Ministry of Education The Ontario Curriculum Exemplars Grades 2, 5, and 7 Samples of Student Work: A Resource for Teachers Visual Arts
Contents Introduction...................................................... 3 Purpose of This Document.......................................... 4 Features of This Document......................................... 4 The Tasks....................................................... 5 The Rubrics...................................................... 5 Use of the Student Samples......................................... 5 Teachers and Administrators...................................... 5 Parents....................................................... 6 Students...................................................... 6 Visual Arts, Grade 2................................................ 7 My Garden of Colour.............................................. 8 The Task...................................................... 8 Expectations................................................... 8 Prior Knowledge and Skills....................................... 8 Task Rubric.................................................... 9 Student Samples................................................. 10 Teacher Package................................................. 34 Visual Arts, Grade 5................................................ 45 Expressive Portrait................................................. 46 The Task...................................................... 46 Expectations................................................... 46 Prior Knowledge and Skills....................................... 47 Task Rubric.................................................... 48 Student Samples................................................. 49 Teacher Package................................................. 73 Visual Arts, Grade 7................................................ 85 My Canadian Landscape............................................ 86 The Task...................................................... 86 Expectations................................................... 86 Prior Knowledge and Skills....................................... 87 Task Rubric.................................................... 88 Student Samples................................................. 89 Teacher Package................................................. 113 This publication is available on the Ministry of Education s website at http://www.edu.gov.on.ca.
Introduction In 1998, the Ministry of Education and Training published a new curriculum policy document for the arts for Ontario elementary students entitled The Ontario Curriculum, Grades 1 8: The Arts, 1998. The new curriculum is more specific than previous curricula with respect to both the knowledge and the skills that students are expected to develop and demonstrate in each grade. The document contains the curriculum expectations for each grade and an achievement chart that describes four levels of student achievement to be used in assessing and evaluating student work. The present document contains samples ( exemplars ) of student work at each level of achievement for Grades 2, 5, and 7 in visual arts. It is part of a set of three exemplar documents for the arts one for visual arts, one for music, and one for drama and dance. These documents are intended to provide assistance to teachers in their assessment of student achievement of the curriculum expectations. The samples included in the documents represent work produced at the end of the school year. Teams of teachers and administrators from across the province were invited by the Ministry of Education to develop the assessment materials for the visual arts exemplars. They designed the tasks and scoring scales ( rubrics ) on the basis of selected Ontario curriculum expectations, developed the teacher instructions, and field-tested the tasks in classrooms across the province. They then revised the tasks, rubrics, and instructions, using information gathered from the field-tests, including suggestions for improvement from teachers and students who participated in the field-tests. A team of teachers for each grade subsequently scored the student work, and chose samples of work that exemplified student achievement at each of the four levels of achievement. The selection of student samples that appears in this document reflects the professional judgement of teachers who participated in the exemplar project. No students, teachers, or schools have been identified. The tasks, rubrics, and teacher s notes developed for this exemplar document can serve as a model for boards, schools, and teachers in designing assessment tasks within the context of regular classroom work, developing rubrics, assessing the achievement of their own students, and planning for the improvement of students learning. The samples in this document will provide parents 1 with examples of student work to help them monitor their children s progress. They also can provide a basis for discussions regarding student achievement and progress between teachers and parents and between teachers and students. 1. In this document, parent(s) refers to parent(s) and guardian(s). 3
Purpose of This Document This document was developed to: show the characteristics of student work at each of the four levels of achievement for each grade; promote greater consistency in the assessment of student work across the province; provide an approach to improving student learning by demonstrating the use of clear criteria applied to student work that was produced in response to a clearly defined assessment task; show the connections between what students are expected to learn (as stated in the curriculum expectations) and how their work can be assessed using the levels of achievement described in the curriculum policy document for the subject. The samples in this document represent examples of student achievement obtained using only one method of assessment, called performance assessment. Teachers will also make use of a variety of other assessment methods and strategies such as tests, portfolios, and conferences in evaluating student achievement over a school year. Features of This Document This document contains the following, for each of Grades 2, 5, and 7 in visual arts: a description of the performance task and the final product the curriculum expectations related to the task the task-specific assessment chart, or rubric, for each task two samples of student work for each of the four levels of achievement Teacher s Notes for each sample, which indicate why the sample is assessed at a particular level for each criterion outlined in the four categories of knowledge and skills for the arts (i.e., Understanding of Concepts, Critical Analysis and Appreciation, Performance and Creative Work, and Communication) Comments, which provide overall statements about the student s work Next Steps, which offer suggestions for improving performance the Teacher Package that was used by teachers in administering the task This document does not include any student samples that were assessed using the rubric and judged to be below level 1. However, the characteristics of work of students who are performing below level 1 should be reviewed in relation to the criteria outlined in the rubric. Teachers are expected to work with these students, as well as with their parents, to help the students improve their performance. 4 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts
The Tasks The performance tasks for visual arts were based directly on curriculum expectations selected from the Visual Arts strand for Grades 2, 5, and 7 in The Ontario Curriculum, Grades 1 8: The Arts, 1998. The tasks encompassed the four categories of knowledge and skills for the arts (i.e., Understanding of Concepts, Critical Analysis and Appreciation, Performance and Creative Work, and Communication), requiring students to integrate their knowledge and skills in meaningful learning experiences. The tasks gave students an opportunity to demonstrate how well they could apply their knowledge and skills in a specific context. The Rubrics In this document, the term rubric refers to a scoring scale used to assess student work that is done in response to a specific task. Task rubrics are developed in relation to the achievement chart in the curriculum policy document. The task rubrics consist of a set of achievement criteria related to the four categories of knowledge and skills, as well as descriptions of the levels of achievement for each of the criteria. The rubrics contain the following components: an identification (by number) of the expectations on which student achievement in the task was assessed the four categories of knowledge and skills the relevant criteria for evaluating performance of the task descriptions of student performance at the four levels of achievement (level 3 on the achievement chart in the curriculum policy document is considered to be the provincial standard) The teachers who administered the tasks for this exemplar project were required to explain the scoring criteria and descriptions of the levels of achievement (i.e., the information in the task rubric) to the students before they began the task. Use of the Student Samples Teachers and Administrators The samples of student work included in this document will assist teachers and administrators by: providing student samples and criteria for assessment that will assist them in helping students improve their achievement; providing a basis for conversations among teachers, parents, and students about the criteria used for assessment and evaluation of student achievement; facilitating communication with parents regarding the curriculum expectations, levels of achievement for the subject, and the criteria and standards for high-quality performance; promoting fair and consistent assessment within and across grades. Introduction 5
Teachers may choose to: use the task, rubric, and teaching/learning activities in this document with their own classes; use the samples of student work at each level as reference points when assessing student work; use the task and rubric provided as models for other tasks and rubrics, to be developed independently or in collaboration with colleagues. Administrators may choose to: encourage and facilitate teacher collaboration regarding standards and assessment; provide training to ensure that teachers understand the role of the exemplars in assessment, evaluation, and reporting; establish an external reference point for schools in planning student programs and for school improvement; use this document as a basis for discussion of curriculum expectations, levels of achievement, and standards for assessment with parents and school councils. Parents Parents may wish to use the samples of student work as a source of information to help their children monitor their achievement and improve their performance. They may also use the exemplars as a basis for discussing their children s progress with their teachers. Students Students can use the document to: develop their understanding of the relationship between curriculum expectations and specific tasks; learn how a rubric can be used to improve their performance on a task; develop the ability to discuss their achievement with their teachers and parents more effectively, and to ask more focused questions about their progress; learn how to better assess their own performance and identify the steps needed to improve their performance. 6 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts
Grade 2 Visual Arts
8 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts My Garden of Colour The Task Part 1 Each student was to create a painting that conveys his or her feelings in an imaginary garden on a spring, summer, or fall day, using primary and secondary colours. Students were to mix the primary colours (red, yellow, and blue) to produce a wide variety of secondary colours, including a range of greens, oranges, and purples. The paintings could include images of trees, plants, flowers, and people, as well as fences and buildings. Part 2 Students were also to provide a written response to their work, identifying the colours used, describing which primary colours were used to make secondary colours, and explaining how their painting made them feel and why the colours chosen made them feel this way. They were also asked to provide a title for their painting. Expectations This task gave students the opportunity to demonstrate achievement of all or part of each of the following expectations selected from the Visual Arts strand for Grade 2 in The Ontario Curriculum, Grades 1 8: The Arts, 1998. Note that the codes that follow the expectations relate to the Ministry of Education s Curriculum Unit Planner (CD-ROM). Students will: 1. use the elements of design (colour, line, shape, form, space, texture), in ways appropriate for this grade, when producing and responding to works of art (2a29); 2. use correctly vocabulary and art terminology associated with the specific expectations for this grade (2a31); 3. recognize and name the secondary colours of pigment (purple, orange, green) (2a32); 4. describe how the secondary colours can be created by mixing the primary colours (2a33); 5. produce two- and three-dimensional works of art that communicate their thoughts and feelings on familiar topics (2a40); 6. describe, using appropriate vocabulary, how artists use the elements of design to create a specific effect (2a44). Prior Knowledge and Skills To complete the task, students were expected to have some experience with, or some knowledge or skills related to, the following: identifying primary and secondary colours explaining colours in their environment and the mood or feeling they evoke describing, using appropriate vocabulary, how artists use the elements of design to communicate information and create a particular mood (e.g., bright primary and secondary colours to suggest happiness) For information on the process used to prepare students for the task and on the materials and equipment required, see the Teacher Package, reproduced on pages 34 44 of this document.
Task Rubric Visual Arts, Grade 2: My Garden of Colour Expectations* Level 1 Level 2 Level 3 Level 4 Understanding of Concepts The student: 3, 4 6 1, 4, 5 2, 6 Critical Analysis and Appreciation The student: Performance and Creative Work The student: Communication demonstrates limited understanding of primary and secondary colours in the garden painting explains with limited effectiveness how his or her choices of colour create a certain feeling mixes primary colours to produce secondary colours with limited effectiveness uses primary and secondary colours in the painting to convey feelings with limited effectiveness The student: makes limited use of appropriate vocabulary and art terminology demonstrates some understanding of primary and secondary colours in the garden painting explains with some effectiveness how his or her choices of colour create a certain feeling mixes primary colours to produce secondary colours with some effectiveness uses primary and secondary colours in the painting to convey feelings with some effectiveness makes some use of appropriate vocabulary and art terminology demonstrates considerable understanding of primary and secondary colours in the garden painting explains with considerable effectiveness how his or her choices of colour create a certain feeling mixes primary colours to produce secondary colours with considerable effectiveness uses primary and secondary colours in the painting to convey feelings with considerable effectiveness makes considerable use of appropriate vocabulary and art terminology demonstrates thorough understanding of primary and secondary colours in the garden painting explains effectively and with insight how his or her choices of colour create a certain feeling mixes primary colours to produce secondary colours with a high degree of effectiveness uses primary and secondary colours in the painting to convey feelings with a high degree of effectiveness makes extensive use of appropriate vocabulary and art terminology *The expectations that correspond to the numbers given in this chart are listed on page 8. Note: This rubric does not include criteria for assessing student performance that falls below level 1. 9 Grade 2 Visual Arts
10 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts My Garden of Colour Level 1, Sample 1
A B 11 Grade 2 Visual Arts
12 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Teacher s Notes Understanding of Concepts The student demonstrates limited understanding of primary and secondary colours in the garden painting. He or she correctly describes the colours in the painting (i.e., blue green yellow ) but uses them in a limited way (e.g., paints both foreground and sky a single colour, blue). The student correctly identifies the primary colours used to create the one secondary colour in the painting (i.e., I used green and I used blue and yellow to mack it ). Critical Analysis and Appreciation The student explains with limited effectiveness how his or her choices of colour create a certain feeling. He or she gives a brief explanation of the happy feeling that the garden painting evokes, but does not relate this feeling to the use of any specific colours, referring only to colours in general (e.g., my painting makes me feel happy becase there is a hole bonch [whole bunch] of courls mikst [colours mixed] together ). Performance and Creative Work The student mixes primary colours to produce secondary colours with limited effectiveness. He or she produces only one secondary colour, painting the trees and bushes green with little variation in hue. The student uses primary and secondary colours in the painting to convey feelings with limited effectiveness. He or she attempts to convey a sense of happiness using predominantly the primary colour blue. Communication The student makes limited use of appropriate vocabulary and art terminology to describe the painting and the feelings it conveys (e.g., I would call mthe [my] painting the forist becas I lots of trees ; a hole bonch of courls mikst together ). Comments The student s painting shows limited use of colour to convey a mood, and the scene depicted lacks variety and detail. The written response demonstrates limited use of appropriate language to explain how colour is used to convey a mood in the painting. Next Steps In order to improve his or her performance, the student needs to: show clear evidence, in the painting and the written response, that he or she knows all the secondary colours; use more colours and include more detail in the garden painting; check his or her written work carefully for correct use of language conventions (e.g., grammar, spelling, punctuation, capitalization); refer to classroom resources such as word charts, word banks, and a personal dictionary to include a wider range of appropriate vocabulary.
My Garden of Colour Level 1, Sample 2 13 Grade 2 Visual Arts
14 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts A B
Teacher s Notes Understanding of Concepts The student demonstrates limited understanding of primary and secondary colours in the garden painting. He or she correctly describes the colours in the painting (e.g., I used blue green ), but uses them in a limited way (e.g., uses mostly a single colour in painting the head of the figure). The student correctly identifies the primary colours used to create the secondary colours in the painting (e.g., I used yellow blue to make green. ). Critical Analysis and Appreciation The student explains with limited effectiveness how his or her choices of colour create a certain feeling. He or she gives a brief explanation of the good feeling that the garden painting evokes, but makes only a vague connection between this feeling and the colours used (i.e., It make me feel good because it is me walk in the would [wood]. ; I like my colours becase I like green blue brown. ). Performance and Creative Work The student mixes primary colours to produce secondary colours with limited effectiveness. He or she produces two secondary colours (e.g., green foliage and a purple tree trunk), but uses them without much variation in hue. The student uses primary and secondary colours in the painting to convey feelings with limited effectiveness. He or she says that the painting make me feel good, but this mood is not consistent with the predominantly dark colours used. Communication The student makes limited use of appropriate vocabulary and art terminology to describe the painting and the feelings it conveys (e.g., It make me feel good because it is me walk in the would. ; blue yellow red to make brown ). Comments The student s painting shows limited use of colour to convey a mood, and the scene depicted lacks detail. The written response demonstrates limited use of appropriate language to explain how colour is used to convey a mood in the painting. Next Steps In order to improve his or her performance, the student needs to: show clear evidence, in the painting and the written response, that he or she knows all the secondary colours; use more colours and include more detail in the garden painting; check his or her written work carefully for correct use of language conventions (e.g., grammar, spelling, punctuation); refer to classroom resources such as word charts, word banks, and a personal dictionary to include a wider range of appropriate vocabulary. 15 Grade 2 Visual Arts
16 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts My Garden of Colour Level 2, Sample 1
A B 17 Grade 2 Visual Arts
18 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Teacher s Notes Understanding of Concepts The student demonstrates some understanding of primary and secondary colours in the garden painting. He or she paints the sky purple, the moon and stars yellow, and the grass, plants, and tree-top green; however, it is difficult to distinguish items painted in certain colours (e.g., blue clouds). In a simple format, the student correctly identifies the primary colours used to create the secondary colours in the painting (e.g., green = yellow + blue ). Critical Analysis and Appreciation The student explains with some effectiveness how his or her choices of colour create a certain feeling. He or she gives an explanation of the feeling that the garden painting evokes, relating it to ways in which the colours are used (e.g., these colours make me feel this way because there are light, dark, muddy, and bright. ); however, the precise nature of the feeling is not specified. Performance and Creative Work The student mixes primary colours to produce secondary colours with some effectiveness. He or she produces two secondary colours (i.e., green and purple) and uses them with some variation in hue (e.g., the green used for the grass differs from that used for the plants). The student uses primary and secondary colours in the painting to convey feelings with some effectiveness. The contrasting light and dark colours (e.g., yellow and red, and purple) reflect the varied feelings that may be evoked by a night-time scene. Communication The student makes some use of appropriate vocabulary and art terminology to describe the painting and the feelings it conveys (e.g., my painting call night flowers ; diffrent colour ; light, dark, muddy, and bright ). Comments The student s painting shows some effective use of colour to convey a mood. Although predominantly dark colours are used, the student creates contrasts with bright yellow and red so that the painting evokes a range of feelings. The written response demonstrates some use of appropriate language to explain how colour is used to convey a mood in the painting. Next Steps In order to improve his or her performance, the student needs to: show clear evidence, in the painting and the written response, that he or she knows all the secondary colours; use more varied brush strokes to allow for greater detail and texture; clearly identify the mood he or she wants to convey; check his or her written work carefully for correct use of language conventions (e.g., grammar, spelling, capitalization); refer to classroom resources such as word charts, word banks, and a personal dictionary to include a wider range of appropriate vocabulary.
My Garden of Colour Level 2, Sample 2 19 Grade 2 Visual Arts
20 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts A B
Teacher s Notes Understanding of Concepts The student demonstrates some understanding of primary and secondary colours in the garden painting. He or she paints the sky blue, the grass and plant stems green, and the flowers yellow, purple, and orange. The student correctly identifies the primary colours used to create the secondary colours in the painting (e.g., I used green bie mixing yellow and blue. ). Critical Analysis and Appreciation The student explains with some effectiveness how his or her choices of colour create a certain feeling. He or she gives an explanation of the feelings that the garden painting evokes, including some evidence to support the opinions given. The student identifies feelings of happiness and sadness and relates them to the use of contrasting colours in the painting (e.g., It makes me feel happy and sad because I have bright and dark colors in my painting. ). Performance and Creative Work The student mixes primary colours to produce secondary colours with some effectiveness. He or she uses a single shade of each secondary colour (e.g., one purple flower, one orange flower, and the same green for the grass and plant stems), all of which stand out clearly against the blue sky. The student uses primary and secondary colours in the painting to convey feelings with some effectiveness. He or she contrasts the bright colours of the flowers with the sombre green of the grass and the dark blue of the sky to create a varied mood. Communication The student makes some use of appropriate vocabulary and art terminology to describe the painting and the feelings it conveys (e.g., I called it light and dark colors becaue I have light and dark colors in my painting. ; I used orange bie mixing yellow and red. ). Comments The student s painting shows some effective use of colour to convey a mood. The light and dark colours used correspond with the contrasting feelings that the student associates with the painting. The written response demonstrates some use of appropriate language to explain how colour is used to convey a mood in the painting. Next Steps In order to improve his or her performance, the student needs to: use varied shades of secondary colours; use more varied brush strokes to allow for greater detail and texture; eliminate repetitive language and improve clarity of expression; check his or her written work carefully for correct use of language conventions (e.g., sentence structure, spelling); refer to classroom resources such as word charts, word banks, and a personal dictionary to include a wider range of appropriate vocabulary. 21 Grade 2 Visual Arts
22 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts My Garden of Colour Level 3, Sample 1
A B 23 Grade 2 Visual Arts
24 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Teacher s Notes Understanding of Concepts The student demonstrates considerable understanding of primary and secondary colours in the garden painting. He or she effectively uses secondary colours in painting the sun and flowers orange, the grass and plants green, and part of the sky purple. The student accurately describes how the primary colours were used to create the secondary colours in the painting (e.g., I made green by using a little bit of yellow and a lot of blue. I even made orange by using a little bit of red and a lot of yellow. ). Critical Analysis and Appreciation The student explains with considerable effectiveness how his or her choices of colour create a certain feeling. He or she gives a precise explanation of the feeling that the garden painting evokes, including sufficient evidence to support the opinions given. The student identifies feelings of loneliness and sadness and relates these feelings to the overall tone of the painting as well as to specific colours used (e.g., It makes me feel lonley and a bit sad because there are dark colours in my painting. ; The colour purple made me feel sad. ). Performance and Creative Work The student mixes primary colours to produce secondary colours with considerable effectiveness. He or she uses all the secondary colours, with varied hues (e.g., several shades of purple in the sky; darker green for the grass and plant stems than for the leaves). The student uses primary and secondary colours in the painting to convey feelings with considerable effectiveness. The sad and lonely feeling identified by the student is clearly evident through the use of sombre secondary colours (e.g., dark purple in the sky, dark green for the grass). Communication The student makes considerable use of appropriate vocabulary and art terminology to describe the painting and the feelings it conveys (e.g., I would call my painting The garden of pretty colours because I love how it looks like and the flowers look pretty. ; I used a lot of blue and a little bit of red to make purple. ). Comments The student effectively uses varied hues of secondary colours to convey the feelings that he or she identifies in the painting. In the written response, the student clearly explains which feelings are evoked by each of the main colours used. Next Steps In order to improve his or her performance, the student needs to: include a more distinct use of the primary colour blue; use more varied brush strokes to allow for greater detail and texture; check his or her written work carefully for correct use of language conventions (e.g., capitalization of titles); refer to classroom resources such as word charts, word banks, and a personal dictionary to include a wider range of appropriate vocabulary.
My Garden of Colour Level 3, Sample 2 25 Grade 2 Visual Arts
26 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts A B
Teacher s Notes Understanding of Concepts The student demonstrates considerable understanding of primary and secondary colours in the garden painting. He or she effectively uses primary and secondary colours in painting the pond and blueberries blue, the grapes purple, the grass green, the flowers red, orange, and purple, and the apples red. The student correctly identifies the primary colours used to create the secondary colours in the painting (e.g., I made orang with red and yellow. ). Critical Analysis and Appreciation The student explains with considerable effectiveness how his or her choices of colour create a certain feeling. He or she gives a detailed explanation of the feeling that the garden painting evokes, including sufficient evidence to support the opinions given. The student identifies a feeling of peacefulness and relates this feeling to the variety of bright colours used (e.g., My panting Makes me feel peasful. ; Because my panting has lots of bright colurs ). Performance and Creative Work The student mixes primary colours to produce secondary colours with considerable effectiveness. He or she uses all the secondary colours with varied hues to give a vivid sense of the riot of colour in the garden scene (e.g., several shades of green for the leaves and grass; a range of purple for the grapes and flowers). The student uses primary and secondary colours in the painting to convey feelings with considerable effectiveness. The peaceful mood identified by the student is clearly evident through the varied selection of bright primary and secondary colours. Communication The student makes considerable use of appropriate vocabulary and art terminology to describe the painting and the feelings it conveys (e.g., I would call it The Grate Garden of Dreams. I would call it that because I have allway dreamd of having a big garden with a pond in it ; light green, light purple and peach ; lots of bright colurs ). Comments The student skilfully uses a range of primary and secondary colours throughout the painting to convey the mood evoked by the garden scene. In the written response, the student gives a detailed explanation as to why the colours used, and certain aspects of the scene, convey this mood. Next Steps In order to improve his or her performance, the student needs to: include a more distinct use of the primary colour yellow; use more varied brush strokes to allow for greater detail and texture; check his or her written work carefully for correct use of language conventions (e.g., grammar, spelling); refer to classroom resources such as word charts, word banks, and a personal dictionary to include a wider range of appropriate vocabulary. 27 Grade 2 Visual Arts
28 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts My Garden of Colour Level 4, Sample 1
A B 29 Grade 2 Visual Arts
30 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Teacher s Notes Understanding of Concepts The student demonstrates thorough understanding of primary and secondary colours in the garden painting. He or she uses various primary and secondary hues in painting the grass, bushes, vines, and treetop green, the sky and fountain blue, the sun orange and yellow, and the flowers purple and red. The student correctly identifies the primary colours used to create the secondary colours in the painting (e.g., I made orange with / red and yellow. I made purple with / blue and red. ). Critical Analysis and Appreciation The student explains effectively and with insight how his or her choices of colour create a certain feeling. He or she gives a full and detailed explanation of the feeling that the garden painting evokes, including ample evidence to support the opinions given. The student identifies feelings of warmth, brightness, and joyfulness that are created by the bright colours used (e.g., it looks beautiful and sunny hot and warm, wonderful ). As well, the student elaborates on the effect produced by both the painting as a whole and specific colours selected (e.g., My painting makes me want to go outside and play and smell the flowers ; The lime green made me feel all bright and joyful because it stands out and its very bright. ). Performance and Creative Work The student mixes primary colours to produce secondary colours with a high degree of effectiveness. He or she effectively uses the secondary colours, with varied hues, for numerous features in the garden scene (e.g., several shades of green for the foreground, bushes, treetops, and rainbow, and different shades of purple in the flowers and rainbow). The student uses primary and secondary colours in the painting to convey feelings with a high degree of effectiveness. He or she successfully creates a joyful mood through the use of strong, bright primary and secondary colours throughout the painting. Communication The student makes extensive use of appropriate vocabulary and art terminology to describe the painting and the feelings it conveys (e.g., The colourful dancing Garden. I called my painting this because the sun and flowers are blazed around like the they re dancing. ; burgundy, purple, violet ; dark blue, bright yellow, dark orange ; the colours burst out in flame and stand out very well ). Comments The student successfully uses a wide range of strong, bright colours to convey a joyful mood. Numerous features depicted in the painting contribute to this effect. In the written response, the student uses vivid language and displays imagination and insight in explaining how the colours used convey the feelings he or she associates with the scene. Next Steps In order to improve his or her performance, the student needs to: check his or her written work carefully for correct use of language conventions (e.g., spelling, punctuation, and capitalization of titles).
My Garden of Colour Level 4, Sample 2 31 Grade 2 Visual Arts
32 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts A B
Teacher s Notes Understanding of Concepts The student demonstrates thorough understanding of primary and secondary colours in the garden painting. He or she uses the primary colours to mix various hues of secondary colours in painting the flowers orange, purple, and blue, and the stems, leaves, and background green. The student accurately describes how the primary colours were used to create the secondary colours in the painting (e.g., Too make purple I mixed red and blue and to make orange I mixed red and yellow. ). Critical Analysis and Appreciation The student explains effectively and with insight how his or her choices of colour create a certain feeling. He or she gives a full and detailed explanation of the feeling that the garden painting evokes, including ample evidence to support the opinions given. The student identifies a feeling of calm and relates this feeling not only to the colours used (e.g., because all the flowers are eather light, bright, dark or muddy ) but also to the way these colours were mixed and applied (e.g., because it looks like they where dabed on and most of my painting has at least a little water mixed with the paint ). As well, the student elaborates on the effect produced by the painting (e.g., I feel like I am in the painting ). Performance and Creative Work The student mixes primary colours to produce secondary colours with a high degree of effectiveness. He or she imaginatively uses all the primary colours to create a painting with varied hues of secondary colours (e.g., the background and some flowers are lime green, and stems and leaves range from dark to bright green; the other flowers include light and dark oranges). The student uses primary and secondary colours in the painting to convey feelings with a high degree of effectiveness. He or she successfully creates a calm mood through the use of watery secondary colours. Communication The student makes extensive use of appropriate vocabulary and art terminology to describe the painting and the feelings it conveys (e.g., I would call it the Paradice Garden of Secrets because it is so beautiful to me that I feel like I am in paradice and in a garden at the same time and it is where I tell secrets and it is secret. ; light green, teal... dark purple, sky blue ; light, bright, dark or muddy ; a little water mixed with the paint ). Comments The student uses colour in a highly imaginative way to convey a mood in his or her painting. Both the choices of colour and the techniques used to mix and apply the paint contribute effectively to the intended mood. In the written response, the student provides a detailed and well-supported explanation of how he or she used colour to achieve the desired effect. Next Steps In order to improve his or her performance, the student needs to: check his or her written work carefully for correct use of language conventions (e.g., grammar, spelling, punctuation). 33 Grade 2 Visual Arts
Teacher Package The Arts Exemplar Task Grade 2 Visual Arts Teacher Package Title: Time Requirement: My Garden of Colour 140 230 minutes (over several class periods) Introductory activities Pre-task 1: 30 50 minutes Pre-task 2: 40 60 minutes Exemplar task Part 1: 60 100 minutes Part 2: 10 20 minutes Description of the Task Part 1 Each student will use primary and secondary colours to create a painting that conveys his or her feelings in an imaginary garden on a spring, summer, or fall day. Students will mix the primary colours (red, yellow, and blue) to produce a wide variety of secondary colours, including a range of greens, oranges, and purples. The paintings may include images of trees, plants, flowers, and people, as well as fences and buildings. Part 2 Students will provide a written response to their work, identifying the colours used, describing which primary colours were used to make secondary colours, and explaining how their painting makes them feel and why the colours chosen make them feel this way. Students will also provide a title for their painting. Concepts central to this task are the following: Colour can express moods and feelings. Secondary colours are made by mixing the primary colours. Student Scenario Present the following scenario and instructions to the students: Spring [Fall or Summer] is here and we re celebrating colour! Imagine yourself in a beautiful garden. Paint a picture of the garden, using primary and secondary colours to show your feelings on this day. Give your painting a title that describes the feelings you have shown. You will write about how your painting makes you feel and how the colours you used make you feel that way. 1 34 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts
Curriculum Expectations Addressed in the Task This task gives students the opportunity to demonstrate achievement of all or part of each of the following expectations selected from the Visual Arts strand for Grade 2 in The Ontario Curriculum, Grades 1 8: The Arts, 1998. Note that the codes that follow the expectations relate to the Ministry of Education s Curriculum Unit Planner (CD-ROM). Students will: 1. use the elements of design (colour, line, shape, form, space, texture), in ways appropriate for this grade, when producing and responding to works of art (2a29); 2. use correctly vocabulary and art terminology associated with the specific expectations for this grade (2a31); 3. recognize and name the secondary colours of pigment (purple, orange, green) (2a32); 4. describe how the secondary colours can be created by mixing the primary colours (2a33); 5. produce two- and three-dimensional works of art that communicate their thoughts and feelings on familiar topics (2a40); 6. describe, using appropriate vocabulary, how artists use the elements of design to create a specific effect (2a44). Teacher Instructions Prior Knowledge and Skills Required To complete the task, students should have some experience with, or some knowledge or skills related to, the following: identifying primary and secondary colours explaining colours in their environment and the mood or feeling they evoke describing, using appropriate vocabulary, how artists use the elements of design to communicate information and create a particular mood (e.g., bright primary and secondary colours to suggest happiness) Assessment and Evaluation The rubric* provided with this exemplar task is to be used to assess students work. The rubric is based on the achievement levels outlined on page 9 of The Ontario Curriculum, Grades 1 8: The Arts, 1998. Introduce the rubric to the students at the beginning of the exemplar task. Review the rubric with the students to ensure that each student understands the criteria and the descriptions for achievement at each level. Allow ample class time for a thorough reading and discussion of the assessment criteria outlined in the rubric. 2 *The rubric is reproduced on page 9 of this document. Grade 2 Visual Arts 35
Some students may perform below level 1. Although the rubric does not include descriptions of achievement below level 1, the characteristics of these students work should be reviewed in relation to the criteria outlined in the rubric. Accommodations Accommodations that are normally provided in the regular classroom for students with special needs should be provided in the administration of the exemplar task. Materials and Resources Required Students should be provided with the following materials: brushes (a range of sizes is recommended) tempera paint blocks or liquid tempera paint (red, yellow, and blue only) something for each student to mix colours on, such as a plastic palette, a paper plate, a sheet of wax paper, or egg cartons one large container for water for each group, or individual containers for each student 12" x 18" (30.48 cm x 45.72 cm) paper (for pre-task 2) 18" x 24" (45.72 cm x 60.96 cm) white paper (for the exemplar task) paper towel for each student newspaper/newsprint to cover desktops pencils (for the written portion of the task only) pictures of gardens, landscapes, plants, and flowers (These can be photographs, or prints or copies of paintings. Select images that are large and have a variety of colours. Art posters are ideal, but slides, calendar images, or pictures from books will serve quite well.) Task Instructions Introductory Activities The pre-tasks are designed to review and reinforce the skills and concepts that students will be using in the exemplar task. Pre-task 1: Investigate Colour Use in the Environment (30 50 minutes) 1. Display a selection of images of gardens, landscapes, plants, and flowers. (e.g., photographs, or prints or copies of paintings). 2. Choose one image to discuss with the whole class. Use the questions in Appendix A and the Glossary in Appendix C as guides. Create a class-generated list of art words and other appropriate vocabulary. Post for future reference. (Note: Keep in mind that there are no incorrect answers. The goal is to encourage the students to look at the images and to defend their responses.) 3. Divide the class into small groups of students (four or five) and give each group an image to discuss. Give each student a copy of Appendix A to record his or her own observations. Encourage the students to share answers with the other members of their group. 3 36 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts
4. Circulate around the classroom, drawing out responses from individuals in each group. 5. Have each group present its observations to the class. Pre-task 2: Explore Mixing Colours (Creating Secondary Colours) (40 60 minutes) Part A 1. Set up desks into groups and put out paint for each group of students. (Use only red, blue, and yellow paint.) 2. Have the students collect their materials. Students will require their own palettes for mixing liquid tempera colours as well as a brush, paper, and a water container. If using tempera blocks, students will mix colours right on the paper. 3. Give the students pieces of 12" x 18" paper. Demonstrate how to fold the paper into eight sections, if not prepared in advance. 4. Review with the students how to mix a new colour. Have them paint each new colour they produce onto a section of the 12" x 18" paper (they need not fill the whole section). Have the students ask themselves: What if I mix two colours together, or add a bit of the third as well? Challenge the students to use a wide variety of colours and to make each colour different. 5. Remind the students frequently to clean their brushes in order to achieve purity of colour and colour mixture. You may need to review ways of cleaning brushes (e.g., squeezing out the extra water on a paper towel). Part B 1. When their paintings are dry, ask the students to cut out their squares of colour. Set up two display areas where the colour squares can be taped up. One area will be happy and the other sad. Each student will decide where to place each of his or her colours, in either the happy or the sad area. 2. When all of the coloured squares are displayed, discuss with the students anything they may notice about the two display areas. Questions you might ask are: Is yellow always happy? Are the sad colours mostly light or dark? (Note: Emphasize that each student may have a preference for particular colours and that these colours may have different effects on different individuals. There may not be a right or a wrong answer to each question.) 4 Grade 2 Visual Arts 37
Exemplar Task Each student s painting and completed Appendix B: My Painting are to be submitted for marking. Part 1 (60 100 minutes) 1. Read the student scenario to the students and post it in the classroom. 2. Discuss the task rubric with the class. 3. Distribute materials and have the students paint the pictures of the garden they have imagined. 4. Remind the students to use a wide variety of colours, including a range of greens, oranges, and purples. 5. Instruct the students to use the same techniques in their pictures that they used in the pretasks. 6. As the students complete their paintings, allow them to continue with part 2. Part 2 (10 20 minutes) 1. Have the students individually complete a copy of Appendix B: My Painting. Tell them they are to list the colours they used, describe how they created secondary colours, and reflect on how their painting makes them feel, why the colours make them feel this way, and what they would call the painting. 2. Have the students put their title on the back of their painting. 5 38 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts
Appendix A: The Artist s Painting Write down 5 different colours that the artist used in the painting. Describe the colours that the artist used most. (Are they light, dark, bright, muddy?) 6 Grade 2 Visual Arts 39
How does this painting make you feel? Explain why it makes you feel this way. How do the colours that the artist used help to make you feel this way? 7 40 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts
Appendix B: My Painting Write down the different colours that you used in your painting. Choose two of the secondary colours that you used. Which primary colours did you use to create them? 8 Grade 2 Visual Arts 41
How does your painting make you feel? Explain why it makes you feel this way. How do the colours that you used help to make you feel this way? 9 42 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts
What would you call this painting? Why would you call it this? 10 Grade 2 Visual Arts 43
Appendix C: Glossary Background. The part of a composition that appears to be farthest from the viewer. Colour. An element of design. Colour is the particular hue that is seen when light is reflected off an object. Focal point. The element or object in a work of art on which the viewer s attention is focused. Foreground. The area of a picture that appears closest to the viewer. It is often at the bottom of the picture plane. Horizon line. The line at which the sky and the earth appear to meet. Hue. The common name of a colour (e.g., red). Line. An element of design. A line may be defined as the visual path left by a moving point. It may be a continuous mark on a surface or implied by the edges of shapes and forms. Mixing. The process of taking pure colour paint (e.g., primary colours red, yellow, and blue) and combining them to create other colours (e.g., secondary colours: red + yellow = orange; yellow + blue = green; blue + red = purple). Mood. The way in which the art work makes the viewer feel. Painting. Generally speaking, a type of art in which paint (liquid or semi-liquid colour) is applied to a two-dimensional surface, such as paper, canvas, wood, etc. Primary colours. Colours that cannot be created by mixing other colours, but that can be mixed to produce all the other colours. Red, yellow, and blue are primary colours. Secondary colours. Colours that are created by mixing the primary colours. Orange, green, and purple are secondary colours. Space. An element of design. Space is the area around, within, or between images or elements. Space can be created on a twodimensional surface by using such techniques as overlapping of objects, varying of object size or placement, varying of colour intensity and value, and use of detail and diagonal lines. Value. The lightness or darkness of a colour (i.e., dark colours are low in value, light colours high in value). 11 44 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts
Grade 5 Visual Arts
46 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Expressive Portrait The Task Part 1 Students were told that their local art gallery was loaning a Picasso portrait to another art gallery and that the curator of their local gallery had invited students to submit a portrait painting of their own to be considered as a replacement. Each student was to paint an expressive portrait that conveys two contrasting emotions (e.g., happiness/sadness). The portrait was to be painted using a range of tints and shades of two complementary colours. The painting would be divided in half vertically. On the right side of the painting the student was to use tints and shades of one complementary colour on the face, and tints and shades of the other complementary colour on the background. On the left side of the painting the student was to reverse the placement of the tints and shades of the complementary colours. Facial features could be painted in either complementary colour. Part 2 Students were to provide a written analysis of their work. They were to describe the intensity, value, and temperature of the complementary colours used, the contrasting emotions shown, and ways in which these emotions are conveyed by the tints and shades of the colours chosen. Students were also to explain how the colours used reminded them of similar emotions they had experienced in their lives. Expectations This task gave students the opportunity to demonstrate achievement of all or part of each of the following expectations selected from the Visual Arts strand for Grade 5 in The Ontario Curriculum, Grades 1 8: The Arts, 1998. Note that the codes that follow the expectations relate to the Ministry of Education s Curriculum Unit Planner (CD-ROM). Students will: 1. produce two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences (5a26); 2. define the elements of design (colour, line, shape, form, space, texture), and use them in ways appropriate for this grade when producing and responding to works of art (5a27); 3. describe their interpretation of a variety of art works, basing their interpretation on evidence from the works (especially on ways in which an artist has used the elements of design to clarify meaning) and on their own knowledge and experience (5a28); 4. use correctly vocabulary and art terminology associated with the specific expectations for this grade (5a29); 5. identify the three pairs of complementary colours (red and green, purple and yellow, blue and orange) (5a30);
6. select the most appropriate tools, materials, and techniques for a particular purpose, and use them correctly (5a37); 7. organize their art works to create a specific effect, using the elements of design (5a38); 8. produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting, sculpting, printmaking) that communicate a range of thoughts, feelings, and ideas for specific purposes and to specific audiences (5a39); 9. describe the connection between an element of design and a specific artistic purpose, using appropriate vocabulary (5a43). Prior Knowledge and Skills To complete the task, students were expected to have some experience with, or some knowledge or skills related to, the following: primary and secondary colours as well as temperature (warm vs. cool), value (light vs. dark), and intensity (bright vs. dull) of colour warm and cool colours and their emotional impact (e.g., a warm colour scheme may make people feel warmer) mixing tints and shades of colours using paint looking at and talking about art (e.g., portraits and expressive pieces by various artists) analysing their own pieces of art based on set criteria For information on the process used to prepare students for the task and on the materials and equipment required, see the Teacher Package, reproduced on pages 73 83 of this document. 47 Grade 5 Visual Arts
48 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Task Rubric Visual Arts, Grade 5: Expressive Portrait Expectations* Level 1 Level 2 Level 3 Level 4 Understanding of Concepts The student: 2, 5 3, 7, 9 1, 6, 7, 8 Critical Analysis and Appreciation The student: Performance and Creative Work The student: demonstrates limited understanding of the intensity, value, and temperature of one pair of complementary colours demonstrates limited understanding of the concepts involved in producing an expressive portrait that shows contrasting emotions explains with limited effectiveness the connection between the colours used in the portrait and emotions related to personal experiences mixes and applies a range of tints and shades of a pair of complementary colours with limited effectiveness shows contrasting emotions through an expressive portrait with limited effectiveness demonstrates some understanding of the intensity, value, and temperature of one pair of complementary colours demonstrates some understanding of the concepts involved in producing an expressive portrait that shows contrasting emotions explains with some effectiveness the connection between the colours used in the portrait and emotions related to personal experiences mixes and applies a range of tints and shades of a pair of complementary colours with some effectiveness shows contrasting emotions through an expressive portrait with some effectiveness demonstrates considerable understanding of the intensity, value, and temperature of one pair of complementary colours demonstrates considerable understanding of the concepts involved in producing an expressive portrait that shows contrasting emotions explains with considerable effectiveness the connection between the colours used in the portrait and emotions related to personal experiences mixes and applies a range of tints and shades of a pair of complementary colours with considerable effectiveness shows contrasting emotions through an expressive portrait with considerable effectiveness demonstrates thorough understanding of the intensity, value, and temperature of one pair of complementary colours demonstrates thorough understanding of the concepts involved in producing an expressive portrait that shows contrasting emotions explains with a high degree of effectiveness the connection between the colours used in the portrait and emotions related to personal experiences mixes and applies a range of tints and shades of a pair of complementary colours with a high degree of effectiveness shows contrasting emotions through an expressive portrait with a high degree of effectiveness Communication The student: 4, 9 makes limited use of appropriate vocabulary and art terminology makes some use of appropriate vocabulary and art terminology makes considerable use of appropriate vocabulary and art terminology makes extensive use of appropriate vocabulary and art terminology *The expectations that correspond to the numbers given in this chart are listed on pages 46 47. Note: This rubric does not include criteria for assessing student performance that falls below level 1.
Expressive Portrait Level 1, Sample 1 49 Grade 5 Visual Arts
50 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts A B
Teacher s Notes Understanding of Concepts The student demonstrates limited understanding of the intensity, value, and temperature of one pair of complementary colours. He or she uses purple and yellow as complementary colours and describes their intensity, value, and temperature, although the first of these qualities is not mentioned by name. The student does not relate intensity to brightness/dullness, is only partially correct in describing value (i.e., means a dark colour ), and refers to temperature incorrectly (i.e., I used temperature that means lite colours. ). The student demonstrates limited understanding of the concepts involved in producing an expressive portrait that shows contrasting emotions. He or she uses complementary colours to create contrast, but demonstrates limited understanding that contrasting emotions require different facial expressions, changing only a single feature on the two sides of the portrait (i.e., an open eye on the left side and a closed eye on the right). Critical Analysis and Appreciation The student explains with limited effectiveness the connection between the colours used in the portrait and emotions related to personal experiences. He or she links the colours used with camping experiences and with school, but does not relate them clearly to specific parts of the portrait (e.g., The lite yellow reminds me of when I went camping with my mom... because I m always happy when I go camping. ). Performance and Creative Work The student mixes and applies a range of tints and shades of a pair of complementary colours with limited effectiveness. The student uses a limited range of tints and shades in the portrait. He or she uses pure yellow to outline the face and to colour half of the face, and one tint of yellow is used for the background and the neck. One shade of purple is used for both the other half of the face and the opposite background. The student shows contrasting emotions through an expressive portrait with limited effectiveness. He or she attempts to convey two emotions by painting one eye open and the other eye closed. However, without any exaggeration or rearrangement of features, the overall expression in the two sides of the portrait is very similar. Communication The student makes limited use of appropriate vocabulary and art terminology. He or she uses art-related terms such as value, temperature, tints, and shades, but does not describe concepts with clarity or precision (e.g., I used value that means a dark colour and I used temperature that means lite colours. ). Comments The student uses the contrasting colours purple and yellow, but makes limited use of expressive characteristics to convey contrasting emotions and does not explain how colour is used to convey such emotions. He or she demonstrates limited understanding of the concepts and limited ability to apply the skills and techniques required. The student does not communicate his or her understanding of concepts with clarity or precision. Next Steps In order to improve his or her performance, the student needs to: use a wider variety of tints and shades; include characteristics of an expressive portrait; clearly portray two contrasting emotions; clarify and explain in greater detail the concepts of intensity, value, and temperature; edit and proofread his or her written work carefully to eliminate errors in grammar and spelling. 51 Grade 5 Visual Arts
52 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Expressive Portrait Level 1, Sample 2
A B 53 Grade 5 Visual Arts
54 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Teacher s Notes Understanding of Concepts The student demonstrates limited understanding of the intensity, value, and temperature of one pair of complementary colours. He or she uses blue and orange as complementary colours in the portrait. In the written response, the student does not distinguish between intensity and value and identifies orange as both warm and cool (i.e., The orange coulour looked warm bright cool. ). The student demonstrates limited understanding of the concepts involved in producing an expressive portrait that shows contrasting emotions. Although the student uses complementary colours, the portrait does not convey contrasting emotions. As well, no attempt has been made to rearrange or exaggerate features in order to distinguish the two sides of the portrait. Critical Analysis and Appreciation The student explains with limited effectiveness the connection between the colours used in the portrait and emotions related to personal experiences. He or she identifies the expression in the portrait with a single emotion (i.e., The portrait I have painted was a happy looking dude. ) but does not link this emotion with the colours used. The student makes no reference to emotions related to personal experiences. Performance and Creative Work The student mixes and applies a range of tints and shades of a pair of complementary colours with limited effectiveness. He or she attempts to accentuate facial features by combining the two complementary colours, but otherwise uses a limited range of tints and shades that provide little visual impact. Only one shade of each colour is provided for the background and one tint of each colour for the face. The student shows contrasting emotions through an expressive portrait with limited effectiveness. He or she conveys a single emotion in the portrait (i.e., happiness). A contrasting emotion was not included, as was required in the assignment. Communication The student makes limited use of appropriate vocabulary and art terminology. He or she uses a few basic art-related terms, but uses them in inappropriate or incorrect ways (e.g., The orange coulour looked warm bright cool. ). In describing the colours used, the student makes no reference to the concepts of intensity, value, and temperature. Comments The student uses the complementary colours blue and orange, but shows only a single emotion in the portrait. He or she demonstrates limited understanding of the concepts and limited ability to apply the required techniques. The portrait and the written response do not reflect an understanding of the task requirement regarding the use of colour and expressive characteristics to convey contrasting emotions. Next Steps In order to improve his or her performance, the student needs to: use a wider variety of tints and shades; include characteristics of an expressive portrait; clearly portray two contrasting emotions; discuss the concepts of intensity, value, and temperature; connect the colours used in the portrait with emotions related to personal experiences; edit his or her written work carefully to achieve clearer communication; refer to a thesaurus and dictionary to expand his or her vocabulary.
Expressive Portrait Level 2, Sample 1 55 Grade 5 Visual Arts
56 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts A B
Teacher s Notes Understanding of Concepts The student demonstrates some understanding of the intensity, value, and temperature of one pair of complementary colours. He or she uses the complementary colours blue and orange in the portrait and describes with some accuracy their intensity and temperature (e.g., The intensity of my painting is the face of the happy side. ; On the sad side of my painting, it is mostly cool colours, and on the other side the colours are mostly hot colours. ). No reference, however, is made to value. The student demonstrates some understanding of the concepts involved in producing an expressive portrait that shows contrasting emotions. He or she has some grasp of how different emotions can be conveyed through the use of complementary colours and simple changes to facial features (e.g., the line of the mouth curving up or down). However, the student has not exaggerated or rearranged the features to make the portrait more expressive. Critical Analysis and Appreciation The student explains with some effectiveness the connection between the colours used in the portrait and emotions related to personal experiences. The student connects the background blue with his or her enjoyment of swimming (i.e., It makes me feel happy. ) and explains with some detail the effect of the blue face (i.e., The blue face makes me feel sad because blue is a sad and cold colour. ). However, no mention is made of the other colour, orange. Performance and Creative Work The student mixes and applies a range of tints and shades of a pair of complementary colours with some effectiveness. He or she creates a contrast between the two sides of the portrait through the use of tints and shades in the face and hair. The background is appropriately shaded (e.g., the blue shade on the background of the happy side is warmer than the blue used for the sad face). The student shows contrasting emotions through an expressive portrait with some effectiveness. The two emotions are clearly defined, with some attention to detail on both sides (e.g., the eyes and mouth). However, the art work lacks characteristics of an expressive portrait such as exaggeration or rearrangement of features. Communication The student makes some use of appropriate vocabulary and art terminology. He or she uses some art-related terms in an appropriate context (e.g., On the sad side of my painting it is mostly cool colours, and on the other side... mostly hot colours. ; I shaded the blue to have a sad feeling on the sad face, and I tinted the orange to have a happy feeling on the happy face. ). However, the concept of intensity is described in somewhat vague terms (i.e., The intensity of my painting is the face of the happy side. ). Comments The student makes some appropriate use of the complementary colours blue and orange to convey contrasting emotions, but does not demonstrate an understanding of how to make his or her art work expressive. The written response demonstrates some use of appropriate language to describe the colours chosen and to explain how tints and shades are used to convey emotions. The student communicates his or her understanding of concepts with some clarity. Next Steps In order to improve his or her performance, the student needs to: use a greater variety of tints and shades; use characteristics of an expressive portrait to achieve more striking effects; describe intensity, temperature, and value in more detail; edit and proofread his or her written work carefully to avoid repetitive wording and to improve sentence structure. 57 Grade 5 Visual Arts
58 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Expressive Portrait Level 2, Sample 2
A B 59 Grade 5 Visual Arts
60 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Teacher s Notes Understanding of Concepts The student demonstrates some understanding of the intensity, value, and temperature of one pair of complementary colours. He or she uses the complementary colours red and green and refers to their temperature, intensity, and value. However, the effect of using a particular colour quality is not always clearly understood (e.g., For both my colours I had both of the temperatures because then it makes it look more abstract. ). The student demonstrates some understanding of the concepts involved in producing an expressive portrait that shows contrasting emotions. The student shows some understanding of the importance of colour and shape in creating an expressive portrait; however, he or she has not shown understanding that distinct differences in facial expression are required to convey contrasting emotions. Critical Analysis and Appreciation The student explains with some effectiveness the connection between the colours used in the portrait and emotions related to personal experiences. He or she connects the colours red and green with the happiness of Christmas (e.g., Green and red to me are happy colours. Green and red make me happy because it reminds me of Christmas. ). However, this emotion bears no relation to the portrait, in which red was intended to convey mad and green shy. Performance and Creative Work The student mixes and applies a range of tints and shades of a pair of complementary colours with some effectiveness. He or she uses two tints and shades of both red and green to create contrasts. Differences among tints and shades are accentuated by the use of dark lines between sections of the portrait. The student shows contrasting emotions through an expressive portrait with some effectiveness. He or she includes a number of characteristics that create an expressive portrait (e.g., bold use of complementary colours; the use of flowing, curved lines to divide sections of the painting; exaggerated facial features). The student also appropriately chooses red to express mad, but does not sufficiently vary the expression in the two parts of the portrait to distinguish clearly the two emotions it is intended to convey. Communication The student makes some use of appropriate vocabulary and art terminology. He or she uses some art-related terms appropriately (e.g., hues, temperatures, bright and dull, colourful, all sorts of different tints and shades ). However, the student does not explain concepts clearly in relation to the colours used (e.g., I think mine is bright and dull ; I used both my tints and shades. ). Comments The student has attempted to create an expressive portrait that displays two contrasting emotions. He or she has successfully mixed some tints and shades using two complementary colours, red and green. The student shows an understanding of some of the concepts and applies some of the skills and techniques required. The student communicates his or her understanding of concepts with some clarity and precision. Next Steps In order to improve his or her performance, the student needs to: portray two contrasting emotions more clearly; discuss intensity, value, and temperature in greater detail; connect the emotions conveyed by the portrait with personal experiences; refer to a thesaurus and dictionary to expand and enhance vocabulary.
Expressive Portrait Level 3, Sample 1 61 Grade 5 Visual Arts
62 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts A B
Teacher s Notes Understanding of Concepts The student demonstrates considerable understanding of the intensity, value, and temperature of one pair of complementary colours. He or she uses the complementary colours orange and blue in the portrait and describes their intensity, value, and temperature. The student effectively explains why he or she used bright and dull colours and light and dark colours (e.g., To show sadness, dull colours were added to my portrait. To show happy, bright and happy colours were also added. ), and demonstrates a clear understanding that warm and cool colours can be used to create contrasting moods (e.g., Warm shades of orange and cool shades of blue were both added to show the differences of each of the emotions I chose. ). The student demonstrates considerable understanding of the concepts involved in producing an expressive portrait that shows contrasting emotions. He or she clearly understands how tints and shades can be contrasted to highlight facial features and create two distinct emotions in the portrait. The student also demonstrates a good understanding of the effect of colour qualities such as intensity and value (e.g., To show happiness, bright colours of orange were added. ). Critical Analysis and Appreciation The student explains with considerable effectiveness the connection between the colours used in the portrait and emotions related to personal experiences. He or she clearly identifies blue as a sad colour and orange as a happy colour, and draws on memories of personal experiences to illustrate the emotions connected with these two colours (e.g., I had felt very sad before and was feeling the blues. Whenever I m sad I usually like going somwhere queit, and the colour that pops up in my head is the colour blue!!!! ). Performance and Creative Work The student mixes and applies a range of tints and shades of a pair of complementary colours with considerable effectiveness. He or she appropriately places a wide range of tints and shades to highlight key facial features such as the nose, eyes, and mouth. The eye on the right side of the face is effectively accentuated by a dark blue-black area to show sadness. The student shows contrasting emotions through an expressive portrait with considerable effectiveness. The two emotions (i.e., happy and sad ) are clearly defined. The warm colours and fluid lines of the happy side of the face contrast strongly with the cool, dull colours and more static design of the sad side of the face. Differences in the use of colour for the eyes and mouth add to this contrast. Communication The student makes considerable use of appropriate vocabulary and art terminology. He or she uses a range of art-related terms in an appropriate manner in describing how the effects of the portrait were created (e.g., To show how sad my portrait was I had to paint the background to match it. So swirls of orange were also added as well as patches of orange. ). The qualities of the colours used are also clearly described (e.g., Warm shades of orange and cool shades of blue ; light orange which was mixed with white and dark blue which was mixed with black ). Comments The student has created an expressive portrait displaying two contrasting emotions. He or she has successfully mixed a range of tints and shades using two complementary colours, blue and orange. The placement of colour enhances the overall effectiveness of the portrait. In the written response, the student communicates his or her understanding of concepts with considerable accuracy and detail. Next Steps In order to improve his or her performance, the student needs to: create a stronger representation of contrasting emotions through greater use of expressive characteristics; proofread his or her written work carefully to correct errors in grammar and spelling. 63 Grade 5 Visual Arts
64 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Expressive Portrait Level 3, Sample 2
A B 65 Grade 5 Visual Arts
66 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Teacher s Notes Understanding of Concepts The student demonstrates considerable understanding of the intensity, value, and temperature of one pair of complementary colours. He or she uses purple and yellow as complementary colours in the portrait and accurately describes their intensity and temperature. The student clearly understands that variations in these two qualities can be used to create striking visual effects (e.g., The colours... were more dull and pastel. I tryed to make sure that the outline which was the pure colour was bright to make it jump out at you. ). The student demonstrates considerable understanding of the concepts involved in producing an expressive portrait that shows contrasting emotions. He or she understands that facial features can be exaggerated and rearranged to create a particular effect. The student also understands that colour intensity and temperature can convey different emotions (e.g., The purple side was more calm, relaxed and cool. The yellow is more warm for an excited emotion. ). Critical Analysis and Appreciation The student explains with considerable effectiveness the connection between the colours used in the portrait and emotions related to personal experiences. He or she provides vivid examples from personal experiences to illustrate the emotions evoked by the colours purple and yellow (i.e., The light purple reminds me of lavender in a calm garden. The light yellow reminds me of peace when it is accented like in my room. The bright yellows remind me of bright lights. ). Performance and Creative Work The student mixes and applies a range of tints and shades of a pair of complementary colours with considerable effectiveness. He or she uses a range of tints and shades in a monochromatic style for each side of the face. Pure colour outline is used to highlight key facial features (the mouth, eyes, and nose), and tints and shades are used for detail on both the face and the background. The student shows contrasting emotions through an expressive portrait with considerable effectiveness. He or she makes good use of line to display the two emotions, relaxed and anxious (e.g., For the very anxious and upset side I put jagged lines and more intense colours. ). The student s rearrangement of facial features and attention to detail also contribute to the creation of an expressive portrait (e.g., smooth, tame hair is used for the relaxed side, and jagged, spiky hair for the anxious side, with a similar emphasis in the background). Communication The student makes considerable use of appropriate vocabulary and art terminology. He or she uses a range of art-related terms appropriately in describing how the use of colour and line reflects the emotions conveyed (e.g., I used lighter pastel colours in the purple side being more cool and curved lines. ). The intensity and temperature of the colours are also clearly described (e.g., The colours I used weren t very intense. They were more dull and pastel. ). Comments The student has successfully created an expressive portrait, using a range of tints and shades to convey contrasting emotions. He or she demonstrates an understanding of the concepts, and applies required skills and techniques with considerable effectiveness. In using colour contrasts to emphasize the shape and placement of facial features, the student effectively conveys the contrasting nature of the two emotions portrayed. Next Steps In order to improve his or her performance, the student needs to: discuss value to demonstrate an understanding of this concept; add greater detail about his or her own personal experiences in explaining the connection between colours and emotions; proofread his or her written work carefully to correct errors in spelling and punctuation.
Expressive Portrait Level 4, Sample 1 67 Grade 5 Visual Arts
68 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts A B
Teacher s Notes Understanding of Concepts The student demonstrates thorough understanding of the intensity, value, and temperature of one pair of complementary colours. He or she uses the complementary colours purple and yellow in the portrait, and accurately describes his or her varied use of intensity, value, and temperature (e.g., On my happy side I used yellow with mostly bright intensity ; on the yellow side (happy side) I used light colours... and on the purple side is dark purple ; the purple side is mostly cold, when you are sad you are cool which is purple ). The student demonstrates thorough understanding of the concepts involved in producing an expressive portrait that shows contrasting emotions. He or she thoroughly understands how colours of different intensity and temperature can be used to convey contrasting emotions (e.g., On the sad side I mostly used dull intensity colours to show mostly sadness. ; on the yellow side I chose a warm colour to show that they are happy ). The student also shows thorough understanding of the use of colour qualities (e.g., tint, shade, intensity) to highlight features so that they add to the expressiveness of the portrait (e.g., The eyes are a big focus so they are really bright on the yellow side. ; The mouth is a dark shade of purple which makes it look really sorrow. ). Critical Analysis and Appreciation The student explains with a high degree of effectiveness the connection between the colours used in the portrait and emotions related to personal experiences. He or she provides clear and complete explanations of why the colours purple and yellow are associated with particular emotions (e.g., I used a dull shade of purple, because when I am sad I am a cool colour like a dull shade. ; When I am happy I am excited. I remember when I went on a boat I was really happy and excited, that is one reason why I chose yellow. ) Performance and Creative Work The student mixes and applies a range of tints and shades of a pair of complementary colours with a high degree of effectiveness. He or she uses many light and dark yellows and many light and dark purples on both sides of the face as well as in the background. These tints and shades successfully highlight facial features such as the eyes and eyebrows, nose, mouth, cheeks, and forehead. The student shows contrasting emotions through an expressive portrait with a high degree of effectiveness. He or she represents the two emotions (i.e., happy and sad) through a variety of tints and shades and an imaginative exaggeration of certain features. A down-turned mouth, a partially closed eye placed low, drooping lines around the head, and dark shading around the mouth and eye indicate sadness. Happiness is shown by an upturned mouth, a wide eye accentuated by bright colour and pale tints, and sun-like spikes around the head. Communication The student makes extensive use of appropriate vocabulary and art terminology. He or she appropriately uses a wide array of art-related terms in referring to colour qualities and explaining painting techniques (e.g., exagerated the mouth with a light tint ; the hair is a brush stroke with really dull intensity ; used a dull shade of purple ). Comments The student has skilfully portrayed two contrasting emotions using complementary colours that include a wide range of shades and tints. He or she applies the skills and techniques required and shows a thorough understanding of the concepts, which are described in the written response with clarity and precision. The student s use of expressive characteristics creates a striking representation of the two emotions portrayed. Next Steps In order to improve his or her performance, the student needs to: discuss in more detail a personal experience that he or she remembers as being sad; edit and proofread his or her written work carefully to improve sentence structure and to eliminate errors in grammar and spelling. 69 Grade 5 Visual Arts
70 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Expressive Portrait Level 4, Sample 2
A B 71 Grade 5 Visual Arts
72 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Teacher s Notes Understanding of Concepts The student demonstrates thorough understanding of the intensity, value, and temperature of one pair of complementary colours. He or she uses the complementary colours blue and orange in the portrait, and describes clearly and with insight the variations in the use of intensity, value, and temperature (e.g., The intensity was higher on one half of my portrait since I was trying to show more energy. ; I used darker colours to express a sort of relaxing emotion. ; I used cool colours to make a calm mood. ). The student demonstrates thorough understanding of the concepts involved in producing an expressive portrait that shows contrasting emotions. He or she thoroughly understands the expressive effects that can be created by larger-than-life physical features and by contrasts between the complementary colours (e.g., the use of blue for the eye and mouth on the orange side of the portrait). The student also demonstrates thorough understanding of the use of tints and shades to create particular effects (e.g., I used white to tint the orange to give half my face... a brighter and not sad look. ; on my calm part I used a darker blue.... If I had used lighter blue the calm part would feel more happy and springy. ). Critical Analysis and Appreciation The student explains with a high degree of effectiveness the connection between the colours used in the portrait and emotions related to personal experiences. He or she provides clear and complete explanations of why the colours orange and blue are associated with particular emotions (e.g., once I went hysterical... I was wearing an orange shirt.... when I moved the shirt moved in a jigley way. ; When I was angry my mom told me to imagine dark waters flowing slowly and that calmed me down. ). Performance and Creative Work The student mixes and applies a range of tints and shades of a pair of complementary colours with a high degree of effectiveness. The student s portrait has numerous shades and tints of orange and blue that are successfully applied on both the face and the background (e.g., For the back ground I used tints on one half (the hysterical part) to add a sudden change of moods. I used shades on the other half to blend emotions. Just to feel relaxed. ). The use of white for tinting the hysterical side and of black for shading the calm side is an effective application of tonal value. The student shows contrasting emotions through an expressive portrait with a high degree of effectiveness. On the blue side, the student effectively uses straight, geometric lines when forming the eye, nose, and jaw to show calm ; on the orange side, irregular shapes and curved lines are used around the mouth and eye and for the eyebrow to show hysterical. The student has skilfully chosen a shade of blue and a tint of orange to maximize the contrast between the two sides of the portrait. Communication The student makes extensive use of appropriate vocabulary and art terminology. He or she appropriately uses art-related terms in referring to the intensity and value of colours and in explaining how these qualities were varied to reflect different emotions (e.g., The intensity was higher on one half of my portrait since I was trying to show more energy. Though one side had high intensity the other half didn t. That is because on the other half of my portrait didn t exhibit very much energy and I wanted people to know what I was portraying. ). Comments The student skilfully represents two contrasting emotions using complementary colours that include a variety of shades and tints. He or she applies the skills and techniques required and demonstrates thorough understanding of the concepts, which are described in the written response with clarity and precision. The student s use of colour and exaggerated features creates a vivid contrast between the two emotions portrayed. Next Steps In order to improve his or her performance, the student needs to: explain temperature of colours in greater detail; explain how line is used to enhance the portrayal of emotions; proofread his or her written work carefully to eliminate errors in grammar and spelling.
Teacher Package The Arts Exemplar Task Grade 5 Visual Arts Teacher Package Title: Time Requirement: Expressive Portrait 245 300 minutes (over several class periods) Introductory activities Pre-task 1: 15 20 minutes Pre-task 2: 45 50 minutes Pre-task 3: 60 80 minutes Exemplar task Part 1: 90 105 minutes Part 2 : 35 45 minutes Description of the Task Part 1 Each student will paint an expressive portrait that conveys two contrasting emotions (e.g., happiness/ sadness). The portrait will be painted using a range of tints and shades of two complementary colours. The painting will be divided in half vertically. On the right side of the painting the student will use tints and shades of one complementary colour on the face, and tints and shades of the other complementary colour on the background. On the left side of the painting the student will reverse the placement of the tints and shades of the complementary colours. Facial features may be painted in either complementary colour. Part 2 Students will provide a written analysis of their work. They will describe the intensity, value, and temperature of the complementary colours used, the contrasting emotions shown, and ways in which these emotions are conveyed by the tints and shades of the colours chosen. Students will also explain how the colours used remind them of similar emotions they have experienced in their lives. Concepts central to this task are the following: There are three pairs of complementary colours. The tints and shades of each of the two complementary colours elicit emotion. Each individual brings his or her own personal knowledge and experience to the interpretation of works of art. Black and white, when mixed with a colour, change the colour s intensity, value, and temperature. 1 73
Student Scenario Present the following scenario and instructions to the students: Your local art gallery is loaning a Picasso portrait to another art gallery. The curator of the art gallery has asked you to submit an entry to be considered as a replacement. The painting must be an expressive portrait made up of a pair of complementary colours. You must also create tints and shades by mixing white and black with your complementary colours. Your painting will be divided in half by a vertical line, and the two halves of the portrait will show two contrasting emotions. Your choice of colour will reflect the emotions being portrayed. In order to have your portrait selected, you must provide a written response to the curator, describing the colours used in the painting and the emotions they convey, and explaining how these colours remind you of similar emotions you have experienced in your life. Curriculum Expectations Addressed in the Task This task gives students the opportunity to demonstrate achievement of all or part of each of the following expectations selected from the Visual Arts strand for Grade 5 in The Ontario Curriculum, Grades 1 8: The Arts, 1998. Note that the codes that follow the expectations relate to the Ministry of Education s Curriculum Unit Planner (CD-ROM). Students will: 1. produce two- and three-dimensional works of art that communicate a range of ideas (thoughts, feelings, experiences) for specific purposes and to specific audiences (5a26); 2. define the elements of design (colour, line, shape, form, space, texture), and use them in ways appropriate for this grade when producing and responding to works of art (5a27); 3. describe their interpretation of a variety of art works, basing their interpretation on evidence from the works (especially on ways in which an artist has used the elements of design to clarify meaning) and on their own knowledge and experience (5a28); 4. use correctly vocabulary and art terminology associated with the specific expectations for this grade (5a29); 5. identify the three pairs of complementary colours (red and green, purple and yellow, blue and orange) (5a30); 6. select the most appropriate tools, materials, and techniques for a particular purpose, and use them correctly (5a37); 7. organize their art works to create a specific effect, using the elements of design (5a38); 8. produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting, sculpting, printmaking) that communicate a range of thoughts, feelings, and ideas for specific purposes and to specific audiences (5a39); 9. describe the connection between an element of design and a specific artistic purpose, using appropriate vocabulary (5a43). 2 74 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts
Teacher Instructions Prior Knowledge and Skills Required To complete the task, students should have some experience with, or some knowledge or skills related to, the following: primary and secondary colours as well as temperature (warm vs. cool), value (light vs. dark), and intensity (bright vs. dull) of colour warm and cool colours and their emotional impact (e.g., a warm colour scheme may make people feel warmer) mixing tints and shades of colours using paint looking at and talking about art (e.g., portraits and expressive pieces by various artists) analysing their own pieces of art based on set criteria Assessment and Evaluation The rubric* provided with this examplar task is to be used to assess students work. The rubric is based on the achievement levels outlined on page 9 of The Ontario Curriculum, Grades 1 8: The Arts, 1998. Introduce the rubric to the students at the beginning of the exemplar task. Review the rubric with the students to ensure that each student understands the criteria and the descriptions for achievement at each level. Allow ample class time for a thorough reading and discussion of the assessment criteria outlined in the rubric. Some students may perform below level 1. Although the rubric does not include descriptions of achievement below level 1, the characteristics of these students work should be reviewed in relation to the criteria outlined in the rubric. Accommodations Accommodations that are normally provided in the regular classroom for students with special needs should be provided in the administration of the exemplar task. Materials and Resources Required Students should be provided with the following materials: visual images, examples of portraits (Note: It is suggested that teachers find suitable images. The following are suggested sources and artists: sources commercial art slides, posters, or transparencies, as well as calendars and art books; artists van Gogh, Gauguin, Matisse, Picasso, Dali, or Varley.) 8 1 2" x 11" sheets of plain white, red, blue, and yellow paper tempera paint (primary colours red, yellow, blue; secondary colours green, orange, purple; and black and white) a variety of sizes of paint brushes 3 *The rubric is reproduced on page 48 of this document. Grade 5 Visual Arts 75
palettes for mixing paint (waxed paper, plastic palettes, egg cartons, styrofoam meat trays, or small plastic containers may be used) water containers (one per student, if possible) two buckets, one full of clean water and one empty (for the disposal of muddy water) newsprint/newspaper to cover desktops pencils (for the written portion of the task only) 9" x 12" (22.86 cm x 30.48 cm) white paper 12" x 18" (30.48 cm x 45.72 cm) white paper Task Instructions Introductory Activities The pre-tasks are designed to review and reinforce the skills and concepts that students will be using in the exemplar task. Pre-task 1: Looking Activity (15 20 minutes) 1. Read the student scenario to the students and post it in the classroom. Tell them that the exemplar task will involve the use of the skills and concepts reviewed in the pre-tasks. 2. Post 8 1 2" x 11" sheets of red, blue, and yellow paper in the classroom. Place the coloured sheets against a white background. Beside each coloured sheet, post a piece of 8 1 2" x 11" white paper. 3. Divide the class into groups and instruct the students in each group to stare intently at one of the coloured sheets for 30 seconds to one minute. Then have them look quickly at the white paper beside it. 4. Have the students, working in their groups, discuss what they see. Then have one student from each group report the group s observations. (Note: When students look at the white paper after staring at a coloured shape for an extended period of time, they will generally observe a ghost image of a colour opposite to the one they have stared at e.g., a red ghost image is observed after staring at a green shape. These are complementary pairs of colour: when one is placed beside the other, they both appear more intense. Complementary colours contrast with each other and therefore draw the viewer s eye.) 5. List the students observations on the board. Pre-task 2: Art Appreciation, Mood in Portraits (45 50 minutes) 1. Display several visual images and portraits. 2. Review terms such as portrait, expressive use of colour, complementary colours, intensity (bright vs. dull), temperature (warm vs. cool), value (light vs. dark), and tints and shades. (See the Glossary in Appendix D.) 3. Brainstorm with the class possible contrasting emotions and record them on a chart. Post the chart in the classroom for future reference. 4 76 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts
4. Analyse with the students one visual image or portrait, using the following suggested questions as a guide: Describe the colours the artist has used (i.e., hue, intensity, temperature, and value). Describe areas where complementary colours and tints and shades have been used. How does this piece of art make you feel? What concepts and/or techniques has the artist used to convey this emotion? For example, have certain features been enlarged or rearranged to make an expressive painting? What does this picture remind you of? Pre-task 3: Mixing Tints and Shades (60 80 minutes) 1. Refer the students to Mixing Tints and Shades (Appendix A). 2. Instruct the students to choose one primary or secondary colour and mix tints and shades, using the following instructions as a guide: Paint white in #1. Add a very small amount of the colour to the white to create a tint for #2. Add a little more colour to create a tint for #3. Add a little more colour to create a tint for #4. Paint pure colour in #5. Add a very tiny amount of black to the colour to create a shade for #6. Add a very little more black to the colour to create a shade for #7. Add a very little more black to the colour to create a shade for #8. Paint black in #9. 3. Distribute white paper to each student. Tell the students to choose one of the following colours red, yellow, blue, orange, green, purple and make three versions of that colour by mixing it with grey. (Grey can be made by mixing black and white paint.) Ensure that all the colours are chosen. Share the results with the class. 4. Tell the students that they will be applying these techniques in the exemplar task. 5 Grade 5 Visual Arts 77
Exemplar Task Each student s painting (the expressive portrait) and the student s completed Critical Analysis sheet (Appendix C) are to be submitted for marking. Part 1 (90 105 minutes) 1. Read the student scenario to the students again. 2. Discuss the task rubric with the students. Have them highlight or underline key words. 3. Discuss how features of the face may be enlarged or rearranged (e.g., with some features shown in frontal view, some in profile) to make an expressive painting. 4. Instruct the students to paint (without drawing first) the outline of the major shapes, using a brush and a colour of their choice (one of their complementary colours). 5. Refer the students to the Expressive Portrait Colour Placement Guide (Appendix B) and make sure that they understand how the complementary colours are to be placed on opposite sides of the portrait. 6. Direct the students to use a variety of tints and shades in their painting for both the background and foreground. Suggest that they blend colours in the background. Remind students that in each half of the painting the background colour is to be the complementary colour of the face. 7. Instruct the students to cover the entire page with paint so that no white space is exposed. Note: You may choose to have your students prepare a draft plan for their portrait, outlining facial features and placement of colours (tints and shades) that show contrasting emotions. Students can also begin to prepare rough notes to justify choices made and explain connections with real-life experiences. This will help them with the critical analysis of their painting in part 2 of the exemplar task. Part 2 (35 45 minutes) 1. When the paintings are finished, have the students complete the Critical Analysis (Appendix C). 2. Review with the students the following suggested components of a well-written response: using complete sentences explaining ideas with clarity providing examples using rich vocabulary, including art terminology addressing all parts of each question revising and editing the written response 6 78 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts
Appendix A: Mixing Tints and Shades 7 Grade 5 Visual Arts 79
Appendix B: Expressive Portrait Colour Placement Guide The illustration below is meant as a guide only to show an example of placing the complementary colours (red and green, or blue and orange, or yellow and purple) on opposite sides of the portrait. 8 80 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts
Appendix C: Critical Analysis The curator has asked you to respond to the following questions in order to have your portrait considered for selection for the art gallery replacement. 1. Identify the complementary colours you chose. Describe their intensity, value, and temperature. 2. Describe the contrasting emotions you intended to show. How did you use tints and shades of your complementary colours to show these emotions? 9 Grade 5 Visual Arts 81
3. Look at the colours you have used in your portrait to show contrasting emotions. Explain how these colours remind you of emotions you have experienced in your life. 10 82 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts
Appendix D: Glossary Balance. A principle of design. A feeling of balance results when the elements of design are arranged to create the impression of equality in weight or importance. Colour. An element of design. Colour is the particular hue that is seen when light is reflected off an object. Complementary colours. Colours that are directly opposite each other on the colour wheel (e.g., red and green, blue and orange, yellow and purple). Cool colours. Colours that suggest coolness (e.g., blue, green, purple). These colours tend to recede and appear smaller in an art work. Hue. The common name of a colour (e.g., red). Intensity. The brightness or dullness of a colour. Pure colour is the most intense; adding black or white will decrease its intensity. Shade. A dark value of a colour obtained by adding black to a pure colour. Temperature of colour. Generally speaking, colours are either cool or warm. Tint. A light value of a colour obtained by adding white to a pure colour. Value. The lightness or darkness of a colour. Warm colours. Colours that suggest warmth (e.g., red, orange, yellow). These colours tend to come forward and appear bigger in an art work. 11 Grade 5 Visual Arts 83
Grade 7 Visual Arts
86 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts My Canadian Landscape The Task Part 1 Students were told that the National Gallery of Canada in Ottawa was opening a new wing, which was to be dedicated to the work of Canadian artists. To celebrate the opening of the new wing, there would be an exhibition of Canadian landscape paintings from the nineteenth century to the present. Students were invited to submit a painting of a Canadian landscape of their own to be considered for this exhibition. Each student was to create a painting of a Canadian landscape that conveys a sense of rhythm through the use of colour and shape. (Rhythm, or a sense of movement, is created by the repetition of colour and shape throughout the work.) Realism in the subject matter was not a requirement of this task. Students were to use a variety of paint and brush techniques to blend colours. Part 2 Students were also to provide a written critical analysis of their work, which would be given to the curator of the exhibition as an introduction to their work. In it, they were to explain how their painting represents a Canadian landscape and discuss how they used colour and shape to create rhythm in the painting. Expectations This task gave students the opportunity to demonstrate achievement of all or part of each of the following expectations selected from the Visual Arts strand for Grade 7 in The Ontario Curriculum, Grades 1 8: The Arts, 1998. Note that the codes that follow the expectations relate to the Ministry of Education s Curriculum Unit Planner (CD-ROM). Students will: 1. identify the principles of design (emphasis, rhythm, balance, unity, variety, proportion), and use them in ways appropriate for this grade when producing and responding to works of art (7a36); 2. use correctly vocabulary and art terminology associated with the specific expectations for this grade (7a38); 3. describe how the repetition of elements is used to create rhythm (7a39); 4. use the appropriate tools, materials, and techniques correctly, selecting those that will create the desired effect (7a44); 5. produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting, sculpting, printmaking) that communicate a range of thoughts, feelings, and experiences for specific purposes and to specific audiences (7a46); 6. explain how the principles of design are used to organize a work, communicate feelings, and convey ideas, using appropriate vocabulary and terminology (7a50).
Prior Knowledge and Skills To complete the task, students were expected to have some experience with, or some knowledge or skills related to, the following: using tempera paint to create desired effects (e.g., transparency, opacity, texture, blended tones, etc.) when painting pictures using colour schemes identifying colour relationships (e.g., understanding that the combination of a primary and a secondary colour will create a tertiary colour) For information on the process used to prepare students for the task and on the materials and equipment required, see the Teacher Package, reproduced on pages 113 120 of this document. 87 Grade 7 Visual Arts
88 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Task Rubric Visual Arts, Grade 7: My Canadian Landscape Expectations* Level 1 Level 2 Level 3 Level 4 Understanding of Concepts The student: 1, 3 3, 6 1, 4, 5 Critical Analysis and Appreciation The student: Performance and Creative Work The student: Communication demonstrates limited understanding of the use of repetition of colour and shape to create rhythm demonstrates limited understanding of the principles of design explains with limited effectiveness how colour and shape are used to convey a sense of rhythm uses colour with limited effectiveness to produce a painting that depicts a Canadian landscape uses paint and brush techniques with limited effectiveness to blend colours for a variety of painted effects The student: demonstrates some understanding of the use of repetition of colour and shape to create rhythm demonstrates some understanding of the principles of design explains with some effectiveness how colour and shape are used to convey a sense of rhythm uses colour with some effectiveness to produce a painting that depicts a Canadian landscape uses paint and brush techniques with some effectiveness to blend colours for a variety of painted effects demonstrates considerable understanding of the use of repetition of colour and shape to create rhythm demonstrates considerable understanding of the principles of design explains with considerable effectiveness how colour and shape are used to convey a sense of rhythm uses colour with considerable effectiveness to produce a painting that depicts a Canadian landscape uses paint and brush techniques with considerable effectiveness to blend colours for a variety of painted effects demonstrates thorough understanding of the use of repetition of colour and shape to create rhythm demonstrates thorough understanding of the principles of design explains with a high degree of effectiveness, and with insight, how colour and shape are used to convey a sense of rhythm uses colour with a high degree of effectiveness to produce a painting that depicts a Canadian landscape uses paint and brush techniques with a high degree of effectiveness to blend colours for a variety of painted effects 2, 6 makes limited use of appropriate vocabulary and art terminology when describing his or her art work makes some use of appropriate vocabulary and art terminology when describing his or her art work makes considerable use of appropriate vocabulary and art terminology when describing his or her art work makes extensive use of appropriate vocabulary and art terminology when describing his or her art work *The expectations that correspond to the numbers given in this chart are listed on page 86. Note: This rubric does not include criteria for assessing student performance that falls below level 1.
My Canadian Landscape Level 1, Sample 1 89 Grade 7 Visual Arts
90 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Teacher s Notes Understanding of Concepts The student demonstrates limited understanding of the use of repetition of colour and shape to create rhythm. He or she uses the repeated shapes of the clouds and of the whitecaps on the water to indicate movement. Other shapes lack emphasis because of the predominant use of cool colours. The student demonstrates limited understanding of the principles of design. He or she attempts to create a balance between the blue of the sky and water and the green of the trees and grass. However, there is little variety in the choice of colours, which are mostly cool and are used with a limited range of value. Critical Analysis and Appreciation The student explains with limited effectiveness how colour and shape are used to convey a sense of rhythm. He or she links the rhythm achieved in the painting with the effects created by the brushwork and the smoothness of shapes (e.g., I went all in one way strokes. I used Shape to acheive Rhythm is the smoothness of the water and all the objects in my painting. ). However, the student does not refer to specific colours and does not identify other techniques used. Performance and Creative Work The student uses colour with limited effectiveness to produce a painting that depicts a Canadian landscape. He or she makes little attempt to blend colours and uses a limited range of values for the predominant colours in the painting. The student uses paint and brush techniques with limited effectiveness to blend colours for a variety of painted effects. He or she applies layering of colours and overlapping brush strokes (e.g., combines splattering and simple brush strokes in the water portion of the painting), but uses these techniques in a limited way to blend colours.
Communication The student makes limited use of appropriate vocabulary and art terminology when describing his or her art work. For example, the student describes in only simple terms his or her use of brush strokes to create rhythm (e.g., I used my brush, I went all In one way strokes. ). Comments The student s painting shows limited use of colour and shape to convey a sense of rhythm, and the written response demonstrates limited use of appropriate language to explain the techniques used to create rhythm in the painting. The student does not communicate his or her understanding of concepts with clarity or precision. Next Steps In order to improve his or her performance, the student needs to: experiment with blending colours; balance warm and cool colours; edit his or her written work to express ideas more clearly; proofread his or her written work carefully to eliminate errors in grammar and punctuation. 91 Grade 7 Visual Arts
92 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts My Canadian Landscape Level 1, Sample 2
Teacher s Notes Understanding of Concepts The student demonstrates limited understanding of the use of repetition of colour and shape to create rhythm. He or she repeats the colours green and red and simple shapes (e.g., circles and triangles in the rose bushes and trees). However, the repeated shapes are each grouped in a single area of the painting, so that only a limited sense of rhythm is created. The student demonstrates limited understanding of the principles of design. He or she contrasts warm and cool colours to give emphasis to the shape of the trees and the stream; however, the organization of the features in the painting does not create fluid movement. Critical Analysis and Appreciation The student explains with limited effectiveness how colour and shape are used to convey a sense of rhythm. He or she refers to the use of green and triangles to create rhythm in the pine trees but does not explain how they achieve this effect. Performance and Creative Work The student uses colour with limited effectiveness to produce a painting that depicts a Canadian landscape. He or she makes limited use of tinting and shading to give objects depth and texture (e.g., the splashes of blue paint on the foreground help to add texture, but the shading on the trees creates little sense of depth). The student uses paint and brush techniques with limited effectiveness to blend colours for a variety of painted effects. Horizontal brush strokes blend pink, yellow, and blue in the sky to show the colours of a sunset, but little blending occurs in other areas of the painting. Communication The student makes limited use of appropriate vocabulary and art terminology when describing his or her art work. For example, the student describes in only simple terms how colour and shape are used to create rhythm (i.e., I used green and triangles to create rhythm in the pine trees. ). 93 Grade 7 Visual Arts
94 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Comments The student attempts to create emphasis through the use of contrasting colours, and he or she experiments with depth, as shown in the trees, the background, and the narrowing stream. Shapes are repeated in a limited way, and there is little blending of paint except in the sky. The student demonstrates limited ability to communicate his or her understanding of concepts. Next Steps In order to improve his or her performance, the student needs to: include more repetition of colour and shape to create rhythm; experiment with creating different values of colour; explain more clearly how rhythm is created in the painting; make greater use of art terminology in discussing his or her art work.
My Canadian Landscape Level 2, Sample 1 95 Grade 7 Visual Arts
96 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Teacher s Notes Understanding of Concepts The student demonstrates some understanding of the use of repetition of colour and shape to create rhythm. He or she uses repeated vertical brush strokes and paints a range of pinks to create rhythm and movement in the sky. Some understanding of the way this effect was achieved is indicated in the written response (e.g., A colour pattern in my painting is how I did the fethering technic with the yellow, orange, and pinkish purple. ). The student demonstrates some understanding of the principles of design. He or she attempts to create balance by using cool colours for the water and warm colours for the land and sky. Colours of different hue and intensity have been arranged in the composition to create an emphasis on the cliff and the movement of the waves. Critical Analysis and Appreciation The student explains with some effectiveness how colour and shape are used to convey a sense of rhythm. He or she links the rhythm achieved in the painting with brush techniques, the use of sharp edges, and colour blending (e.g., A shape rhythm also in my painting is sharp edges of the horizon ). Performance and Creative Work The student uses colour with some effectiveness to produce a painting that depicts a Canadian landscape. He or she uses contrasting warm and cool colours, with some tints and shades, to give definition to the land, sky, and water in the painting. The student uses paint and brush techniques with some effectiveness to blend colours for a variety of painted effects. He or she demonstrates some proficiency in blending colours to create a desired effect (e.g., to show the water breaking against the cliff). Communication The student makes some use of appropriate vocabulary and art terminology when describing his or her art work. For example, the student uses some appropriate terms in describing the techniques used in the painting (e.g., A colour pattern in my painting is how I did the fethering technic ; I blended different colours ).
Comments The student creates some balance and movement in the painting by juxtaposing warm and cool colours, and he or she blends some tints and shades. The student demonstrates some ability to communicate his or her understanding of the techniques used to achieve rhythm. Next Steps In order to improve his or her performance, the student needs to: include more shapes to create rhythm; experiment with a variety of brush techniques; review art terminology to express his or her ideas more effectively; proofread his or her written work carefully to eliminate spelling errors. 97 Grade 7 Visual Arts
98 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts My Canadian Landscape Level 2, Sample 2
Teacher s Notes Understanding of Concepts The student demonstrates some understanding of the use of repetition of colour and shape to create rhythm. Repeated downward curving brush strokes convey a sense of the movement of the water, and the use of light and dark shades of green give depth to the foliage of the trees. The written response indicates some understanding of how rhythm is created (i.e., The Swirling Blue at the end of the waterfall... [is] effective ). The student demonstrates some understanding of the principles of design. He or she emphasizes the waterfall through the use of contrasting colours and its central position in the painting. The way the vertical shape of the tree trunks complements the jagged line at the top of the cliffs indicates some understanding of how unity can be achieved. Critical Analysis and Appreciation The student explains with some effectiveness how colour and shape are used to convey a sense of rhythm. He or she identifies the circular brush strokes at the bottom of the waterfall and the varied tones of green in the trees as effective elements in the painting (i.e., The Swirling Blue at the end of the waterfall and the green leaves are effective ). Performance and Creative Work The student uses colour with some effectiveness to produce a painting that depicts a Canadian landscape. He or she uses contrasting warm and cool colours, for the cliff and the water, to emphasize the shape and velocity of the waterfall, while the red-brown of the tree trunks helps to define the jagged line of the cliff tops. The student uses paint and brush techniques with some effectiveness to blend colours for a variety of painted effects. He or she uses a thin application of paint to cover the sky and the foliage of the trees so that they recede into the background, allowing the more heavily painted waterfall to surge into the foreground. The blending of yellow at the bottom of the cliffs helps to define the edge of the water. 99 Grade 7 Visual Arts
100 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Communication The student makes some use of appropriate vocabulary and art terminology when describing his or her art work. For example, the student uses some appropriate terms in explaining the effects created by colour temperature (e.g., the blue of the waterfall and the green of the leaves are effective on the painting because they bring a cool feeling ). Comments The student s art work shows some ability to create rhythm through repetition of colour and shape and some understanding of principles of design, especially in the upper portion of the painting. The student uses some art terminology with some accuracy. Next Steps In order to improve his or her performance, the student needs to: experiment with different shading and blending techniques; extend his or her use of art terminology in discussing art work; proofread his or her written work carefully to eliminate spelling errors.
My Canadian Landscape Level 3, Sample 1 101 Grade 7 Visual Arts
102 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Teacher s Notes Understanding of Concepts The student demonstrates considerable understanding of the use of repetition of colour and shape to create rhythm. He or she creates movement in the foreground through repetition of colour, shape, line, and texture (e.g., flowing lines, curved shapes, and stippling are used in painting the fields and hillside so that the viewer s eye moves naturally from foreground to background). The student demonstrates considerable understanding of the principles of design. There is a strong sense of balance throughout the painting. The student arranges areas of colour and shapes to give equal importance to the land, with its contrasting shades of green, orange, and yellow, and to the blue sky, with its white clouds. Critical Analysis and Appreciation The student explains with considerable effectiveness how colour and shape are used to convey a sense of rhythm. He or she provides clear and concise explanations of how the colour combinations used create rhythm (e.g., The right portion of my painting has more intence and warm colours because I ment for the sun to be shining down from the left. ; The way I painted the left hill makes it seem closer. ). Performance and Creative Work The student uses colour with considerable effectiveness to produce a painting that depicts a Canadian landscape. He or she effectively contrasts and blends colours and uses different values both to highlight specific features in the foreground and to convey a sense of the broad expanse of the land and the sky. The student uses paint and brush techniques with considerable effectiveness to blend colours for a variety of painted effects. The student skilfully combines stippling, shading, and dry brush techniques to create variety, depth, and movement in the painting (e.g., he or she conveys the effect of sun and shadow on the hillside by varying the intensity of colours and successfully blending cool colours into the warm colours).
Communication The student makes considerable use of appropriate vocabulary and art terminology when describing his or her art work. For example, the student accurately describes the value, intensity, and temperature of the colours in the painting (e.g., The right portion of my painting has more intence and warm colours ; The other side has... dark cool colours because they are in shadow. ). Comments The student combines areas of colour and shapes to produce a painting that effectively balances the two main aspects of the landscape: land and sky. Skilful colour blending and use of colour contrasts create a considerable sense of rhythm in the lower part of the painting. The student describes portions of his or her painting, using appropriate art terminology, with clarity and accuracy. Next Steps In order to improve his or her performance, the student needs to: experiment with blending additional colours to enhance effects created in his or her art work; extend his or her understanding and use of art terminology; proofread his or her written work carefully to eliminate spelling errors. 103 Grade 7 Visual Arts
104 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts My Canadian Landscape Level 3, Sample 2
Teacher s Notes Understanding of Concepts The student demonstrates considerable understanding of the use of repetition of colour and shape to create rhythm. In painting the mountains, he or she intersperses the green of the foreground so that the viewer s eye moves up and down the scene depicted. Repetition of triangular shapes, accentuated by dark outlines in the mountains, contributes to the sense of rhythm in the painting. The student demonstrates considerable understanding of the principles of design. He or she effectively balances the cool colours of the grass and water and the warm colours of the sky to emphasize the mountains as the focal point of the painting. The written response indicates considerable understanding of how balance contributes to the overall effect of the art work (e.g., I really concentrated on the balance of my painting, so it doesn t look like some parts are over worked and others are plain. ). Critical Analysis and Appreciation The student explains with considerable effectiveness how colour and shape are used to convey a sense of rhythm. He or she provides a detailed description of the varied effects created by different colour qualities (e.g., By using value in my painting, you could see some effects of lightness or darkness happening. Water in my painting is translucent and rocks are opaque. ). Performance and Creative Work The student uses colour with considerable effectiveness to produce a painting that depicts a Canadian landscape. He or she demonstrates capable use of value and intensity to create interest and variety in the definition of shapes in the painting (e.g., the student has made a successful attempt to combine warm and cool grays in the mountains by stippling the paint darkly on one side and lightly on the other). 105 Grade 7 Visual Arts
106 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts The student uses paint and brush techniques with considerable effectiveness to blend colours for a variety of painted effects. The student capably distributes colour and applies varied brush techniques to create depth and movement in the painting (e.g., he or she positions most of the reds and oranges at the top and then blends them downwards to give an impression of distance and depth in the mountains; the stippling used to apply red and green to the mountain sides adds to this effect). Communication The student makes considerable use of appropriate vocabulary and art terminology when describing his or her art work. For example, the student describes in considerable detail various techniques used in painting different parts of the landscape (e.g., I used combination of hues... ; Sky is translucent... ; Texture was used in many places such as the rocks, water... ). Comments The student makes considerable use of such visual characteristics as colour blending and repetition of colour and shape to convey a sense of rhythm in the painting. He or she demonstrates considerable understanding of painting techniques and elements of design. The student provides a detailed description of his or her painting, using appropriate art terminology with clarity and accuracy. Next Steps In order to improve his or her performance, the student needs to: add more variety of shapes and subject matter; experiment with combining additional colours; review specific visual arts terminology to express ideas more effectively; proofread his or her written work carefully to eliminate errors in grammar.
My Canadian Landscape Level 4, Sample 1 107 Grade 7 Visual Arts
108 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts Teacher s Notes Understanding of Concepts The student demonstrates thorough understanding of the use of repetition of colour and shape to create rhythm. The mirroring of mountain and sky in the surface of the lake, combined with the placement of colour on the diagonal, gives the art work a strong sense of rhythm. The student creates a clear centre of interest, while leading the viewer s eye to features throughout the painting. The student demonstrates thorough understanding of the principles of design. He or she depicts objects in proportion according to their placement in the painting (e.g., the chair in the foreground, the mountain in the distance), and uses colour blending and contrasts to create a landscape that possesses both variety and unity. Critical Analysis and Appreciation The student explains with a high degree of effectiveness, and with insight, how colour and shape are used to convey a sense of rhythm. He or she provides a thoughtful discussion of the way in which tonal variations of light and dark colours are applied in the painting, relating the effects created to specific techniques used (e.g., The farther away, the lower the intensity.... used shading to try to create mouvement.... made depth by making the tops of things brighter... the bottoms the darkest ). Performance and Creative Work The student uses colour with a high degree of effectiveness to produce a painting that depicts a Canadian landscape. He or she skilfully uses value, intensity, and temperature to create focal points in the scene (e.g., the varied tones of red and gray on the mountain give prominence to the peak bathed in sunlight, and the contrast between warm and cool colours in the foreground makes the back of the chair stand out clearly). The student uses paint and brush techniques with a high degree of effectiveness to blend colours for a variety of painted effects. He or she skilfully varies tones of colour to convey the effect of sunlight and shadow on the mountain, and effectively blends colours in painting the sky and the reflection in the lake.
Communication The student makes extensive use of appropriate vocabulary and art terminology when describing his or her art work. For example, the student describes, with a high degree of clarity, the key elements of design used and their intended effects (e.g., value to make the picture... real ; shading... to create mouvement ; depth... to show where light is hitting the object ). Comments The student demonstrates a thorough command of paint and brush techniques to create a powerful depiction of a Canadian landscape. He or she skilfully blends colours and effectively contrasts areas of light and shadow. The student s art work contains striking visual effects, and its overall composition conveys a strong sense of rhythm. Next Steps In order to improve his or her performance, the student needs to: refine his or her painting techniques by using a wider variety of brush strokes; review specific visual arts terminology and use them to describe his or her painting techniques more precisely. 109 Grade 7 Visual Arts
110 The Ontario Curriculum Exemplars, Grades 2, 5, and 7: The Arts My Canadian Landscape Level 4, Sample 2
Teacher s Notes Understanding of Concepts The student demonstrates thorough understanding of the use of repetition of colour and shape to create rhythm. The blending of different tones of green and the repeated triangular shape of the trees bring a strong sense of rhythm and movement to the art work. This effect is reinforced by the shimmering reflections in the water in the foreground. In the critical analysis, the student describes how the colours used will affect the viewer s response (e.g., The colour used most consistently in my painting is cool colours so that makes your eyes follow almost the same pattern, of cool patterns. ). The student demonstrates thorough understanding of the principles of design. He or she combines a varied blend of colour and shape with finely tuned painting techniques to create a composition that has a strong sense of movement and successfully achieves a balance among the main features of the landscape (e.g., the reflections in the water draw the viewer s eye upwards onto the land, where the gray mass of the rocks accentuates the impression of depth in the trees conveyed by the varied tones of green). Critical Analysis and Appreciation The student explains with a high degree of effectiveness, and with insight, how colour and shape are used to convey a sense of rhythm. He or she describes in detail the way the viewer s eye moves over the painting as a result of the shapes and colours used in specific parts of the composition (e.g., The painting moves upwards. But then sometimes it can also make your eyes goes towards the right. The lake has small waves that move towards the right. ). Performance and Creative Work The student uses colour with a high degree of effectiveness to produce a painting that depicts a Canadian landscape. He or she demonstrates proficient use of colour as seen in the extensive shading of green that creates a sense of depth in the trees, and in the use of dull green near the lake [to make] the land look higher and further than the lake. The gray shading on the boulders gives them a feeling of mass and solidity that enhances the effect achieved in the trees. 111 Grade 7 Visual Arts