Merivale High School

AVI1O Grade 9 Visual Art Course OutlineCOURSE DESCRIPTION

In this course students will study the core fundamentals of the visual lan-

guage of art. Students will take an in depth look at the Elements of Design

and continue to explore them in their studio work. They will use their

new vocabulary in their discussions about the art they see and in the

making of their own art. Fundamental drawing and painting skills will be

taught. The skill sets acquired in this course will continue to be developed

in the grade ten art course.

The Grade 9 Arts curriculum document is available at:

www.edu.gov.on.ca/eng/curriculum/secondary/arts910curr.pdf

Course fee —$¤∞.‚‚

MARK WEIGHTING/100(includes studio work, sketchbook evaluation & tests)

‡ºº‚% Formative EvaluationKNOWLEDGE & UNDERSTANDING ⁄‚%written assignments

midterm test

APPLICATION ‹‚%Application of design theory and media skills

through studio art

THINKING & INQUIRY ¤‚%Visual problem solving, media exploration through sketchbook exercises and the studio process

COMMUNICATION ⁄‚%written reflections on the studio process

END OF THE YEAR PERFORMANCE TASKS

‹‚% Summative EvaluationEND OF THE TERM PERFORMANCE TASKS

1. SUMMATIVE STUDIO PROJECT ⁄∞%A major design task that draws on compositional

design skills developed over the course.

2. SUMMATIVE TEST ⁄∞%Evaluates knowledge and understanding of ancient art history;

the elements and principles of design; clay and watercolour media

terms; compositional analysis of works of art using Feldman’s

Four Steps of Art Criticism

Units of StudyDRAWINGThe Students will • recognize and create three types of line drawings: contour, blind contour and sketch.

• learn how the human brain processes information; why ‘right brain’ drawing exercises enhance drawing skills (Betty Edwards: Drawing on the Right Side of the Brain).

• use the grid system as a tool for creating a proportional enlargement of an image.

• compose their own still life composition using a viewfinder to isolate part of the subject.

• create a drawing that illustrates the illusion of depth by using the drawing techniques of linear perspective, overlapping of objects, atmospheric perspective, positioning and detail.

PAINTINGThe Students will• be introduced to the medium of tempera paint; learn proper painting tools, techniques and clean-up procedures.

• use tempera paint to study the three dimensions of colour: hue, value and intensity.

• be able to recognize six basic colour schemes: warm, cool, primary, analogous, complementary and monochromatic.

• create a small painting that contrasts our psychological associations with colour.

• design and create a major painting that applies the design/colourtheory and painting skills acquired.

ART� HISTORYThe Students will • study how the Canadian landscape was portrayed by artists prior to the Group of Seven (Lucius O’Brien, Cornelius Kreighoff, Paul Kane, Maurice Cullen) and recognize key artworks by these artists.• study the Group of Seven artists through videos, slide lectures and class discussion.

• recognize the painting style of the Group of Seven artists and under stand the importance of their contribution to the art world.

• recreate part of a Group of Seven painting using oil pastels.

• design and create a personal landscape in oil pastel using the Group of Seven style as inspiration.

DESIGN� THEORYThe Students will • study the six elements of design: line, value, texture, shape, colour, form and space by learning the basic vocabulary associated with each element and by completing assigned sketchbook activities.

• will recognize these design elements in art work and be able to communicate their use in written and oral expression.

• explore the media and techniques relate to block printing, using an eraser or linoleum as the block material.

• design and create their own block prints, employing the use of designelements: line, shape, color and texture.

• create a written reflection for each studio project created, discussingthe visual problem solving process, and identifying strengths and potential weaknesses in the final work.

STUDENT EXPECTATIONS

• Come to class daily with propermaterials (sketchbook, pencil and eraser).

• To use art tools and materialssafely and appropriately.

• Submit work that is original andrepresents your own effort. (see Academic Honesty/ArtisticIntegrity)

• To seek clarification from yourteacher if assignment criteria, theory or marking rubric is notfully understood.

• To take part in Art field trips

• To participate in Merivale High School’s Annual Student Art Showcase

• To hand in all projects and assignments on or before theassigned due date.

LATE ASSIGNMENTS ANDCONSEQUENCESStudents will be allowed a window to hand in work withoutpenalty up to two days for minor assignments, and up to fourdays for major projects. You must present an acceptable reasonfor the late assignment on the missed due date if a zero is to beavoided and a contract for an alternative assignment/due datemay be drawn up. Where possible, present reasons to theteacher prior to the due date.

After this period, unless there are extenuating circumstances(accepted at the teacher’s discretion), late assignments mayreceive a reduced mark, a “no mark” or a mark of “zero” basedon the contract (if used) and situation, and the expectations tiedto the assignment.

If the student fails to complete the assignment as specified inthe completion contract, a placeholder mark of “NM”, “OMIT”,“_____” (blank) or “INC” (incomplete) will indicate the lack ofevidence. These placeholders will excuse the mark until the endof the reporting period. If the teacher has no evidence of thestudent’s knowledge or skills related to the expectations evalu-ated, a zero will represent the student’s absence of evidence ofthat learning.

Each semester will have a final due date to evaluate all outstandingwork. It will be posted in the Art Department well in advance.

GROUP WORK AND ORALPRESENTATIONSPlease note that these are time and/or team sensitive. A “zero”may be recorded if you do not participate at the specified times.If there are extenuating circumstances (subject to teacher’s discretion), alternate arrangements may be made.

MISSED TESTSIf a test is missed while you are absent for an acceptable reason,you must be prepared to write the missed test on the day youreturn to school. Consult with your teacher before the test ismissed (if possible) or as soon as possible in other circumstances.

YOUR SIGNATURE BELOW ACKNOWLEDGES THAT YOU HAVE READ THIS DOCUMENT

_________________________________________ __________________________________________Student name Parent/Guardian name

_________________________________________________ ____________________________________________________ Student Signature Parent/Guardian Signature

Date _____________________

ACADEMIC HONESTY / ARTISTIC INTEGRITY

If you’re going to lick the icing off somebody else’s cake, youwon’t be nourished and it won’t do you any good, — or youmight find the cake had caraway seeds, and you hate them.(Emily Carr)

THESE BEHAVIOURS CONSTITUTE ACADEMIC DISHONESTY:

PLAGIARISM

SELF-PLAGIARISM

FABRICATION

DECEPTION, AND

CHEATING

It is the responsibility of every visual art student to ensurethat all assignments which are to be evaluated are original,personal works and are accurately documented as outlined bythe teacher. With this in mind, most of the studio work shouldbe done at school.

If more time is needed than is given during class, art roomscan be opened during lunch and/or after school – be sure thatarrangements are made with your teacher.

DISHONEST ARTISTIC ACTIVITY INCLUDES — the submissionof someone else’s art work (in whole or in part) as your own; giving work to someone else to be copied and submitted;directly copying an existing work and claiming it is your own original creation.

In today’s digital environment, the temptation to compromiseartistic integrity is greater than ever. There is a fine linebetween being inspired by great art and the creation newthreads of expression. If you are unsure of your direction withany visual art project, consult with your teacher.

CONSEQUENCES FOR ACADEMIC DISHONESTY:

1. The teacher will inform parents/guardians that the studenthas submitted work which is not original.

2. If a student uses dishonest or fraudulent means in complet-ing any assignment, a mark of zero will be assigned to thatpiece of work.

3. The incident will be documented with the school principaland kept on record for one academic year.

4. Student will not be considered for academic awards and/orincluded in the Honour Roll if applicable in the year in whichthe academic dishonesty occurs.

5. Merivale High School will not nominate or sign applicationsfor scholarships or awards for students who are confirmed ascommitting academic dishonesty in the year the academicdishonesty occurs.

6. The student will be required to complete an AcademicHonesty seminar. These seminars are held two times eachsemester outside the school day.

7. Senior students may be allowed to submit a proposal whichdefines an alternate assignment they believe will allow themto demonstrate achievement of the curriculum expectations.