Untitled
The Arts
Grade 3: Visual Arts
Achievement
Level
Overall Expectations
1
2
3
4
•produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes and to familiar audiences;
 
 
 
 
•identify the elements of design (colour, line, shape, form, space, texture), and use them 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 and to other works they have studied, and how the artists have used at least one of the elements of design;        
•use correctly vocabulary and art terminology associated with the specific expectations for this grade.         
Specific Expectations
       
Knowledge of Elements        
•recognize and name the warm (red, orange, yellow) and cool (purple, green, blue) colours, and describe their emotional impact (e.g., a warm colour scheme may make people feel warmer);        
•identify characteristics of a variety of lines (e.g., thick, thin, broken, dotted);        
•label the foreground, middle ground, and background, and identify objects in each of these areas of a work;        
•identify symmetrical and asymmetrical shapes in both the human-made environment and the natural world;        
•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);        
•identify elements of design in a variety of natural and human-made objects (e.g., the form of a tree is asymmetrical and its leaves and flowers may be symmetrical);        
•use art tools, materials, and techniques correctly to create different effects (e.g., paint with a sponge to create an open, airy feeling in a work; apply paint thickly with a brush to suggest heaviness).         
Creative Work        
•solve artistic problems in their art works, using at least three of the elements of design specified for this grade (e.g., describe why they placed objects in the foreground, middle ground, or background);        
•produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting, sculpting, printmaking) that communicate their thoughts and feelings about specific topics or themes (e.g., produce a mural in a group interpreting a Native legend through colour, shape, and line);        
•identify and explain the specific choices they made in planning, producing, and displaying their own art work (e.g., the choices of subject matter, colours, location for display);        
•identify strengths and areas for improvement in their own and others' art work (e.g., the need to have better control in using paints).         
Critical Thinking        
•identify the similarities and differences in content between two or more works on a related theme (e.g., describe the artists' choices of subject matter in landscapes like The Tangled Garden by J. E. H. MacDonald and Lake George in the Woods by Georgia O'Keeffe);        
•explain how the artist has used the elements of design to communicate feelings and convey ideas (e.g., show that the artist has placed certain objects in the foreground of a picture to convey the idea that they are important);        
•state their preference for a specific work and defend their choice with reference to both their own interests and experience and to the artist's use of one or more of the elements of design (e.g., select a painting of skaters because they like skating and because they like the way the artist has used colours in the picture to create contrast and convey emotions).         
Student Name:        
 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.