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Course Profile

Course Profile

Northern Secondary School

Art Department – Focus Courses

Design2

Grade 11

Open

Course Code: - AWD3M1

Profile prepared by the Art Department of Northern Secondary School Toronto District School Board September 6, 2011

Design2 AWD3M1Profile Description

Note 1: The Ontario Ministry of Education, Curriculum Guidelines with full course content information can be located at Much of the following content is taken directly from this document.

Note 2: Detailed information on Ministry of Education assessment, evaluation, and reporting policy is provided in the Growing SuccessDocument located at

1. Course Details

•Program Area: Visual Arts: Design

•Date of Development: September 2011

• Teacher Developer:

•Course title: Visual Arts: Design 2, Grade 11, (AWD3M1)Credit Value 1.0

•Prerequisites(s) and co-requisite(s):None

•Textbook(s) and resource materials that are essential to the course: Art Works by Emond Montgomery – 1st Edition.

Course Description

This course offers an introduction to the techniques, materials and media used in the specific area of Design / Illustration.

Students will review and be knowledgeable of the Elements and Principles of Design and the expressive qualities of various materials through working with a range of materials, processes, techniques and styles. They will learn and use methods of analysis and criticism and will study the characteristics of particular historical art periods and a selection of Canadian art and the art of other cultures.

2. Overall Goals

Visual arts courses focus on studio and art appreciation and are primarily concerned with exploring the expressive character of how we see and the design of things we use. Within these courses, visual literacy expands into a broader perception - turning seeing into vision, translating reality into symbols and connections, and enhancing all other learning experiences. The expectations for visual arts courses are organized into three distinct but related strands:

A. Creating and Presenting: Students enhance their ability to apply the creative process to create and present original art works. Students use tools, technologies, and the elements and principles of design with increasing sophistication to create art works for a variety of purposes. Throughout, they document their approach to each stage of the creative process in a portfolio, which they can use for reflection.

B. Reflecting, Responding, and Analysing: Through the critical analysis process students reflect on their responses to and assess art works, developing a deeper understanding of themselves and the communities in which they live. By exploring the context of various art works, students expand their awareness of past and present societies. They explore opportunities for continuing engagement in postsecondary study and careers of personal interest in arts-related fields.

C. Foundations: In this strand, students enhance their understanding of conventions, techniques, and processes that people use to produce visual art works. Studentsrefine their specialized vocabulary, engage in responsible practices when creatingand presenting art works, and investigate increasingly complex ethical and legalissues associated with visual arts.

Overall Goals

A.CREATING AND PRESENTING

OVERALL EXPECTATIONS

By the end of this course, students will:

A1. The Creative Process: Apply the creative process to create a variety of art works, individually and/orcollaboratively;

A2. The Elements and Principles of Design: Apply Elements and Principles of Design to create art worksfor the purpose of self-expression and to communicate ideas, information, and/or messages;

A3. Production and Presentation: Produce art works, using a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and demonstrate an understanding of a varietyof ways of presenting their works and the works of others.

SPECIFIC EXPECTATIONS

A. CREATING AND PRESENTING

A1.1 Use a variety of strategies, individuallyand/or collaboratively, to generate ideas and

to develop plans for the creation of art works

A1.2 Use experimentation, reflection, and revisionwhen producing a variety of art works in each of the following areas: drawing, sculpture,painting, printmaking, and mixed media

A1.3 Document their use of the creative process ina portfolio

By the end of this course, students will:

A2.1 Use various Elements and Principles ofDesign to create art works that express personal feelings and/or communicate emotions to anaudience

A2.2 Apply Elements and Principles of design aswell as art-making conventions to create art works that communicate ideas, information, ormessages, and/or that convey a point of view

A3.1 Explore and experiment with a variety ofmaterials/media, including alternative media, and traditional and/or emerging technologiestools, and techniques, and apply them to create art works

A3.2 Demonstrate appropriate ways to preparetheir art works for presentation

A3.3 Demonstrate an understanding of a varietyof ways in which art works can be presented to reach different audiences

B. REFLECTING, RESPONDING, AND

ANALYSINGA

OVERALL EXPECTATIONS

By the end of this course, students will:

B1. The Critical Analysis Process: Demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various art works;

B2. Art, Society, and Values: Demonstrate an understanding of how art works reflect the society in which they were created, and of how they can affect personal values;

B3. Connections Beyond the Classroom: Demonstrate an understanding of the types of knowledge andskills developed in visual arts, and describe various opportunities related to visual arts.

SPECIFIC EXPECTATIONS

By the end of this course, students will:

B1.1 Identify and describe their initial reactions toa variety of art works, and explain the reasons for their reactions

B1.2 Identify and describe the elements and principlesof design used in their own art worksand the works of others, and describe theireffects

B1.3 Explore and interpret a variety of art works,both historical and contemporary, to identify and describe their purpose and style, the materialsused, and the meanings the works convey

B1.4 Use a variety of strategies to reflect on their own work and work of others

B2.1 Identify and describe the function of various types of art works (e.g., propaganda art, religiousart, satirical works; works that focus on personal narrative or anthropological study) in past andpresent societies

B2.2 Identify and describe ways in which various art works reflect the society in which they were created (e.g., with reference to the use of available materials, cultural influences, the depiction ofcurrent events or issues important to that society, the purpose of the work, the views and beliefs ofaudiences at the time)

B2.3 Identify and describe ways in which creating and/or analysing art works has affected their personal identity and values (e.g., with reference to their self-concept, their awareness of stereotypes,their approach to fashion, their attitudes towards objects associated with particular cultural groups,their ability to express their emotions)

B3.1 Identify types of knowledge and skills acquired in visual arts (e.g., knowledge relatedto visual literacy; creative problem-solving skills; skills related to visual communication, spatialorganization, and presentation), and describe how they could be applied in a variety of careers and in various areas of study

B3.2 Identify, on the basis of research, a variety of secondary and postsecondary pathways and careers related to visual arts (e.g., apprenticeships; postsecondary art programs; art-related careers inadvertising, animation, fashion design, filmmaking, graphic design, industrial design, photo journalism)and the education required for these careers

B3.3 Describe, on the basis of exploration, a variety of personal opportunities in their community in cultural or other fields related to visual arts (e.g., opportunities to create decorations for an eventassociated with a cultural or religious practice; opportunities to work on community murals orto create posters for a school event; opportunities to produce classroom or school-wide art showsand exhibits)

C. FOUNDATIONS

OVERALL EXPECTATIONS

By the end of this course, students will:

C1. Terminology: Demonstrate an understanding of, and use correct terminology when referring to, Elements, Principles, and other components related to visual arts;

C2. Conventions and Techniques: Demonstrate an understanding of conventions and techniques used inthe creation of visual art works;

C3. Responsible Practices: Demonstrate an understanding of responsible practices related to visual arts.

SPECIFIC EXPECTATIONS

By the end of this course, students will:

C1.1 Use appropriate terminology related to elementsand principles of design when creatingand analysing art works

C1.2 Use appropriate vocabulary to describetechniques, materials, and tools when creatingand presenting visual art works

C1.3 Identify and describe the stages of the creativeprocess and the critical analysis process.

C2.1 Demonstrate an understanding of a varietyof techniques that artists use to achieve specificeffects

C2.2 Demonstrate an understanding of severalconventions used in visual art works

C3.1 Identify legal and ethical issues associatedwith visual arts

C3.2 Demonstrate an understanding of safe andconscientious practices associated with the use of materials, tools, and technologies in visualarts, and apply these practices when creating and/or presenting art works

C3.3 Demonstrate an understanding of how theproduction and presentation of art works canaffect the environment, and apply environmentallyresponsible practices when creating andpresenting art works

Note: The above expectations will have a Designfocus for this course.

Northern Secondary School Visual Art Department

Grade 11 Design – Course Outline 2015 - 2016

Units of Study

Elements and Principles of Design / 5%
Digital platforms / 5%
Typography / 10%
Illustration / 10%
Screenprinting / 5%
3D Design / 10%
Design History / 5%
Design Option 1 / 10%
Design Option 2 / 10%
Culminating Project 1 – Commencement Cover / 15%
Culminating Project 2 – Branding / 15%

Description of Units

  1. Elements and Principles of Design (Thinking, Communication – 25 marks each)

Description / Overall Expectations / Specific Expectations
A review of the Elements and Principles of Design, with a focus on the principles of movement, emphasis and balance. / A2, B1, C1, C2 / A2.1, B1.2, C1.1, C2.2
  1. Digital Platforms (Thinking, Application – 25 marks each)

Description / Overall Expectations / Specific Expectations
Introductory, intermediate and advanced tutorials in Photoshop and Illustrator. / A3, B3, C1, C2, C3 / A3.1, A3.3, B3.1, B3.2, C1.2, C2.1, C3.3
  1. Typography (Knowledge and Understanding, Thinking, Application, Communication – 25 marks each)

Description / Overall Expectations / Specific Expectations
Advanced exploration of the importance of type face and ways to use it. / A1, A3, B3, C2 / A3.1, B3.1, C2.1
  1. 3D Design (Thinking, Communication – 25 marks each)

Description / Overall Expectations / Specific Expectations
Exploration of 3D design, including architecture, furniture, electronic devices, jewelleryetc. Student driven project. / A1, A3, C2, C3 / A3.1, A3.2, A3.4, C2.2, C3.2, C3.3
  1. Illustration (Knowledge and Understanding, Thinking, Application, Communication – 25 marks each)

Description / Overall Expectations / Specific Expectations
Creation of comic character(s) and a short comic story (digital or hand drawn). / A1, A3, B3, C1, C2 / A3.1, A3.2, A3.3, B3.1, C1.2, C2.1, C2.2
  1. Screenprinting (Knowledge and Understanding, Application – 25 marks each)

Description / Overall Expectations / Specific Expectations
Students will develop and make a screenprint design for an article of clothing (hat, jacket, t-shirt, jeans, etc.). Screenprinting will be done using screen filler. / A3, B3, C1, C2, C3 / A3.1, A3.2, A3.3, A3.4, B3.1, C1.2, C2.1, C3.2, C3.3
  1. Design History (Knowledge and Understanding, Communication – 25 marks each)

Description / Overall Expectations / Specific Expectations
In depth exploration of a design movement of choice. Work will be displayed as an infographic and presented to the class. / A3, B1, B2 / A3.2, A3.4, B1.3, B2.1, B2.2
  1. Design Option 1 (Knowledge and Understanding, Thinking, Application, Communication – 25 marks each)

Description / Overall Expectations / Specific Expectations
A student driven project involving the creation of a design work or series of works in the style of, or inspired by a particular designer or design movement. / A1, A2, A3, B1, B2, C1, C2, C3 / A2.1, A2.2, A3.1, A3.2, B1.1, B1.2, B1.4, B2.2, B2.3, C1.3, C2.1, C3.1, C3.2
  1. Design Option 2 (Knowledge and Understanding, Thinking, Application, Communication – 25 marks each)

Description / Overall Expectations / Specific Expectations
A student driven project focusing on one area of design interest (e.g. advertising posters, t-shirt prints, CD or LP covers, skateboard designs, motion graphics, jewellery, comics, textiles, furniture, etc.). / A1, A2, A3, B1, B2, C1, C2, C3 / A2.1, A2.2, A3.1, A3.2, B1.1, B1.2, B1.4, B2.2, B2.3, C1.3, C2.1, C3.1, C3.2
  1. Culminating Project 1 –Yearbook Cover (Knowledge and Understanding, Thinking, Application, Communication – 25 marks each)

Description / Overall Expectations / Specific Expectations
All Grade 11 students will create a cover design for the 2016-2017 Yearbook. The winning cover will be chosen by voters from Visual Art students from all grades. / A1, A2, A3, B1, B2, C1, C2, C3 / A2.1, A3.1, A3.2, A3.3, B1.1, B1.2, B2.1, C1.1, C2.1, C2.2, C3.1, C3.2
  1. Culminating Project 2 – Branding (Knowledge and Understanding, Thinking, Application, Communication – 25 marks each)

Description / Overall Expectations / Specific Expectations
Students will develop an idea for a company. They will create a logo and other branding and promotional materials, such as ambient or guerrilla marketing and web site design. / A1. A2, A3, B1, B3, C1, C2, C3 / A2.1, A2.2, A3.1, A3.2, A3.4, B3.1, B3.2, B3.3, C1.1, C1.3, C2.1, C3.1, C3.2

Art Department Evaluation Policy

All visual arts courses are divided into four related categories: Knowledge and Understanding, Thinking and Inquiry, Application and Communication. Evaluations in each course will reflect work done to achieve the overall and specific objectives in the following strands: Creating and Presenting, Reflecting, Responding and Analysing and Foundations.

In this course, students are evaluated in four categories, according to the weightings shown:

Knowledge and Understanding / Thinking / Application / Communication
25% / 25% / 25% / 25%

Evaluation Table: - The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:

Percentage Grade Range / Achievement Level / Summary Description
80-100% / Level 4 / A very high to outstanding level of achievement. Achievement is above the provincial standard.
70-79% / Level 3 / A high level of achievement. Achievement is at the provincial standard.
60-69% / Level 2 / A moderate level of achievement. Achievement is below, but approaching, the provincial standard.
50-59% / Level 1 / A passable level of achievement. Achievement is below the provincial standard.
Below 50% Insufficient achievement of curriculum expectations. A credit will not be granted.

Final Mark

Students will be granted a credit if their final mark is 50% or higher. The final grade for each course will be determined as follows:

  1. 70% of the grade will be based on assessments and evaluations conducted throughout the course. The majority of this mark will be based on studio projects including preliminary drawings, design, sketchbook assignments, experimentation and final work. Marks will be assigned for written work such as reports, critical and historical analysis, research, essays, quizzes, tests, and class notes. There will also be assignments relating to reflection, review and evaluation in the forms such as critiques, presentations and self and peer evaluations. Overall and specific expectations in each subject can be found in the course profiles. The value of first term to the final mark is 35%; the value of the second term to the final mark is 35% - totalling 70%.
  1. 30% of the grade will be based on a final summative evaluation - usually in the form of a portfolio or major studio project with sections designed from each strand.

Information on Ministry of Education assessment, evaluation, and reporting policy is provided in the Growing Success Document located at .

3. Program Planning Considerations

•Individual Education Plan: Accommodations to meet the needs of exceptional students as set out in their Individual Education Plan will be implemented within the classroom program. Additional assistance is available through the Special Education program.

•The Role of Technology in the Curriculum. Using information technology will assist students in the achievement of many of the expectations in the curriculum regarding research, written work, analysis of information, and visual presentations.

•English as a Second Language (ESL): Appropriate accommodations in teaching, learning, and evaluation strategies will be made to help ESL students gain proficiency in English, since students taking ESL at the secondary level have limited time in which to develop this proficiency.

•Career Education: Expectations in this course include many opportunities for students to explore educational and career options, and to become self-directed learners.

•Cooperative Education and Other Workplace Experiences: The knowledge and skills students acquire in this courses will assist them in their senior level cooperative-education and work-experience placements related to this course. General information about cooperative education courses can be found at

  • HEALTHY RELATIONSHIPS AND THE ARTS

Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Research has shown harassment. Research has shown that students learn and achieve better in such environments.

A safe and supportive social environment in a school is founded on healthyrelationships – the relationships between students, between students and adults, andbetween adults. Healthy relationships are based on respect, caring, empathy, trust, anddignity, and thrive in an environment in which diversity is honoured and accepted.

  • EQUITY AND INCLUSIVE EDUCATION IN THE ARTS PROGRAM

The Ontario equity and inclusive education strategy focuses on respecting diversity, promotinginclusive education, and identifying and eliminating discriminatory biases, systemicbarriers, and power dynamics that limit the ability of students to learn, grow, andcontribute to society. Antidiscrimination education continues to be an important

and integral component of the strategy.In an environment based on the principles of inclusive education, all students, parents,caregivers, and other members of the school community – regardless of ancestry, culture,ethnicity, sex, physical or intellectual ability, race, religion, gender identity, sexual orientation,socio-economic status, or other similar factors – are welcomed, included, treated fairly,and respected. Diversity is valued, and all members of the school community feel safe,comfortable, and accepted. Every student is supported and inspired to succeed in a cultureof high expectations for learning. In an inclusive education system, all students see themselvesreflected in the curriculum, their physical surroundings, and the broader environment,so that they can feel engaged in and empowered by their learning experiences.

  • ENVIRONMENTAL EDUCATION AND THE ARTS

Ontario’s education system will prepare students with the knowledge, skills, perspectives, and practices they need to be environmentally responsible citizens. Students will understand our fundamental connections to each other and to the world around us through our relationship to food, water, energy, air, and land, and our interaction with all living things. The education system will provide opportunities within the classroom and the community for students to engage in actions that deepen this understanding.

Acting Today, Shaping Tomorrow: A Policy Framework for Environmental

Education in Ontario Schools (2009), p. 6