Arts Grade 9

Comprehensive Arts  (ALC10)

This course integrates three or more of the arts (dance, dramatic arts, ASL poetry, visual arts) and examines the similarities and differences among these subjects. Students will learn specialized arts vocabulary while investigating traditional concepts, stylistic elements, and principles unique to the various arts, as well as applications of new technologies.

Note: De’VIA, (Deaf View Image Art) explores Deaf experience on a personal cultural or physical level using formal art elements.  Many artworks instinctively or intentionally reflect De’VIA elements such as:
•    Intense and contrasting colours
•    contrasting textures and values
•    emphasis on eyes, mouths, ears and hands
•    motifs, metaphors, insights and perspectives of Deaf experience

Reference: For a list of links, please click on “Visual Arts Resources”.

 

Overall Expectations

By the end of this course, students will:
• describe, in ASL and in writing, the elements and principles of the arts found in their own work and that of others;
• explain the historical context, background influence and style of particular De’VIA artworks/art forms by Deaf artists;
• create works in all arts areas and in visual arts in particular by applying De’VIA characteristics, concepts and techniques specific to each;
• create works by using technologies and new technological information (e.g., video graphics – editing, closed-captioning, overlapping artworks/art forms);
• use the creative process to produce artworks that demonstrate innovative connections between the Deaf experience and culture with the arts;
• demonstrate the ability to conduct a step-by-step critical analysis of their own work and that of others;
• demonstrate an understanding of  De’VIA characteristics that distinguish visual artworks/art forms’ artistic identity.

 

Specific Expectations

By the end of this course, students will:
• identify the elements and principles common to all the arts (e.g., space, time, form, contrast, unity, variety, movement, balance);
• demonstrate an understanding of arts elements that are specific to De’VIA artworks/art forms (e.g., line, colour, textures);
• demonstrate an understanding of the use of elements and principles in various artworks in contrast to De’VIA artworks/art forms;
• identify how historical, theoretical, and technical change (e.g. mainstream attitude towards Deaf culture) have contributed to the development of the arts (eg. has influenced De’VIA artwork)
• describe and document the development and impact of technology in the arts;
• identify, research, and describe historical and stylistic links within the arts (e.g., Baroque style in visual art);
• explain how chosen techniques used in works and productions communicate mood and message (e.g., Uzi Buzgalo, Samuel Ash, Vanessa Vaughan, and Pamela Witcher).
• modify elements (e.g., line, form, colour, texture, dynamics, time, space) of a De’VIA work to change its effect (i.e., change the mood in a piece of artwork);
• create a group of works in at least three of the arts by applying a theme (e.g., “Deaf community”, or “Deaf schools”);
• research Deaf artists whose work incorporates more than one art form (e.g., Forrest Nickerson, Maggie Van Vorst);
• document the creative process through blocking, choreographic notes, vlogs, and sketch outlines;
• apply the process of critical analysis (initial reaction, description, analysis, interpretation, and judgment) to selected works and productions (e.g., Pamela Witcher, Clayton Valli, Mosdeux and Enza Iovio);
• use appropriately language specific to each of the arts when doing critical analysis (e.g., the language of sculpture or the language of photography);
• identify, research, and describe arts resources available (e.g., Brenda Schertz’s De’VIA collection, Patty Durr’s (RIT) extensive Deaf artworks/art forms collection and Deborah M. Sonnenstrahl’s Deaf Art History);
• demonstrate an understanding of the traditions and values reflected in De’VIA artworks;
• identify cultural symbols within artworks (e.g., by examining the position and details of a hand in an artwork);
• explain how Deaf culture’s social and economic priorities influence the arts and arts production;
• explain how Deaf culture expresses its identity through the arts (e.g., through drawing, ASL poetry, dance, drama).

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