Visual Arts 10
CP10.2 Demonstrate, through practice, a variety of drawing/mark making techniques, skills and compositional strategies using a range of media, to communicate ideas.
c. Apply selected image development strategies to manipulate one or more elements of art or principles of design (e.g., elaborate by adding pattern to an image).
d. Manipulate and apply compositional strategies (e.g., rule of thirds, point of view/vantage point) to solve visual problems and communicate ideas.
CP10.3 Experiment with various art practices (e.g., drawing, painting, crafting, printmaking, digital technologies, sculpture, installation) to develop new or unique ideas.
d. Purposefully manipulate, through drawing/mark making techniques, selected elements of art and principles of design in own work.
e. Experiment with communicating ideas through drawing/mark making using various media (e.g., graphite, charcoal, paint, digital technologies, conté, pastels, wire, pen and ink, clay).
g. Discuss the difference between copying as a learning exercise versus representing other ideas as one’s own (e.g., intellectual copyright, appropriation).
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CH10.2 Investigate the impact of visual culture on students’ lives and human condition.
a. Analyze and discuss the impact of visual expressions on self, culture and societies (e.g., expression of personal and cultural identity)
b. Examine and respond to the influence and meaning of visual designs (e.g., clothing, tattoos, beadwork, skateboards, ski logos, portraiture, web design, social media, gaming, graffiti) observed in daily life.
c. Conduct an inquiry on the use of visual imagery by corporations and others to promote differing perspectives and/or influence thought (e.g., social justice movements, advertising, propaganda and political imagery).
d. Analyze choices made in own visual expressions of self (e.g., choice of clothing, hairstyles, jewelry) and discuss the role of social media and other aspects of visual culture in influencing one’s choices.
e. Research visual literacy and its evolution (e.g., web design, rock concert staging, YouTube videos, powwows) and assess the personal and social value of visual literacy.
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