Education and Early Childhood Learning

11-VA-M1: The learner develops competencies for using elements and principles of artistic design in a variety of contexts by doing the following:

• Use visual arts vocabulary to identify and describe art elements and principles, and their relationships for artistic design.
• Experiment with art elements and principles, and their relationships in natural and constructed environments.
• Select, combine, and manipulate art elements and principles to solve artistic problems and challenges.
• Explore contemporary approaches to designing, composing, or structuring works of art and visual culture.

11-VA-M2: The learner develops competencies for using visual art media, tools, techniques, and processes in a variety of contexts by doing the following:

• Identify properties and potentialities of two- and three-dimensional art media, tools, techniques, and processes for artmaking (e.g., through research, experimentation, practice).
• Experiment with a variety of art media, tools, techniques, and processes to develop intentions and preferences.
• Select and use diverse art media, tools, techniques, and processes in varied ways to develop technical and creative facility and to represent artistic intentions.
• Extend, integrate, and refine artmaking competencies using
  • a variety of personally selected media (e.g., two- and three-dimensional media, including mixed media, multimedia, and digital media images and objects)
  • a range of techniques and processes
  • various tools and digital and virtual technologies

11-VA-M3: The learner develops skills in observation and depiction by doing the following:

• Select and use a variety of techniques for observing and depicting various subjects.
• Extract, isolate, and combine selected art elements to depict observed and imagined subjects.
• Apply and transfer techniques of observational depiction to represent a range of imagined or fictitious subjects.
• Apply and differentiate between realistic, expressive, and abstract approaches (e.g., expressionistic, abstract, exaggerated, cubist, new forms) to the depiction of various subjects.

11-VA-CR1: The learner generates and uses ideas from a variety of sources for creating visual art by doing the following:

• Draw inspiration from personal experiences and relevant sources (e.g., feelings, memories, imagination, observations, associations, cultural traditions, responses to current events, social, political, historical, and environmental issues, curriculum studies, experiences with works of art).
• Explore a wide range of resources and stimuli (e.g., art elements, principles, and media, movement, images, sound, music, stories, poetry, artifacts, technology, multimedia) to ignite ideas and questions.
• Consider other arts disciplines (dance, dramatic arts, media arts, music) and subject areas to inspire ideas.
• Experiment with diverse art elements, principles, media, techniques, language, and practices.
• Engage in collaborative idea generation (plus-ing)* as inspiration and fuel for moving ideas forward.

*Plus-ing: In collaborative idea generation, the act of accepting any idea or adding to it.

11-VA-CR2: The learner develops original artworks, integrating ideas and art elements, principles, and media by doing the following:

• Remain open to emerging, serendipitous ideas and inspiration.
• Respond flexibly and creatively to challenges and opportunities that emerge in the artmaking process.
• Engage in cycles of experimentation and idea generation to consider possibilities and test out and elaborate ideas.
• Analyze and adapt creatively to evolving relationships between form (media and design) and idea, intent, and/or purpose.
• Define and solve creative challenges that emerge in the artmaking process.
• Select, synthesize, and organize promising ideas, elements, and media to develop original artwork and to support intention.

11-VA-CR3: The learner revises, refines, and shares ideas and original artworks by doing the following:

• Select and share artworks in progress for ongoing feedback.
• Analyze, revise, and refine in response to critical self-reflection and feedback from others.
• Reconsider and/or confirm choices.
• Finalize and share artwork with communicative intent and audience in mind.
• Contribute creatively and constructively to the curatorial process.
• Document own artmaking processes and products for the purposes of creating, maintaining, and sharing an art portfolio.
• Apply legal and ethical art practices (e.g., related to copyright, intellectual property) when creating, consuming, and/or sharing art.

11-VA-C1: The learner develops understandings about people and practices in the visual arts by doing the following:

• Explore a range of visual arts works, forms, styles, traditions, innovations, and visual culture from various times, places, social groups, and cultures (including First Nations, Métis, and Inuit).
• Investigate contributors to visual arts from a range of contexts (e.g., artist, designer, graphic artist, website designer, illustrator, cartoonist, artisan, curator, conservation and restoration technician, advocate, educator, historian, critic).
• Engage with local, Manitoba, and Canadian contributors and contributions to visual arts (e.g., artists, art groups, events, community and cultural resources, innovations) to expand learning opportunities.

11-VA-C2: The learner develops understandings about the influence and impact of the visual arts by doing the following:

• Examine ways that visual arts and artists influence personal growth, identity, and relationships with others.
• Examine the impact of context (e.g., personal, social, artistic, cultural, political, economic, geographical, environmental, historical, technological) on visual arts and artists.
• Examine how visual arts and artists influence, comment on, question, and challenge social, political, and cultural discourse and identity.
• Explore how visual arts and artists influence and are influenced by other arts disciplines and subject areas.
• Explore how new technologies and ideas can propel change and innovation in art and visual culture (e.g., shifting definitions of art, of “high” versus “low” culture; changing status of women in society and art; impacts of digital or social media in art practices).

11-VA-C3: The learner develops understandings about the roles, purposes, and meanings of the visual arts by doing the following:

• Explore how art and artists make and communicate meaning and create unique and new ways to know self and to perceive the world.
• Examine how visual arts can be a means of sharing diverse viewpoints and of understanding the perspectives of others.
• Examine ways that visual arts reflect, interpret, and record traditions, values, beliefs, issues, and events in society and culture.
• Analyze the multiple roles and purposes of art for individuals and society (e.g., celebration, persuasion, education, commemoration, commentary, recreation, therapy, religious/artistic/cultural expression).
• Investigate leisure and/or career and other lifelong possibilities in art (e.g., artist, media designer, designer, graphic artist, computer graphics artist, website designer, illustrator, cartoonist, artisan, museum curator, conservation and restoration technician, museum educator, teacher, critic, historian, anthropologist, therapist, volunteer, viewer).

11-VA-R1: The learner generates initial reactions to visual art experiences by doing the following:

• Suspend judgment and take time to deeply perceive artworks and art experiences before forming opinions, interpretations, and evaluations.
• Make personal connections to previous experiences with visual arts and other art forms.
• Express first impressions (e.g., thoughts, feelings, intuitions, associations, questions, experiences, memories, stories, connections to other disciplines) evoked by artworks and art experiences as a starting point for critical analysis and reflection.

11-VA-R2: The learner critically observes and describes art experiences by doing the following:

• Discern details about art elements, principles, techniques, and media to inform analysis, interpretation, judgment, and evaluation.
• Use visual arts terminology to create rich, detailed observations (e.g., art elements, principles, techniques, processes, media, tools).
• Build common understandings and consider different noticings about artworks and art experiences.

11-VA-R3: The learner analyzes and interprets visual arts experiences by doing the following:

• Analyze how art elements and principles function, relate, and are manipulated, organized, and used for artistic and creative purposes.
• Connect analysis evidence to initial reactions and personal associations to form interpretations about meaning and intent.
• Examine a range of interpretations to understand that unique perspectives and lenses (e.g., social, cultural, historical, political, disciplinary) affect interpretation and appreciation.
• Refine ideas and ignite new thinking through listening to others, critical dialogue, questioning, and research.
• Probe, explain, and challenge interpretations, preferences, and assumptions about meaning and quality.
• Generate and co-construct criteria to critically evaluate artistic quality and effectiveness.

11-VA-R4: The learner applies new understandings about visual arts to construct identity and to act in transformative ways by doing the following:

• Justify own interpretations, decisions, preferences, evaluations, and possible changes in previous thinking.
• Recognize and respect that individuals and groups may have different opinions, interpretations, preferences, and evaluations regarding art experiences.
• Make informed judgments and choices for independent decision-making, evaluation, and action.
• Formulate ideas, beliefs, and values about visual arts, and demonstrate an understanding of how they inform a sense of being and agency in the world.
• Apply beliefs and understandings about visual arts in purposeful, autonomous ways to inform a sense of being and agency in the world.
• Identify ways that visual arts contribute to personal, social, cultural, and artistic identity.