grade 9 visual art
Below is a list of suggested activities which are in alignment with the Manitoba Visual Arts Grade 9 Curriculum.
making
Elements and Principles of Artistic Design
connecting
- PERSONAL ENJOYMENT - People create art for personal enjoyment. The creative arts as hobby encompass a broad range of subjects. A few examples, other than the traditional painting, drawing, etc. hobbies include but are not limited to knitting, 3-D modelling, video game coding, etc. Art as personal enjoyment includes any subject that follows a creative process - research, making, deconstruction, reflection, reconstruction, and experimentation. Create a piece of art for your own personal enjoyment. Document your process from beginning to end - take pictures of your work as you create it (example: take one pic during or after each sitting). Keep a digital file of your images. Include personal one comment for each image - this can be the title of the image!
- SOCIAL COMMENTARY - People create art to reflect their social and political opinions - to exercise their personal and collective voices. Look online at the icon Rosie the Riveter, and contemporary artists Aii Wei Wei and Banksy. Think about how this art is used to give voice to public or personal opinions/beliefs about the goings on within society. Create a piece that voices your opinions/beliefs on a social issue that you think is important. Include a written statement that explains your intent and use of visual symbolism, elements and principles of artistic design.
- RELIGION - Art is used to represent and celebrate both religion and spirituality - heritage, unity, and culture. Some examples of art as religious symbolism include historical work (examples: historical religious paintings, sculpture, tapestries, and objects used for ritual purposes). Look online at the history of a range of religious art: Christian - Christmas tree, Pascha/Easter eggs, Islam - Ramadan and Eid celebrations and rituals, Middle Eastern - Sukkot, Hanukkah, menorah, and African - Kwanzaa and traditional African harvest festivals. Think of your own religious and spiritual practices/celebrations. Create a work that reflects your beliefs and practices. Document your process.
- COMMERCIAL PERSUASION - Media and advertisements are used all the time to sway people to buy products and take part in activities. It is important to be aware of the visual strategies that companies use to sway you, as a consumer, to buy certain products, and take on certain attitudes. Look at an advertisement (try to watch/look at the advert 3 or 4 times). Using strategies learned in the Feldman Approach to looking at art, 1) Draw an image of the product or idea being sold, 2) Describe everything that you see taking place in the article, 3) Analyze the visual in terms of use of colour, emphasis/focal, tone of voice and choice of words, look of the actors/subjects, mood/atmosphere, and use of line and font style. 4) Interpret how the elements and principles that you noted in #3 are used to sway the audience. 5) Judge weather or not you think the advert was successful in swaying its audience. Explain your reasons why or why not.
- STATUS - Art, artifacts, and regalia are used to show one's importance, wealth, and social/cultural standing. In this way, art is used as a symbolic reference to one's status. Look online at how Indigenous cultures use the eagle feather, totem pole, and talking stick. Think about how these objects act as symbols to reflect culture and status. Design an image that shows your understanding. Document your process.
Grade 9 Visual Art
Grade 9 art is worth one full credit and runs for the entire school year.
This course is designed to allow students the opportunity to experience a number of techniques, methods, and procedures used in the visual arts field. The overall goal is to support and inspire the growth of every student as an artist and artful learner. Students will have the opportunity to explore ART FROM A VARIETY OF PERSPECTIVES, solve open-ended, creative problems, and engage with others about arts experiences.
Course Break Down
Journal Drawing Assignments & preliminary WORK:
Each Assignment should be a 2-hour effort (suggested 10 minutes of work each night). These assignments are aimed towards the development of major project work (i.e., concept development and technical studies). time in class is given to begin assignments. However assignments must be completed as homework if more time is needed. Each drawing/study is usually done using the following skills-based criteria:
1. demonstrate an understanding of linear perspective and VISUAL depth - E.G., Overlap positive shapes to show foreground, middle ground, and back ground
2. use pencil and pencil crayon only (no water, unless otherwise discussed in class). Layer colours to create texture and emphasis, showing highlights and shadows
3. layout, composition, and use of space - Use the entire space of the picture plane to develop your image. draw big and minimize negative space
4. Use reference material for visual clues and provide reference locations - attempt to "appropriate" ideas and avoid coping work. no tracing allowed!
5. use of craftsmanship, attention to detail, and personal effort - ENGAGEMENT IN ARTISTIC PROCESS!!
Major Work/Classroom Projects:
There are typically three main projects due for this course EACH YEAR. Each piece will have its own set of building criteria. Each of these criteria will be studied in class and assigned a value. Due dates will be posted in class (loosely, November, February, and June). Major work is to be done during class time.
Important Notices!
February field Trip information:
- date: February 20, 2019
- time: 9:30 am - 3:20 pm
- location: Canadian museum of human rights - self-guided tour with teacher delivered activity (morning); the old spaghetti factory at the forks (lunch); skating tour of the warming huts at the forks (afternoon)
- focus: architecture
- fee: $45 (lunch is included; $3 skate rental is not included
- important: students must bring their own skates plus a csa approved helmet if they intend to skate (the forks charges a $3 fee to rent skates) - those who opt out of skating will walk a portion of the trail with a supervisor. dress really warm, in layers - hat, scarf/neck warmer, mits, ski pants, and warm socks are mandatory!
Assessment (Manitoba Curriculum) :
MAKING - Student demonstrates understanding of and facility with visual art elements, principles, and media
CONNECTING - Student connects visual arts to contexts of time, place, community, and also develops understanding of how art reflects/influences culture and identity
CreatiNG - Student individually and collaboratively generates, develops, and communicated ideas in creating original visual art for a variety of purposes/audiences
RESPONDING - Student analyzes, reflects on, and constructs meaning in response to art created by themselves and others
Student Engagement and Personal Skills:
- Student demonstrates the ability to manage their time during periods of project work
- Student demonstrates the ability to follow personal and environmental health and safety procedures
- Student engages consistently and constructively in art learning experiences
- Student demonstrates the ability to determine whether their actions are appropriate in a studio setting
Attendance:
Attendance is recorded in Mayet, FOR each class/period
Course Features
The grade 9 visual art program offers a variety of experiences that allow students to develop skills and connect their learning to the community (please note that these experiences/locations vary from year to year depending on site availability and student numbers/participation).
Grade 9 (Minneapolis) Art Tour:
in previous years, this week-long ART TOUR has taken place in mid-April, and runs in conjunction with the HGI band trip. (When offered, specific trip dates are TBA along with information regarding important travel details. A student and parent information meeting will be scheduled during the evening. A notification letter will be sent home with your child.)
When offered, students who are registered for grade 9 art have the first opportunity to sign up for this trip. This trip is left open to including other participants should there be spots left after a set date (TBA).
Frequent and popular sites that we have visited during this trip include The Minneapolis Institute of Art, The Walker Art Centre, Sculpture Garden, Cathedral of St. Paul, Minneapolis State Capital Building, Science Museum of Minnesota, the Minnesota Zoo, Weisman Art Museum (U of M), Chanhassen Dinner Theatre, Mall of America, and much more!
Grade 9 Murals (Library)
Potter's Wheel
Artists in the Schools Program
WAG (The Winnipeg Art Gallery)
Field Trips TBA
STUDENT WORK