CURRICULUM OVERVIEW

FINE ART K-12

RACHAEL GOUGH

CURRICULUM OVERVIEW - KINDERGARDAN THROUGH 12

RATIONALE & PHILOSOPHY SUMMARY (Program Wide)
- Art, as opposed to Drama or Music, is focused on the visual; the
organization of visual material, more specifically.
- Additionally, art is very much an individual experience.
- The general outcomes of this Program of Study (POG) provide a
guideline to assisting students thinking and acting like artists.
- However, the POG does explicitly state that the term artist
covers all skill levels, as art is universal, and accessible to all.
- Art education is also concerned with helping students
understand the value of art.
- Art is meant to help students express their feelings, and it
focused on the human condition.
- Parallels can be made to poets, writers, and musicians which
fosters a common sense of purpose.

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH

ELEMENTARY ART
GENERAL LEARNING OUTCOMES
AN INDIVIDUAL EXPERIENCE: Self-realization, developing the ability to see,
understands, react, create, appreciate, and reach.
A VISUAL EXPERIENCE: How we see, interpret, discover relationships, and
make decisions regarding art.
A LEARNING EXPERIENCE: Acquisition of knowledge through the elements
and principles of design from functional and fine arts contexts.
A COMMUNICATION EXPERIENCE: Art education is visual reading and
expression.
A CREATIVE EXPERIENCE: Encourages the use of the imagination,
inventiveness and a spirit of inquiry; and provides decision-making
opportunities.
A CULTURAL EXPERIENCE: Art is a universal language that is part of human
history. Art education is concerned with valuing, reflecting, and appreciating
this legacy.
AN ENVIRONMENTAL EXPERIENCE: Art is concerned with informed choices
of manufactured items and quality environment.
SPECIFIC LEARNING OUTCOMES
REFLECTION: Responds to visual forms in nature, designed objects and
artworks.
DEPICTION: Development of imagery based on observations of visual world.
COMPOSITION: Organization of images and their qualities in the creation of
unified statements.
EXPRESSION: Use of art materials as a vehicle/medium for saying something
in a meaningful way.

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH
LEVEL ONE (GRADES 1 & 2)
Description (Students
will)
Notice commonalities
within classes of natural
objects or forms
Assess the use or function
of objects

SLO

Key Term

Component 1

Reflection

Analysis

Component 2

Reflection

Assessment

Component 3

Reflection

Appreciation

Component 4

Depiction

Main Forms &

Proportions

Component 5

Depiction

Actions &
View Points

Component 6

Depiction

Qualities &
Details

Component 7

Composition

Emphasis

Create emphasis based on

personal choice

Component 8

Composition

Unity

Create unity through

density and rhythm

Component 9

Composition

Craftsmanshi
p

Add finishing touches

Purposes 1-5

1 Record or document
activities, people or
discoveries
2 Illustrate or tell a story
3 Decorate items
personally created
4 Express a feeling or a
message
5 Create an original
composition, object or
space based on supplied
motivation

Expression

Subject
Matter

Develop themes, with an

emphasis on personal
concerns based on listed
subjects

Expression

Media &
Techniques

Use media ad techniques,

with an emphasis on
exploration and direct
methods in those listed

Component 10 (i)

Component 10(ii)

Component 10 (iii)

Expression

Interpret artworks literally

Learn the shapes of things
as well as develop
decorative styles
Increase the range of
actions and viewpoints
depicted
Represent surface
qualities of objects and
forms

Example Concept
Natural forms display
patterns and make
patterns
Designed objects serve
specific purpose
An art form dictates the
way it is experienced
Shapes can be depicted as
organic or geometric
Forms can be overlapping
to show depth or distance
Textures form patterns
Contrast subject matter
with the ground for
emphasis
Overlapping forms help to
unify a composition
Finishing touches can be
added to make a work
more powerful
1 - Everyday activities can
be documented visually.
2 An original story can be
created visually
3- Details, patterns or
textures can be added to
2-D works
4- Feeling & moods can be
represented visually
5 Outside stimulation can
be interpreted visually.
A. Plants & Animals
B. Environment & places
C. Manufactured things
D. Fantasy
E. People
A. Drawing
B. Painting
C. Print making
D. Sculpture
E. Fabric arts
F. Photography &
Technographic arts

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH
LEVEL TWO (GRADES 3 & 4)
SLO

Key Term

Description (Students will)

Example Concept

Reflection

Analysis

Make distinctions within classes of

natural objects or forms

Reflection

Assessment

Assess the visual qualities of objects

Component
3

Reflection

Appreciation

Component
4

Depiction

Main Forms&
Proportions

Interpret artworks by examining their

context and less visible
characteristics
Perfect forms and develop more
realistic treatments

Component
5

Depiction

Actions & View

Points

Select appropriate references for

depicting

Component
6

Depiction

Qualities &
Details

Students will refine surface qualities

of objects and forms

Component
7

Compositi
on

Emphasis

Create emphasis by the treatment of

forms and qualities

Component
8

Compositi
on

Unity

Create unity by interrelating the parts

of a composition

Component
9

Compositi
on

Craftsmanship

Improve composition by refining,

rehearsing and critiquing

Change in natural forms

occurs over time
Form should follow
function
Our associations
influence the way we
experience a work of art
Shapes can suggest
movement or stability
Actions amongst things
in a setting create a
dynamic interest
Colour can be made to
appear dull or bright
Details, accents &
outlines will enhance the
dominant area or thing
Parallel edges induce
harmony within a
composition
Rehearsals and ongoing
critiques should be
scheduled to improve
composing skills
1 - Everyday activities
can be documented
visually.
2 An original story can
be created visually
3- Details, patterns or
textures can be added to
2-D works
4- Feeling & moods can
be represented visually
5 Outside stimulation
can be interpreted
visually.
A. Plants & Animals
B. Environment & places
C. Manufactured things
D. Fantasy
E. People
A. Drawing
B. Painting
C. Print making
D. Sculpture
E. Fabric arts
F. Photography &
Technographic arts

Component
1
Component
2

Component
10 (i)

Expressio
n

Purposes 1-5

1 Record or document activities,

people or discoveries
2 Illustrate or tell a story
3 Decorate items personally created
4 Express a feeling or a message
5 Create an original composition,
object or space based on supplied
motivation

Component
10(ii)

Expressio
n

Subject Matter

Develop themes, with an emphasis on

personal concerns based on listed
subjects

Component
10 (iii)

Expressio
n

Media &
Techniques

Use media ad techniques, with an

emphasis on exploration and direct
methods in those listed

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH
LEVEL THREE (GRADES 5 & 6)
SLO

Key Term

Description (Students Will)

Example Concept

Component
1

Reflection

Analysis

Study and analyze the individual

character of natural objects or
forms
Impose standards on designed
objects and invent improved
versions

Natural forms tell something

about the way they were
made

Component
2

Reflection

Assessment

Component
3

Reflection

Appreciation

Component
4

Depiction

Main Forms&
Proportions

Component
5

Depiction

Actions & View

Points

Component
6

Depiction

Qualities &
Details

Component
7

Compositi
on

Emphasis

Component
8

Compositi
on

Unity

Component
9

Compositi
on

Craftsmanship

Prefect images through

economical use of material and
efficiency of effort

Interpret artworks for their

symbolic meaning
Modify forms by abstraction,
distortion and other
transformations
Refine methods and techniques
for more effortless image
making
Employ surface qualities for
specific effects
Create emphasis through the
use of structural devices and
strategies
Create unity by integrating the
parts of a composition into the
whole

Component
10 (i)

Expressio
n

Purposes 1-5

1 Record or document
activities, people or discoveries
2 Illustrate or tell a story
3 Decorate items personally
created
4 Express a feeling or a
message
5 Create an original
composition, object or space
based on supplied motivation

Component
10(ii)

Expressio
n

Subject Matter

Develop themes, with an

emphasis on personal concerns
based on listed subjects

Shape evolves everything

over time
Artistic style impacts the
emotional impact of an
artwork
Shapes can be abstracted or
reduced to their essence
Surface reflections, shading,
and shadows affect the
viewpoints
Colour harmonies affect the
mood and feeling of the
viewer
Rhythmic features can lead
the eye to the dominant area
in a composition
Implied line produces
tensions and connections to
achieve unity
Minimal actions and limited
media result in stronger
forms, as in Chinese painting,
cartoons, or Inuit sculptures
1 - Everyday activities can be
documented visually.
2 An original story can be
created visually
3- Details, patterns or
textures can be added to 2-D
works
4- Feeling & moods can be
represented visually
5 Outside stimulation can be
interpreted visually.
A. Plants & Animals
B. Environment & places
C. Manufactured things
D. Fantasy
E. People

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH

Component
10 (iii)

Expressio
n

Media &
Techniques

Use media ad techniques, with

an emphasis on exploration and
direct methods in those listed

A. Drawing
B. Painting
C. Print making
D. Sculpture
E. Fabric arts
F. Photography &
Technographic arts

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH

JUNIOR HIGH ART

GOALS:
DRAWINGS ALL THE WAYS WE RECORD VISUAL INFORMATION AND
DISCOVERIES
DEALS WITH: Recording, investigating, communicating, evaluating, & articulating

COMPOSITIONS ALL THE WAYS IMAGES ARE PUT TOGETHER TO CREATE

MEANING
DEALS WITH: Organizations, components, and relationships

ENCOUNTERS WHERE WE MEET AND HOW WE RESPOND TO VISUAL

IMAGERY
DEALS WITH: Looking at images and artifacts

OBJECTIVES & CONCEPTS

GRADE 7

GRADE 8

GRADE 9
Record objects
alone and in
compositions

DRAWINGS
Record - Students will
acquire a repertoire of
approaches to record visual
information
Investigate - Students will
develop the ability to
investigate visual
relationships in the
environment and in their
recorded images

Record single
images and simple
units

Examine and
simplify basic
shapes and
spaces

Select and identify

line, value and
texture in the
natural and manmade environment
for image making

Employ space,
proportion and
relationships for
image making.

Communicate - Students
will demonstrate technical
competencies and express
individual insights

Use expressiveness
in their use of
elements in the
making of images

Use
expressiveness in
their use of
elements in the
making of images

Articulate/Evaluate Students will apply visual,

analytical and critical skills
and develop control and
competency

Learn to use the

basic vocabulary of
art criticism in
descriptions of their
work

Use the
vocabulary of art
criticism to
develop a
positive analysis
of their work

Employ and
arrange
elements and
principles to
make
compositions
Use
expressiveness
in their use of
elements in the
making of
images
Usethetechniquesof
artcriticismfor
analysisand
comparisonofart
works

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH
GRADE 7

GRADE 8

GRADE 9

Experiment with
colour effects on
compositions.
Experiment with
techniques and
media within
complete
compositions of
2 and 3
dimensions.

Create
compositions in
both two and
three dimensions
Experiment with
the
transformation of
space in
compositions.

Create compositions in
both two and three
dimensions.
Become familiar with
the use of transparency
and opacity in the
creation of
compositions.
Investigate the effects
of controlling form,
colour and space in
response to selected
visual problems

Relationships Students will analyze

the relationships among
components of images.

Learn to use the

basic vocabulary
of art criticism in
descriptions of
their work

Investigate the
use of pattern
and emphasis in
the creation of
compositions.
Use the
vocabulary of art
criticism to
develop a
positive analysis
of their work.

Experiment with the

principles of dominance,
emphasis and
concentration in the
creation of
compositions. Use the
techniques of art
criticism for analysis
and comparison of art
works.

Organizations Students will express

meaning through
control of visual
relationships

Explore the
transformation of
form in
composition:
progression,
alteration,
exaggeration

Experiment with
value, light,
atmosphere and
colour selection
to reflect mood
in composition

Investigate the effects

of modifying colour,
space and form to
change pictorial style

COMPOSITIONS

Components Students will develop

competence with the
components of image:
media, techniques and
design elements.

GRADE 7

GRADE 8

GRADE 9

Identify
similarities and
differences in
expressions of
selected cultural
groups

Investigate form
and structure of
natural and manmade objects as
sources of images

Recognize the
significance of
the visual
symbols which
identify the
selected cultural
groups
Search for
contemporary

Compare varying
interpretations of
natural forms and
man-made
artifacts through
time and across
cultures
Consider the
impact of man-

Consider the
natural
environment as a
source of
imagery through
time and across
cultures
Identify thematic
and stylistic
variations of
works as
characteristics of
certain artistic
periods
Become aware of
the importance

ENCOUNTERS
Sources of Images Students will investigate
natural forms, man-made
forms, cultural traditions and
social activities as sources of
imagery through time and
across cultures
Transformations Through
Time - Students will
understand that the role and
form of art differs through
time and across cultures
Impact of Images Students will understand that

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH
art reflects and affects
cultural character

evidence
relating to
themes studied

made structures
upon human
activity in the
modern world

society places
upon various
works of art

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH

HIGH SCHOOL ART

(6 COURSES SPLIT INTO 2 STREAMS: ART 10, 20, & 30 OR ART 11, 21, & 31)

ART 10, 20, & 30 VS. ART 11, 21, & 31

The 10, 20, 30 stream of art focuses on four outcomes: Record, investigate,
communicate, and articulate/evaluate. It is more concerned with the actual
creation of artworks, with a higher concentration of studio time. The GLOs of
this stream are drawing, compositions, and encounters. The SLOs are to
record, investigate, communicate, and to articulate/evaluate.
The 11, 21, 31 stream is meant to be less about creating art, and more
being an active participant in the art world. This means that students would
be focused more on the role of critic and/or historian. The general goals,
what I would label as the GLOs, of this stream are function, creation, and
appreciation. The SLOs differ course to course, and will be discussed in
greater detail in the 11, 21, 31 section.

ART 10, 20, & 30

ART 10

ART 20

ART 30

Combine
description,
expression and
cognition in
the drawing
process

Draw for confidence

and consolidation of
head-to-hand skills

Achieve personal
style

Develop and
refine drawing
skills and
styles

Develop and refine

drawing skills and
styles

Develop and refine

drawing skills and
styles

Explore a personal
selection of
expressions

Exhibit a personal
style through indepth studies

Use the vocabulary

and techniques of art
criticism to interpret
and evaluate both
their own works and
the works of others

Usethevocabularyand
techniquesofartcriticism
toanalyzeandevaluate
theirownworksin
relationtotheworksof
professionalartists

DRAWINGS
Record - Students will
acquire a repertoire of
approaches to record
visual information
Investigate - Students
will develop the ability to
investigate visual
relationships in the
environment and in their
recorded images
Communicate - Students
will express personal
visual competencies and
insights
Articulate/evaluate Students will apply visual,
analytical and critical
skills and develop control
and competency

Investigate
varieties of
expression in
making images
Use the
vocabulary
and
techniques of
art criticism to
analyze their
own works

* COMPOSITION & ENCOUNTERS CONTINUED ON NEXT PAGE*

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH

ART 10

ART 20

ART 30

-Extend their knowledge of

and familiarity with the
elements and principles of
design through practice in
composing two- and threedimensional images
-Solve teacher-directed
problems of unity and
emphasis in creating
compositions

Use non-traditional
approaches to create
compositions in both two
and three dimensions

Use personal
experiences as
sources for image
making

- Solve teacher-directed
spatial problems of
movement and direction in
the creation of compositions
- Use the vocabulary of art
criticism to develop and
accept analyze

- Solve teacher- and

student-developed
problems by varying the
dominance of design
elements for specific visual
effects
- Use the vocabulary and
techniques of art criticism
to interpret and evaluate
both their own works and
the works of others

- develop and solve

design problems
- use the vocabulary
and techniques of
art criticism to
analyze and
evaluate their own
works in relation to
the works of
professional artists

- Experiment with various

representational formats
- Be conscious of the
emotional impact that is
caused and shaped by a work
of art

Demonstrate control over

various components of
compositions

Develop a portfolio
of works that will
represent their
personal style

ART 10

ART 20

ART 30

Investigate the process

of abstracting form
from a source in order
to create objects and
images

Recognize that while the

sources of images are
universal, the formation of
an image is influenced by
the artists choice of
medium, the time and the
culture

Research selected
artists and periods to
discover factors in
the artists
environments that
influenced their
personal visions

Investigate the impact of

technology on the
intentions and productions
of the artist

Analyze the factors

that generate a work
of art, or an artistic
movement: the
experiences of the
artists and the
impact of the culture

COMPOSITION
S
Components Students will
become familiar
with the
components of
images, media
techniques and
design elements

Relationships Students will

analyze the
relationships among
components of
images

Organizations Students will

express meaning
through control of
visual relationships.

ENCOUNTERS
Sources of Images Students will investigate
natural forms, humanmade forms, cultural
traditions and social
activities as sources of
imagery through time and
across cultures
Transformations
Through Time - Students
will understand that the
role and form of art differs
through time and across
cultures

Compare the image

content of certain
periods

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH
Impact of Images Students will understand
that art reflects and affects
cultural character

Become aware of the

relationship between
function and form in
artistic productions

Acquire a repertoire of
visual skills useful for the
comprehension of different
art forms

Question sources of
images that are
personally relevant or
significant to them in
contemporary culture

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH

ART 11, 21, & 31

GENERAL GOALS:
Function - What are the ways visual imagery is used to
express, shape and reflect the values, beliefs and conflicts
in society?
1 - The student will understand that art serves various symbolic,
descriptive and decorative purposes in society.
2- The student will understand that the role, form and value of art
differs through time and across cultures.
3- The student will understand that art reflects and affects cultural
character.

Creation - How are the achievements of artists in the past

and present identified, including the particular ways they
engage in expressive activity?
1 - The student will understand the role of the artist in the creation of
artifacts.
2 - The student will understand the role of culture in the creation of
artifacts.
3 - The student will investigate the concept of style as it affects the
creation of artifacts.
4 - The student will become aware of how artists work with the
components of artifacts: media, techniques and visual elements.

Appreciation - How can the student be given opportunities

to perceive and respond to visual qualities in works of art?
1 - The student will develop a personal approach to the appreciation of
artifacts
2 - The student will analyze the affective power of artifacts over time
and across cultures.

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH
3 - The student will analyze personal responses to visual imagery.

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH

ART 11: THE POWER OF THE ARTIFACT

I. Function: Purpose of Artifacts
1. Students will consider artifacts that convey different themes,
meanings, beliefs and values of people in various times and cultures.
2. Students will become aware of the use of artifacts for describing and
recording phenomena.
3. Students will become aware of the function of artifacts for the visual
enhancement of people and their environment.
II. Creation of Artifacts
1. Students will consider the nature of artists styles and their affect on
the character of artifacts.
2. Students will consider the characteristic styles attributed to various
cultures and historic periods as they affect the way that the culture or
period is identified.
3. Students will learn how artists work with media and acquire the
ability to distinguish materials and processes used in various kinds of
artifacts.
4. Students will observe how artists achieve different effects using the
elements and principles of composition.
III. Appreciation: Analyzing the Power of Artifacts
1. Students will be able to describe and characterize visual features of
artifacts, such as subjects, media and design.
2. Students will be able to analyze relationships among the visual
features of artifacts (e.g., subject, medium and design) and to derive
meaning from this analysis.
3. Students will consider how past experience influences personal
reaction to a work of art.
4. Students will analyze what makes an artifact powerful over time and
across cultures.

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH
5. Students will become aware of the range and variety of forms of
artistic expression.

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH

ART 21: TIME EVOLUTION OF THE POWER OF ART

I. Function: The Changing Role of Art in Society
1. Students will observe the changes in symbols and their meaning in
art over time.
2. Students will consider the changing values placed on different art
forms over time.
3. Students will identify changes over time in the ways people use art.
4. Students will consider the emerging value of historic artifacts.
II. Creation: The Changing Profession of the Artist
1. Students will investigate the role and influence of artists on their
societies in different eras.
2. Students will consider the development of patronage as a factor in
the role of the artist.
3. Students will examine and compare a series of works developed
over a period of time by a particular artist.
III. Appreciation: The Changing Form of Art in Society
1. Students will compare art styles in different historical periods.
2. Students will consider the subjective and expressive currents in the
art of our time.
3. Students will consider the rational formalist currents in the art of
our time.

CURRICULUM OVERVIEW
FINE ART K-12
RACHAEL GOUGH

ART 31: THE CONTEMPORARY ARTIFACT

I. Function: The Impact of World Culture on the Purpose of Art
1. Students will consider the sources of changing purpose and imagery
in the art of our time.
2. Students will consider the subjective and expressive currents in the
art of our time.
3. Students will consider the rational formalist currents in the art of
our time.
4. Students will consider the impact of technology on the purpose of
art.
II. Creation: The Impact of Technology on the Creation of Art
1. Students will observe the impact of technology on the creation of
artifacts.
2. Students will consider the impact of technology on the style and role
of the artist.
III. Appreciation: Modern Art and Society
1.Students will examine how contemporary society acquires,
appreciates and preserves artifacts.
2. Students will analyze various aspects of the modern artistic
community.
3. Students will investigate the possibility of a characteristic Canadian
style