UNIT TEMPLATE- VISUAL ARTS I/S

COURSE: AVI20 – Grade 10 Visual Arts

UNIT: Connections – Self, Local, Global

Unit Rationale:
To explore individual creativity while focusing on the creative process. To explore historical and contemporary artists that
went against the norm and challenged traditional art practices.
For students to discover connections between the creative self, the local community, and global issues.

Big Ideas:
Connections – Self, Local, Global

Essential Questions:
1. In what ways can artists turn words into visual representations of emotion?

2. In what ways can artists collaborate and work together to create a community space?

3. In what ways do artists use their artwork as a platform to communicate a global issue or message?

Learning Goals tied to Ministry Expectations: Links to Prior Knowledge:

Instructional Strategies (suggested-add appropriate Resources/Materials Used: (suggested-add appropriate)

strategies)
 The Ontario Curriculum Grades 9 and 10 The Arts, 2010
Lecture Compare and Contrast 21st Century  Growing Success
Brainstorming Drill and Practice
Group Work Activity Centre Ways of Thinking
Guest Speaker Guided Exploration
Worksheet Guided Read/Write
Questioning Independent Work  Creativity and
Concept Mapping Teacher-Led Discussion innovation
Reading for Meaning Pair work  Critical thinking,
Reflective Discussion Presentations problem solving,
Conferencing Review decision making
Video/Film Textbook  Learning to learn,
Computer Library 
 metacognition
Investigation Visual Tools/ Slides
Inquiry Activity Demonstration Ways of Working

 Communication

 Collaboration
(teamwork)

Tools for Working

 Information
literacy 

 Information and
communication
technology
literacy 


ASSESSMENT
Assessment for Learning: Assessment as Learning: Assessment of Learning: Learning Skills:
(suggested-add appropriate (suggested-add appropriate (suggested-add appropriate
strategies) strategies) strategies) Responsibility
Organization
o Anticipation Guide o Reflection o Quiz/Test Independent Work
 o Diagnostic Quiz o Peer Assessment o Essay/ Report Collaboration
o Think Pair Share o Self Assessment o Journal Initiative
o Questioning o Think Pair Share o Performance Task Self-Regulation
o Participation o Peer Feedback o Portfolio
o Four Corners o Conferencing o Drawing
o T-Chart o Descriptive feedback o Sculpture
o Jig Saw o Exit card o Multi-Media
o Discussion o Observation o Painting
o Sketchbook o Anecdotal o Photography
o Oral Questioning/Q & A o Sketchbook
o Learning Skills o Digital
Checklist o Choice-Based
o Gallery Walk
Accommodations
Instructional (suggested-add appropriate Environmental (suggested-add Assessment (suggested-add appropriate
strategies) appropriate strategies) strategies)

Buddy/peer tutoring Alternative work space Extended time limits

Highly structured activities Strategic seating Oral responses
Partnering Adaptive equipment Alternative settings
Non-verbal signals Seat close to the teacher More frequent breaks
Time-management aids Minimize transitions Adaptive equipment
Mind maps Provide with personal space Prompts for back on task
Hands-on material Avoid surprises to students Large size font
Graphic Organizers Consistent daily routines Reduced/uncluttered format
Oral Instruction Supplemented with Written Encouraging classroom Computer options
Instruction Collaborative
Overall Learning Expectations
REFLECTING, RESPONDING, AND
CREATING AND PRESENTING ALALYSING FOUNDATIONS

A1. The Creative Process: apply the creative
process to create a variety of art works,
individually and/or collaboratively.
A2. The Elements and Principles of Design:
apply elements and principles of design to create
art works for the purpose of self-expression and to
communicate ideas, information, and/or
messages.
B1. The Critical Analysis Process: demonstrate
an understanding of the critical analysis process
by examining, interpreting, evaluating, and
reflecting on various art works.
B2. Art, Society, and Values: demonstrate an
understanding of how art works reflect the society
in which they were created, and of how they can
affect personal values.
C1. Terminology: demonstrate an understanding
of, and use correct terminology when referring to,
elements, principles, and other components
related to visual arts.
C2. Conventions and Techniques: demonstrate
an understanding of conventions and techniques
used in the creation of visual art works.

A3. Production and Presentation: produce art

works, using a variety of media/materials and
traditional and/or emerging technologies, tools,
and techniques, and demonstrate an
understanding of a variety of ways of presenting
their works and the works of others.
SPECIFIC Learning Expectations
CREATING AND PRESENTING REFLECTING, RESPONDING, AND FOUNDATIONS
ALALYSING

Lesson 1: Quotation Slam Lesson 1: Quotation Slam Lesson 1: Quotation Slam

A1.1 use a variety of strategies, individually
and/or collaboratively, to generate ideas and to
develop plans for the creation of art works
A2.2 apply elements and principles of design as
well as art-making conventions to create
artworks that communicate ideas, information, or
messages, and/or that convey a point of view on
an issue
B1.1 identify and describe their initial reactions
to a variety of art works, and explain the reasons
for their reactions
B1.2 identify and describe the elements and
principles of design used in their own art works
and the works of others, and describe their
effects
C1.1 use appropriate terminology related to
elements and principles of design when creating an
analyzing artworks
C2.2 demonstrate an understanding of several
conventions used in visual art works (e.g
exaggeration, metaphor, simile, symbols)

Lesson 2: Design Charrette Lesson 2: Design Charrette Lesson 2: Design Charrette

A1.1 use a variety of strategies, individually
and/or collaboratively, to generate ideas and to
develop plans for the creation of art works
A3.2 demonstrate appropriate ways to prepare
their art works for presentation
B1.4 use a variety of strategies to identify and C2.1 demonstrate an understanding of a variety of
reflect on the qualities of their own art works and techniques that artists use to achieve specific effects
the works of others, and evaluate the (e.g., the use of atmospheric perspective to create
effectiveness of these works the perception of depth, etc.)

Lesson 3: Global Goals Propaganda Lesson 3: Global Goals Propaganda Lesson 3: Global Goals Propaganda

A1.3 document their use of the creative process B1.2 identify and describe the elements and C1.1 use appropriate terminology related to
in a portfolio, and refer to this portfolio to reflect
on how effectively they have used the creative
process
A2.1 use various elements and principles of
design to create artworks that express personal
feelings and/or communicate emotions to an
audience
A2.2 apply elements and principles of design as
well as art-making conventions to create
artworks that communicate ideas, information, or
messages, and/or that convey a point of view on
an issue
A3.2 demonstrate appropriate ways to prepare
their art works for presentation
A3.3 demonstrate an understanding of a variety
of ways in which art works can be presented to
reach different audiences
principles of design used in their own art works
and the works of others, and describe their
effects
B1.4 use a variety of strategies (peer- and self-
assessment, formal critiques) to identify and
reflect on the qualities of their own art works and
the works of others, and evaluate the
effectiveness of these works
B2.3 identify and describe ways in which
creating and/or analyzing artworks has affected
their personal identity and values
elements and principles of design when creating an
analyzing artworks
C1.3 identify and describe the stages of the creative
process and the critical analysis process
C2.2 demonstrate an understanding of several
conventions used in visual art works (e.g
exaggeration, metaphor, simile, symbols)

Summary of Performance Tasks/Activities

1. Task Title: The Creative Self - Quotation Slam

2. Task Title: Local Connections - Design Charrette

3. Task Title: Global Goals Propaganda