Education and Early Childhood Learning

4-VA-M1: The learner demonstrates an understanding of the elements and principles of artistic design in a variety of contexts.

Elements of Art

The learner is able to do the following:

• Use art media, tools, and processes to explore and demonstrate an understanding of the elements of art: line, colour, texture, shape, form, and space.
• Use the words line, colour, texture, shape, form, and space appropriately; demonstrate the understanding that they comprise the elements of art.
• Identify and describe lines, colours, textures, shapes, forms, and spaces in artworks and in own surroundings.

Principles of Design

The learner is able to do the following:

• Apply the words pattern, variety, andrepetition appropriately in various visual contexts, including discussions of artworks.
• Use repetition and variety to create and modify patterns using various art media.
• Identify and describe contrasting elements in art images and objects and in the natural and constructed environment, and manipulate elements to create contrast and emphasis using art media.
• Demonstrate an understanding of visual balance as a principle of design and create different kinds of balance in own artmaking using two- and three-dimensional media.

4-VA-M2: The learner demonstrates an understanding of and a facility with visual arts media, tools, and processes.

The learner is able to do the following:

• Practise safe and appropriate use of various art media, tools, and processes.
• Describe and compare a wide range of art materials, tools, and processes, using appropriate terminology.
• Demonstrate an understanding of oral, written, graphic, and modelled instructions for art media, tools, and processes.

4-VA-M3: The learner develops skills in observation and depiction.

The learner is able to do the following:

• 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.
• Use primary and secondary contour lines to depict the edges observed, recalled, or imagined around and within subjects.

4-VA-CR1: The learner generates ideas for creating art using a variety of sources.

The learner is able to do the following:

• Draw inspiration from personal experiences and relevant sources (e.g., feelings; memories; imagination; themes; observations; visual stimuli; learning in other subject areas; poems; stories; music; daily, family, or community life) to ignite ideas and questions for art creation.
• Consider other arts disciplines (dance, dramatic arts, media arts, music) and other subject areas to inspire and trigger ideas for art creation.
• Generate multiple ideas for artmaking through exploration and observation of others’ (peers’ and artists’) use of art elements, principles, and media.
• Engage in collaborative idea generation/brainstorming as inspiration for art creation.
• Collect visual and other information for use in stimulating and developing own art ideas.

4-VA-CR2: The learner develops original artworks, integrating ideas and art elements, principles, and media.

The learner is able to do the following:

• Experiment with art elements, principles, and media to test and elaborate ideas.
• Make ongoing decisions about the use of art media, elements, and subject matter on the basis of own purpose or intent for artmaking.
• Explain own decisions about the selection and use of art media, elements, and subject matter in own ongoing artmaking.
• Incorporate serendipitous discoveries into own creative work, as appropriate.
• Develop and extend artmaking ideas individually and in collaboration with others.

4-VA-CR3: The learner revises, refines, and shares ideas and original artworks.

The learner is able to do the following:

• Share artworks in progress to inform revisions.
• Revise and refine own artworks on the basis of established criteria.
• Finalize own artworks (e.g., make appropriate decisions as to whether own work is “finished”).
• Work collaboratively to create and share group art projects.
• Contribute ideas for creating “artist statements” to display with own artworks in a variety of contexts.
• Participate creatively and constructively in preparing art displays.

4-VA-C1: The learner experiences and develops an awareness of artists and artworks from various times, places, social groups, and cultures.

The learner is able to do the following:

• Engage thoughtfully with artworks from various times, places, and peoples.
• Demonstrate an awareness of specific works of art and design from various times, places, social groups, and cultures (include art and design from past and present and from global, Canadian, and Manitoban cultures, including First Nations, Métis, and Inuit).
• Describe works of art and design experienced first-hand in own community and the places and venues (e.g., galleries, places of worship, public buildings, parks) where these experiences occurred.

4-VA-C2: The learner experiences and develops an awareness of a variety of art forms, styles, and traditions.

The learner is able to do the following:

• Demonstrate the understanding that the visual arts exist in many different forms (e.g., sculpture, photography, ceramics) and styles (e.g., realistic, abstract).
• Identify and describe various subject categories in art (e.g., landscapes, portraits, still life).
• Recognize that visual art is an art form, along with dance, dramatic arts, literary arts, and music.

4-VA-C3: The learner demonstrates an understanding of the roles, purposes, and meanings of the visual arts in the lives of individuals and in communities.

The learner is able to do the following:

• Demonstrate the understanding that many everyday objects (e.g., toys, clothes, magazines, cars, buildings) are designed by people with artistic training.
• Demonstrate an awareness of the intended meanings and/or purposes of artworks encountered in own viewing and artmaking experiences.
• Demonstrate an appreciation of art as a means of experiencing and exploring own and others’ lives (e.g., feelings, values, stories, events, cultures).
• Demonstrate an awareness of ways in which visual arts reflect, influence, and shape issues and events, as well as traditions, values, beliefs, and identities of individuals and groups.
• Engage and/or interact appropriately with artworks in a variety of settings.

4-VA-R1: The learner generates initial reactions to visual art experiences.

The learner is able to do the following:

• Take time to perceive visual arts experiences before sharing opinions and making judgments.
• Make personal connections to previous experiences with visual art and other art forms.
• Express first impression of own and others’ artworks (e.g., thoughts, feelings, intuition, associations, questions, experiences, memories, stories, connections to other disciplines).

4-VA-R2: The learner observes and describes art experiences.

The learner is able to do the following:

• Discern details about art elements, principles, techniques, and media.
• Use appropriate visual art vocabulary to observe and describe visual arts experiences.
• Recognize different noticings and build common understanding about visual arts.
• Demonstrate the understanding that detailed observation and reflection inform artistic thinking, appreciation, and production (e.g., use detailed observations of others’ art to develop and design own creative work).

4-VA-R3: The learner analyzes and interprets art experiences.

The learner is able to do the following:

• Analyze how art elements communicate meaning.
• Reflect, share, and explain personal responses (e.g., feelings, thoughts, images) evoked by art experiences.
• Examine others’ interpretations to understand diverse perspectives and inform new thinking about art.
• Co-construct criteria to critically analyze and evaluate artworks and experiences.

4-VA-R4: The learner constructs meaning and applies new understandings from art experiences.

The learner is able to do the following:

• Justify own preferences, ideas, and interpretations about art.
• Recognize and respect that individuals and groups may have different preferences, ideas, interpretations, and opinions about art.
• Make informed choices for decision-making about art.