Grade 1: Visual Arts
Overall Expectations
•produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes;
•use the elements of design (colour, line, shape, form, space, texture), in ways appropriate for this grade, when producing and responding to works of art;
•describe how the ideas in a variety of art works relate to their own knowledge and experience;        
•use correctly vocabulary and art terminology associated with the specific expectations for this grade.         
Specific Expectations
Knowledge of Elements        
•recognize and name the primary colours of pigment (red, blue, yellow);        
•identify the value of a colour (i.e., distinguish between lighter and darker tones of a colour);        
•describe different kinds of lines (e.g., jagged, broken, straight, curved);        
•identify the horizon line;        
•distinguish between geometric and organic shapes and forms;        
•describe the texture of various familiar objects (e.g., rough, smooth, slippery, wet), using vocabulary and terminology appropriate for this grade;        
•identify the elements of design in familiar environments (e.g., the colours in the classroom; the shapes used in wallpaper samples; the forms found in a piano, rectangles, columns);        
•identify a variety of art tools, materials, and techniques, and demonstrate understanding of their proper and safe use (e.g., brushes, sponges, fingers, sticks for painting; modelling clay for making sculptures; oil pastels, crayons, markers, pencil crayons for drawing).         
Creative Work        
•make artistic choices in their work, using at least one of the elements of design specified for this grade (e.g., create a three-dimensional work, using "found" materials to create specific textures);        
•produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting, sculpting, printmaking) that communicate thoughts and feelings (e.g., paint a picture about a class trip);        
•identify, in a plan, the subject matter and the tools and materials they will use to produce an art work;        
•identify strengths and areas for improvement in their own and others' art works (e.g., "I like the way I painted the dog. Next time I will use smaller brushes so I can make the fur look real").         
Critical Thinking        
•describe the subject matter in both their own and others’ art work (e.g., La Orana Maria by Paul Gauguin and Kettle of Soap by Joseph-Charles Franchère, which depict people engaged in everyday activities);         
•describe, using appropriate 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 yellow to suggest happiness);        
•express a response to an art work that clearly communicates how the ideas, information, and feelings relate to their own experiences (e.g., a response in which they note that the artist's representation of a boy playing with a dog relates to the stories they have been reading about pets).        
Student Name:        
 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.