AWN 4M Painting Senior Course Outline Lead Writer: Michelle Rodricks, Writer: Maggie Petrou, Reviewer: Margot Roi

AWN 4M Painting Senior Course Outline Lead Writer: Michelle Rodricks, Writer: Maggie Petrou, Reviewer: Margot Roi Resource to Support the 2010 Revised Ontario Arts Curriculum Policy Documents Lead Editor: Terry Reeves, Project Editors: Jane Dewar, Susan Daugherty, Rick Gee, Mari Nicolson, Bob Phillips, Pat Rocco, Margot Roi, Joanna Swim, Kathy Yamashita, Contributing Editor: Mervi Salo OSEA - Ontario Society for Education through Art - 2010 www.osea.on.ca

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n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a'.%!"'(,".$ @'-<*)$/.#'-%^/).-*)$!#*)*+%Q&.#<#.#*$ I@+2*1).*1 ^)'A*&.$%&/-%0*%&)*/.*+%'- /%1/),*)%$&/1*: _#."%."*%$&"''1T$%') &'44(-#.8T$%3*)4#$$#'-6 $'4*%3)'A*&.$%4/8%0*&'4* 4')*%3*)4/-*-.18 +#$31/8*+%3#*&*$ H/55.0+$&(+20)(A1$Q R21./0421 6*)+$% c/86%q--%/-+%e8--* d/]/)*."6%u+$: Q- ;-.)'+(&.#'-%.'%Q&)81#&$ VSc R''=$6%E'-+'-W%CjjJ:!/(&"#+6%I"*-#:!"*%d*7 Q&)81#&$ V_/.$'-5b(3.#1 ^(01#$"#-,6%d*7%M')=W FKKG:?.'=$./+6%N/)#18-: Q). H#$.')8 V^)*-.#&*%H/116 B:?:Q:W%FKKj: @"/3.*)%JFD%!"* ;-.*)-/.#'-/1%?&*-*%?#-&* CjLG AWN 4M Painting www.osea.on.ca 21 of 24

JA.11(0B$.:$920;1 K*1+(AA(+).* m%/%$#.*5$3*&#9#&%/).7')=%."/.%&/-%*2#$.%#-%/%.)/+#.#'-/1%,/11*)8%&'-.*2.%/$ 7*11%/$%#-%1*$$%&'-<*-.#'-/1%$*..#-,$ JA(_)*, m%3/#-.#-,%.*&"-#p(*%m%#-%'#1$6%/3318%1/8*)$%'9%."#-%&'/.$%'9%3/#-.%.'%0(#1+%(3%/ 1(4#-'$#.8n%7/#.%9')%*/&"%1/8*)%.'%+)8%0*9')*%/++#-,%."*%-*2. 6*>204.(+ m%3/#-.#-,%.*&"-#p(*%m%#-%'#1$6%&'<*)%."*%3/#-.#-,%$()9/&*%7#."%/%$#-,1* &'1'()6%($(/118%/%-/.()/1%.'-*6%#-%')+*)%.'%$(0+(*%."*%7"#.*%'9%."*%,*$$'%/-+%"*13%(-#98."*%3/#-.#-, 6*>20^5()*+)*, m%3/#-.#-,%.*&"-#p(*%m%#-%'#1$6%($*%/%-/.()/1%.'-*%v9')%*2/431*6%'&")*w.'%1''$*18%4/3%'(.%."*%&'43'$#.#'-%'9%."*%3/#-.#-,%0*9')*%/++#-,%+*./#1$%/-+%0(#1+#-, (3:!"#$%/11'7$%."*%/).#$.%.'%4/=*%/-8%-**+*+%&'43'$#.#'-/1%&"/-,*$ AWN 4M Painting www.osea.on.ca 22 of 24

Culminating Task Rubric - Painted Installation Categories Level 1 Level 2 Level 3 Level 4 Coloured Layout is Coloured Layout Knowledge shows an individual (Proposal) Thinking (Proposal) Application (Proposal & Painting) not in scale with the Group Design, and/or not in complete alignment with partners layouts. Perspective techniques have been inaccurately used Student designed their section with minimal attention to their Group Philosophy of Art Proposal is lacking two or more of the following: photographs of the installation site, construction ideas, proposed building materials, dimensions and painting mediums Student has incorporated few techniques and painting styles. Coloured Layout shows an individual perspective somewhat perspective to scale in scale with the with the Group Group Design, and is Design, and is in mostly in alignment alignment with with partners layouts. partners layouts. Perspective techniques Perspective have been used with techniques have been some accuracy used well Student designed their section with some attention to their Group Philosophy of Art Proposal includes most of the following information: photographs of the installation site, construction ideas, proposed building materials, dimensions and painting mediums Student has incorporated some techniques and painting styles. Student designed their section with attention to one to two sentences from their Group Philosophy of Art Proposal includes photographs of the installation site, construction ideas, proposed building materials, dimensions and painting mediums Student has incorporated a variety of techniques and painting styles. Coloured Layout shows an individual perspective entirely to scale with the Group Design, and is in complete alignment with partners layouts. Perspective techniques have been accurately used Student designed their section with particular attention their Group Philosophy of Art Proposal includes a variety of photographs of the installation site, multiple construction ideas, a selection of proposed building materials, dimensions and a variety of painting mediums Student has incorporated a wide variety of techniques and painting styles. Communication (Proposal, Artist Statement & Painting) Student Layout is requires more attention to aesthetics. It needs to more clearly communicate meaning to the viewer. Artist Statement briefly describes the creative process undertook as an individual and as a team member. It does not touch on the strengths and difficulties encountered. Individual Work has been sparsely documented with photographs. Student Layout has some aesthetically pleasing areas. It mostly communicates meaning to the viewer. Artist Statement somewhat describes the creative process undertook as an individual and as a team member. It somewhat touches on the strengths and difficulties encountered. Individual Work has been somewhat documented with photographs. Student Layout is aesthetically pleasing. It communicates meaning to the viewer. Artist Statement describes the creative process undertook as an individual and as a team member. It touches on the strengths and difficulties encountered. Individual Work has been documented with photographs. Student Layout is creative/inventive/original and aesthetically pleasing. It clearly communicates meaning to the viewer. Artist Statement thoroughly describes the creative process undertook as an individual and as a team member. It completely speaks to the strengths and difficulties encountered. Individual Work has been thoroughly documented with photographs. AWN 4M Painting www.osea.on.ca 23 of 24