lines create an illusion of depth (i.e. there is a push/pull feeling of areas coming forward and going backward). 3.Everyone in the group contributed to the whole composition and each person’s ‘mark making’ connects together to make the drawing feel unified. 4.The oil pastel is layered to create colours that connect to the background and create a feeling of ‘unity’.

26. Look at the collaborative drawing together and decide what needs to be added. The oil pastel is layered to create colours that connect to the background and create a feeling of ‘unity’.

27. Getting Feedback… Pair up with a table partner. Provide feedback to each other by taking turns answering these three questions: What do you like best about the artwork so far? How could you add lines to guide the viewer’s eye through the composition? What colour scheme should we use to fill in some of the shapes and spaces? Should we create an ‘area of emphasis’ by using a specific colour in one area? Add layers of pastel to the collaborative drawing (time permitting).

28. Using the large viewfinder, choose a selection that appeals to you and trace it. Take turns cutting out your selection. Consider adding to your small composition using the drawing tools. (i.e. consider the success criteria and add to your individual piece) INDIVIDUAL

29. Consolidation Based on the learning session today – what is one learning goal that you would set for yourself in visual arts. Write this goal on the back of your portion of the drawing as a reminder. Place your recorded Found Poetry into the pocket at the back of your work Whole Group Sharing