Manitoba Education
Art Language and Tools (A-L3)»
Students develop skills in observation and depiction.
Students who have achieved expectations for this grade are able to
| Kindergarten | Grade 1 | Grade 2 | Grade 3 | Grade 4 |
| observe, talk about, and use various art media to depict visual details in a wide range of subjects (e.g., plants, animals, people, objects) found in images and in life (e.g., in natural and constructed environment)
K-2 A-L3.1 |
observe, talk about, and use various art media to depict visual details and general characteristics (e.g., gestures, relative proportions) in a wide range of subjects found in images and in life
3-4 A-L3.1 |
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| draw and paint, demonstrating understanding that lines can depict the edges of observed, recalled, or imagined shapes and forms
K-1 A-L3.2 |
use contour lines to depict the edges of observed, recalled, or imagined shapes and forms
2-3 A-L3.2 |
use primary and secondary contour lines to represent the edges observed, recalled, or imaged around and within subjects
4 A-L3.2 |
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| Appendix E: Depiction | ||||
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| K to Grade 3 | Grades 4-8 |
| Sees/describes the world and their depictions of it primarily in terms of subject matter (what the thing is) | Begins to see and think about their subjects and depictions in terms of component art elements (e.g., the characteristics of colour and shape, the kinds of lines, and so on) |
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Begins to understand that the drawing surface can represent the area within their field of view (as a sort of “window”)
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Extends elements of their painting/drawings to the edges of their work to imply space beyond (e.g., things “enter” and “exit” the edges of their compositions) |
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When drawing, begins to look back and forth from the subject to the drawing surface and add details
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Begins to look back and forth from subject to hand while continuously drawing from observation (i.e., continues to draw even when their eyes leave the drawing and focus on the subject) |
| Begins to recognize and represent overlapping objects | Begins to use relative size, placement and/or overlapping to create the appearance of depth in their own images (e.g., foreground, middle ground and background) |
| Begins to consider and make choices of point of view when “framing” their subject (e.g., in photography, thinking about camera angle and distance from the subject) | Begins to use point of view in a purposeful way (e.g., chooses a close-up to better emphasize a facial expression or a certain texture; paints a “birds eye view” to represent a vast area) |