AVI4M – Visual Arts Grade 12

Course Type: University/College Preparation

Credit: 1.0

Ontario Curriculum: AVI4M Grade 12 – Arts

AVI4M Prerequisite: AVI3M – Visual Arts – Grade 11

This AVI4M online course focuses on enabling students in AVI4M to refine their use of the creative process when creating and presenting two- and three-dimensional art works using a variety of traditional and emerging media and technologies. Students in AVI4M will use the critical analysis process to deconstruct art works and explore connections between art and society. AVI4M enables students to explore a range of materials, processes, and techniques that can be applied in their own AVI4M art production. Students will also make connections between various works of art in personal, contemporary, historical, and cultural contexts.

AVI4M Course Outline

UNIT 1: The Basics of Creation
In this unit, students will investigate the various components to artistic creation in the visual arts
field. This will begin with a review of the Elements and Principles of Design. In addition, students
will also examine relevant terminology and conventions related to visual arts. Next, as a
continuation to their development as an artist, they will prepare to analyse their work through the
creative process. They will also explore the opportunities for local and global art as well as
potential careers in visual art and the arts related occupations. It will be in this unit that students
will revisit how to begin the planning, revising, experimenting, and creating process for a work of
art. Specifically, they will be developing these skills in combination with creation techniques
related to colour theory, drawing, and mark making.

UNIT 2: Mixed Media
In this unit, students will explore the importance of mixed media pieces and practice techniques
related to different media specifically and the purposes of using a mixed media approach. More
specifically, students will examine mixed media techniques through 2D and 3D pieces as well as
presentation techniques. Students will gain an understanding of how media and presentation of
a piece can impact a work of art and its audience. In this unit, they will also further their
investigations of their own work and the work of others.

UNIT 3: Social Issues Assemblage (Sculpture)
In this unit, students will explore the importance of sculpture and practice techniques related to
sculpture specifically and the expression of the 3D form. More specifically, students will examine
sculpture techniques through additive and subtractive forms as well as creation techniques.
Students will gain an understanding of how media and structure can impact a work of art. In this
unit, they will also further their investigations of their own work and the work of others.

UNIT 4: Public Art (Painting)
In this unit, students will explore the importance of paintings and practice techniques related to
different paint specifically and the purposes of using specific types of paint. More specifically,
students will examine painting techniques through a variety of styles as well as presentation
techniques. Students will gain an understanding of how paint and presentation of a piece can
impact a work of art and its audience. In this unit, they will also further their investigations of
their own work and the work of others.

UNIT 5: Culminating Pieces: Final Project and Professional Portfolio
Students will apply the techniques and skills they have acquired throughout the course to their
final piece. They will also create a portfolio documenting their growth as an artist throughout
the course. Finally they will analyse and discuss the challenges they faced and how they grew
in a written reflection and oral interview.

Category A: Creating and Presenting
A1. The Creative Process: apply the creative process to create a variety of art works,
individually and/or collaboratively;
A2. The Elements and Principles of Design: apply the elements and principles of design to
create art works for 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 emerging technologies, tools, and techniques, and demonstrate an
understanding of a variety of ways of presenting their works and the works of others.

Category B: Reflecting, Responding, and Analysing
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 both social and personal
values;
B3. Connections Beyond the Classroom: demonstrate an understanding of and analyse the
requirements for a variety of opportunities related to visual arts.

Category C: Foundations
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 in the creation of visual art works;
C3. Responsible Practices: demonstrate an understanding of responsible practices related to
visual arts.

In this course, students will experience the following activities.

Presentations with embedded videos are utilized to outline concepts, explain theory with the
use of examples and practice questions, and incorporate multi-media opportunities for students
to learn more (e.g. online simulations, quizzes, etc.).

End of unit conversations and Poodlls are opportunities for students to express their ideas,
problem solving, and thought processes with a teacher who provides timely feedback.

Reflection is an opportunity for students to look back at concepts and theories with new eyes,
to relate theory to practice, and to align learning with their own values and beliefs.

Discussions with the instructor are facilitated through video conferencing, discussing the
concepts and skills being studied. This enables two-way communication between the student
and the instructor, to share ideas and ask questions in dialogue. This also helps to build a
relationship between the student and instructor.

Instructor demonstrations (research skills, etc.) are opportunities for the instructor to lead a
student through a concept or skill through video conferencing, videos, or emailing with the
student.

Discussion forums are an opportunity for students to summarize and share their ideas and
perspectives with their peers, which deepens understanding through expression. It also
provides an opportunity for peer-to-peer feedback.

Practical extension and application of knowledge are integrated throughout the course. The
goal is to help students make connections between what they learn in the classroom and how
they understand and relate to the world around them and their own lives. Learning becomes a
dynamic opportunity for students to be more aware that their learning is all around them and
enable them to create more meaning in their lives.

Individual activities/assignments assessments are completed individually at a student’s own
pace and are intended to expand and consolidate the learning in each lesson. Individual
activities allow the teacher to accommodate interests and needs and to assess the progress of
individual students. For this reason, students are encouraged to discuss IEPs (Individual
Education Plans) with their teacher and to ask to modify assessments if they have a unique
interest that they feel could be pursued in the assessment. The teacher plays an important role
in supporting these activities by providing ongoing feedback to students, both orally and in
writing.

Research is an opportunity to apply inquiry skills to a practical problem or question. Students
perform research to gather information, evaluate quality sources, analyze findings, evaluate
their analysis, and synthesize their findings into conclusions. Throughout, students apply both
creative thinking and critical thinking. New questions are also developed to further learning.

Writing as a learning tool helps students to think critically about course material while grasping,
organizing, and integrating prior knowledge with new concepts. Good communication skills are
important both in and out of the classroom.

Portfolios are a collection of student work that represents student learning and achievement
over a period of time. It allows students to relate learning artefacts into a whole in a meaningful
story.

Creating artefacts involves active learning with reflection and critical thinking. They provide
evidence of skill development as a basis for providing feedback to help students improve and
further develop knowledge and skills.

Reflective analysis and self-assessment is very important in this course. Concepts and
skills/techniques are modelled in examples (exemplars), which students can refer to and utilize
to further develop their own work. Students are encouraged to relate their work to real life
situations and their growth and learning over time.

Graphics/images are visual representations of ideas/concepts. Visuals are thought to promote
cognitive plasticity – meaning, they can help us change our minds or help us to remember an
idea.

As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement.

Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

● Address both what students learn and how well they learn;
● Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
● Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
● Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
● Are fair to all students;
● Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
● Accommodate the needs of students who are learning the language of instruction;
● Ensure that each student is given clear directions for improvement;
● Promote students’ ability to assess their own learning and to set specific goals
● Include the use of samples of students’ work that provide evidence of their achievement;
● Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The final grade will be determined as follows:

❑ 70% of the grade will be based on evaluation conducted throughout the course. This
portion of the grade should reflect the student’s most consistent level of achievement
throughout the course, although special consideration will be given to more recent
evidence of achievement.

❑ 30% of the grade will be based on a final evaluation administered at or towards the end of
the course. This evaluation will be based on evidence from one or a combination of the
following: an examination, a performance, and/or another method of evaluation suitable to
the course content. The final evaluation allows the student an opportunity to demonstrate
comprehensive achievement of the overall expectations for the course.

(Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. Ontario
Ministry of Education Publication, 2010 p.41)

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

• Adjustment and or extension of time required to complete assignments or summative tasks
• Providing alternative assignments or summative tasks
• Use of scribes and/or other assistive technologies
• Simplifying the language of instruction

To learn more go to our Individual Education Plan (IEP) page.

To learn more about this course including tests and exams please visit our FAQ page