Grade 1 Curriculum Tracking Template (Page 27 of 31) in pdf

Grade 1 Ontario Curriculum Tracking Template - Grade 1 Arts

C3.1 identify and describe musical experiences in their own lives (e.g., list the places and times within a day when they hear or perform music; describe various times when they sing, play,

and move to music in school, at home, and in the community)

C3.2 identify a variety of musical pieces from different cultures through performing and/or listening to them (e.g., folk songs, songs for celebrations, ceremonial music from Canadian and

world sources)

D. VISUAL ARTS

OVERALL EXPECTATIONS

By the end of Grade 1, students will:

D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual

arts to communicate feelings, ideas, and understandings;

D2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of art works and

art experiences;

D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community

contexts.

SPECIFIC EXPECTATIONS

D1. Creating and Presenting

By the end of Grade 1, students will:

D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by personal experiences (e.g., a tempera painting that communicates their feelings about a

special occasion or event such as a fair or a parade; a sculpture of a favourite musical instrument made with found objects; a watercolour painting of a favourite part of the schoolyard; an

assemblage in which images and objects from home and school are used to represent special memories)

D1.2 demonstrate an understanding of compo-sition, using principles of design to create narrative art works or art works on a theme or topic (e.g., a drawing of an approaching storm that

uses a variety of lines to create contrast [dashed, jagged, curved, spiral]; a cardboard or papier mâché sculpture of a mythical animal in a dynamic pose that uses surface materials to show a

contrast in texture [fuzzy yarn; coarse, prickly sawdust])

D1.3 use elements of design in art works to communicate ideas, messages, and personal understandings (e.g., a pattern of broken, wavy, and zigzag lines to make the bark of a tree look

rough in a drawing; size and arrangement of organic shapes in a painting of flowers to create the impression that the various flowers are at different distances from the viewer)

D1.4 use a variety of materials, tools, and techniques to respond to design challenges (e.g.,

• drawing: use wax crayon or oil pastel lines on coloured paper to express their responses to different kinds of music or rhythm

• mixed media: use torn paper and textured materials to create a landscape collage of a playground that includes a horizon line

• painting: create paint resists that are made with wax crayon on paper, using rubbing plates that have a variety of textures [e.g., bumpy, wavy] to create imaginary creatures inspired by

the artistic style of Eric Carle

• printmaking: use cut sponge or cardboard and paint stamping to make a pattern of geometric and organic shapes

• sculpture: use glued or taped scrap wood to build a wood block sculpture of an imaginary geometric machine)

D2. Reflecting, Responding, and Analysing

By the end of Grade 1, students will:

D2.1 express their feelings and ideas about art works and art experiences (e.g., describe feelings evoked by the use of colours in the painting Inside the Sugar Shack by Miyuki Tanobe or The

Starry Night by Vincent van Gogh; use drama to respond to a community art work viewed during a neighbourhood walk; describe the ways in which an artist’s representation of an event

relates to their own experiences)

D2.2 explain how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work (e.g., explain how repeated lines and shapes are

used to depict the texture of snake, lizard, leopard, or dinosaur skin; classify images on a topic, and, focusing on a dominant element, use the images to explain that there are many

different ways of approaching the same subject)

use some of these shapes to make a collage that depicts the music, a musical instrument, and the mood of the music?”

D2.3 demonstrate an awareness of signs and symbols encountered in their daily lives and in works of art (e.g., green is associated with nature and sometimes with envy or illness in the

West; red is associated with stopping [traffic lights] in the West, luck in China, success in Cherokee culture, mourning in South Africa)

D2.4 identify and document their strengths, their interests, and areas for improvement as creators of art (e.g., discuss what they think is good about works in their art folder during

conferences with their teacher; do a think-pair-share on their favourite part of one of their art works)

D3. Exploring Forms and Cultural Contexts

By the end of Grade 1, students will:

D3.1 identify and describe visual art forms that they see in their home, at school, in their community, and in visual arts experiences (e.g., illustrations in picture books, designs of various

toys, patterns on clothing or other textiles, classroom visits by artists, student displays at their school, visits to galleries)

D3.2 demonstrate an awareness of a variety of works of art from diverse communities, times, and places (e.g., iconic architecture they have seen either in pictures or in real life, such as the

CN Tower, the Eiffel Tower, the Taj Mahal; comics from different countries; decorations or patterns on crafts or old artefacts; contemporary and ancient clay sculptures; paintings of family

or community events from different cultures or from previous eras)

Grade 1 Curriculum Tracking Template Page 27

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