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Course Profile
Course Profile
Northern Secondary School
Art Department – Focus Courses
Design 1
Grade 10
Open
Course Code: - AWD201
Profile prepared by the Art Department of Northern Secondary School Toronto District School Board September 6, 2011
Design1Open AWD201Profile 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 1, Grade 10, Open (AWD201)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 10 Design – Course Outline 2015-2016
Units of Study
Elements and Principles of Design / 5%Digital platforms / 10%
Poster Design / 5%
Typography / 10%
3D Design / 5%
Screenprinting / 10%
Design History / 5%
Illustration / 10%
Design Option 1 / 10%
Motion Graphics / 10%
Culminating Project 1 – Agenda Cover / 15%
Culminating Project 2 – Branding / 15%
Description of Units
- Elements and Principles of Design (Knowledge and Understanding, Application – 25 marks each)
Description / Overall Expectations / Specific Expectations
Review of the elements and principles of design, including an application assignment / A2, B1, C1, C2 / A2.1, A2.2, B1.1, B1.2, C2.1, C2.2
- Digital Platforms (Knowledge and Understanding, 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, B3.3, C2.1, C3.1,
- Poster Design (Thinking, Communication – 25 marks each)
Description / Overall Expectations / Specific Expectations
Competition to produce poster for school play – “Canterbury Tales” / A1, A2, A3, B1, C2, C3 / A1.1, A2.2, A3.1, A3.2, A3.3, C2.2, C3.1
- Typography (Knowledge and Understanding, Thinking, Application, Communication – 25 marks each)
Description / Overall Expectations / Specific Expectations
Exploring the use of type face to create images / A1, A3, C2, C3 / A1.1, A3.2, A3.3, C2.1, C3.1
- 3D Design (Thinking, Communication – 25 marks each)
Description / Overall Expectations / Specific Expectations
Working with paper to create 3D designs / A1, A3, C3 / A1.1, A1.2, A3.1, C3.2
- Screenprinting (Knowledge and Understanding, Thinking, Application, Communication – 25 marks each)
Description / Overall Expectations / Specific Expectations
Introductory screenprinting, using screen filler and printing onto textiles / A3, C1, C2, C3 / A3.1, A3.2, A3.3, C1.1, C2.2, C3.2, C3.3
- Design History (Knowledge and Understanding, Communication – 25 marks each)
Description / Overall Expectations / Specific Expectations
Introduction to and exploration of key design movements throughout the 20th and 21st centuries / B1, B2, C2 / B1.1, B1.3, B2.2, B2.3, C2.2
- Illustration (Knowledge and Understanding, Thinking, Application, Communication – 25 marks each)
Description / Overall Expectations / Specific Expectations
Students will develop a cartoon character and at least one completed comic book page / A1, A3, B3, C2 / A1.1, B3.1, B3.2, B3.3, C2.1
- Design Option (Knowledge and Understanding, Thinking, Application, Communication – 25 marks each)
Description / Overall Expectations / Specific Expectations
Student driven project which may focus on any of a broad range of design projects including advertising posters, t-shirt prints, CD or LP covers, skateboard designs, comics, textiles, furniture, etc. / A1, A2, A3, B1, B3, C3 / A1.1, A1.2, A1.3, A2.2, A3.1, B1.4, B3.1, C3.2
- Motion Graphics (Knowledge and Understanding, Thinking, Application, Communication – 25 marks each)
Description / Overall Expectations / Specific Expectations
Exploration of techniques to create motion graphics. / A3, B3, C1, C2 / A3.1, B3.2, C1.2, C2.1
- Culminating Project 1 – Agenda Cover (Knowledge and Understanding, Thinking, Application, Communication – 25 marks each)
Description / Overall Expectations / Specific Expectations
All Grade 10 students will design an Agenda Cover for the 2016-17 school year. The winning cover will be chosen by voters from Visual Art students from all grades. / A1, A2, A3, B1, B3, C2, C3 / A1.1, A1.2, A1.3, A2.2, A3.2, A3.3, B1.4, B3.1, B3.2, C2.1, C2.2, C3.1
- 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 or product. They will create a logo and business card for their company. The logo will be screenprinted onto fabric. / A1, A2, A3, B2, B3, C2, C3 / A1.1, A1.2, A1.3, A2.1, A3.2, A3.3, B2.3, B3.2, B3.3, C2.1, C2.2, C3.1
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 / Communication25% / 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 Description80-100% / 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:
- 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%.
- 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
4. Learning Skills
Learning Skills are skills and habits are essential to success in school and in the workplace. The Learning Skills evaluated are: Responsibility, Self-Regulation, Works Independently, Collaboration, Organization and Initiative. Teachers report achievement on the six Learning Skills using letter symbols: E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement.