Visual Arts Curriculum

THE ARTS CURRICULUMVisual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts.THE ARTS CURRICULUMVisual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts.THE ARTS CURRICULUMVisual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts.THE ARTS CURRICULUMVisual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts.THE ARTS CURRICULUMVisual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts.THE ARTS CURRICULUMVisual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts.THE ARTS CURRICULUMVisual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts.THE ARTS CURRICULUMVisual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts.THE ARTS CURRICULUMVisual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts.THE ARTS CURRICULUMVisual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts.THE ARTS CURRICULUMVisual Arts: In the following domains students will show achievement in both individual and collaborative learning contexts.

Nursery Pre-K K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6-7 Grade 7-8 Grade 9-10 Grade 10-11 Grade 11-12

Knowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding Domain

1 BCIS Standard Statement: 1: The learner demonstrates knowledge, understanding and perception of the arts in relation to function, time, place and cultures.BCIS Standard Statement: 1: The learner demonstrates knowledge, understanding and perception of the arts in relation to function, time, place and cultures.BCIS Standard Statement: 1: The learner demonstrates knowledge, understanding and perception of the arts in relation to function, time, place and cultures.BCIS Standard Statement: 1: The learner demonstrates knowledge, understanding and perception of the arts in relation to function, time, place and cultures.BCIS Standard Statement: 1: The learner demonstrates knowledge, understanding and perception of the arts in relation to function, time, place and cultures.BCIS Standard Statement: 1: The learner demonstrates knowledge, understanding and perception of the arts in relation to function, time, place and cultures.BCIS Standard Statement: 1: The learner demonstrates knowledge, understanding and perception of the arts in relation to function, time, place and cultures.BCIS Standard Statement: 1: The learner demonstrates knowledge, understanding and perception of the arts in relation to function, time, place and cultures.BCIS Standard Statement: 1: The learner demonstrates knowledge, understanding and perception of the arts in relation to function, time, place and cultures.BCIS Standard Statement: 1: The learner demonstrates knowledge, understanding and perception of the arts in relation to function, time, place and cultures.Learning Outcome 1.1 Learners make connections between the visual arts, daily life and other disciplines.Learners make connections between the visual arts, daily life and other disciplines.Learners make connections between the visual arts, daily life and other disciplines.Learners make connections between the visual arts, daily life and other disciplines.Learners make connections between the visual arts, daily life and other disciplines.Learners make connections between the visual arts, daily life and other disciplines.Learners make connections between the visual arts, daily life and other disciplines.Learners make connections between the visual arts, daily life and other disciplines.

Indicator 1.1.1VISUAL ARTS

Learners can sor t and classify like colours.

Learners make connections between known co lour schemes in life; the seasons.

Learners make connections between known co lour schemes in life; the seasons.

Learners make connections between known co lour schemes in life; the seasons, warm, cool, primary.

L e a r n e r s s e e c o l o u r schemes and patterns in their own clothing.

Learners can choose colour schemes that are appealing.

Learners can beg in to c h o o s e c o n s i s t e n t l y cohesive colour schemes to link work visually.

Learners recognize the draw of a well organized website as appealing compared to one that is visually cluttered.

Learners can recognize and begin to explain the appeal of a well-composed visual work.

Learners can recognize and explain the appeal of a well-composed visual work and begin to make suggestions for the improvement of poorly composed pieces.

Learners can recognize and explain the appeal of a well-composed visual work and begin to make suggestions for the improvement of poorly composed pieces.

Learners can recognize and explain the appeal of a well-composed visual work. They can reorganise objects within a compositional space in order to alter the effect of the piece. They can do this with growing confidence.

Learners can recognize and explain the appeal of a well-composed visual work. They can reorganise objects within a compositional space in order to alter the effect of the piece. They can do this with ease and teach others how to do so.

Indicator 1.1.2DAILY LIFE

Learners create images of characters, experiences from life.

Learners try to create an image or experience from life.

Learners tell a story or experience through their creation.

Learners understand our experiences and imagination can inspire us to create.

Learners understand our experiences and imagination can inspire us to create.

Lea rne rs commun ica te experiences, feelings and ideas through their artwork.



Learners communicate real or imaginary experiences, feelings and ideas through their artwork.

Learners communicate real or imaginary experiences, feelings, ideas and concepts through individual and/or connected artworks.




indicator 1.1.3OTHER DISCIPLINES

Learners make connections between discipl ines for example colour and emotion.

Learners make connections between discipl ines for example colour and emotion, line and movement.

Learners make connections between discipl ines for example colour and emotion, line and movement.

Learners make connections b e t w e e n t h e a r t s , f o r example music, dance, drama.

Learners draw inspiration from and make connections b e t w e e n t h e a r t s , f o r example music, dance, drama.

Learners draw inspiration from and make connections b e t w e e n t h e a r t s , f o r example music, dance, drama.

L e a r n e r s c a n s e l e c t , research and develop an idea or theme for an artwork.

Learners use a personal interest, belief or value as the starting point to create a piece of artwork (Grade 5 Exhibition).

Learners draw inspiration from, make connections between and work across the arts (visual art, music, dance, drama, media) and o t h e r s u b j e c t s i n t h e Integrated Unit.

Learners draw inspiration from, make connections between and work across the arts (visual art, music, dance, drama, media) and o t h e r s u b j e c t s i n t h e Integrated Unit.

Learners draw inspiration from, make connections between and work across the arts (visual art, music, dance, drama, media) and other areas of the human experience including, but not limited to education.



Learning Outcome 1.2 Learners understand the visual arts use symbols and representations to convey meaning.Learners understand the visual arts use symbols and representations to convey meaning.Learners understand the visual arts use symbols and representations to convey meaning.Learners understand the visual arts use symbols and representations to convey meaning.Learners understand the visual arts use symbols and representations to convey meaning.Learners understand the visual arts use symbols and representations to convey meaning.Learners understand the visual arts use symbols and representations to convey meaning.Learners understand the visual arts use symbols and representations to convey meaning.

Indicator 1.2.1SYMBOLS

Learners recognize simple universal symbols (M of MacDonald’s, Cross, Heart)

Learners demonstrate an awareness of simple signs and symbols encountered in their daily lives.

Learners demonstrate an awareness of signs andsymbols encountered in their daily lives and in works of art



L e a r n e r s u n d e r s t a n d symbols may differ from culture to culture.



L e a r n e r s u n d e r s t a n d symbols may differ from culture to culture. Plus they begin to manipulate symbols according to the intended audience and may create their own symbols.

L e a r n e r s u n d e r s t a n d symbols may differ from culture to culture. Plus they m a n i p u l a t e s y m b o l s according to the intended audience and may create their own symbols.

Learners understand and can explain how symbols can be similar and different from culture to culture. They utilise symbols according to the intended audience and m a y c r e a t e t h e i r o w n symbols and symbolic visual language.



Learning Outcome 1.3 Learners have a concept of being an audience of different art forms and display awareness of sharing art with others.Learners have a concept of being an audience of different art forms and display awareness of sharing art with others.Learners have a concept of being an audience of different art forms and display awareness of sharing art with others.Learners have a concept of being an audience of different art forms and display awareness of sharing art with others.Learners have a concept of being an audience of different art forms and display awareness of sharing art with others.Learners have a concept of being an audience of different art forms and display awareness of sharing art with others.Learners have a concept of being an audience of different art forms and display awareness of sharing art with others.Learners have a concept of being an audience of different art forms and display awareness of sharing art with others.

Indicator 1.3.1 A r t h a s a v a r i e t y o f p u r p o s e s ; t o e x p r e s s imagination, to decorate.

A r t h a s a v a r i e t y o f purposes: to tell a story ( i l l us t ra te ) , to express imagination, to decorate.

Learners make connections b e t w e e n c r e a t i o n a n d purpose in art making. Learn how purposes for art mak ing can va ry f rom exploring or experimenting to personal purposes (e.g., to document a special event or to express feelings).

Learners make connections b e t w e e n c r e a t i o n a n d purpose in art making. Learn how purposes for art mak ing can va ry f rom exploring or experimenting to personal purposes (e.g., to document a special event or to express feelings).

Learners will become an engaged and responsive audience for a variety of art forms.

Learners recognize that different audiences respond in different ways to artworks.

Learners recognize that different audiences respond in different ways to artworks.

L e a r n e r s i d e n t i f y a n d consider the contexts in which artworks were made, and consider their audience when creating.

L e a r n e r s i d e n t i f y a n d consider the contexts in which artworks were made, and consider their audience when creating.

L e a r n e r s i d e n t i f y a n d consider the contexts in which artworks were made, and consider the impact on t h e i r a u d i e n c e w h e n creating.

L e a r n e r s u s e t h e i r knowledge, experiences and research skills to evaluate artworks. They can use the c r i t i q u e p r o c e s s w i t h confidence.



Indicator 1.3.2 Learners are exposed to a variety of art forms.

Learners ask questions about and make comments art they are shown.

Learners ask questions about and make comments art they are shown.

Learners ask questions about art they are shown and make comments.

Learners ask questions about art they have seen (outside the art room).

Learners ask questions about art they have seen (outside the art room).

L e a r n e r s u s e t h e i r knowledge and experiences t o m a k e i n f o r m e d interpretations of artworks.


L e a r n e r s u s e t h e i r knowledge and experiences t o m a k e i n f o r m e d judgements about artworks.

L e a r n e r s u s e t h e i r knowledge, experiences and research skills to evaluate artworks.

L e a r n e r s u s e t h e i r knowledge, experiences and research skills to evaluate artworks. They can use the c r i t i q u e p r o c e s s w i t h increasing confidence.


L e a r n e r s u s e t h e i r knowledge, experiences and research skills to evaluate artworks. They can use the c r i t i q u e p r o c e s s w i t h confidence and teach others how to do so.

Indicator 1.3.3

Learners make comments about what they notice in an artwork.

Learners describe what they notice about an artwork.

Learners communicate their initial responses to artwork in verbally.

Learners communicate their initial responses to artwork in verbally.

Learners communicate their in i t ia l responses to an ar twork in v isua l , o ra l modes.

Learners communicate their in i t ia l responses to an ar twork in v isua l , o ra l modes.

Learners reflect on the f a c t o r s t h a t i n f l u e n c e p e r s o n a l r e a c t i o n s t o artwork.

Learners communicate initial and subsequent responses t o a r t w o r k s t h r o u g h artwork(s) and/or via written or other forms of expression (for example, podcasts etc).

Learners communicate initial and subsequent responses t o a r t w o r k s t h r o u g h artwork(s) and via written or other forms of expression (for example, podcasts etc).

Learners reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities.

Learners reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities.

Learners reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities; they do this frequently and teach others to do so.

Learning Outcome 1.4 Learners are aware that artworks may be created with a specific audience in mind.Learners are aware that artworks may be created with a specific audience in mind.Learners are aware that artworks may be created with a specific audience in mind.Learners are aware that artworks may be created with a specific audience in mind.Learners are aware that artworks may be created with a specific audience in mind.Learners are aware that artworks may be created with a specific audience in mind.Learners are aware that artworks may be created with a specific audience in mind.Learners are aware that artworks may be created with a specific audience in mind.

Indicator 1.4.1Learners create artwork with a specific audience in mind. Grade 5 Exhibition.

Learners create artworks for a specific audience and begin to experiment with c r e a t i n g a n i n t e n d e d impression.

Learners create artworks for a specific audience and with an intended impact in mind.



Learners create artworks for a specific audience and with an intended impact in mind and teach others to do so.

Learning Outcome 1.5 The learner demonstrates knowledge and understanding of the different genres of art.The learner demonstrates knowledge and understanding of the different genres of art.The learner demonstrates knowledge and understanding of the different genres of art.The learner demonstrates knowledge and understanding of the different genres of art.The learner demonstrates knowledge and understanding of the different genres of art.The learner demonstrates knowledge and understanding of the different genres of art.The learner demonstrates knowledge and understanding of the different genres of art.The learner demonstrates knowledge and understanding of the different genres of art.

Indicator 1.5.1Learners note difference between representational, abstract works of art.

L e a r n e r s r e c o g n i z e representational, abstract, and nonrepresentational works of art.

L e a r n e r s r e c o g n i z e representational, abstract, and nonrepresentational works of art.

Learners distinguish and describe representational, a b s t r a c t , a n d nonrepresentational works of art.



Lea rne rs d i s t i ngu i sh , d e s c r i b e a n d c r e a t e representational, abstract, and/or nonrepresentational works of art.





Learning Outcome 1.6 Learners show an understanding that ideas, feelings and experiences can be communicated through arts.Learners show an understanding that ideas, feelings and experiences can be communicated through arts.Learners show an understanding that ideas, feelings and experiences can be communicated through arts.Learners show an understanding that ideas, feelings and experiences can be communicated through arts.Learners show an understanding that ideas, feelings and experiences can be communicated through arts.Learners show an understanding that ideas, feelings and experiences can be communicated through arts.Learners show an understanding that ideas, feelings and experiences can be communicated through arts.Learners show an understanding that ideas, feelings and experiences can be communicated through arts.

Indicator 1.6.1 See 1.1.2 for PYP notes about ideas, feelings and experiences.See 1.1.2 for PYP notes about ideas, feelings and experiences.See 1.1.2 for PYP notes about ideas, feelings and experiences.See 1.1.2 for PYP notes about ideas, feelings and experiences.See 1.1.2 for PYP notes about ideas, feelings and experiences.See 1.1.2 for PYP notes about ideas, feelings and experiences.See 1.1.2 for PYP notes about ideas, feelings and experiences.See 1.1.2 for PYP notes about ideas, feelings and experiences.

Learners communicate real or imaginary experiences, feelings and ideas through various art forms and reveal their inspiration and the intended message through an art report and artist’s statement.

Learners communicate real or imaginary experiences, feelings and ideas through various art forms and reveal their inspiration and the intended message through an art report and artist’s statement.

Learners communicate real or imaginary experiences, feelings and ideas through various art forms and reveal their inspiration and the intended message through t h e D W B a n d a r t i s t ’ s statement.

Learners communicate real or imaginary experiences, feelings and ideas through various art forms and reveal their inspiration and the intended message through t h e I W B a n d a r t i s t ’ s statement.

Learners communicate real or imaginary experiences, feelings and ideas through various art forms and reveal their inspiration and the in tended message and theme through the IWB, a r t i s t ’ s s ta tement and candidate statement

Learning Outcome 1.7 Learners demonstrate an understanding that there are similarities and differences between different cultures, places and times.Learners demonstrate an understanding that there are similarities and differences between different cultures, places and times.Learners demonstrate an understanding that there are similarities and differences between different cultures, places and times.Learners demonstrate an understanding that there are similarities and differences between different cultures, places and times.Learners demonstrate an understanding that there are similarities and differences between different cultures, places and times.Learners demonstrate an understanding that there are similarities and differences between different cultures, places and times.Learners demonstrate an understanding that there are similarities and differences between different cultures, places and times.Learners demonstrate an understanding that there are similarities and differences between different cultures, places and times.

Indicator 1.7.1 See 3.1 & 3.3 for the PYP and MYP Visual Art time, place and culture notes.See 3.1 & 3.3 for the PYP and MYP Visual Art time, place and culture notes.See 3.1 & 3.3 for the PYP and MYP Visual Art time, place and culture notes.See 3.1 & 3.3 for the PYP and MYP Visual Art time, place and culture notes.See 3.1 & 3.3 for the PYP and MYP Visual Art time, place and culture notes.See 3.1 & 3.3 for the PYP and MYP Visual Art time, place and culture notes.See 3.1 & 3.3 for the PYP and MYP Visual Art time, place and culture notes.See 3.1 & 3.3 for the PYP and MYP Visual Art time, place and culture notes.See 3.1 & 3.3 for the PYP and MYP Visual Art time, place and culture notes.See 3.1 & 3.3 for the PYP and MYP Visual Art time, place and culture notes.

The learner descr ibes, analyses and interprets in order to make objective judgements regarding Visual Art from different cultures and historical time periods.

The learner descr ibes , analyses and interprets in order to make objective judgements regarding Visual Art from different cultures and historical time periods.

The learner descr ibes , analyses and interprets in order to make objective judgements regarding Visual Art from different cultures and historical time periods.

Learning Outcome 1.8 The learner demonstrates knowledge and understanding of the different functions of art.The learner demonstrates knowledge and understanding of the different functions of art.The learner demonstrates knowledge and understanding of the different functions of art.The learner demonstrates knowledge and understanding of the different functions of art.The learner demonstrates knowledge and understanding of the different functions of art.The learner demonstrates knowledge and understanding of the different functions of art.The learner demonstrates knowledge and understanding of the different functions of art.The learner demonstrates knowledge and understanding of the different functions of art. The learner describes, analyses and interprets in order to contemplate the function of Visual Art from different cultures and historical time periods.The learner describes, analyses and interprets in order to contemplate the function of Visual Art from different cultures and historical time periods.The learner describes, analyses and interprets in order to contemplate the function of Visual Art from different cultures and historical time periods.

Indicator 1.8.1Learners compare and c o n t r a s t t h e d i f f e r e n t functions of art.

Learners research, compare and contrast the different functions of art.

The learner collects and analyses in-depth academic information on Visual Art in o rde r to d i scove r i t ’ s function.

The learner collects and analyses in-depth academic information on Visual Art in o r d e r t o d i s c o v e r i t ’ s function.

The learner collects and analyses in-depth academic information on Visual Art in o r d e r t o d i s c o v e r i t ’ s function and teach others to do so.



Indicator 1.8.2Learners begin to relate the different functions of art to concepts.

Learners relate the different functions of art to concepts.

The learner presents in-d e p t h a n a l y s i s a n d interpretation of Visual Art that relates to a wide range of concepts.

The learner presents in-d e p t h a n a l y s i s a n d interpretation of Visual Art that relates to a wide range of concepts.

The learner presents in-d e p t h a n a l y s i s a n d interpretation of Visual Art that relates to a wide range of concepts and teach others to do so.

Learning Outcome 1.9 The learner demonstrates knowledge and understanding of different manifestations of Visual ArtThe learner demonstrates knowledge and understanding of different manifestations of Visual ArtThe learner demonstrates knowledge and understanding of different manifestations of Visual ArtThe learner demonstrates knowledge and understanding of different manifestations of Visual ArtThe learner demonstrates knowledge and understanding of different manifestations of Visual ArtThe learner demonstrates knowledge and understanding of different manifestations of Visual ArtThe learner demonstrates knowledge and understanding of different manifestations of Visual ArtThe learner demonstrates knowledge and understanding of different manifestations of Visual Art

indicator 1.9.1 See 4.1 & 4.4 for the various tools, techniques and art forms that students encounter in PYP and MYP Visual Art.See 4.1 & 4.4 for the various tools, techniques and art forms that students encounter in PYP and MYP Visual Art.See 4.1 & 4.4 for the various tools, techniques and art forms that students encounter in PYP and MYP Visual Art.See 4.1 & 4.4 for the various tools, techniques and art forms that students encounter in PYP and MYP Visual Art.See 4.1 & 4.4 for the various tools, techniques and art forms that students encounter in PYP and MYP Visual Art.See 4.1 & 4.4 for the various tools, techniques and art forms that students encounter in PYP and MYP Visual Art.See 4.1 & 4.4 for the various tools, techniques and art forms that students encounter in PYP and MYP Visual Art.See 4.1 & 4.4 for the various tools, techniques and art forms that students encounter in PYP and MYP Visual Art.See 4.1 & 4.4 for the various tools, techniques and art forms that students encounter in PYP and MYP Visual Art.See 4.1 & 4.4 for the various tools, techniques and art forms that students encounter in PYP and MYP Visual Art.

Knowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding DomainKnowledge and Understanding Domain

2 BCIS Standard Statement 2: The learner demonstrates an understanding of appropriate arts terminology to describe and reflect their critical understanding.BCIS Standard Statement 2: The learner demonstrates an understanding of appropriate arts terminology to describe and reflect their critical understanding.BCIS Standard Statement 2: The learner demonstrates an understanding of appropriate arts terminology to describe and reflect their critical understanding.BCIS Standard Statement 2: The learner demonstrates an understanding of appropriate arts terminology to describe and reflect their critical understanding.BCIS Standard Statement 2: The learner demonstrates an understanding of appropriate arts terminology to describe and reflect their critical understanding.BCIS Standard Statement 2: The learner demonstrates an understanding of appropriate arts terminology to describe and reflect their critical understanding.BCIS Standard Statement 2: The learner demonstrates an understanding of appropriate arts terminology to describe and reflect their critical understanding.BCIS Standard Statement 2: The learner demonstrates an understanding of appropriate arts terminology to describe and reflect their critical understanding.BCIS Standard Statement 2: The learner demonstrates an understanding of appropriate arts terminology to describe and reflect their critical understanding.BCIS Standard Statement 2: The learner demonstrates an understanding of appropriate arts terminology to describe and reflect their critical understanding.

Learning Outcome 2.1 The learner demonstrates knowledge and understanding of the DP Visual Arts command terms in various contexts.The learner demonstrates knowledge and understanding of the DP Visual Arts command terms in various contexts.The learner demonstrates knowledge and understanding of the DP Visual Arts command terms in various contexts.The learner demonstrates knowledge and understanding of the DP Visual Arts command terms in various contexts.The learner demonstrates knowledge and understanding of the DP Visual Arts command terms in various contexts.The learner demonstrates knowledge and understanding of the DP Visual Arts command terms in various contexts.The learner demonstrates knowledge and understanding of the DP Visual Arts command terms in various contexts.The learner demonstrates knowledge and understanding of the DP Visual Arts command terms in various contexts.

indicator 2.1 Not applicable to PYP & MYP. NOTE: For art terminology standard statements see 4.2 & 4.3Not applicable to PYP & MYP. NOTE: For art terminology standard statements see 4.2 & 4.3Not applicable to PYP & MYP. NOTE: For art terminology standard statements see 4.2 & 4.3Not applicable to PYP & MYP. NOTE: For art terminology standard statements see 4.2 & 4.3Not applicable to PYP & MYP. NOTE: For art terminology standard statements see 4.2 & 4.3Not applicable to PYP & MYP. NOTE: For art terminology standard statements see 4.2 & 4.3Not applicable to PYP & MYP. NOTE: For art terminology standard statements see 4.2 & 4.3Not applicable to PYP & MYP. NOTE: For art terminology standard statements see 4.2 & 4.3Not applicable to PYP & MYP. NOTE: For art terminology standard statements see 4.2 & 4.3Not applicable to PYP & MYP. NOTE: For art terminology standard statements see 4.2 & 4.3

Application DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication Domain

3 BCIS Standard Statement 3: The learner will respond to and make comparative analysis of arts objects in relation to time, place and cultures.BCIS Standard Statement 3: The learner will respond to and make comparative analysis of arts objects in relation to time, place and cultures.BCIS Standard Statement 3: The learner will respond to and make comparative analysis of arts objects in relation to time, place and cultures.BCIS Standard Statement 3: The learner will respond to and make comparative analysis of arts objects in relation to time, place and cultures.BCIS Standard Statement 3: The learner will respond to and make comparative analysis of arts objects in relation to time, place and cultures.BCIS Standard Statement 3: The learner will respond to and make comparative analysis of arts objects in relation to time, place and cultures.BCIS Standard Statement 3: The learner will respond to and make comparative analysis of arts objects in relation to time, place and cultures.BCIS Standard Statement 3: The learner will respond to and make comparative analysis of arts objects in relation to time, place and cultures.BCIS Standard Statement 3: The learner will respond to and make comparative analysis of arts objects in relation to time, place and cultures.BCIS Standard Statement 3: The learner will respond to and make comparative analysis of arts objects in relation to time, place and cultures.

Learning Outcome 3.1 Learners explore the arts across time, place and culture. [McRel] Learners will know how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art.Learners explore the arts across time, place and culture. [McRel] Learners will know how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art.Learners explore the arts across time, place and culture. [McRel] Learners will know how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art.Learners explore the arts across time, place and culture. [McRel] Learners will know how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art.Learners explore the arts across time, place and culture. [McRel] Learners will know how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art.Learners explore the arts across time, place and culture. [McRel] Learners will know how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art.Learners explore the arts across time, place and culture. [McRel] Learners will know how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art.Learners explore the arts across time, place and culture. [McRel] Learners will know how to use structures (e.g., sensory qualities, organizational principles, expressive features) and functions of art.

Indicator 3.1.1AWARENESS OF ART

Students will recognise their own home country and language may be different than others’.

Students begin to recognize wo rk f rom the i r home country.

Students begin to recognize wo rk f rom the i r home country.

Students will recognise their own home country and language may be different than others’.

Students begin to recognize wo rk f rom the i r home country, and other countries in relation to their personal exper iences (vacat ions, friends from other places).

Students begin to recognize wo rk f rom the i r home country, and other countries in relation to their personal exper iences (vacat ions, friends from other places).

Students recognize work from their home country, and other countries in relation to their personal experiences (vacations, friends from other places).

Students recognize and reflect on work from their home country, and other countries in relation to their p e r s o n a l e x p e r i e n c e s (vacations, friends from other places).

Students recognize and reflect on work from their home country, base country and other countr ies in relation to their personal e x p e r i e n c e s a n d v i a research.

Students recognize and reflect on work from their home country, base country and other countr ies in relation to their personal e x p e r i e n c e s a n d v i a research.

The learner communicates a critical understanding of how the language of art has been used to communicate meaning.

The learner communicates a critical understanding of how the language of art has been u s e d t o c o m m u n i c a t e meaning.

The learner engages in c r i t i c a l a n a l y s i s independently and with peers in order to develop a deeper understanding of interpretations of Visual Art from different cultures and historical time periods.

Indicator 3.1.2 ART IN CONTEXT

Exposure to a variety of art works in our environment

Respond to visual art forms that they see around them

Respond to visual art forms that they see around them

Recognize and describe visual art forms that they see around them

Identify and describe visual art forms that they see in their home, at school, in their community,

Identify and describe visual art forms that they see in their home, at school, in their community,

Identify and describe visual art forms that they see in their home, at school, in their community, and in visual arts experiences

Identify and describe visual art forms that they see in their home, at school, in their community, and in visual arts experiences

Identify and describe visual art forms that they see in their home, at school, in their community, in visual arts experiences and beyond.

Identify and describe visual art forms that they see in their home, at school, in their community, in visual arts experiences and beyond.



The learner engages in c r i t i c a l a n a l y s i s independently and with peers in order to develop a deeper understanding of interpretations of Visual Art from different cultures and historical time periods.Indicator 3.1.3

RESPOND TO ART WORKS

The learner will talk about w o r k f r o m t h e i r o w n portfolio .

The learner will choose and talk about work from their own portfolio.

The learner will choose and talk about work from their own and peer’s portfolio.

The learner will create and tell about the various ways people use visual arts in their lives.

The learner will create and tell about the various ways people use visual arts in their lives.

The learner will draw, tell, or write about the various ways people use visual arts in their lives.

The learner recognises that visual imagery is persuasive

The learner demonstrates k n o w l e d g e a n d understanding that visual imagery is persuasive

The learner demonstrates k n o w l e d g e a n d understanding that visual imagery is persuasive and used to provoke a reaction.

The learner demonstrates k n o w l e d g e a n d understanding that visual imagery is persuasive and used to provoke a specific reaction.




indicator 3.1.4ART AS COMMUNICATION

Learners understand art is a means of communication and expression.



People communicate ideas, feelings and experiences through the arts.



People explore issues, beliefs and values through arts.

People explore issues, beliefs and values through arts.

Students clearly express ideas, feelings, beliefs and values through the visual arts.

Students express powerful ideas, feelings, beliefs and values through the visual arts.




Learning Outcome 3.2 The learner demonstrates an understanding that work must be personally relevant. [McRel] Learners will understand the visual arts in relation to history and cultures. The learner demonstrates an understanding that work must be personally relevant. [McRel] Learners will understand the visual arts in relation to history and cultures. The learner demonstrates an understanding that work must be personally relevant. [McRel] Learners will understand the visual arts in relation to history and cultures. The learner demonstrates an understanding that work must be personally relevant. [McRel] Learners will understand the visual arts in relation to history and cultures. The learner demonstrates an understanding that work must be personally relevant. [McRel] Learners will understand the visual arts in relation to history and cultures. The learner demonstrates an understanding that work must be personally relevant. [McRel] Learners will understand the visual arts in relation to history and cultures. The learner demonstrates an understanding that work must be personally relevant. [McRel] Learners will understand the visual arts in relation to history and cultures. The learner demonstrates an understanding that work must be personally relevant. [McRel] Learners will understand the visual arts in relation to history and cultures.

indicator 3.2.1ART IS PERSONAL

Learners explore personal visual experiences.

Learners explore personal visual experiences.

Learners make connections between their artwork and the artwork of others.

Learners make connections between their art work and that of others to extend their thinking.

Learners make connections between their art work and that of others to extend their thinking.

Learners explore personal interests, beliefs and values through creative work.

Learners explore personal interests, beliefs and values through creative work.

Learners explore a range of p o s s i b i l i t i e s a n d p e r s p e c t i v e s t o communicate in broader ways though creative work.

Lea rne rs exp lo re the i r personal aesthetic through a r a n g e o f c r e a t i v e possibilities.

Lea rne rs exp lo re the i r personal aesthetic through a range of creative possibilities to communicate a specific message.

Learners exp lo re the i r personal aesthetic through a r a n g e o f c r e a t i v e possibilities to communicate a specific message.

Learne rs exp lo re the i r personal aesthetic through a range of creative possibilities to communicate a specific message.

Learne rs exp lo re the i r personal aesthetic through a range of creative possibilities to communicate a specific message and teach others to do so

Learning Outcome 3.3 The learner demonstrates an understanding that art exists in a cultural context.The learner demonstrates an understanding that art exists in a cultural context.The learner demonstrates an understanding that art exists in a cultural context.The learner demonstrates an understanding that art exists in a cultural context.The learner demonstrates an understanding that art exists in a cultural context.The learner demonstrates an understanding that art exists in a cultural context.The learner demonstrates an understanding that art exists in a cultural context.The learner demonstrates an understanding that art exists in a cultural context.

Indicator 3.3.1 Learners are exposed to art from different cultures.

Learners are exposed to art from different cultures.

Learners demonstrate an awareness of art from their own home country.

Learners demonstrate an awareness of art from their own home country.

Learners demonstrate an awareness and investigate art from different cultures.

Learners will investigate the purposes of artwork from different places and a range of cultures including their own.

Learners will investigate the purposes of artwork from different places and a range of cultures including their own.

Learners wi l l compare, contrast and categorise artworks from a range of cultures and places.

Learners research, compare and evaluate artworks from a range of cultures and time periods.

Learners research, compare a n a l y s e a n d e v a l u a t e artworks from a range of cultures and time periods.

The learner describes and a n a l y s e s i n o r d e r t o contemplate the meaning of Visual Art from different cultures and historical time periods.



Application DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication Domain

4 BCIS Standard Statement 4: Learners will demonstrate expressive, creative and artistic skills through exploration, control and development of ideas, arts elements, materials, tools and techniques.BCIS Standard Statement 4: Learners will demonstrate expressive, creative and artistic skills through exploration, control and development of ideas, arts elements, materials, tools and techniques.BCIS Standard Statement 4: Learners will demonstrate expressive, creative and artistic skills through exploration, control and development of ideas, arts elements, materials, tools and techniques.BCIS Standard Statement 4: Learners will demonstrate expressive, creative and artistic skills through exploration, control and development of ideas, arts elements, materials, tools and techniques.BCIS Standard Statement 4: Learners will demonstrate expressive, creative and artistic skills through exploration, control and development of ideas, arts elements, materials, tools and techniques.BCIS Standard Statement 4: Learners will demonstrate expressive, creative and artistic skills through exploration, control and development of ideas, arts elements, materials, tools and techniques.BCIS Standard Statement 4: Learners will demonstrate expressive, creative and artistic skills through exploration, control and development of ideas, arts elements, materials, tools and techniques.BCIS Standard Statement 4: Learners will demonstrate expressive, creative and artistic skills through exploration, control and development of ideas, arts elements, materials, tools and techniques.BCIS Standard Statement 4: Learners will demonstrate expressive, creative and artistic skills through exploration, control and development of ideas, arts elements, materials, tools and techniques.BCIS Standard Statement 4: Learners will demonstrate expressive, creative and artistic skills through exploration, control and development of ideas, arts elements, materials, tools and techniques.

Learning Outcome 4.1[BCIS] Explore and develop skills using art materials, tools and techniques to express and communicate their artistic intentions.[McRel] Learners will understand and apply media, techniques and processes related to the visual arts. [BCIS] Explore and develop skills using art materials, tools and techniques to express and communicate their artistic intentions.[McRel] Learners will understand and apply media, techniques and processes related to the visual arts. [BCIS] Explore and develop skills using art materials, tools and techniques to express and communicate their artistic intentions.[McRel] Learners will understand and apply media, techniques and processes related to the visual arts. [BCIS] Explore and develop skills using art materials, tools and techniques to express and communicate their artistic intentions.[McRel] Learners will understand and apply media, techniques and processes related to the visual arts. [BCIS] Explore and develop skills using art materials, tools and techniques to express and communicate their artistic intentions.[McRel] Learners will understand and apply media, techniques and processes related to the visual arts. [BCIS] Explore and develop skills using art materials, tools and techniques to express and communicate their artistic intentions.[McRel] Learners will understand and apply media, techniques and processes related to the visual arts. [BCIS] Explore and develop skills using art materials, tools and techniques to express and communicate their artistic intentions.[McRel] Learners will understand and apply media, techniques and processes related to the visual arts. [BCIS] Explore and develop skills using art materials, tools and techniques to express and communicate their artistic intentions.[McRel] Learners will understand and apply media, techniques and processes related to the visual arts. [BCIS] Explore and develop skills using art materials, tools and techniques to express and communicate their artistic intentions.[McRel] Learners will understand and apply media, techniques and processes related to the visual arts.

Indicator 4.1.1 PENCILS

Holds a sketching/drawing pencil correctly.

Manipulates a drawing/sketching pencil.

Can create desired shapes and lines with a pencil.

Explores the possibilities of various drawing/sketching pencils.

Uses a pencil correctly to achieve dark and light lines.Emerging understanding of shading to create value and texture.

Emerging ability to create accurate life drawings. Develops an understanding o f t h e v a l u e s c a l e possibilities with sketching pencils.

Developing ability to create accurate life drawings.C h o o s e s a p p r o p r i a t e drawing pencil for specific task (e .g . 6B for dark shadows).

Established ability to create accurate life drawings. Can create life drawings which include various textures and values. Creates diverse textures and values using all pencils.

Learners demonstrate a growing level of skill and technique in regards to a variety of teacher-directed and/or student-determined 2D, 3D and computer-based materials.





Indicator 4.1.2 DRAWING TOOLS

Uses a variety of mark making tools to draw

Uses a variety of mark making tools to draw

Uses a variety of mark making tools to draw and demonstrates understanding of differences in materials




Developing skills smudging, rubbing, blending, creating a wide variety of textures and values using various drawing materials.

Establishing skills smudging, rubbing, blending, creating a wide variety of textures and values using various drawing materials.






Indicator 4.1.3DRAWING TOOLS

H o l d s d r a w i n g t o o l appropriately.

Manipulates a drawing tool to create lines and shapes.

Emerging accuracy with various drawing tools.

D e v e l o p i n g a c c u r a c y manipulating drawing tools to their desired effect.




Establishing skills using various drawing materials.






Indicator 4.1.4PAINTING Holds brushes appropriately.

E m e r g i n g a b i l i t y t o manipulate rollers, sponges, hand stamps and some small brushes.

D e v e l o p i n g a b i l i t y t o manipulate rollers, sponges and some small brushes.

Es tab l i sh ing ab i l i t y t o manipulate small brushes and other painting tools.

Exploring using standard brushes, emerging ability choosing the correct brush for the correct job.

Emerging skills choosing and using standard brushes.

Developing skills choosing and using standard brushes.

Establishing skill using a wide range of brushes for various tasks.






Indicator 4.1.5 PAINTING TOOLS

Uses a variety of painting tools to apply paint

Uses a variety of painting tools to apply paint

Uses a variety of painting tools for different effects

Uses a variety of painting tools for specific effects

Emerging ability to choose accurately the correct size brush for the task at hand.

Developing brush technique to achieve various textures.

Developing brush technique to achieve various textures.

Establishing ability to choose accurately and manipulating various brushes to achieve various values, textures and affects.






Indicator 4.1.6CLAY

Manipulates clay pinching, p u l l i n g a n d p o k i n g techniques and forming into a ball

Manipulates clay pinching, p u l l i n g a n d p o k i n g techniques and forming into a ball, rolling and flattening.

Learners explore clay using pinching, poking, and pulling techniques to create simple, familiar forms and shapes

Learners explore clay using pinching, poking, and pulling techniques to create simple, familiar animal shapes or small pots, adding texture with found materials

Manipulates clay into a ball, c o i l s m a k e c o n t a i n e r . Introduce slab building

Manipulates clay into a ball, c o i l s m a k e c o n t a i n e r . Introduce slab building

Manipulates clay into a ball, c o i l s s l a b s t o m a k e containers. Introduce pinch pots building

Manipulates clay into a ball, coils slabs to make 3D form.Use pinch pots Slab or coils to make form.








Indicator 4.1.7MODELLING MATERIALS

Is exposed to a variety of modelling materials (play dough, clay, papier mache)

Is exposed to a variety of modelling materials (play dough, clay, papier mache)

Creating form using a variety of modelling materials

Developing skills to create form using a variety of modelling materials. Works from 2D to 3D

Developing skills to create form using a variety of modelling materials. Works from 2D to 3D

Developing skills to create 3D structural form using a variety of materials

Developing skills to create 3D structural form using a variety of materials

Developing skills to create 3D structural form from 2D imagery using a variety of materials

2D, 3D and computer-based materials.


Indicator 4.1.8MODELLING TOOLS

Uses hands as tools to manipulate materials



Uses papier mache, plaster bandage/ mod rock type materials to reinforce form

Uses papier mache, plaster bandage/ mod rock type materials to reinforce form

Exposure to greater variety of more complex tools including cutting knives to create form using a variety of modelling materials

Exposure to greater variety of more complex tools to create form using a variety of modelling materials

Exposure to greater variety of more complex tools to create form using a variety of modelling materials



Indicator 4.1.9PRINTING MATERIALS

Uses a variety of tools to duplicate /stamp and print marks

Learners explore a range of pr int making mater ia ls, printing techniques, and vocabulary. Uses a variety of tools to duplicate /stamp and print marks

Learners explore a range of pr int making mater ia ls, printing techniques, and vocabulary to develop print mak ing sk i l l s . Exp lo re texture and introduce mono printing and develop use of a variety of tools

Develop mono printing and develop use of a variety of tools

Introduce collographs and intaglio printing

Develop collographs and intaglio printing

Int roduce ed i t ion pr in t making

Int roduce ed i t ion pr in t making



Indicator 4.1.10COLLAGING MATERIALS

Learner is exposed to a variety of 2D materials and tools to create art.

Learner chooses from a variety of 2D materials and tools and processes to create art.

Learner use a variety of materials and uses tools and processes to create art.

Learner creates from a variety of materials and uses tools and processes to create art.

Learner creates from a variety of materials and texts a n d u s e s t o o l s a n d processes to create art.

Learner creates from a variety of materials and texts a n d u s e s t o o l s a n d processes to create art.

Learner chooses to a variety of mixed media, texts and processes to create art and express ideas.

Learner chooses to a variety of mixed media, texts and processes to create art and express ideas.




Learners demonstrate a h igh leve l of sk i l l and technique in regards to a v a r i e t y o f s t u d e n t -determined 2D, 3D and computer-based materials.

Learners demonstrate a h igh leve l of sk i l l and technique in regards to a v a r i e t y o f s t u d e n t -determined 2D, 3D and computer-based materials.

Indicator 4.1.113 D C O N S T R U C T I O N MATERIALS

Learner is exposed to a variety of 3D materials and tools to create art.

Learner chooses a variety of 3D materials and tools to create art.

Learner uses a variety of 3D materials and tools to create art, and experiments with joining techniques.

Learner uses a variety of 3D materials and tools to create art, and experiments with joining techniques.

Learner focuses on a variety of 3D materials and tools to create art for a specific purpose and experiments with joining techniques.

Learner focuses on a variety of 3D materials and tools to create art for a specific purpose and experiments with joining techniques.

Learner focuses on specific 3D materials and tools to create art for a specific purpose and experiments with joining techniques.

Learner focuses on specific 3D materials and tools to create art for a specific purpose and experiments with joining techniques.



Learning Outcome 4.2[BCIS] Students will use elements of design in art works to communicate ideas, messages, and personal understandings.

[McRel] Learners will know how to use structures (e.g., sensory qualities, organisational principles, expressive features) and functions of art.

[BCIS] Students will use elements of design in art works to communicate ideas, messages, and personal understandings.














Indicator 4.2.1 LINE Identify a line.Describe different kinds of lines (e.g., jagged, broken, straight, curved);

Identify characteristics of a variety of lines (e.g., thick, thin, broken, dotted);

Identify types of lines in art w o r k s a n d i n t h e environment (e.g., horizontal, vertical, diagonal, curved).

Identify types of lines in art w o r k s a n d i n t h e environment (e.g., horizontal, vertical, diagonal, curved) and use those lines to create patterns.

Iden t i f y t ypes o f l i ne ; horizontal, vertical, diagonal lines; lines that show motion (e.g., pointy, curvy); lines inside shapes

Uses l ines to ind icate emot ion (e .g. , smooth, horizontal lines can give a f e e l i n g o f p e a c e a n d harmony); contour lines (e.g., edges of objects); lines of various weights; repetition of lines to create visual rhythm

Students will create linear and curved hatching and cross-hatching that add a sense of depth to shape and form; gesture drawings; implied lines for movement and depth.

Describe how line may be used to define shapes and f o r m s a n d t o c r e a t e movement and depth.

L e a r n e r s c a n d e f i n e , describe and recognise the seven (7) elements of art and use them in isolation or comb ina t ion w i th one another and the principles of design for effect and artistic expression.

The learner demonstrates k n o w l e d g e a n d u n d e r s t a n d i n g o f t h e Elements and Principles v o c a b u l a r y t h r o u g h analysis,hypothesis and experimenting in varying contexts.

The learner demonstrates k n o w l e d g e a n d u n d e r s t a n d i n g o f t h e Elements and Principles v o c a b u l a r y t h r o u g h analysis,hypothesis and experimenting in varying contexts.

The learner can present an in-depth analysis of an art form in written, verbal and recorded format using the appropriate terminology.

Indicator 4.2.2 COLOUR Students recognize and name the primary colours.

Identify, sort and classify pr imary and secondary colours.

Recognizes which pairing of p r i m a r y c o l o u r s m a k e secondary colours (e.g., blue + Yellow = green)

Developing independent skills mixing primary colours in to secondary colours.

N a m e s p r i m a r y a n d s e c o n d a r y c o l o u r s , developing skills mixing colours with a limited palette t o c r e a t e t h e i r o w n secondary colours.

Emerging understanding of colour theory. Recognize a m on och r om a t i c c o lou r scheme; colour emphasis t h r o u g h v a r i a t i o n s i n intensity mixing of a tint; identification of light and dark.

Developing understanding of colour theory. Uses colour for expression (e.g., warm and cool colours); colour to indicate emotion; Describe, u s i n g a p p r o p r i a t e vocabulary, how artists use the elements of design to communicate information and create a particular mood (e.g., the use of the bright primary colours red and y e l l o w t o s u g g e s t happiness).

Established understanding of colour theory. Uses complementary colours, hue, intensity. Recognizes which pairing of primary colours make secondary colours, and how best to use these to achieve desired secondary or tertiary colour.

Established understanding of colour theory. Uses complementary colours, hue, intensity (e.g., dulling, or neutralizing, colour intensity by mixing the colour with a s m a l l a m o u n t o f i t s complementary hue).


The learner can present an in-depth critique of an art form in written, verbal and recorded format using the appropriate terminology.



Indicator 4.2.3 SHAPEEmerging understanding and v o c a b u l a r y d e s c r i b i n g various shapes.

Developing understanding and vocabulary describing various shapes.

Established understanding and vocabulary describing various shapes.

Proficient understanding and v o c a b u l a r y d e s c r i b i n g various shapes. Developing u n d e r s t a n d i n g o f h o w arrangement of shapes creates objects.

Developing understanding of how overlapping of shapes can show depth.

Identify symmetrical and asymmetrical shapes in both t h e h u m a n - m a d e environment, and the natural world.

D e v e l o p i n g a n understanding of how to use shape and space together to create composition.

Es tab l i sh ing a g rea te r understanding of how shape and form create o ther o b j e c t s , a n d h o w t o manipulate materials to create these illusions.

Students will recognise and understand how various shapes are used as symbols, icons, logos.


The learner uses appropriate terminology to plan and strategise in the exploration of ideas for making Visual Art.



Indicator 4.2.4 FORMEmerging understanding of which shapes are associated with various forms.

Developing understanding of which shapes are associated with various forms.

Established understanding o f w h i c h s h a p e s a r e associated with various forms.

Proficient understanding of which shapes are associated with various forms. Student distinguishes accurately which forms are associated with various shapes.

Emerging understanding of how to create the illusion of form from 2D shapes. How to use shadow and texture t o m a k e t h e i r t w o dimensional work appear 3 Dimensional.

Recognizes shapes and forms (e.g., shapes and forms in buildings).

Distinguish between relief and freestanding sculpture.

Proficient understanding and v o c a b u l a r y d e s c r i b i n g various forms.

Developing understanding of how arrangement of forms within objects creates the whole.Developed understanding of how to develop a 2D work to show the illusion of depth.

Proficient understanding of three-dimensional forms.


The learner uses appropriate terminology in order to invent, create and explain personal expression through Visual Art.



Indicator 4.2.5 SPACE Us ing the who le page (picture plane).

Developing understanding of empty/full.

E m e r g i n g a t t e m p t s a t showing things near and far.

D e v e l o p i n g a n understanding of techniques u s e d t o s h o w d e p t h , overlapping, big & small, placement.

Creating the illusion of depth through background, middle ground and foreground. Literal balance in sculpture, to create stability.

D e v e l o p i n g a n understanding of balancing the space provided in any work to accommodate their image.Balancing large and small objects in their work.

Creating and understanding atmospheric perspective to create the illusion of depth.

Understanding how to use positive negative space, shading and cast shadows that create the illusion of depth.

Demonstrate the illusion of depth through; One-point perspectiveAtmospheric perspectiveOverlapping and placement


The learner demonstrates k n o w l e d g e a n d understanding of prescribed Elements and Principles of art and design in both critical and expressive ways.



Indicator 4.2.6 TEXTUREEmerging understanding and v o c a b u l a r y d e s c r i b i n g various textures.

Describe the texture of various familiar objects (e.g., rough, smooth, slippery, wet), using vocabulary and terminology appropriate for this grade.

Identify and describe a variety of textures (e.g., rough: tree bark; smooth: plastics; ridged: corduroy fabrics);

Describe textures that are real in art works (e.g., the smooth surface of a piece of pottery) and illusory (e.g., the rough texture of bark in a two-dimensional painting);

Textures of familiar objects (e .g. , rough t ree bark, smooth plastic plate, ridged corduroy fabric); illusion of texture (e.g., a rough texture created by patterns of lines); impasto (thick, textured paint)

Elaboration from familiar objects (e.g., embossing, piercing, pinching, pressing, scoring, scraping); texture quality (e.g., matte, sheen).

Developing understanding between real versus visual or illusory texture, and how to create textures using various media.

Established understanding between real versus visual or illusory texture, and how to create textures using various media.

Proficient understanding between real versus visual or illusory texture, and how to create textures using various media.


indicator 4.2.7 VALUE Emerging understanding of light and dark.

Developing understanding of how colour changes from light to dark.

Emerging understanding and vocabulary to describe light, dark and medium colours and/or gradual changes of lightness or darkness in an art work.

Developing understanding and vocabulary to describe light, dark and medium colours and/or gradual changes of lightness or darkness in an art work.

D e v e l o p i n g a n understanding, of how to c rea te l igh t , da rk and medium colours and/or gradual changes of lightness or darkness in their own art work.

Established understanding, of how to create light, dark and medium colours and/or gradual changes of lightness or darkness in their own art work.

Proficient colour mixing skills; mixing of shades; variations in value to create emphasis (contrast in value). Emerging use of these techniques to make images look 3D.Value scale used to create mood.

Understanding lightness or darkness of a colour and/or the gradual changes of lightness or darkness in an art work.E s t a b l i s h i n g u s e o f techniques to make images look 3D.Developing understanding of creating atmosphere through value.



Learning Outcome 4.3[BCIS] Students will use principles of design in art works to communicate ideas, messages, and personal understandings: to direct the audience.


[BCIS] Students will use principles of design in art works to communicate ideas, messages, and personal understandings: to direct the audience.
















Indicator 4.3.1 UNITY Same Sorting colours, shapes, types of line, or other elements.

Sorting colours, shapes, types of line...

Sorting and classifying by various means. Shape, then colour for example.

Understanding and choosing a colour scheme. Sorting and classifying colours into analogous groups.

Developing understanding of how to create cohesive work.

Creating within a style or using one technique creates unity within the cohort regardless of content.

Understanding how the arrangement of elements cohesively may give the viewer the feeling that all the parts of the piece form a coherent whole.

Learners can explain basically how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work in a logical, objective way.

Learners can explain clearly how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work in a logical, objective way.

Learners can explain clearly and expressively how elements and principles of design are used to c o m m u n i c a t e m e a n i n g o r understanding in their own and others’ art work in a logical, objective yet descriptive way.



Indicator 4.3.2 VARIETY Different Recognizing and sorting d i f f e r e n t t o o l s a n d materials.

I d e n t i f y i n g w h a t t h e differences are between colours, l ines, shapes, forms.

Purposefully using variety when creating.

Understanding variations on a major theme, creating strong contrasts.

Emerging understanding of variations in elements to c r e a t e i n t e r e s t , d r a w attention of the viewer.

Developing understanding of variations in elements to c r e a t e i n t e r e s t , d r a w attention of the viewer.

Using effectively the quality o f b e i n g d i v e r s e o r incorporating a number of dif ferent or contrast ing elements.

L e a r n e r s c a n d e f i n e , describe and recognise the seven (7) principles of design and use them in isolation or combination with one another for effect, artistic expression and to m a x i m i s e a n a r t i s t i c composition.


Indicator 4.3.3 RHYTHM Pattern Line direction. Repeating an element can create a pattern.

Elements can be used together to create the illusion of movement.

Emerging ability to use repeating elements to create patterns, and the illusion of movement in an art work.



Employ recurring elements to direct the movement of the viewer’s eye through the art work and give a sense of unity to the composition.



The learner communicates a basic understanding of how formal visual devices are deliberately used to direct the viewer

The learner communicates a s o m e w h a t c r i t i c a l understanding of how formal v i s u a l d e v i c e s a r e deliberately used to direct the viewer

The learner communicates a critical understanding of how formal visual devices are deliberately used to direct the viewer

Indicator 4.3.4 EMPHASIS Important Stamp - heavy/lightlyStrong/gentleColour strong/weak

“What does the artist want you to see first”

Recognizes the dominant element in an art work.

Emerging ability to draw the eye with strong use of an element of design.

Developing ability to draw the eye with strong use of an element of design.

Use of colour intensity, contrast in value, placement and size of shapes, and/or weight of line to create a particular focal point.

Use of colour intensity, contrast in value, placement and size of shapes, and/or weight of line to create a particular focal point



Lea rne rs can de f i ne , describe and recognise the fourteen (14) Elements and Pr inc ip les o f Ar t and Design and use them in isolation or combination with one another for effect, artistic expression and to m a x i m i s e a n a r t i s t i c composition.

L e a r n e r s c a n d e f i n e , describe and recognise the fourteen (14) Elements and Principles of Art and Design and use them in isolation or comb ina t ion w i th one another for effect, artistic expression and to maximise an artistic composition. They do this with growing confidence and maturity.

L e a r n e r s c a n d e f i n e , describe and recognise the fourteen (14) Elements and Principles of Art and Design and use them in isolation or comb ina t ion w i th one another for effect, artistic expression and to maximise an artistic composition. T h e y d o t h i s w i t h confidence and maturity and teach others to do the same.

indicator 4.3.5 VALUES Light and Dark Using values effectively Using values of colours to convey mood.

Recognizing the difference between dark and light colours.R e c o g n i z i n g o p a q u e /translucent/transparent.

Emerging ability to use contrast l ight and dark effectively in an image.

Developing ability to use c o n t r a s t a n d b a l a n c e t o g e t h e r t o c r e a t e a cohesive image.

Students will use tints and shades effectively to create mood. The use of light and dark and a developing understanding of how the colour expresses mood.



Indicator 4.3.6 PROPORTION Big/SmallTop bottom side Horizon

Scale & SizeBackgroundForeground

Emerging understanding of scale and proportion. Big a n d s m a l l i t e m s a r e appropriate in relation to one another.

The scale of one object c o m p a r e d t o i t s s u r r o u n d i n g s , w i t h indications of how close/far and how large/small the object is.

U n d e r s t a n d i n g h u m a n p r o p o r t i o n , t h e f a c i a l proportion and relative size of the head to the body.

The scale of one object c o m p a r e d t o i t s s u r r o u n d i n g s , w i t h indications of how close/far and how large/small the object is.



Indicator 4.3.7 BALANCE Empty and Full Too many things or not enough.

Too many things or not enough.

Emerging understanding of how to arrange items on the picture plane to create balance.

D e v e l o p i n g a n understanding of how to place objects of interest on the page to use the entire space effectively.

Creating work which uses the elements effectively.

D e v e l o p i n g a n understanding of how to avoid visual clutter, yet create visual interest.



Learning Outcome 4.4 The learner applies techniques to create and present art.The learner applies techniques to create and present art.The learner applies techniques to create and present art.The learner applies techniques to create and present art.The learner applies techniques to create and present art.The learner applies techniques to create and present art.The learner applies techniques to create and present art.The learner applies techniques to create and present art.The learner applies techniques to create and present art.

Indicator 4.4.1 Learner makes a r t i n response to a range of stimuli.

Learner makes a r t i n response to a range of stimuli.

Learners identify, plan and make specific choices of materials and tools during the creative process.

Learners identify, plan and make specific choices of materials and tools during the creative process.

Learner uses a range of s t r a t e g i e s t o s o l v e p r o b l e m s d u r i n g t h e creative process.



L e a r n e r b e c o m e s increasingly independent in the rea l izat ion of the creative process.

L e a r n e r s b e c o m e increasingly independent in regards to their chosen technique/s and the creation and presentation of their resolved artwork.

L e a r n e r s c o n t i n u e t o b e c o m e i n c r e a s i n g l y independent in regards to their chosen technique/s and t h e c r e a t i o n a n d p r e s e n t a t i o n o f t h e i r resolved artwork.

The learner develops an idea to a point of realization.

The learner develops an idea to a point of realization by using the research process.

The learner demonstrates k n o w l e d g e a n d understanding that studio products are mostly derived from the research process.

Indicator 4.4.2

Create two- and th ree-d i m e n s i o n a l w o r k s i n r e s p o n s e t o e x p l o r i n g materials and tools.

Create two- and th ree-dimensional works of art that respond to feelings and ideas

Create two- and th ree-dimensional works of art that express feelings and ideas

Create two- and th ree-dimensional works ofart that express feelings and ideas

Create two- and th ree-dimensional works of art that express feelings and ideas i n s p i r e d b y r e l a t e d experiences

Create two- and th ree-dimensional works of art that express feelings and ideas i n s p i r e d b y r e l a t e d experiences

Create two- and th ree-dimensional works of art that express feelings and ideas i n s p i r e d b y p e r s o n a l experiences

Create two- and th ree-dimensional works of art that express feelings and ideas i n s p i r e d b y p e r s o n a l experiences

Learners create 2D, 3D and technology-derived artworks that express their artistic aims and assist in presenting them in an interesting way to the audience.

Learners create a range of artworks that express their a r t i s t ic a ims and take responsibility for presenting them in an interesting way to the audience.

Learners create a growing range of artworks that express their artistic aims and take responsibility for present ing them in an interest ing way to the audience.

Learners create a growing range of artworks that express their artistic aims and take responsibility for present ing them in an interesting and thought p r o v o k i n g w a y t o t h e audience.

Learners create a growing range of artworks that express their artistic aims and take responsibility for present ing them in an interesting and thought p r o v o k i n g w a y t o t h e audience. They in i t iate ref lective conversations a b o u t t h e i r w o r k a n d respond to questions about their work in an appropriate and considered manner.

Learning Outcome 4.5 Learners learn to solve problems during the creative process by thinking critically and imaginatively.Learners learn to solve problems during the creative process by thinking critically and imaginatively.Learners learn to solve problems during the creative process by thinking critically and imaginatively.Learners learn to solve problems during the creative process by thinking critically and imaginatively.Learners learn to solve problems during the creative process by thinking critically and imaginatively.Learners learn to solve problems during the creative process by thinking critically and imaginatively.Learners learn to solve problems during the creative process by thinking critically and imaginatively.Learners learn to solve problems during the creative process by thinking critically and imaginatively.

Indicator 4.5.1 Learners are encouraged to be a risk-taker in some technical contexts.

The learner demonstrates the ability to be a risk-taker in some technical contexts

The learner demonstrates the ability to be a risk-taker in a growing variety of technical contexts

The learner demonstrates the ability to a risk-taker in a wide variety of technical contexts

Indicator 4.5.2Learners make a plan before beginning their artwork.

Learners demonstrate some ability to make informed decisions about the direction of their work.





Learners demonstrate some ability to make informed decisions about the direction of their work and a desire to take respons ib i l i t y fo r creative decisions.

The learner demonstrates the ability to make informed d e c i s i o n s a b o u t t h e direction of their work

The learner demonstrates the ability to make informed decisions about the direction of their work

The learner demonstrates the ability to make informed decisions about the direction of their work

Indicator 4.5.3 Learners demonst ra te s o m e e l e m e n t a r y k n o w l e d g e a n d understanding that artistic investigation should be purposeful.

Learners demonstrate some elementary knowledge and understanding that artistic investigation should be purposeful.

Learners demonstrate an increasing knowledge and understanding that artistic investigation is best if it is purposeful.

The learner demonstrates k n o w l e d g e a n d u n d e r s t a n d i n g t h a t investigation should be purposeful



Indicator 4.5.4Learners begin to value e x p e r i m e n t a t i o n a n d consider it a necessary part of the creative process.

T h e l e a r n e r a l l o w s ‘accidents’ to sometimes lead working practices in new directions.

T h e l e a r n e r a l l o w s ‘accidents’ to sometimes lead working practices in new directions

The learner demonstrates k n o w l e d g e a n d understanding that open-mindedness in the research p r o c e s s c a n l e a d t o unexpected and welcome results

The learner demonstrates k n o w l e d g e a n d understanding that open-mindedness in the research p r o c e s s c a n l e a d t o unexpected and welcome results

Application DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication DomainApplication Domain5 BCIS Standard Statement 5: Learners will demonstrate skills in researching, making, performing and presenting.BCIS Standard Statement 5: Learners will demonstrate skills in researching, making, performing and presenting.BCIS Standard Statement 5: Learners will demonstrate skills in researching, making, performing and presenting.BCIS Standard Statement 5: Learners will demonstrate skills in researching, making, performing and presenting.BCIS Standard Statement 5: Learners will demonstrate skills in researching, making, performing and presenting.BCIS Standard Statement 5: Learners will demonstrate skills in researching, making, performing and presenting.BCIS Standard Statement 5: Learners will demonstrate skills in researching, making, performing and presenting.BCIS Standard Statement 5: Learners will demonstrate skills in researching, making, performing and presenting.BCIS Standard Statement 5: Learners will demonstrate skills in researching, making, performing and presenting.BCIS Standard Statement 5: Learners will demonstrate skills in researching, making, performing and presenting.

Learning Outcome 5.1 Students will identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects.Students will identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects.Students will identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects.Students will identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects.Students will identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects.Students will identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects.Students will identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects.

Indicator 5.1.1 See 4.3 for the principles of design and composition.See 4.3 for the principles of design and composition.See 4.3 for the principles of design and composition.See 4.3 for the principles of design and composition.See 4.3 for the principles of design and composition.See 4.3 for the principles of design and composition.See 4.3 for the principles of design and composition.See 4.3 for the principles of design and composition.See 4.3 for the principles of design and composition.See 4.3 for the principles of design and composition.See 4.3 for the principles of design and composition.See 4.3 for the principles of design and composition.See 4.3 for the principles of design and composition.

Learning Outcome 5.2 The learner makes connections - visual and conceptual - and develops ideas as a result.The learner makes connections - visual and conceptual - and develops ideas as a result.The learner makes connections - visual and conceptual - and develops ideas as a result.The learner makes connections - visual and conceptual - and develops ideas as a result.The learner makes connections - visual and conceptual - and develops ideas as a result.The learner makes connections - visual and conceptual - and develops ideas as a result.The learner makes connections - visual and conceptual - and develops ideas as a result.The learner makes connections - visual and conceptual - and develops ideas as a result.



Indicator 5.2.1

Learners are directed to conduct research and idea development that shows an exploratory approach to visualising concepts with the a i m o f b e g i n n i n g t o c h a l l e n g e p e r s o n a l boundaries.

Learners are directed to conduct research and idea development that shows an exploratory approach to visualising concepts that c h a l l e n g e s p e r s o n a l boundaries.

Lea rne rs can conduc t r e s e a r c h a n d i d e a s development that shows an exploratory approach to visualising concepts that c h a l l e n g e s t h e i r o w n personal boundaries.

Learners independent ly conduct research and ideas development that shows an exploratory approach to visualising concepts that c h a l l e n g e s t h e i r o w n personal boundaries.

Learners independent ly initiate research and ideas development that shows an exploratory approach to visualising concepts that c h a l l e n g e s t h e i r o w n personal boundaries. They teach others to do the same.

Indicator 5.2.2

Learners begin to learn to conduct visual research and studio practice that makes clear connections between t h e E o A / P o D , m e d i a , technique, style and the expressive subject matter.

Learners develop their ability to conduct visual research and studio practice that makes clear connections between the EoA/PoD, media, technique, style and the express ive subject matter.

Learners can conduct visual research and studio practice t h a t m a k e s c l e a r connections between the EoA/PoD, media, technique, style and the expressive subject matter.

Learners independent ly conduct visual research and studio practice that makes clear connections between t h e E o A / P o D , m e d i a , technique, style and the expressive subject matter.

Learners independent ly initiate visual research and studio practice that makes clear connections between t h e E o A / P o D , m e d i a , technique, style and the expressive subject matter. They teach others to do the same.

Indicator 5.2.3

Learners are directed to recognise and research artists, areas of art and/or subject matter that they are interested in exploring and/or relating to in their own.

Learners begin to initiate recognition and research into artists, areas of art and/or subject matter that they are interested in exploring and/or relating to in their own.

Lea rne rs can conduc t academic, visual research and studio practice that expands their knowledge and understanding of artists that relate to their own work in subject matter, style, media and technique.

Learners independent ly conduct academic, visual research and studio practice t h a t e x p a n d s t h e i r k n o w l e d g e a n d understanding of artists that relate to their own work in subject matter, style, media and technique.

Learners independent ly initiate academic, visual research and studio practice t h a t e x p a n d s t h e i r k n o w l e d g e a n d understanding of artists that relate to their own work in subject matter, style, media and technique. They teach others to do the same.

Reflection DomainReflection DomainReflection DomainReflection DomainReflection DomainReflection DomainReflection DomainReflection DomainReflection DomainReflection Domain

6 BCIS Standard Statement: 6: Learners will demonstrate critical, interpretive and evaluative thinking skills through reflection to evaluate artistic development and processes.BCIS Standard Statement: 6: Learners will demonstrate critical, interpretive and evaluative thinking skills through reflection to evaluate artistic development and processes.BCIS Standard Statement: 6: Learners will demonstrate critical, interpretive and evaluative thinking skills through reflection to evaluate artistic development and processes.BCIS Standard Statement: 6: Learners will demonstrate critical, interpretive and evaluative thinking skills through reflection to evaluate artistic development and processes.BCIS Standard Statement: 6: Learners will demonstrate critical, interpretive and evaluative thinking skills through reflection to evaluate artistic development and processes.BCIS Standard Statement: 6: Learners will demonstrate critical, interpretive and evaluative thinking skills through reflection to evaluate artistic development and processes.BCIS Standard Statement: 6: Learners will demonstrate critical, interpretive and evaluative thinking skills through reflection to evaluate artistic development and processes.BCIS Standard Statement: 6: Learners will demonstrate critical, interpretive and evaluative thinking skills through reflection to evaluate artistic development and processes.BCIS Standard Statement: 6: Learners will demonstrate critical, interpretive and evaluative thinking skills through reflection to evaluate artistic development and processes.BCIS Standard Statement: 6: Learners will demonstrate critical, interpretive and evaluative thinking skills through reflection to evaluate artistic development and processes.Learning Outcome 6.1 Learners will reflect critically on their own use of materials, tools, technique, visual art language, time and other resources. Learners will reflect critically on their own use of materials, tools, technique, visual art language, time and other resources. Learners will reflect critically on their own use of materials, tools, technique, visual art language, time and other resources. Learners will reflect critically on their own use of materials, tools, technique, visual art language, time and other resources. Learners will reflect critically on their own use of materials, tools, technique, visual art language, time and other resources. Learners will reflect critically on their own use of materials, tools, technique, visual art language, time and other resources. Learners will reflect critically on their own use of materials, tools, technique, visual art language, time and other resources. Learners will reflect critically on their own use of materials, tools, technique, visual art language, time and other resources.

Indicator 6.1.1MATERIALS

Learners try not to waste, materials and water.




Learners make thoughtful use of materials.

Learners make thoughtful use of materials.

Learners are conscientious regarding use of materials.

Learners are conscientious regarding use of materials.

Learners are engaged in theoretical and practical processes that expands their understanding and use of art materials.

Learners are engaged in theoretical and practical processes that expands their understanding and use of art materials.

Learners can be engaged in visual research and studio practice that expands their understanding and use of art materials.

Learners independent ly engage in visual research and studio practice that expands their understanding and use of art materials.

Learners independent ly initiate visual research and studio practice that expands their understanding and use of art materials. They teach others to do the same.

Indicator 6.1.2TOOLS

Learners use tools carefully, and correctly.

Learners recall tools, and try to use the correct tool, for the job.






Learners make informed choices regarding tools, techniques and correct tool usage.

Learners are engaged in theoretical and practical processes that expands their understanding and use of art tools.

Learners are engaged in theoretical and practical processes that expands their understanding and use of art tools.

Learners can be engaged in in visual research and studio practice that expands their understanding and use of art tools.

Learners independent ly engage in visual research and studio practice that expands their understanding and use of art tools.

Learners independent ly initiate visual research and studio practice that expands their understanding and use of art tools. They teach others to do the same.

Indicator 6.1.3LANGUAGE

Learners begin to learn language specific to art.

Lea rne rs l ea rn to use language specific to art.





Lea rne rs l ea rn to use language specific to art with increasing complexity.

Lea rne rs l ea rn to use language specific to art with increasing complexity.

Learners are engaged in a c a d e m i c a n d v i s u a l research that expands their spoken and written arts vocabulary.

Learners are engaged in a c a d e m i c a n d v i s u a l research that expands their spoken and written arts vocabulary.

Learners can be engaged in a c a d e m i c a n d v i s u a l research that expands their spoken and written arts vocabulary.

Learners independent ly engage in academic and visual research that expands their spoken and written arts vocabulary.

Learners independent ly initiate academic and visual research that expands their spoken and written arts vocabulary. They teach others to do the same.

Indicator 6.1.4TIME

Students begin to learn how to make productive use of their time.




Learners can choose to make productive use of their time.

Learners can choose to make productive use of their time.

Learners choose to make productive use of their time, and begin to understand efficiency.

Learners choose to make productive and efficient use of their time.

L e a r n e r s u s e t i m e management skills in the production of academic research and artworks.

L e a r n e r s u s e t i m e management skills in the production of academic research and artworks.

Learners can use t ime management skills in the production of academic research,visual research and studio work.

Learners independently use time management skills in the production of academic research,visual research and studio work.

Learners independent ly i n i t i a t e a n d u s e t i m e management skills in the production of academic research,visual research and studio work. They teach others to do the same.

Learning Outcome 6.2 Learners will reflect on their artwork and the artwork of others. Learners will reflect on their artwork and the artwork of others. Learners will reflect on their artwork and the artwork of others. Learners will reflect on their artwork and the artwork of others. Learners will reflect on their artwork and the artwork of others. Learners will reflect on their artwork and the artwork of others. Learners will reflect on their artwork and the artwork of others. Learners will reflect on their artwork and the artwork of others.

Indicator 6.2.1EXPERIENCE

Learners enjoy experiencing artworks.

Learners enjoy experiencing artworks.

Learners make comments about what they see in an artwork.

Learners make comments about what they see in an artwork.

Learners become an engaged and responsive audience for a variety of art forms.

Learners describe similarities and differences between artworks.

Learners describe similarities and differences between artworks.


L e a r n e r s u s e t h e i r knowledge, experiences and research to make informed interpretations of artworks.

L e a r n e r s u s e t h e i r knowledge, experiences and research to make informed interpretations of artworks.

L e a r n e r s c a n u s e t h e c r i t i q u e p r o c e s s a n d in fo rma l , conve rsa t ion based assessment styles to discuss and judge their own work. They do this with some frequency.

Learners independently use the critique process and informal, conversation based a s s e s s m e n t s t y l e s t o discuss and judge their own work. They do this with growing frequency.

Learners independent ly initiate and use the critique p rocess and i n fo rma l , c o n v e r s a t i o n b a s e d a s s e s s m e n t s t y l e s t o discuss and judge their own work. They do this on a frequent basis and teach others to do the same.

Indicator 6.2.2QUESTION

Learners wonder and ask why o r how abou t an artwork.

Learners show curiosity and ask questions about artworks.

Learners show curiosity and ask questions about artworks.

Learners ident i fy formal elements of an artwork.

Learners ident i fy formal elements of an artwork.

Learners as relevant and ins ight fu l quest ions to extend their understanding of an artwork.

Learners as relevant and ins ight fu l quest ions to extend their understanding of an artwork.

Learners use relevant and ins ight fu l quest ions to extend their understanding of an artwork.

Learners use relevant and insightful questions they are g i v e n t o e x t e n d t h e i r understanding of an artwork.

Learners use relevant and insightful questions they are given and/or have created to extend their understanding of an artwork.

L e a r n e r s c a n u s e t h e c r i t i q u e p r o c e s s a n d in fo rma l , conve rsa t ion based assessment styles to discuss and judge art works by others. They do this with some frequency.

Learners independently use the critique process and informal, conversation based a s s e s s m e n t s t y l e s t o discuss and judge art works by others. They do this with growing frequency.

Learners independent ly initiate and use the critique p rocess and i n fo rma l , c o n v e r s a t i o n b a s e d a s s e s s m e n t s t y l e s t o discuss and judge art works by others. They do this on a frequent basis and teach others to do the same.

Indicator 6.2.3CONNECTION

Learners make personal connections to artworks.

Learners make personal connections to artworks.

Learners make personal connections between the visual arts, other disciplines and daily life.

Learners make personal connections between the visual arts, other disciplines and daily life.

Learners will identify the stages of their own, and others’ creative processes.

Learners will identify the stages of their own, and others’ creative processes.

Learners will reflect on their own, and others’ creative processes to inform their thinking.

Learners will reflect on their own, and others’ creative processes to inform their thinking.

Learners reflect on their own, a n d o t h e r s ’ c r e a t i v e processes to inform their thinking and begin to initiate discussion around this topic.

Learners reflect on their own, a n d o t h e r s ’ c r e a t i v e processes to inform their t h i n k i n g a n d i n i t i a t e discussion around this topic.



Learners reflect on their own, a n d o t h e r s ’ c r e a t i v e processes to inform their t h i n k i n g a n d i n i t i a t e discussion around this topic They do this on a frequent basis and teach others to do the same.

Indicator 6.2.4OPINION

Learners express opinions about an artwork.

Learners communicate their initial response to an artwork.

Learners communicate their initial response to an artwork.

L e a r n e r s p r o v i d e constructive criticism when responding to an artwork.



Learners reflect on the factors that in f luence persona l react ions to artwork.

Learners reflect on the factors that in f luence persona l react ions to artwork.

Learners formal ly and informally reflect on the factors that in f luence persona l react ions to artwork.


Learners formal ly and informally reflect on the factors that inf luence personal react ions to artwork.


Learners formal ly and informally reflect on the factors that in f luence persona l react ions to artwork. They do this on a frequent basis and teach others to do the same.

Indicator 6.2.5SELF REFLECTION

Learners describe their own creations.

Learner talk about their art in groups and they share ideas and impressions.



Learners compare ideas expressed through their own works of art with ideas expressed in the work of others.

Learners compare ideas expressed through their own works of art with ideas expressed in the work of others.

Learners compare and contrasts selected works of art and describe them, u s i n g a p p r o p r i a t e vocabulary of art.

Learners compare and contrasts selected works of art and describe them, u s i n g a p p r o p r i a t e vocabulary of art.

Learners compare and contrasts selected works of art and describe, analyse and evaluate them using a p p r o p r i a t e a r t terminology.

Learners compare and contrasts selected works of art and describe, analyse, evaluate and judge them us ing appropr ia te a r t terminology.

Learners compare and contrasts selected works o f a r t a n d d e s c r i b e , analyse, evaluate and j u d g e t h e m u s i n g a p p r o p r i a t e a r t terminology.

Learners compare and contrasts selected works of art and describe, analyse, evaluate and judge them us ing appropr ia te a r t terminology.

Learners compare and contrasts selected works of art and describe, analyse, evaluate and judge them us ing appropr ia te a r t terminology. They do this on a frequent basis and teach others to do the same.



Learning Outcome 6.3 Learners will use feedback to inform their own artistic development.Learners will use feedback to inform their own artistic development.Learners will use feedback to inform their own artistic development.Learners will use feedback to inform their own artistic development.Learners will use feedback to inform their own artistic development.Learners will use feedback to inform their own artistic development.Learners will use feedback to inform their own artistic development.Learners will use feedback to inform their own artistic development.

Indicator 6.3.1REACTION TO CRITIQUE

Learners wil l l isten to feedback.

Learners wil l l isten to feedback.

Learners will try something new, based on feedback.

Learners assist one another in creation, and engage t h r o u g h c o n s t r u c t i v e criticism.

Learners assist one another in creation, and engage t h r o u g h c o n s t r u c t i v e criticism.

Learners assist one another a n d i n t e g r a t e t h e reflections of another when evaluating and improving their creative process.

Learners will reflect on const ruc t i ve c r i t i c i sm throughout the creative process to challenge their thinking and enact new and unusual possibilities.

Learners will reflect on const ruc t i ve c r i t i c i sm throughout the creative process to challenge their thinking and enact new and unusual possibilities.

Learners receive, reflect on a n d b e g i n t o s o l i c i t feedback throughout the creative process and use it as an opportunity to grow and work through new possibilities.

Learners receive, reflect on and solicit feedback from more than one source throughout the creative process and use it as an opportunity to grow and w o r k t h r o u g h n e w possibilities.

L e a r n e r s w i l l s o l i c i t feedback throughout the c rea t i ve p rocess and respond though written re f lect ion and, where appropr i a te amended practice.

L e a r n e r s w i l l s o l i c i t feedback from a range of sources throughout the creative process. Where a p p r o p r i a t e t h e y w i l l respond though written reflection and amended practice.

L e a r n e r s w i l l s o l i c i t feedback from a range of sources throughout the creative process. Where a p p r o p r i a t e t h e y w i l l respond though written reflection and amended practice. They will teach others to do the same.

Learning Outcome 6.4 Learners will reflect on the process of creating and presenting art works.Learners will reflect on the process of creating and presenting art works.Learners will reflect on the process of creating and presenting art works.Learners will reflect on the process of creating and presenting art works.Learners will reflect on the process of creating and presenting art works.Learners will reflect on the process of creating and presenting art works.Learners will reflect on the process of creating and presenting art works.Learners will reflect on the process of creating and presenting art works.

Indicator 6.4.1

Learners identify elements and techniques that make artworks effective and draw on this knowledge to create their own visual effects.

Learners engage in guided wr i t ten and/o r ve rba l re f lec t ions a t var ious stages of the art production process in order to improve the technical aspects of the art product.

Learners engage in guided w r i t t e n a n d v e r b a l re f lec t ions a t var ious stages of the art production process in order to improve the technical aspects of the art product.

The learner independently c o n d u c t s o n g o i n g reflection for improvement of their own artwork by expanding their technical knowledge.

The learner independently initiates ongoing reflection for improvement of their own artwork by expanding their technical knowledge.

The learner independently initiates ongoing reflection for improvement of their own artwork by expanding their technical knowledge and teaches others to do the same.

Indicator 6.4.2

i d e n t i f y f a c t o r s t h a t i n f l u e n c e p e r s o n a l reactions to visual texts; design visual texts with the intention of influencing the way people think and feel.

design posters and charts, us ing shapes, co lors , symbols, layout and fonts , t o a c h i e v e p a r t i c u l a r effects; explain how the desired effect is achieved

i d e n t i f y f a c t o r s t h a t i n f l u e n c e p e r s o n a l reactions to visual texts; design visual texts with the intention of influencing the way people think and feel.

Learners engage in guided wr i t ten and/o r ve rba l re f lec t ions a t var ious stages of the art production p r o c e s s i n o r d e r t o influence the audience in an intentional way.

Learners engage in guided w r i t t e n a n d v e r b a l re f lec t ions a t var ious stages of the art production p r o c e s s i n o r d e r t o influence the audience in an intentional way.

The learner independently c o n d u c t s o n g o i n g reflection for improvement of their working processes.

The learner independently initiates ongoing reflection for improvement of their working processes.

The learner independently initiates ongoing reflection for improvement of their working processes and teaches others to do the same.

Indicator 6.4.3

Create representations of experiences or stories (e.g., drawings, constructions w i t h o t h e r m a t e r i a l s including clay and play dough, and explain them to others.

Add descriptions drawings or other visual displays to as desired to provide additional detail.

Add drawings or other v i s u a l d i s p l a y s t o d e s c r i p t i o n s w h e n appropriate to clarify ideas, thoughts, and feelings.

Create audio recordings of stories or poems; add drawings or other visual displays to stor ies or recounts of experiences when appropriate to clarify i d e a s , t h o u g h t s , a n d feelings.

Create engaging audio recordings of stories or poems that demonstrate f l u i d r e a d i n g a t a n understandable pace; add v i s u a l d i s p l a y s w h e n appropriate to emphasize or enhance certain facts or details.

Add audio recordings and v i s u a l d i s p l a y s t o p r e s e n t a t i o n s w h e n appropriate to enhance the development of main ideas or themes.

I n c l u d e m u l t i m e d i a c o m p o n e n t s ( e . g . , graphics, sound) and visual displays in presentations w h e n a p p r o p r i a t e t o enhance the development of main ideas or themes.

Learners engage in guided written and/or verbal and/or media-based reflections at various stages of the art production process in order to ensure they are using the most appropr ia te technology in the best manner possible when it is the best way to develop an idea or concept, and to engage the audience.


The learner independently c o n d u c t s o n g o i n g reflection for improvement of their use of appropriate technology.

The learner independently c o n d u c t s o n g o i n g reflection for improvement of their use of appropriate technology.

The learner independently c o n d u c t s o n g o i n g reflection for improvement of their use of appropriate technology and teaches others to do the same.

Indicator 6.4.4

Use the internet to access r e l e v a n t i n f o r m a t i o n ; p r o c e s s a n d p r e s e n t information inways that are personallymeaningful.

Prepare, individually or in c o l l a b o r a t i o n , v i s u a l presentations using a range of media, includingcomputer and web-based applications.

Navigate the internet in response to verbal and v i s u a l p r o m p t s w i t h confidence and familiarity and use ICT to prepare own presentations.



Indicator 6.4.5

Select and incorporatecolors, shapes, symbols and images into visualpresentations.

R e a l i z e t h a t s h a p e s , symbols and colors have meaning and include them in presentations.

Select and use suitable shapes, colors, symbols a n d l a y o u t f o r presentations.

Design posters and charts, using shapes, colors,symbols, layout and fonts, t o a c h i e v e p a r t i c u l a r effects; explain how the desired effect is achieved.

Design posters and charts, using shapes, colors,symbols, layout and fonts, t o a c h i e v e p a r t i c u l a r effects; explain how the desired effect is achieved.

Learners engage in guided ongoing reflections in order t o m a x i m i s e t h e presentation of their art work.


The learner independently c o n d u c t s o n g o i n g reflection for improvement of their presentation of art work.

The learner independently initiates ongoing reflection for improvement of their presentation of art work.

The learner independently initiates ongoing reflection for improvement of their presentation of art work and teaches others to do the same.

Indicator 6.4.6

Learners wi l l re late to different contexts presented i n v i s u a l s t i m u l a t i o n according to their own experiences, for example,“This is a cow.”

Learners wi l l re late to different contexts presented i n v i s u a l s t i m u l a t i o n according to their own experiences, for example, “This is a cow.”

Become aware of the use and organization of visual e f f e c t s t o c r e a t e a par t icu la r impact , fo r example, dominant images show what is important in an artwork.

Observe visual images and begin to appreciate, and be able to express, that they have been created to a c h i e v e p a r t i c u l a r purposes.

Observe and discuss visual p r e s e n t a t i o n s ; m a k e suggestions about why they have been created and what the creator has been aiming to achieve.

Observe and discuss the choice and composition ofvisual presentations and explain how they contribute to meaning and impact.

Apply knowledge ofpresentation techniques inoriginal and innovative ways; explain their own ideas for achieving desired effects.



The learner independently c o n d u c t s o n g o i n g reflection for improvement of their presentation of art work.

The learner independently initiates ongoing reflection for improvement of their presentation of art work.

The learner independently initiates ongoing reflection for improvement of their presentation of art work and teaches others to do the same.

Learning Outcome 6.5 Learners will critically evaluate their development as makers and students of the Visual Arts.Learners will critically evaluate their development as makers and students of the Visual Arts.Learners will critically evaluate their development as makers and students of the Visual Arts.Learners will critically evaluate their development as makers and students of the Visual Arts.Learners will critically evaluate their development as makers and students of the Visual Arts.Learners will critically evaluate their development as makers and students of the Visual Arts.Learners will critically evaluate their development as makers and students of the Visual Arts.Learners will critically evaluate their development as makers and students of the Visual Arts.

Indicator 6.5.1

Learners engage in guided wr i t ten and/o r ve rba l critiques at various stages of their art production or study.

Learners engage in guided wr i t ten and/o r ve rba l critiques at various stages of their art production or study.

The learner can engage in written and verbal critique at various stages of art production or study

The learner can engage in and lead written and verbal critique at various stages of art production or study

The learner can initiate and lead written and verbal critique at various stages of art production or study

Learning Outcome 6.6 The learner makes conceptual connections with other artists.The learner makes conceptual connections with other artists.The learner makes conceptual connections with other artists.The learner makes conceptual connections with other artists.The learner makes conceptual connections with other artists.The learner makes conceptual connections with other artists.The learner makes conceptual connections with other artists.The learner makes conceptual connections with other artists.

Indicator 6.6.1

L e a r n e r s r e c o g n i s e conceptual connections between their own artwork and that of their peers as well as professional artists.

L e a r n e r s e x p l o r e conceptual connections between their own artwork and that of their peers as well as professional artists.

The learner makes written and verbal associations with artists through a recognition of expressive subject matter

The learner makes written and verbal associations with art ists through a recognition of expressive subject matter

The learner makes written and verbal associations with art ists through a recognition of expressive subject matter

Personal Engagement Domain Personal Engagement Domain Personal Engagement Domain Personal Engagement Domain Personal Engagement Domain Personal Engagement Domain Personal Engagement Domain Personal Engagement Domain Personal Engagement Domain Personal Engagement Domain

7 BCIS Standard Statement: 7: The learner demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks.BCIS Standard Statement: 7: The learner demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks.BCIS Standard Statement: 7: The learner demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks.BCIS Standard Statement: 7: The learner demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks.BCIS Standard Statement: 7: The learner demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks.BCIS Standard Statement: 7: The learner demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks.BCIS Standard Statement: 7: The learner demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks.BCIS Standard Statement: 7: The learner demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks.BCIS Standard Statement: 7: The learner demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks.BCIS Standard Statement: 7: The learner demonstrates curiosity, self‑motivation, initiative and a willingness to take informed risks.Learning Outcome 7.1 The learner demonstrates the ability to be a risk-taker in a variety of technical contexts. [McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.The learner demonstrates the ability to be a risk-taker in a variety of technical contexts. [McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.The learner demonstrates the ability to be a risk-taker in a variety of technical contexts. [McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.The learner demonstrates the ability to be a risk-taker in a variety of technical contexts. [McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.The learner demonstrates the ability to be a risk-taker in a variety of technical contexts. [McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.The learner demonstrates the ability to be a risk-taker in a variety of technical contexts. [McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.The learner demonstrates the ability to be a risk-taker in a variety of technical contexts. [McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.The learner demonstrates the ability to be a risk-taker in a variety of technical contexts. [McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.The learner demonstrates the ability to be a risk-taker in a variety of technical contexts. [McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.

Indicator 7.1.1Learners demonstrate an awareness o f d i f fe rent materials and tools.

Learners demonstrate an awareness of and preference for different materials and tools.

Learners demonstrate an awareness of and preference for different materials and tools.

Learners demonstrate an awareness of and preference for different materials and tools and techniques.

Learners demonstrate an awareness of and preference for different materials and tools and techniques.

Learners demonstrate a willingness to explore and preference for different materials and tools and techniques.



Learners demonstrate a w i l l i ngness to exp lo re multiple materials, tools and/or techniques with the aim of committing to developing a level of skill with a limited range.

Learners demonstrate a w i l l i ngness to exp lo re multiple materials, tools and/or techniques with the aim of committing to developing an increasing level of skill with a limited range.

The learner can show a commitment to addressing and overcoming technical challenges



Indicator 7.1.2 Learners are exposed to a variety of tools.

Learners begin to make connections between the correct use of a tool from one context to another.

Learners begin to make connections between the correct use of a tool from one context to another.

Learners make connections between the correct use of a tool from one context to another.

Learners make connections between the correct use of a tool from one context to another.

Learners recall and apply information from personal e x p e r i e n c e a n d a r t experience to choose the correct tool for the correct application.



Learners recall and apply information from personal e x p e r i e n c e a n d a r t experiences and begin to consider a range of possible tools and creative solutions.

Learners recall and apply information from personal e x p e r i e n c e a n d a r t experiences and begin to explore a range of possible tools and creative solutions.

The learner is willing to c o n s i d e r a r a n g e o f technical options with which to address VA problems

T h e l e a r n e r r o u t i n e l y c o n s i d e r s a r a n g e o f technical options with which to address VA problems

T h e l e a r n e r r o u t i n e l y c o n s i d e r s a r a n g e o f technical options with which to address VA problems

Learning Outcome 7.2 The learner demonstrates the ability to be a risk-taker in a variety of conceptual contexts.The learner demonstrates the ability to be a risk-taker in a variety of conceptual contexts.The learner demonstrates the ability to be a risk-taker in a variety of conceptual contexts.The learner demonstrates the ability to be a risk-taker in a variety of conceptual contexts.The learner demonstrates the ability to be a risk-taker in a variety of conceptual contexts.The learner demonstrates the ability to be a risk-taker in a variety of conceptual contexts.The learner demonstrates the ability to be a risk-taker in a variety of conceptual contexts.The learner demonstrates the ability to be a risk-taker in a variety of conceptual contexts.

Indicator 7.2.1Emerging ability to explore concep ts ( so r t i ng and classifying colours).

Developing ability to explore concep ts ( so r t i ng and classifying colours).

Developing ability to explore concep ts ( so r t i ng and classifying colours).

Es tab l i sh ing ab i l i t y t o explore concepts (sorting and classifying colours).

I n c r e a s e d a b i l i t y t o d e m o n s t r a t e a b s t r a c t thought through exploration o f m a t e r i a l s f o r b o t h structural and decorative means (a feather as the teeth of a Whale).

I n c r e a s e d a b i l i t y t o d e m o n s t r a t e a b s t r a c t thought through exploration o f m a t e r i a l s f o r b o t h structural and decorative means (the same paper used one way to make something s t r o n g , c a n b e u s e d decoratively in another way)

I n c r e a s e d a b i l i t y t o d e m o n s t r a t e a b s t r a c t thought through exploration o f m a t e r i a l s f o r b o t h structural and decorative means (using materials to c r e a t e w o r k s w h i c h represent reality).

I n c r e a s e d a b i l i t y t o d e m o n s t r a t e a b s t r a c t thought through exploration o f m a t e r i a l s f o r b o t h structural and decorative m e a n s ( e x p l o r i n g t h e e m o t i o n o f l o s s , a n d frustration through loss of creative control).

Learners demonstrate a willingness to experiment with and reflect on concepts and fo rms o f a r t t ha t c h a l l e n g e t h e i r p r e -conceived notions of art.

Learners demonstrate an increasing level of skill in regards to experimenting wi th and re f lect ing on concepts and forms of art that challenge their pre-conceived notions of art.

The learner can conceive of art work that challenges their own pre-conceived notions and those of others; shown in DWB and studio work

The learner can conceive of art work that challenges their own pre-conceived notions and those of others; shown in IWB and studio work

The learner can conceive of art work that challenges their own pre-conceived notions and those of others; shown in IWB and studio work



Indicator 7.2.2 Learner shares their work with the class.

Learner shares their work with the class.

Learner shares their work with the class.

Learner shares their work w i t h t h e c l a s s , a n d c o m m e n t s o n t h e i r intentions.





Learners share their work with the class and wider school community and show the creative process through an art report and artist’s statement.

Learners share their work with the class and wider school community and show the creative process through an art report and artist’s statement.

The learner is aware of their own personal boundaries and is willing to address them; shown in DWB and studio work

The learner is aware of their own personal boundaries and is willing to address them; shown in IWB and studio work

The learner is aware of their own personal boundaries and is willing to address them; shown in IWB and studio work

Learning Outcome 7.3 The learner demonstrates the ability to be principled in all aspects of art study and production. /The learner demonstrates curiosity, commitment, self‑motivation and initiative in all aspects of art study and production.The learner demonstrates the ability to be principled in all aspects of art study and production. /The learner demonstrates curiosity, commitment, self‑motivation and initiative in all aspects of art study and production.The learner demonstrates the ability to be principled in all aspects of art study and production. /The learner demonstrates curiosity, commitment, self‑motivation and initiative in all aspects of art study and production.The learner demonstrates the ability to be principled in all aspects of art study and production. /The learner demonstrates curiosity, commitment, self‑motivation and initiative in all aspects of art study and production.The learner demonstrates the ability to be principled in all aspects of art study and production. /The learner demonstrates curiosity, commitment, self‑motivation and initiative in all aspects of art study and production.The learner demonstrates the ability to be principled in all aspects of art study and production. /The learner demonstrates curiosity, commitment, self‑motivation and initiative in all aspects of art study and production.The learner demonstrates the ability to be principled in all aspects of art study and production. /The learner demonstrates curiosity, commitment, self‑motivation and initiative in all aspects of art study and production.The learner demonstrates the ability to be principled in all aspects of art study and production. /The learner demonstrates curiosity, commitment, self‑motivation and initiative in all aspects of art study and production.

Indicator 7.3.1Learner uses their own experiences and imagination to inform their art making.

Learner uses their own experiences and imagination to inform their art making.

Learner uses their own experiences and imagination to inform their art making.

Learner creates artwork using their own ideas and acknowledges influences.





Learners develop and create unique artwork from their own and/or other’s ideas a n d a c k n o w l e d g e a l l influences.

Learners develop and create unique artwork from their own and/or other’s ideas a n d a c k n o w l e d g e a l l influences.

Learners initiate new areas of academic study

Learners initiate new areas o f a c a d e m i c r e s e a r c h (practical) and share with others

Learners initiate new areas o f a c a d e m i c r e s e a r c h (practical) and share with others beyond the school context

Indicator 7.3.2 Learner learns how to help during clean up time.

Learner learns how to help during clean up time.

Learner willingly takes on their fair share of clean up time.

Learner willingly takes on their fair share of clean up time.

Learners recall previous lessons, and take initiative during clean up time.

Learners recall previous lessons, and take initiative during clean up time.

Learners are responsible and caring; they are completely independent during clean up time.

Learners are responsible and caring; they are completely independent during clean up time.

Learners are responsible and developing independence when it comes to generating ideas and seeking solutions. They are independent during set up and clean up.

Learners are responsible and d e v e l o p i n g i n c r e a s i n g i ndependence when i t comes to generating ideas and seeking solutions. They are independent during set up and clean up.

Learners initiate new areas of visual research (practical)

Learners initiate new areas of visual research (practical) and share with others

Learners initiate new areas of visual research (practical) and share w i th o thers beyond the school context

Personal Engagement Domain (Learner Profile Attributes)Personal Engagement Domain (Learner Profile Attributes)Personal Engagement Domain (Learner Profile Attributes)Personal Engagement Domain (Learner Profile Attributes)Personal Engagement Domain (Learner Profile Attributes)Personal Engagement Domain (Learner Profile Attributes)Personal Engagement Domain (Learner Profile Attributes)Personal Engagement Domain (Learner Profile Attributes)Personal Engagement Domain (Learner Profile Attributes)Personal Engagement Domain (Learner Profile Attributes)

8BCIS Standard Statement: 8: The learner demonstrates the ability to support, encourage and work with their peers in a positive way.[McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.BCIS Standard Statement: 8: The learner demonstrates the ability to support, encourage and work with their peers in a positive way.[McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.BCIS Standard Statement: 8: The learner demonstrates the ability to support, encourage and work with their peers in a positive way.[McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.BCIS Standard Statement: 8: The learner demonstrates the ability to support, encourage and work with their peers in a positive way.[McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.BCIS Standard Statement: 8: The learner demonstrates the ability to support, encourage and work with their peers in a positive way.[McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.BCIS Standard Statement: 8: The learner demonstrates the ability to support, encourage and work with their peers in a positive way.[McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.BCIS Standard Statement: 8: The learner demonstrates the ability to support, encourage and work with their peers in a positive way.[McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.BCIS Standard Statement: 8: The learner demonstrates the ability to support, encourage and work with their peers in a positive way.[McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.BCIS Standard Statement: 8: The learner demonstrates the ability to support, encourage and work with their peers in a positive way.[McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.BCIS Standard Statement: 8: The learner demonstrates the ability to support, encourage and work with their peers in a positive way.[McRel] Learners will understand the characteristics and merits of one’s own work and the artwork of others.

Learning Outcome 8.1 The learner demonstrates actions of a principled and caring member of the art room. The learner demonstrates actions of a principled and caring member of the art room. The learner demonstrates actions of a principled and caring member of the art room. The learner demonstrates actions of a principled and caring member of the art room. The learner demonstrates actions of a principled and caring member of the art room. The learner demonstrates actions of a principled and caring member of the art room. The learner demonstrates actions of a principled and caring member of the art room. The learner demonstrates actions of a principled and caring member of the art room.

Indicator 8.1.1 Learning to share space, tools and materials

Learner will work in groups t o c r e a t e a r t w o r k s t o illustrate a story.

Learner will work in groups to create an artwork.

Learner will work in groups to create a large scale public artwork

Learner will work in groups to create a large artwork

Learner will work in groups to create a large artwork

Learner will work in groups to create a large scale public artwork

Learner will work in groups t o c o m m u n i c a t e a n d col laborate on a large project.

L e a r n e r s w o r k collaboratively in groups of various sizes and begin to take respons ib i l i t y fo r i n d i v i d u a l a n d g r o u p components.

L e a r n e r s w o r k collaboratively in groups of var ious sizes and take responsibility for individual and group components.

L e a r n e r s c o n s i s t e n t l y contribute to safe practice, organisation and care of equipment and materials.

Learners initiate ways to improve safety, organisation and care of equipment and materials.

Learners initiate ways to improve safety, organisation and care of equipment and materials and teach others to do the same

Indicator 8.1.2 Students learn to maintain and share studio space.

Students learn to maintain and share studio space.







Students learn to maintain and share studio space, equipment and materials.

Students maintain and share studio space, equipment and materials.

Students maintain and share studio space, equipment and materials.

Students maintain, share and develop studio space, equipment and materials.

Students maintain, share and develop studio space, equipment and materials.

Learning Outcome 8.2 The Learner demonstrates they are receptive to the value of working individually and collaboratively to create art.The Learner demonstrates they are receptive to the value of working individually and collaboratively to create art.The Learner demonstrates they are receptive to the value of working individually and collaboratively to create art.The Learner demonstrates they are receptive to the value of working individually and collaboratively to create art.The Learner demonstrates they are receptive to the value of working individually and collaboratively to create art.The Learner demonstrates they are receptive to the value of working individually and collaboratively to create art.The Learner demonstrates they are receptive to the value of working individually and collaboratively to create art.The Learner demonstrates they are receptive to the value of working individually and collaboratively to create art.

Indicator 8.2.1L e a r n e r s p a r t i c i p a t e individually, and in whole group collaborations.

Learners part ic ipate in individual and collaborative creative experiences.

Learners part ic ipate in individual and collaborative creative experiences.

Learners participate in groups of various sizes in a collaborative manner.

Learners participate in groups of various sizes in a collaborative manner.

Learners part ic ipate in col laborative groups of various sizes, taking on various roles within the group.



Learners work independently a n d p a r t i c i p a t e i n col laborative groups of various sizes at times, taking on various roles within the group.

Learners work independently a n d p a r t i c i p a t e i n col laborative groups of various sizes at times, taking on various roles within the group.

A s w e l l a s w o r k i n g independently, learners participate in collaborative work, taking on various roles within groups.

A s w e l l a s w o r k i n g independent ly, learners participate in collaborative work, taking on various roles within groups.

A s w e l l a s w o r k i n g independent ly, learners participate in collaborative work, taking on various roles within groups.

Indicator 8.2.2 Students learn basic safety rules of the art room.

Students learn basic safety rules of the art room.

Students learn how to mainta in a safe studio environment.

Students learn how to mainta in a safe studio environment.

Students learn how to take responsibility for their own and others’ safety in the studio environment.

Students learn how to take responsibility for their own and others’ safety in the studio environment.

Students recognize their own responsibility for safety of themselves and others w i t h i n t h e s t u d i o environment.

Students recognize their own responsibility for safety of themselves and others w i t h i n t h e s t u d i o environment.

Students recognize their own responsibility for safety of themselves and others w i t h i n t h e s t u d i o environment and begin to teach others to do the same.

Students recognize their own responsibility for safety of themselves and others w i t h i n t h e s t u d i o environment and begin to teach others to do the same.

Students recognize their own responsibility for safety of themselves and others w i t h i n t h e s t u d i o environment and teach others to do the same



Learning Outcome 8.3 The learner initiates purposeful independent research into Visual Art from different social, cultural, historical and political contexts.The learner initiates purposeful independent research into Visual Art from different social, cultural, historical and political contexts.The learner initiates purposeful independent research into Visual Art from different social, cultural, historical and political contexts.The learner initiates purposeful independent research into Visual Art from different social, cultural, historical and political contexts.The learner initiates purposeful independent research into Visual Art from different social, cultural, historical and political contexts.The learner initiates purposeful independent research into Visual Art from different social, cultural, historical and political contexts.The learner initiates purposeful independent research into Visual Art from different social, cultural, historical and political contexts.The learner initiates purposeful independent research into Visual Art from different social, cultural, historical and political contexts.

Indicator 8.3.1 Not applicable to PYP.Not applicable to PYP.Not applicable to PYP.Not applicable to PYP.Not applicable to PYP.Not applicable to PYP.Not applicable to PYP.Not applicable to PYP.

The lea rner comple tes t e a c h e r - l e d a c a d e m i c research that feeds into their p e r s o n a l a r t w o r k production.

The lea rner comple tes t e a c h e r - l e d a c a d e m i c research and begins to initiate independent research that feeds into their personal art work production.

The learner completes independent academic research that feeds into their personal art work production

The lea rner comple tes i ndependen t academic research that feeds into their personal art work production

The lea rner comple tes i ndependen t academic research that feeds into their personal art work production

Personal Engagement DomainPersonal Engagement DomainPersonal Engagement DomainPersonal Engagement DomainPersonal Engagement DomainPersonal Engagement DomainPersonal Engagement DomainPersonal Engagement DomainPersonal Engagement DomainPersonal Engagement DomainPersonal Engagement DomainPersonal Engagement DomainPersonal Engagement DomainPersonal Engagement Domain

9 BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own.BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own.BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own.BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own.BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own.BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own.BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own.BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own.BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own.BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own.BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own.BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own.BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own.BCIS Standard Statement: 9:The learner will demonstrate the ability to be receptive and respond to art practices and artworks from various cultures, including their own.

Learning Outcome 9.1 The learner demonstrates the ability to be receptive to art practices and artworks from various cultures. The learner demonstrates the ability to be receptive to art practices and artworks from various cultures. The learner demonstrates the ability to be receptive to art practices and artworks from various cultures. The learner demonstrates the ability to be receptive to art practices and artworks from various cultures. The learner demonstrates the ability to be receptive to art practices and artworks from various cultures. The learner demonstrates the ability to be receptive to art practices and artworks from various cultures. The learner demonstrates the ability to be receptive to art practices and artworks from various cultures. The learner demonstrates the ability to be receptive to art practices and artworks from various cultures.

Indicator 9.1.1Learner will be exposed to a variety of art works from a variety of cultures.

Learner will be exposed to a variety of art works from a variety of cultures.

Learner will be exposed to a variety of art works from a variety of cultures and times.

Learner will look at a variety of art works from different c u l t u r e s a n d d e s c r i b e perceptions.

Learner will look at a variety of art works from different c u l t u r e s a n d d e s c r i b e perceptions.

Learner will look at a variety of art works and recognise different elements.

Learner will comment on a variety of art works from d i f f e r e n t c u l t u r e s a n d recognise differences.

Learner will comment on a variety of art works from d i f f e r e n t c u l t u r e s a n d recognise differences.

L e a r n e r s e n g a g e i n discussion around their own, peers and other artworks from a variety of genres, cultures and times.

L e a r n e r s e n g a g e i n discussion around their own, peers and other artworks from a variety of genres, cultures and times.

Analyses and compares thoughtfully art from different cultures and times, and considers it carefully for its function andsignificance.



Indicator 9.1.2 Learner will look at a variety of public art works.

Learner will look at a variety of public art works and r e c o g n i s e a r t i n o u r environment.

Learner will look at a variety of public art works and r e c o g n i s e a r t i n o u r environment.

Learner will look at a variety of public art works and recognise paint ing and sculpture.

Learner will look at a variety of public art works and recognise paint ing and drawing and sculpture.

Learner will look at a variety of public art works and recognise paint ing and drawing and sculpture.

Learner will look at a variety of public art works and r e c o g n i s e d i f f e r e n c e between 2D and 3D

Learner will look at a variety of public art works and r e c o g n i s e d i f f e r e n c e between 2D and 3D.

Learners view, describe, analyse and judge personal and public artworks. They compare and contrast and begin to make choices about which methods they would prefer to use to reflect on and analyse art.

Learners view, describe, analyse and judge personal and public artworks. They compare and contrast and make effect ive choices about which methods they would prefer to use to reflect on and analyse art.

Learners can present analysis with confidence in written, verbal and recorded media using traditional and contemporary methods



Visual Arts Curriculum

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