Art Standards/Objective/Contents
Year 7/8
STANDARD 1: Responding to Art History

Students understand the historical contributions and cultural dimensions of the visual arts. Students analyse the role and development of the visual
arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

STANDARD 1.1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental,
technological, and economic issues.
STANDARD 1.2: Students recognize the significant works of Western and non-Western art and understand the chronological development of art
movements.

Contents
Objectives
Concepts Skills
1.1 Students understand the significance of visual art in ENDURING UNDERSTANDING: • Can describe how space is represented
relation to historical, social, political, spiritual, Students will understand that: responding to art in different art movements/cultures.
environmental, technological and economic issues. history connects them with different cultures and
times periods. • Can describe how lines are used in
The students will be able to: ESSENTIAL QUESTION: different art movements.
1.1.1 Analyse the relationship between a work of art 1. How has the relationship between technology,
and the history, geography, and technology of history, geography, and economy been reflected • Can describe how dots are used in
the culture, and identify what, when, where, and in the art and iconography of a culture?
different art movements.
by whom the work was made.
• Can describe how texture is used in
1.1.2 Identify the icons in contemporary works and • The line:
o Art Nouveau different art movements.
analyse how icons reflect the culture.
o Impressionism
o OP-Art • Can identify a range of works of art.
1.2 Students recognize the significant works of Western and
o Bauhaus
non-Western art and understand the chronological • Can describe the aesthetics of
• The dot:
development of art movements. o Impressionism different artistic, realistic and
o Pointillism abstract styles.
The students will be able to: o Pop-Art
1.2.1 Identify and be familiar with a range of works of o OP-Art • Can describe how a theme has been
art from major periods identifying artist, culture, • Texture:
treated in art over a period of time.
style, and aspects from the historical context of o Artificial / Natural
the work. o Visual / Tactile
• Can distinguish characteristics of style
o Photorealism
o Synthetic Cubism in the work of individual artists and
1.2.2 Identify distinguishing characteristics of style in
o Dadaism art movements.
the work of individual artists and art
o Grattage
• Can distinguish features of artworks
  
 
Art Standards/Objective/Contents
movements. o Frottage that locate them in a particular time,
place or culture.
1.2.3 Identify and compare works of art and artifacts • Space:
from major periods on a chronological time line. o Relationship between planes • Can analyse the characteristics and
o Distortion role of art in different cultural
1.2.4 Compare selected works of art from a culture o Overlpapping contexts.
and describe how they have changed or not o Change in Size
o Transparency
changed in theme and content over a period of
o Intersection
time o Light- Shadow-Volume
o Value

• The line:
o Art Nouveau
o Impressionism
o OP-Art

• Montage:
o Papier Collés
o Dadaism
o Cubism
o Photomontage
  
 
Art Standards/Objective/Contents
Year 7/8
STANDARD 2: Responding to Art: ARTISTIC PERCEPTION

Students process, analyse, and respond to sensory information through the language and skills unique to the visual arts. Students perceive and
respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their
observations.

STANDARD 2.1: Students describe, analyse, and interpret works of art and artifacts.

Contents
Objectives
Concepts Skills
2.1 Students describe, analyse, and interpret works of art and ENDURING UNDERSTANDING: • Can understand and analyse the
artifacts. Students will understand that: responding to art relationship of proximity and distance
criticism fosters skills of informed judgement. between flat shapes.
The students will be able to:
2.1.1 Analyse the artist’s use of sensory, formal, ESSENTIAL QUESTIONS: • Can understand and analyse light and
technical, and expressive properties in a work of 1. How do the sensory, formal, technical, and shade relationships between shapes
art for meaning. expressive properties in a work of art help a and objects.
person to analyse artworks and sometimes hinder
2.1.2 Construct meaning and support well-developed the pursuit of its meaning? • Can identify visual elements that
interpretations of works of art with evidence from 2. How does one construct a personal response to make up images in our daily visual
the work, personal response, and research. a work of art based solely on subject matter, environment and in works of art.
media, and expression?
2.1.3 Use appropriate art vocabulary. • Can identify texture as a predominant
• Shapes: constructing element.
2.1.4 Describe personal observations about the content o Open / Enclosed
and structure of art works. o Popsitive / Negative • Can value the aesthetic qualities of
o Regular / Irregular images in our visual environment and
2.1.5 Describe how the organisation of art works show interest in understanding the
communicates ideas and feelings. • Types of Images: messages they transmit.
o Representative / Abstract
2.1.6 Identify and describe all the elements of art found o Visual /artistic
in selected works of art (e.g., color, shape/form, o Symbolic
line, texture, space, value). • The line:
o Tension lines
2.1.7 Discuss works of art as to theme, genre, style, o Expressive quality
idea, and differences in media. o Shading
o Decorative elements
2.1.8 Describe how artists can show the same theme by • The dot:
using different media and styles. o Composing element
o Shading
2.1.9 Analyse the use of Art Elements and Principles of o Expressive quality
  
 
Art Standards/Objective/Contents
Design in an artwork. • Texture:
o Artificial / Natural
o Visual / Tactile
• Space:
o Relationship between planes
o Distortion
o Overlpapping
o Change in Size
o Transparency
o Intersection
o Light- Shadow-Volume
o Value
o Proximity/Distance between
Shapes.

• The plane
  
 
Art Standards/Objective/Contents

Year 7/8
STANDARD 3: Responding to Art: AESTHETIC VALUING

Students respond to, analyse, and make judgements about works in the visual arts. Students analyse, assess, and derive meaning from works of art,
including their own, according to the elements of art, the principles of design, and aesthetic qualities.

STANDARD 3.1: Students identify and apply criteria to make informed judgements about art.
Contents
Objectives
Concepts Skills
3.1 Students identify and apply criteria to make informed ENDURING UNDERSTANDING: • Can give a plausible interpretation of
judgements about art. Students will understand that: responding to art what they perceive in a work of art.
criticism fosters skills of
The students will be able to: informed judgement. • Can identify a variety of criteria used
3.1.1 Identify a variety of criteria used to judge works ESSENTIAL QUESTIONS: to judge works of art.
of art across cultures. 1) How can one value an artwork one does not
like? • Can describe how the use of the
3.1.2 Understand that personal preference is one of 2) What criteria can one use to value art? principles of design and elements of
many criteria used in determining excellence in art affects the interpretation of an
works of art. • Study of the graphic expressive effects of artwork.
forms and images.
3.1.3 Construct and describe plausible interpretations • Can analyse the expressive values of
of what they perceive in works of art. • Interpretation of the plastic value of natural the lines and textures of images. 
and artificial textures.
3.1.4 Identify and describe ways in which their culture
is being reflected in current works of art. • Interpreting images:
o Visual Analysis
3.1.5 Interprete the plastic value of visual and tactile o Objective Analysis
texturas. o Subjective Analysis
o Catalogue figures,
3.1.6 Identify and describe ways in which their culture shapes and objects.
is being reflected in current works of art. o Describe characteristcs
and functions of
3.1.7 Develop specific criteria as individuals or in components
groups to assess and critique works of art.
  • Conceptual
  • Principles of Design/ Elements of Art
• Texture as an expressive element that
structures forms and images
• The expressiveness of the visual elements of
an image.
  
 
Art Standards/Objective/Contents
Year 7/8

STANDARD 4: CREATING ART

Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

STANDARD 4.1: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
STANDARD 4.2: Students understand and apply elements and principles of design effectively in their work.
STANDARD 4.3: Students develop and apply skills using a variety of two dimensional and three-dimensional media, tools, and processes to
create works that communicate personal meaning.
STANDARD 4.4: Students reflect on, revise, and refine work using problem solving and critical thinking skills.

Objectives
4.1 Students observe, select, and utilize a range of subject
matter, symbols, and ideas in their work.
The students will be able to:
4.1.1 Demonstrate the ability to utilize personal
interests, current events, media or techniques as
sources for expanding their artwork.
4.1.2 Discriminate and select from a variety of
symbols, subject matter, and ideas to clearly
communicate ideas.
4.1.3 Demonstrate the ability to experiment with
ideas in making and presenting art works.
4.2 Students understand and apply elements and principles of
design effectively in their work.
The students will be able to:
4.2.1 Apply elements (line, shape, form, texture,
color, value, and space) and principles
(repetition, variety, rhythm, proportion,
movement, balance, emphasis, and unity) in
work that effectively communicates their ideas.
4.2.2 Identify and discriminate between types of
shape (geometric and organic), colors (primary,
secondary, intermediates, neutrals, tints,
Contents
Concepts Skills
ENDURING UNDERSTANDING: • Experiments with different materials
Students will understand that: creating art to obtain specific textures.
involves a variety of strategies that will be used
to communicate personal meaning and self- • Expresses oneself using the
expression. expressive characteristics of the
visual elements of an image.
ESSENTIAL QUESTIONS:
1. What are the elements and principles of art and • Differentiates between the variety of
how do they guide and establish personal natural and artificial textures of
expression when creating art? surfaces and to produce textures by
2. What is the importance of symbols, icons, rubbings/frottages of diverse
ideas, and subject matter in materials.
creating a personal statement in art?
3. What roles do critical thinking and problem • Uses the rubbing and sgraffito
solving skills play in the technique to express oneself using
creation and refinement of one’s own work? visual language elements.
• Experiments with the possible uses
• Medias: and graphic effects of different
o Drawing surfaces.
o Papiers collés
o Collage • Applies types of points, lines, planes
o Painting and textures in personal images and
o Printing recognise their use in other
o Sculpting compositions.
o Grattage
o Frottage • Experiments with the expressive
o Illustration possibilities of line and texture,
  
 
Art Standards/Objective/Contents
tones, shades, and values), line (characteristics, procedures and techniques.
quality), textures (tactile and visual), and space • Photomontage techniques.
(background, middle ground, foreground, • Combining and manipulating images. • Represents space and volume
placement, perspective, overlap, negative, • The expressive possibilities of line and artistically on two dimensional
converging lines positive, size, color), balance texture. supports.
(symmetrical, asymmetrical, radial) and the use • The dot and line as structuring elements of
of proportion, rhythm, variety, repetition, and space, shadow and the colour of shapes and
movement in their work and works of others. images.
• Representation of space and volume on two
4.2.3 Develop skill in using mixed media while dimensional supports.
guided by a selected principle of design. • Shapes:
o Open / Enclosed
4.3 Students develop and apply skills using a variety of two o Popsitive / Negative
dimensional and three-dimensional media, tools, and o Regular / Irregular
processes to create works that communicate personal • The line:
meaning. o Tension lines
o Expressive quality
The students will be able to: o Shading
4.3.1 Utilize the visual characteristics and expressive o Decorative elements
features of a given medium to enhance meaning • The dot:
in their work. o Composing element
o Shading
4.3.2 Demonstrate appropriate use of different media, o Expressive quality
techniques, and processes to communicate • Texture:
themes and ideas in their work including: o Artificial / Natural
drawing, painting, printmaking, ceramics, o Visual / Tactile
sculpture/ architecture/jewelry, fibers, mixed • Space:
media and new media. o Relationship between planes
o Distortion
4.3.3 Produce art that demonstrates refined o Overlpapping
observational skills in drawing from life. o Change in Size
o Transparency
4.3.4 Select specific media and processes to express o Intersection
moods, feelings, themes, or ideas. o Light- Shadow-Volume
o Value
4.3.5 Use various observational drawing skills to o Proximity/Distance between
depict a variety of subject matter. Shapes.

4.3.6 Apply the rules of two-point perspective in

creating a thematic work of art.

4.3.7 Create a drawing, using varying tints, shades,

  
 
Art Standards/Objective/Contents
and intensities.

4.3.8 Demonstrate safe and proper use, care, and

storage of media, materials, and equipment.

4.3.9 Develop increasing skill in the use of at least

three different media.

4.3.10 Use different forms of perspective to show the

illusion of depth on a two-dimensional surface.

4.3.11 Develop skill in mixing paints and showing

color relationships.

4.4 Students reflect on, revise, and refine work using problem
solving and critical thinking skills.

The students will be able to:

4.4.1. Demonstrate evidence of reflection,
thoughtfulness, and care in selecting ideas and
completing work.

4.4.2. Identify and apply criteria for assessment in their

work, in peer critiques, and in self-assessment.

4.4.3 Combining and manipulating images to create a

composition with its own meaning.

4.4.4 Create increasingly complex original works of

art reflecting personal choices and increased
technical skill.
  
 
Art Standards/Objective/Contents

Year 7/8
STANDARD 5: INDIVIDUALITY AND ORIGINALITY
Students exhibit individuality in artistic processes as well as in the interpretation and appreciation of images.

STANDARD 5.1: Students create original works of art.

STANDARD 5.2: Students exhibit individuality in the interpretation and appreciation of images.

Objectives
5.1. Students create original works of art. 6.1
Students will be able to:
5.1.1 Students exhibit individuality in the
selection of subject and media in order
to communicate meaning and intent in
original works of art.
5.1.2 Students exhibit individuality in the
application of media.
Contents
Concepts
ENDURING UNDERSTANDING:
Students will understand that: In order to get
original works, one must take decisions and and
show individuality.
ESSENTIAL QUESTIONS:
1.What does one want to show?
2. How could one achieve it?
3. What effects does one like?
Skills
• Can choose subject and media
according to intented meaning
/presentation of the artwork.
• Can apply media in a individual way.
• Can exhibit individuality in the
interprestation and appreciation of
images.

5.2. Students exhibit individuality in the interpretation and

appreciation of images.

Students will be able to:

5.2.1 Exhibit individuality in the
interpretation and appreciation of
images.

Art
Year 9
STANDARD 1: RESPONDING TO ART HISTORY
Students understand the historical contributions and cultural dimensions of the visual arts.
Students analyse the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to
the visual arts and artists.
STANDARD 1.1: Students understand the significance of visual art in relation to the historical, social, political, spiritual, environmental,
technological, and economic issues of the time.
STANDARD 1.2: Students recognize significant works of Western and non-Western art and understand the chronological development of art
movements.
Objectives
1.1 Students understand the significance of visual art in
relation to historical, social, political, spiritual,
environmental, technological and economic issues.
The students will be able to:
1.1.1 Analyse the relationship between a work of art
and the history, geography, and technology of
the culture, and identify what, when, where, and
by whom the work was made.
1.1.2 Identify the icons in contemporary works and
analyse how icons reflect the culture.
1.1.3 Research and compare works of art to identify
similarities and differences in function and
purpose.
1.1.4 Identify, compare, and contrast themes,
symbols, and ideas that represent various
cultural groups.
1.1.5 Compare and contrast works of art from various
periods, styles, and cultures and explain how
those works reflect the society in which they
1.1.6 Research and describe how art reflects cultural
Standards/Objective/Contents
Contents
Concepts
ENDURING UNDERSTANDING:
Students will understand that: responding to art
history allows students to make connections to
different cultures and time periods.
ESSENTIAL QUESTIONS:
1. How do history, politics, and technology affect
the creation of a work of art and why it was
made?
2. What is the importance of symbols, icons,
ideas, and subject matter in creating a personal
statement in art?
3. What is the function of art in different cultures?
4. How do a culture’s beliefs and customs affect
the art that is produced?
• Colour in art and artistic movements.
• Observing and analysing colour in works
of art. • Can distinguish characteristics of style in
• Appreciating the cultural function of
artistic images throughout history
• The line:
o Art Nouveau
Skills
• Can describe how space is represented in
different art movements/cultures.
• Can describe how lines are used in
different art movements.
• Can describe how colour is used in
different art movements.
• Can describe how texture is used in
different art movements.
• Can identify a range of works of art.
• Can describe the aesthetics of different
artistic, realistic and abstract styles.
• Can describe how a theme has been
treated in art over a period of time.
the work of individual artists and art
movements.
• Can distinguish features of artworks that
locate them in a particular time, place or
culture.
  
 
Art Standards/Objective/Contents
values in various traditions throughout the o Impressionism
world. o OP-Art • Can analyse the characteristics and role
o Bauhaus of art in different cultural contexts.
1.2 Students recognize the significant works of Western and • The dot:
non-Western art and understand the chronological o Impressionism
o Pointillism
development of art movements.
o Pop-Art
o OP-Art
The students will be able to:
• Texture:
1.2.1 Identify and be familiar with a range of works
o Artificial / Natural
from major time periods of Western art o Visual / Tactile
identifying artist, culture, style, and aspects o Photorealism
from the historical context of the work. o Synthetic Cubism
o Dadaism
1.2.2 Demonstrate an understanding of the ways in o Grattage
which art works are made in particular cultural o Frottage
and historical contexts.
• Space:
1.2.3 Distinguish features of art works that locate o Cubism
them in a particular time, place or culture. o Renaissance
o One/Two-point perspective
o Distortion
1.2.4 Research and identify how changes in beliefs,
o Overlpapping
customs, and technology affect artists’ styles of o Change in Size
work. o Transparency
o Light- Shadow-Volume
o Value Intersection
o

• The line:
o Art Nouveau
o Impressionism
o OP-Art

• Montage:
o Papier Collés
o Dadaism
o Cubism
o Photomontage

Art
Year 9
STANDARD 2: Responding to Art: ARTISTIC PERCEPTION
Students process, analyse, and respond to sensory information through the language and skills unique to the visual arts. Students perceive and
respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
STANDARD 2.1: Students describe, analyse, and interpret works of art and artifacts.
Objectives
2.1 Students describe, research, and interpret works of art and
artifacts.
The students will be able to:
2.1.1 Analyse the artist’s use of sensory, formal,
technical, and expressive properties in a work of
art.
2.1.2 Construct meaning and support well-developed
interpretations of the work with personal
response, research, and properties in the work.
2.1.3 Describe the environment and selected works of
art, using the elements of art and the principles
of design.
2.1.4 Identify and describe the ways in which artists
convey the illusion of space (e.g., placement,
overlapping, relative size, atmospheric
perspective, and linear perspective).
2.1.5 Analyse and describe how the elements of art
and the principles of design contribute to the
expressive qualities of their own works of art.
2.1.6 Explain the intent of a personal work of art and
draw possible parallels between it and the work
of a recognized artist.
2.1.7 Analyse the form (how a work of art looks) and
Standards/Objective/Contents
Contents
Concepts
ENDURING UNDERSTANDING:
Students will understand that: responding to art
fosters skills of informed judgement
ESSENTIAL QUESTIONS:
1. How do the sensory, formal, technical, and
expressive properties in a work of art help one to
analyse artworks?
2. How does one construct meaning when
examining artwork based solely upon properties
found in the work such as subject matter, media,
expression, and style and defend those choices?
3. What is the role of the art critic?
Colour:
• •
o Element of visual language
o Creating colour.
o Coloured light.
o Coloured Pigments.
o Primary and secondary lights
o Primary and secondary
pigments
o Colour as a means of
expression.
o The perception of colour.
Altering the attributed colour.
o Colour contrasts
o Colour triangle and colour
harmony
o Emotional quality of colour.
Skills
• Can describe how the organisation of art
work communicates ideas andfeelings.
• Can identify and describe scale
(proportion) as applied to two-
dimensional and three-dimensional
works of art.
• Can describe personal observations
about the content and structure of art
works.
• Understands and uses linear perspective
as a way to represents objects.
Recognises the similarities between
linear perspective and the human eye.
• Recognises the importance of geometric
drawings for constructing and
configuring more complex figures.
• Understands the origin of colour and
how objects reflect or absorb white light.
• Understands the physics and chemistry
of colour in order to comprehend its
optical nature.
• Recognises and differentiates between
coloured lights and colour pigments.
Art Standards/Objective/Contents
content (what a work of art communicates) of • Art elements, principles and concepts
works of art. • Space
o Representation of space and
objects.
o The distortion technique:
obliqueness, figure size, figure
colour and spaces.
o The overlapping principle.
o Types of linear perspective.
o Placement of basic elements in
linear perspective.
o Cubism and its use of
perspective
o Measurement relationships
• Identifies the primary and secondary
lights and explore how they influence
the appearance of objects.
• Recognises and uses representation
processes for spaces and objects as a
way to create visual art compositions.
• Knows the fundamental theories of
linear perspective.
• Observes and analyses colour in works
of art.

• The line: • Makes connections between the colours

o Art Nouveau of an art work and its emotional quality.
o Impressionism
o OP-Art
o Bauhaus

• Develop Perceptual Skills and Visual Arts

Vocabulary

Art
Year 9
STANDARD 3: Responding to Art: AESTHETIC VALUING
Students respond to, analyse and make judgements about works in the visual arts. Students analyse, assess, and derive meaning from works of art,
including their own, according to the elements of art, the principles of design, and aesthetic qualities.
STANDARD 3.1: Students identify and apply criteria to make informed judgements about art.
Objectives
3.1 Students identify and apply criteria to make informed
judgements about art.
The students will be able to:
3.1.1 Expand on and use appropriate art vocabulary.
3.1.2 Identify and define the role of the art critic.
3.1.3 Apply criteria in making informed judgements
about works of art and defend those judgments
3.1.4 Analyse the artist’s use of sensory, formal,
technical, and expressive properties in a work of
art.
3.1.5 Construct meaning and support well-developed
interpretations of the work with personal
response, research, and properties in the work.
3.1.6 Take an active part in a small-group discussion
about the artistic value of specific works of art,
with a wide range of the viewpoints of peers
being considered.
3.1.7 Develop and apply specific and appropriate
criteria individually or in groups to assess and
critique works of art.
3.1.8 Identify what was done when a personal work of
art was reworked and explain how those
Standards/Objective/Contents
Contents
Concepts
ENDURING UNDERSTANDING:
Students will understand that: responding to
aesthetics affects their
personal lives in reference to the significance,
value, and preference in art.
ESSENTIAL QUESTIONS:
1. How does learning about aesthetics allow one
to refine personal responses to artworks and to
form hypotheses about their purpose?
2. What is the nature of art, and what value does it
have for society?
3. How does one learn to value art that he/she
doesn’t like?
• The purpose and function of images.
• Graphic design in publicity.
• The language of comics.
• Still image media and moving image media.
• Factors leading to visual communication.
• The purpose and function of images.
• Visual perception: the relationship between
forms and their surroundings.
• Narrative art.
• Layout of book covers.
• Narrating stories through comics.
Skills
• Recognises and uses additive mixtures
to analyse the effects light has on
different objects and spaces.
• Can communicate to others the different
visual sensations perceived as effects of
colour.
• Can interpret still images and understand
their messages.
• Can interpret action images and apply
them to stories told through the language
of comics.
• Uses the language of comics to analyse
images.
• Recognises media that transmit
messages through still or moving
images.
• Is familiar with narrative art
• Understands the purpose and function of
images.
• Can transfer a narrative into an image.
• Can analyse book covers.
• Can interpret messages transmitted by
different visual images and classifying
them according to their purpose.
• Values the aesthetic, plastic and
communicative qualities of images.
• Shows individuality in the interpretation
and appreciation of images.
  
 
Art Standards/Objective/Contents
changes improved the work.

3.1.9 Review, modify and evaluate their work,

reflecting critically on its quality as it
progresses.
  
 
Art Standards/Objective/Contents
Year 9
STANDARD 4: Creating Art
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

STANDARD 4.1: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
STANDARD 4.2: Students understand and apply elements and principles of design effectively in their work.
STANDARD 4.3: Students develop and apply skills using a variety of twodimensional and three-dimensional media, tools, and processes to create works that
communicate personal meaning.
STANDARD 4.4: Students reflect on, revise, and refine their work using problem solving and critical thinking skills.

Objectives
4.1 Students observe, select, and utilize a range of subject
matter,symbols, and ideas in their work.
The students will be able to:
4.1.1 Demonstrate refined observation skills in
drawing from life which present accurately
rendered subject matter.
4.1.2 Demonstrate ability to utilize personal interests,
current events,experiences, imagery, media, or
methods as sources for expanding their artwork.
4.1.3 Discriminate and select from a variety of
symbols, subject matter, and ideas to clearly
communicate personal statements.
4.2 Students understand and apply elements and principles of
design effectively in their work.
The students will be able to:
4.2.1 Apply elements (line, shape, form, texture,
color, value, and space) and principles
(repetition, variety, rhythm, proportion,
movement, balance, emphasis, and unity) in
work that effectively communicates their ideas.
4.2.2 Identify and discriminate between types of
shape (geometric and organic), colors (primary,
secondary, warm, cool, complementary,
Contents
Concepts
ENDURING UNDERSTANDING:
Students will understand that: creating art
involves a variety of strategies that will be used to
communicate personal meaning and self-
expression.
ESSENTIAL QUESTIONS:
1. How do the elements and principles of art
guide and establish personal expression when
creating art?
2. What is the importance of symbols, icons,
ideas, and subject matter in the creating a
personal statement with art?
3. How do different media, processes, and
techniques work to enable students to be
expressive?
• Experimenting with additive and subtractive
mixtures.
• Preparing specific colour formulas, making
colour schemes and tables.
Skills
• Can use the diverse elements that
create linear perspective to solve
problems.
• Can represent simple solids in on–
point linear perspective artistically.
• Can use atmospheric perspective in
the artistic representation of spaces.
• Can mix colors to create a chosen
value, hue and intensity.
• Values accuracy, organisation and
neatness while creating visual art
compositions.
• Experiments with primary and
secondary pigments and mix them for
analysing and creating different
images.
• Can explore the expressive effects of
different materials and techniques.
• Experiments with the application of
art elements, principles and concepts
• Chooses colours that are appropriate

Art
intermediate, neutrals, tints, tones, shades, and
values), line (characteristics, quality), textures
(tactile and visual), and space (background,
middle ground, foreground, placement, one and
two point perspective, overlap, negative,
converging lines positive, size, and color),
balance (symmetrical, asymmetrical, radial),
and the use of proportion, rhythm, variety,
repetition, and movement in their work and the
work of others.
4.3 Students develop and apply skills using a variety of
twodimensionaland three-dimensional media, tools, and
processesto create works that communicate personal
meaning.
The students will be able to:
4.3.1 Select and utilize the visual characteristics and
expressive features of a given medium to
enhance meaning in their work.
4.3.2 Demonstrate appropriate use of different media,
techniques, and processes to communicate
themes and ideas in their work including:
drawing, painting, printmaking, ceramics,
sculpture/ architecture/, mixed media, and new
media.
4.3.3 Demonstrate safe and proper use, care, and
storage of media, materials, and equipment.
4.4 Students reflect on, revise, and refine their work using
problemsolving and critical thinking skills.
The students will be able to:
4.4.1 Revise and refine work through reflection,
analysis, synthesis, peer critique, and self-
evaluation.
4.4.2 Identify connections between their work and
similar works of art for the sole purpose of
identifying criteria and revising of their work.
Standards/Objective/Contents
for specific artistic effects
• Applies simple colour theory to
specific tasks: still-life, landscapes,
figures and abstract compositions.
• Can resolve problems in drawing
simple shapes in one-point and two-
point linear perspective.
• Can recognise and apply other ways to
represent space and objects besides
linear perspective.
• Uses light as an essential element for
creating perspective in graphic- plastic
representations.
• Uses the principles of distortion and
overlapping to represent spaces and
objects.
• Uses the diverse elements that create
linear perspective to solve problems.
• Represents simple solids in on–point
linear perspective artistically.
• Uses atmospheric perspective in the
artistic representation of spaces.
• Applies light in spaces and objects to
generate perspective.
  
 
Art Standards/Objective/Contents

Year 9

STANDARD 5: INDIVIDUALITY AND ORIGINALITY

Students exhibit individuality in artistic processes as well as in the interpretation and appreciation of images.

STANDARD 5.1: Students create original works of art.

STANDARD 5.2: Students exhibit individuality in the interpretation and appreciation of images.

Objectives
5.1. Students create original works of art. 6.2
Students will be able to:
5.1.1 Students exhibit individuality in the
selection of subject and media in order
to communicate meaning and intent in
original works of art.
5.1.2 Students exhibit individuality in the
application of media.
Contents
Concepts
ENDURING UNDERSTANDING:
Students will understand that: In order to get
original works, one must take decisions and and
show individuality.
ESSENTIAL QUESTIONS:
1.What does one want to show?
2. How could one achieve it?
3. What effects does one like?
Skills
• Can choose subject and media
according to intented meaning
/presentation of the artwork.
• Can apply media in a individual way.
• Can exhibit individuality in the
interprestation and appreciation of
images.

5.2. Students exhibit individuality in the interpretation and

appreciation of images.

Students will be able to:

5.2.1 Exhibit individuality in the
interpretation and appreciation of
images.

Art
Year 10
STANDARD 1: Responding to Art History
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyse the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual
arts and artists.
STANDARD 1.1: Students understand the significance of visual art in relation to the historical, social, political, spiritual, environmental, technological,
and economic issues,
STANDARD 1.2: Students recognize significant works of Western and non- Western art and understand the chronological development of art movements.
Objectives
1.1 Students understand the significance of visual art in
relation to historical, social, political, spiritual,
environmental, technological and economic issues.
The students will be able to:
1.1.1 Analyse the relationship between a work of art
and the history, geography, and technology of
the culture, and identify what, when, where, and
by whom the work was made.
1.1.2 Identify the icons in contemporary works and
analyse how icons reflect the culture.
1.1.3 Research and compare works of art to identify
similarities and differences in function and
purpose.
1.1.4 Identify, compare, and contrast themes,
symbols, and ideas that represent various
cultural groups.
1.1.5 Compare and contrast works of art from various
periods, styles, and cultures and explain how
those works reflect the society in which they
1.1.6 Research and describe how art reflects cultural
values in various traditions throughout the
world.
Standards/Objective/Contents
Contents
Concepts Skills
ENDURING UNDERSTANDING: • Can define the cubist’s use of
Students will understand that: responding to art perspective.
history allows students to • Can define the cubist’s use of
make connections to different cultures and time colour.
periods. • Can develop an understanding of
ESSENTIAL QUESTIONS: Cubism and it's impact on the art
1. What is the relationship of art to the historical, of the twentieth century.
environmental, • Show understanding of the
technological, and political contexts of the culture concept of mixing colours by
in which it was created? juxtaposition and can recognise its
2. How has the function of art changed in society use in Impressionist and Fauvist
over time? art.
3. What is style, and what are the common • Show understanding of the
stylistic features of different time concept of mixing colours by
overlapping and can recognise its
use in Abstract Expressionist art.
• Cubism and its use of perspective • Show understanding of the
• The concept of mixed-colour mixing and concept of mixed-colour mixing
its use in Pop Art. and can recognise its use in Pop
• Colourmixing by overlapping as used by Art.
Abstract Expressionists.
• Colourmixing by juxtaposition as used
by Impressionists and Fauvists.
  
 
Art Standards/Objective/Contents
1.1.7 Analyse how the function of art in our society
has changed over time.

1.1.8 Identify ways in which artists from culturally

diverse backgrounds have used personal
iconography and life experiences in their
artwork.

1.2 Students recognize the significant works of Western and

non-Western art and understand the chronological
development of art movements.

The students will be able to:

1.2.1 Identify and be familiar with a range of works
from major time periods of Western art
identifying artist, culture, style, and aspects
from the historical context of the work.

1.2.2 Demonstrate an understanding of the ways in

which art works are made in particular cultural
and historical contexts.

1.2.3 Identify common stylistic feature from art of

one culture or time period.

1.2.4 Understand the relationship of chronology to the

development of styles throughout art history and
match works to approximate timeperiods or
events in history.

1.2.5 Distinguish features of art works that locate them

in a particular time, place or culture.

1.2.6 Research and identify how changes in beliefs,

customs, and technology affect artists’ styles of
work.
  
 
Art Standards/Objective/Contents
Year 10
STANDARD 2: Responding to Art: ARTISTIC PERCEPTION

Students process, analyse, and respond to sensory information through the language and skills unique to the visual arts. Students perceive and
respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their
observations.

STANDARD 2.1: Students describe, analyse, and interpret works of art and artifacts.
Contents
Objectives
Concepts
2.1 Students describe, research, and interpret works of art and
artifacts.
The students will be able to:
2.1.1 Analyse the artist’s use of sensory, formal,
technical, and expressive properties in a work of
art.
2.1.2 Construct meaning and support well-developed
interpretations of the work with personal
response, research, and properties in the work.
2.1.3 Describe the environment and selected works of
art, using the elements of art and the principles
of design.
2.1.4 Identify and describe the ways in which artists
convey the illusion of space (e.g., placement,
overlapping, relative size, atmospheric
perspective, and linear perspective).
2.1.5 Analyse and describe how the elements of art
and the principles of design contribute to the
expressive qualities of their own works of art.
2.1.6 Explain the intent of a personal work of art and
draw possible parallels between it and the work
of a recognized artist.
ENDURING UNDERSTANDING:
Students will understand that: responding to art
criticism fosters skills of informed judgment.
ESSENTIAL QUESTIONS:
1. How do the sensory, formal, technical, and
expressive properties in a work
of art help one to analyse artworks and sometimes
hinder the pursuit of its
meaning?
2. How does one construct meaning,
interpretation, personal response when
examining artwork solely based upon properties
found in the work?
3. What is the role of the art critic?
• Representation of space and objects.
• The distortion technique: obliqueness,
figure size, figure colour and spaces.
• The overlapping principle.
• Types of linear perspective.
• Placement of basic elements in linear
perspective.
• Observing and analysing colour in works
of art.
• Colour as an expressive element that
allows us to transmit different emotions
and moods.
Skills
• Recognizes the importance of
geometric drawings for
constructing and configuring more
complex figures.
• Can show the principles of
distortion and overlapping in the
representations of objects and
spaces.
• Can identify the different types of
line that make up the images in our
daily visual environment and in
works of art.
• Can classify different types of line
and texture and recognise their use
in both personal images and other
compositions.
• Shows appreciation for the
chromatic values in our
environment and the colour
qualities apparent in works of art.

2.1.7 Analyse the form (how a work of art looks) and

  
 
Art Standards/Objective/Contents
content (what a work of art communicates) of
works of art.

2.1.8 Use artistic terms when describing the intent and

content of works of art.

Art
Year 10
STANDARD 3: Responding to Art: AESTHETIC VALUING
Students respond to, analyse and make judgements about works in the visual arts. Students analyse, assess, and derive meaning from works of art,
including their own, according to the elements of art, the principles of design, and aesthetic qualities.
STANDARD 3.1: Students reflect upon and discuss art theories and aesthetic issues concerning the meaning and significance of art.
STANDARD 3.2: Students theorize about art and make informed judgements.
Objectives
3.1 Students reflect upon and discuss art theories and
aesthetic issues concerning the meaning and significance
of art.
The students will be able to:
3.1.1 Refine personal responses to works of art,
identify problems or puzzles, and form
hypotheses or well-supported viewpoints.
3.1.2 Identify conflicting viewpoints in discussions on
the nature of art and try to resolve these
conflicts through logical reasoning.
3.1.3 Analyse and defend positions on the nature of
art and aesthetic issues such as forgery,
censorship, beauty, and definitions of art.
3.2 Students theorize about art and make informed
judgements.
The students will be able to:
3.2.1 Understand that artist have different
philosophies when creating art, and identify and
discriminate between works made from
different philosophies (imitationalism,
formalism, emotionalism,instrumentalism,
institutionalism).
3.2.2 Review, modify and evaluate their work,
reflecting critically on its quality as it progresses
3.2.3 Present logical defense of personal viewpoints
or preferences in art.
Standards/Objective/Contents
Contents
Concepts Skills
ENDURING UNDERSTANDING:
Students will understand that: responding to
aesthetics affects their personal lives in reference
to the significance, value, and preference in art.
ESSENTIAL QUESTIONS:
1. How does learning about aesthetics allow one
to refine personal, logical
responses to artworks and to form hypotheses
about their purpose?
2. What is the nature of art, and what value does it
have for society?
3. How does one learn to value art that he/she
doesn’t like?
• Can articulate their responses to
artworks.
• Can recognise media that transmits
messages through still images: film,
video, television and computer
graphics.
• Can recognise media that transmits
messages through still or moving
images: Press, photography, design,
painting, sculpture, architecture,
comic-strips.
• Can value technical and creative
aspects of visual communication
media.
• Can interpret the various functions
images have in visual communication:
informative, expressive, aesthetic and
exhortative.
• Can understand and use visual
language as a meaningful tool to
communicate with people.
• Show appreciation for works of art and
can analyse the visual language
elements used.
• Observe and analyse lines in our
environment and in works of art.
• Can analyse the different functions of a
line.
• Can investigate the graphic and
expressive possibilities of the
materials, instruments and supports of
a drawing.

Art
3.2.4 Develop and apply a set of criteria as individuals
or in groups to assess and critique works of art.
3.2.5 Present a reasoned argument about the artistic
value of a work of art and respond to the
arguments put forward by others within a
classroom setting.
3.2.6 Select a grouping of their own works of art that
reflects growth over time and describe the
progression.
Standards/Objective/Contents
• Can interpret the use of the line to
express and transmit different emotions
or moods through pressure, speed and
strokes.
• Show interest in discovering the
expressive values of texture and its
importance in different artistic
movements.
  
 
Art Standards/Objective/Contents

Year 10
STANDARD 4: Creating Art
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

STANDARD 4.1: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
STANDARD 4.2: Students understand and apply elements and principles of design effectively in their work.
STANDARD 4.3: Students develop and apply skills using a variety of twodimensional and three-dimensional media, tools, and processes to create works that
communicate personal meaning.
STANDARD 4.4: Students reflect on, revise, and refine their work using problem solving and critical thinking skills.
Contents
Objectives
Concepts Skills
4.1 Students observe, select, and utilize a range of subject ENDURING UNDERSTANDING: • Can recognise and use
matter,symbols, and ideas in their work. Students will understand that: creating art representation processes for spaces
involves a variety of strategies that will be used to and objects as a way to create
The students will be able to: communicate personal meaning and self- visual art compositions.
4.1.1 Demonstrate refined observation skills in expression. • Can explain the fundamental
drawing from life which present accurately ESSENTIAL QUESTIONS: theories of linear perspective.
rendered subject matter. 1. How do the elements and principles of art • Can recognise and apply other
guide and establish personal expression when ways to represent space and
4.1.2 Demonstrate ability to utilize personal interests, creating art? objects besides linear perspective.
current events, experiences, imagery, media, or 2. What is the importance of symbols, icons, • Can use light as an essential
methods as sources for expanding their artwork. ideas, and subject matter in the creating a element for creating perspective in
personal statement with art? graphic- plastic representations.
4.1.3 Discriminate and select from a variety of 3. How do different media, processes, and • Can differentiate and use
symbols, subject matter, and ideas to clearly techniques work to enable students to be subtractive mixtures to analyse
communicate personal statements. expressive? and create forms and images.
4.What role does problem-solving and critical • Can name the attributes of colour
4.1.4 Create works of art based on sensitive thinking skills play in not only the creation and in order to manipulate colour
observation from real life and personal refinement of one’s own work? mixes and create images that
experience. express different feelings.
• The line as an expressive element, • Can mix colors correctly to create
4.1.5 Utilize themes and symbols that demonstrate graphic style and outline. a chosen value, hue and intensity.
knowledge of contexts, values, and aesthetics to • Texture: expressive qualities. • Can apply colour mixtures and
communicate intended meaning in their work. • Optical textures: organic and geometric. colour schemes correctly to
• Colours and lines to create textures. personal compositions.
4.1.6 Make and present art works which explore • Introduction to the use of drawing • Can apply colour mixtures
themes, issues and ideas. materials, instruments and supports. correctly by overlapping.
4.2.7 Structure and present art works appropriate to • Introduction to water-based painting • Understands the elements of a
chosen styles and forms. techniques: dripping, grattage, washes colour (pigment and
and stencilling. agglutinate/binder) and uses them
4.2 Students understand and apply elements and principles of • Using textures to represent forms and correctly to make their own
design effectively in their work. images. colour.

Art
The students will be able to:
4.2.1 Apply elements (line, shape, form, texture,
color, value, and space) and principles
(repetition, variety, rhythm, proportion,
movement, balance, emphasis, and unity) in
work that effectively communicates their ideas.
4.2.2 Identify and discriminate between types of
shape (geometric and organic), colors (primary,
secondary, warm, cool, complementary,
intermediate, neutrals, tints, tones, shades, and
values), line (characteristics, quality), textures
(tactile and visual), and space (background,
middle ground, foreground, placement, one and
two point perspective, overlap, negative,
converging lines positive, size, and color),
balance (symmetrical, asymmetrical, radial),
and the use of proportion, rhythm, variety,
repetition, and movement in their work and the
work of others.
4.2.3 Select and utilize the visual characteristics and
expressive features of a given medium to
enhance meaning in their work
4.3 Students develop and apply skills using a variety of
twodimensional and three-dimensional media, tools, and
processesto create works that communicate personal
meaning.
The students will be able to:
4.3.1 Select and utilize the visual characteristics and
expressive features of a given medium to
enhance meaning in their work.
4.3.2 Demonstrate appropriate use of different media,
techniques, and processes to communicate
themes and ideas in their work including:
drawing, painting, printmaking, ceramics,
sculpture/ architecture/, mixed media, and new
media.
4.3.3 Demonstrate safe and proper use, care, and
storage of media, materials, and equipment.
Standards/Objective/Contents
• Experimenting with organic and
geometric textures.
• Creating textures in images with paint.
• Colourmixing by juxtaposition as used
by Impressionists and Fauvists.
• Preparing specific colour formulas.
• Mixing complementary colours.
• Colourmixing by overlapping as used by
Abstract Expressionists.
• The elements of colour.
• The concept of mixed-colour mixing and
its use in Pop Art.
• Making one’s own colour out of
pigments and agglutinate.
• Experimenting with different
colourmixing techniques.
• plastic and aesthetic possibilities
• Can apply light in spaces and
objects to generate perspective.
• Can use other representation
methods to create new visions of
space and objects.
• Can make a cubist arrangement.
• Can define the cubist’s use of
perspective and to apply it to an
artwork
• Can define the cubist’s use of
colour and to apply it to an
artwork
• Shows the development of a
critical sense for choosing colours
and creating chromatic formulas.
• Shows interest in exploring the
of colour materials and techniques
that express and transmit different
messages.
• Can create images and express
oneself using and experimenting
with the expressive characteristics
of line and texture.
• Shows respect for the ideas of
other group members, strive for
individuality and look for personal
solutions to individual projects.
  
 
Art Standards/Objective/Contents
4.3.4 Demonstrate an increased knowledge of
technical skills in using more complex two-
dimensional art media and processes.

4.4 Students reflect on, revise, and refine their work using
problemsolving and critical thinking skills.

The students will be able to:

4.4.1 Examine and establish criteria for judging
excellence in work and revise and refine work
through reflection, analysis, synthesis, peer
critique, and self-evaluation utilizing established
criteria.

4.4.2 Identify connections between their work and

similar works of art for the sole purpose of
identifying criteria and revising of their work.

4.4.3 Demonstrate evidence of reflection,

thoughtfulness, and care in the completion of
work.
  
 
Art Standards/Objective/Contents

Year 10
STANDARD 5: INDIVIDUALITY AND ORIGINALITY
Students exhibit individuality in artistic processes as well as in the interpretation and appreciation of images.

STANDARD 5.1: Students create original works of art.

STANDARD 5.2: Students exhibit individuality in the interpretation and appreciation of images.

Objectives
5.1. Students create original works of art. 6.3
Students will be able to:
5.1.1 Students exhibit individuality in the
selection of subject and media in order
to communicate meaning and intent in
original works of art.
5.1.2 Students exhibit individuality in the
application of media.
Contents
Concepts
ENDURING UNDERSTANDING:
Students will understand that: In order to get
original works, one must take decisions and and
show individuality.
ESSENTIAL QUESTIONS:
1.What does one want to show?
2. How could one achieve it?
3. What effects does one like?
Skills
• Can choose subject and media
according to intented meaning
/presentation of the artwork.
• Can apply media in a individual way.
• Can exhibit individuality in the
interprestation and appreciation of
images.

5.2. Students exhibit individuality in the interpretation and

appreciation of images.

Students will be able to:

5.2.1 Exhibit individuality in the
interpretation and appreciation of
images.

Art
Year 11
STANDARD 1: Responding to Art History
Students understand the historical contributions and cultural dimensions of the visual arts. Students analyse the role and development of the visual
arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
STANDARD 1.1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental,
technological, and economic issues.
STANDARD 1.2: Students recognize the significant works of Western and non-Western art and understands the chronological development of art
movements.
Objectives
1.1 Students understand the significance of visual art in
relation to historical, social, political, spiritual,
environmental, technological and economic issues.
The students will be able to:
1.1.1 Analyse the relationship between a work of art
and the history, geography, and technology of
the culture, and identify what, when, where, and
by whom the work was made.
1.1.2 Identify the icons in contemporary works and
analyse how icons reflect the culture.
1.1.3 Research and compare works of art to identify
similarities and differences in function and
purpose.
1.1.4 Identify, compare, and contrast themes,
symbols, and ideas that represent various
cultural groups.
1.1.5 Compare and contrast works of art from various
periods, styles, and cultures and explain how
those works reflect the society in which they
1.1.6 Research and describe how art reflects cultural
values in various traditions throughout the
Standards/Objective/Contents
Contents
Concepts Skills
ENDURING UNDERSTANDING: • Observes representative and symbolic
Students will understand that: responding to art images to identify their socio-cultural
history allows students to functions.
make connections to different cultures and time
periods. • Recognizes the different form os
ESSENTIAL QUESTIONS: sculptural art.
1. What is the relationship of art to the historical,
environmental, technological, and political • Can relate given sculptural art to their
contexts of the culture in which it was created? art movement.
2. How has the function of art changed in society
over time? • Can explain the golden section and
3. What is style, and what are the common recognizes its application and purpose
stylistic features of different times? in various artworks.
• Sculpture: • Can explain the human canon and
o The structure of forms. Natural recognizes its application and purpose
and organic forms. Contour in various artworks.
and silhouette.
o Figurative and abstract
sculptures
o Space, volume and the
surrounding. Exempt volume.
Relief sculpture.
o Sculpture. Materials and
volumetric techniques (positive
and negative techniques)
o Auguste Rodin
o Christianna Hunnicut
o Barbara Hepworth
  
 
Art Standards/Objective/Contents
world. o Andy Goldsworthy • Observes representative and symbolic
o Constantin Brancusi images to identify their socio-cultural
1.1.7 Analyse how the function of art in our society o Alberto Gioacometti functions.
has changed over time. o Fernando Botero
o Niki de Saint-Phalle • Recognizes the different form os
1.1.8 Identify ways in which artists from culturally o Richard long sculptural art.
diverse backgrounds have used personal o Claes Oldenburg
iconography and life experiences in their • Can relate given sculptural art to their
artwork. • Scale and Measurement: art movement.
o Proportion: equality, similarity
1.1.9 Examine and describe or report on the role of a and symmetry. • Can explain the golden section and
work of art created to make a social comment or o Canon of human body and recognizes its application and purpose
protest social conditions. face. in various artworks.
o Fibionacci
1.1.10 Identify major works of art created by women o Leonardo da Vinci • Can explain the human canon and
and describe the impact of those works on o Golden Mean recognizes its application and purpose
society at that time. o Golden Point in various artworks.
o Brunelleschi
1.1.11 Articulate how personal beliefs, cultural
traditions, and current social, economic, and
political contexts influence the interpretation of • Signs of and conventional symbols in visual
the meaning or message in a work of art. languages.
• Collage, Photomontage
1.2 Students recognize the significant works of Western and • Drawing.
non-Western art and understand the chronological • Ornaments and textures
development of art movements. • Illustration
• Painting Techniques
The students will be able to: o Impressionism
1.2.1 Identify and be familiar with a range of works o Expressionism

Art
from major time periods of Western art
identifying artist, culture, style, and aspects
from the historical context of the work.
1.2.2 Demonstrate an understanding of the ways in
which art works are made in particular cultural
and historical contexts.
1.2.3 Identify common stylistic feature from art of
one culture or time period.
1.2.4 Understand the relationship of chronology to the
development of styles throughout art history and
match works to approximate timeperiods or
events in history.
1.2.5 Distinguish features of art works that locate
them in a particular time, place or culture.
1.2.6 Research and identify how changes in beliefs,
customs, and technology affect artists’ styles of
work.
1.2.7 Compare the ways in which the meaning of a
specific work of art has been affected over time
because of changes in interpretation and
context.
Standards/Objective/Contents
o Pop-Art • Observes representative and symbolic
o Photorealism images to identify their socio-cultural
• Graphic Design functions.
• Photography, Film
• Interaction between different languages: • Recognizes the different form os
visual, musical, oral and gestural. sculptural art.
• Visual communication.
• The representation of forms. Abstract and • Can relate given sculptural art to their
technical representation. art movement.
Chiaroscuro
• Can explain the golden section and
recognizes its application and purpose
in various artworks.
• Can explain the human canon and
recognizes its application and purpose
in various artworks.
  
 
Art Standards/Objective/Contents
Year 11
STANDARD 2: Responding to Art: ARTISTIC PERCEPTION
Students process, analyse, and respond to sensory information through the language and skills unique to the visual arts. Students perceive and
respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their
observations.

STANDARD 2.1: Students describe, analyse, and interpret works of art and artifacts.
STANDARD 2.2: Identify and use the principles of design to discuss, analyse, and write about visual aspects in the environment and in works of
art, including their own.
STANDARD 2.3: Analyse the impact of media choice on the meaning and effect of an artwork.

Objectives
2.1 Students describe, research, and interpret works of art and
artifacts.
The students will be able to:
2.1.1 Analyse the artist’s use of sensory, formal,
technical, and expressive properties in a work of
art.
2.1.2 Construct meaning and support well-developed
interpretations of the work with personal
response, research, and properties in the work.
2.1.3 Research and analyse the work of an artist and
write about the artist's distinctive style and its
contribution to the meaning of the work.
2.1.4 Identify and describe the ways in which artists
convey the illusion of space (e.g., placement,
overlapping, relative size, atmospheric
perspective, and linear perspective).
2.1.5 Analyse and describe how the elements of art
and the principles of design contribute to the
expressive qualities of their own works of art.
2.1.6 Explain the intent of a personal work of art and
draw possible parallels between it and the work
Contents
Concepts
ENDURING UNDERSTANDING:
Students will understand that: responding to art
criticism fosters skills of informed judgment.
ESSENTIAL QUESTIONS:
1. How do the sensory, formal, technical, and
expressive properties in a work of art help one to
analyse artworks and sometimes hinder the
pursuit of its meaning?
2. How does one construct meaning,
interpretation, personal response when
examining artwork solely based upon properties
found in the work?
Skills
• Can look at a three-dimensional form
and observe its defining structural
values and how changes in lighting
affects it.
• Can analyse objects according to their
surroundings and different view
points.
• Can identify the techniques and
processes used in sculpture.
• Can decide between form and content
in experiments with perception,
creation and visual communication. 
• Can articulate their responses to
artworks.
• Can value technical and creative
aspects of visual communication media.
• Can understand and use visual language
as a meaningful tool to communicate
with people.
• Shows appreciation for works of art and
Art
of a recognized artist.
2.1.7 Analyse the form (how a work of art looks) and
content (what a work of art communicates) of
works of art.
2.1.8 Use artistic terms when describing the intent and
content of works of art.
2.2 Identify and use the principles of design to discuss,
analyse, and write about visual aspects in the environment
and in works of art, including their own.
Standards/Objective/Contents
can analyse the visual language
elements used.
• Can investigate the graphic and
expressive possibilities of the materials,
instruments and supports of a drawing.
• Shows interest in discovering the
expressive values of texture and its
importance in different artistic
movements.

The students will be able to:

2.2.1 Describe the principles of design as used in
works of art, focusing on dominance and
subordination.

2.2.2 Analyse the use of the elements of art and the

principles of design as they relate to meaning in
video, film, or electronic media.

2.2.3 Analyse and describe how the composition of a

work of art is affected by the use of a particular
principle of design.

2.3. Analyse the impact of media choice on the meaning and

effect of an artwork.

The students will be able to:

2.3.1 Analyse the material used by a given artist and
describe how its use influences the meaning of
the work.
2.3.2 Compare and contrast similar styles of works of
art done in electronic media with those done
with materials traditionally used in the visual
arts.
  
 
Art Standards/Objective/Contents

Year 11
STANDARD 3: Responding to Art: AESTHETIC VALUING
Students respond to, analyse and make judgements about works in the visual arts. Students analyse, assess, and derive meaning from works of art,
including their own, according to the elements of art, the principles of design, and aesthetic qualities.

STANDARD 3.1: Students reflect upon and discuss art theories and aesthetic issues concerning the meaning and significance of art.
STANDARD 3.2: Students theorize about art and make informed judgements.

Objectives
3.1 Students reflect upon and discuss art theories and
aesthetic issues concerning the meaning and significance
of art.
The students will be able to:
3.1.1 Refine personal responses to works of art,
identify problems or puzzles, and form
hypotheses or well-supported viewpoints.
3.1.2 Identify conflicting viewpoints in discussions on
the nature of art and try to resolve these
conflicts through logical reasoning.
3.1.3 Analyse and defend positions on the nature of
art and aesthetic issues such as forgery,
censorship, beauty, and definitions of art.
3.2 Students theorize about art and make informed
judgements.
The students will be able to:
3.2.1 Understand that artist have different
philosophies when creating art, and identify and
discriminate between works made from
different philosophies (imitationalism,
formalism, emotionalism,instrumentalism,
institutionalism).
Contents
Concepts Skills
ENDURING UNDERSTANDING: • Can articulate their responses to
Students will understand that: responding to artworks.
aesthetics affects their personal lives in reference
to the significance, value, and preference in art. • Values the artistic qualities of three-
ESSENTIAL QUESTIONS: dimensional artistic forms.
1. How does learning about aesthetics allow one
to refine personal, logical • Can apréciate and respect the different
responses to artworks and to form hypotheses opinions and artistic representations of
about their purpose? classmates.
2. What is the nature of art, and what value does it
have for society? • Can value technical and creative
3. How does one learn to value art that he/she aspects of visual communication media.
doesn’t like?
• Signs of and conventional symbols in visual • Can interpret the use of the line to
languages.  express and transmit different emotions
• Reading images, Formal structure: form and or moods through pressure, speed and
content. strokes.
• Reading sculptures, formal structure.
• The images as a means of expression and
communication and as a source of knowledge.

3.2.2 Review, modify and evaluate their work,

reflecting critically on its quality as it
  
 
Art Standards/Objective/Contents
progresses.

3.2.2.1 Articulate the process and rationale for

refining and reworking one of their own
works of art.

3.2.3 Present logical defense of personal viewpoints

or preferences in art.

3.2.4 Develop and apply a set of criteria as individuals

or in groups to assess and critique works of art.

3.2.5 Formulate and support a position regarding the

aesthetic value of a specific work of art and
change or defend that position after considering
the views of others.

3.2.6 Select a grouping of their own works of art that

reflects growth over time and describe the
progression.

3.2.7 Employ the conventions of art criticism in

writing and speaking about works of art.
  
 
Art Standards/Objective/Contents
Year 11
STANDARD 4: Creating Art
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

STANDARD 4.1: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.
STANDARD 4.2: Students understand and apply elements and principles of design effectively in their work.
STANDARD 4.3: Students develop and apply skills using a variety of twodimensional and three-dimensional media, tools, and processes to create
works that communicate personal meaning.
STANDARD 4.4: Students reflect on, revise, and refine their work using problem solving and critical thinking skills.
Contents
Objectives
Concepts Skills
4.1 Students observe, select, and utilize a range of subject ENDURING UNDERSTANDING: • Can experiment with different
matter,symbols, and ideas in their work. Students will understand that: creating art techniques.
involves a variety of strategies that will be used to • Can practise self-assessment.
The students will be able to: communicate personal meaning and self- • Can manipulate materials and
4.1.1 Demonstrate refined observation skills in expression. processes and analyse outcomes.
drawing from life which present accurately ESSENTIAL QUESTIONS: • Can choose and evaluate a range of
rendered subject matter. 1. How do the elements and principles of art subject matter, symbols, and ideas to
guide and establish personal expression when communicate meaning
4.1.2 Demonstrate ability to utilize personal interests, creating art? • Can select and record from first-hand
current events, experiences, imagery, media, or 2. What is the importance of symbols, icons, observation.
methods as sources for expanding their artwork. ideas, and subject matter in the creation of a • To train eye-hand coordination
personal statement with art? • Can understand the concept of the line
4.1.3 Discriminate and select from a variety of 3. How do different media, processes, and and use it to obtain expressiveness in
symbols, subject matter, and ideas to clearly techniques work to enable students to be individual artistic representations.
communicate personal statements. expressive? • Can rearrange objects to give an
artwork a meaning.
4.1.4 Create works of art based on sensitive • Sculpture: • Can combine materials in a creative
observation from real life and personal o The structure of forms. Natural and original way.
experience. and organic forms. Contour • Can understand colours ability to
and silhouette. modify the message of an image
4.1.5 Utilize themes and symbols that demonstrate o Figurative and abstrac • Can work in different
knowledge of contexts, values, and aesthetics to sculptures sculpting.techniques, choosing the
communicate intended meaning in their work. o Space, volume and the materials and tools necessary.
surrounding. Exempt volume. • Can represent objects using basic
4.1.6 Make and present art works which explore Relief sculpture. technical norms and conventions.
themes, issues and ideas. o Sculpture. Materials and • Can draw sketches and outline
4.2.7 Structure and present art works appropriate to volumetric techniques (positive sketches.
chosen styles and forms. and negative techniques) • Can explain the phases of projects..
• Can use a transparent pictorial
4.2 Students understand and apply elements and principles of • Scale and Measurement: procedure to create colour changes

Art
design effectively in their work.
The students will be able to:
4.2.1 Apply elements (line, shape, form, texture,
color, value, and space) and principles
(repetition, variety, rhythm, proportion,
movement, balance, emphasis, and unity) in
work that effectively communicates their ideas.
4.2.2 Identify and discriminate between types of
shape (geometric and organic), colors (primary,
secondary, warm, cool, complementary,
intermediate, neutrals, tints, tones, shades, and
values), line (characteristics, quality), textures
(tactile and visual), and space (background,
middle ground, foreground, placement, one and
two point perspective, overlap, negative,
converging lines positive, size, and color),
balance (symmetrical, asymmetrical, radial),
and the use of proportion, rhythm, variety,
repetition, and movement in their work and the
work of others.
4.2.3 Select and utilize the visual characteristics and
expressive features of a given medium to
enhance meaning in their work
4.3 Students develop and apply skills using a variety of
twodimensional and three-dimensional media, tools, and
processesto create works that communicate personal
meaning.
The students will be able to:
4.3.1 Select and utilize the visual characteristics and
expressive features of a given medium to
enhance meaning in their work.
4.3.2 Demonstrate appropriate use of different media,
techniques, and processes to communicate
themes and ideas in their work including:
drawing, painting, printmaking, ceramics,
sculpture/ architecture/, mixed media, and new
media.
4.3.3 Demonstrate safe and proper use, care, and
Standards/Objective/Contents
o Proportion: equality, similarity
and symmetry.
o Scales: natural, reduction and
extension.
o Measurement relations.
o The concept of boxing and
structure lines
o Different measurement tools
when drawing the human body
and its foreshortenings.
o The canon of facial feature
proportions and use it when
drawing.
o The canon of human body
proportions.
• Signs of and conventional symbols in visual
languages.
• Collage, Photomontage
• Drawing.
• Ornaments and textures
• Illustration
• Painting techniques
• Graphic Design
• Photography, Film
• Interaction between different languages:
visual, musical, oral and gestural.
• Visual communication.
• The representation of forms. Abstract and
technical representation.
• The concept of chiaroscuro.
• The creation process of a piece of work.
• Self-assessment
that alter an image’s meaning.
• Can recognise and differentiate
different types of textures and apply
them to personal visual compositions.
• Can use lined networks and stencils
correctly to create textures
• Can use modular units correctly to
create rhythmic combination
• Can explain the use of rhythm in
creating ornaments.
• Can recognise and apply the law of
balance/compensation.
• Can use size, colour and texture
correctly to manipulate the visual
weight of composing elements.
• Can recognize and apply the concepts
of golden points and golden
proportion.
• Can use the abilities form and colour
have in balancing a composition
through the counterweights used in
the law of compensation.
• Can work independently.
• Can organise their own work
processes.
• Show interest and respect for the
artistic compositions of others and can
accept positive criticism.
  
 
Art Standards/Objective/Contents
storage of media, materials, and equipment.

4.3.4 Demonstrate an increased knowledge of

technical skills in using more complex two-
dimensional art media and processes.

4.3.5 Design and create maquettes for three-

dimensional sculptures.

4.3.6 Design and create an expressive figurative

sculpture.

4.3.7 Select a medium to use to communicate a theme

in a series of works of art.

4.3.8 Design and create both additive and subtractive

sculptures.

4.3.9 Design a work of public art appropriate to and

reflecting a location.

4.4 Students reflect on, revise, and refine their work using
problemsolving and critical thinking skills.

The students will be able to:

4.4.1 Examine and establish criteria for judging
excellence in work and revise and refine work
through reflection, analysis, synthesis, peer
critique, and self-evaluation utilizing established
criteria.

4.4.2 Identify connections between their work and

similar works of art for the sole purpose of
identifying criteria and revising of their work.

4.4.3 Demonstrate evidence of reflection,

thoughtfulness, and care in the completion of
work.
  
 
Art Standards/Objective/Contents

Year 11
STANDARD 5: INDIVIDUALITY AND ORIGINALITY
Students exhibit individuality in artistic processes as well as in the interpretation and appreciation of images.

STANDARD 5.1: Students create original works of art.

STANDARD 5.2: Students exhibit individuality in the interpretation and appreciation of images.

Objectives
5.1. Students create original works of art. 6.4
Students will be able to:
5.1.1 Students exhibit individuality in the
selection of subject and media in order
to communicate meaning and intent in
original works of art.
5.1.2 Students exhibit individuality in the
application of media.
Contents
Concepts
ENDURING UNDERSTANDING:
Students will understand that: In order to get
original works, one must take decisions and and
show individuality.
ESSENTIAL QUESTIONS:
1.What does one want to show?
2. How could one achieve it?
3. What effects does one like?
Skills
• Can choose subject and media
according to intented meaning
/presentation of the artwork.
• Can apply media in a individual way.
• Can exhibit individuality in the
interprestation and appreciation of
images.

5.2. Students exhibit individuality in the interpretation and

appreciation of images.

Students will be able to:

5.2.1 Exhibit individuality in the
interpretation and appreciation of
images.