VISUAL ARTS 100, 204

This is a general introduction to the visual arts, intended to expose Secondary 1 students to the fundamentals of art making. Students will learn basic techniques including drawing, painting, sculpture, mixed media and collage. This will lead to the discovery of artistic concepts through experimentation. The areas of interaction of the International Baccalaureate Middle Years Program and the competencies and broad areas of learning of the Quebec Education Program will serve as the theoretical underpinnings of the course methodology.

The cross curricular competencies from the broad areas of learning include, amongst others:

  • Uses information
  • Solves problems
  • Exercises critical judgment
  • Uses creativity

These competencies will be developed in collaboration with other subject areas through an interdisciplinary approach.

The competencies in the visual arts specifically involve creating personal images, creating media images, and appreciating works of art and cultural objects from the world’s artistic heritage.

Students will use a developmental workbook/process journal to keep a continuous record and reflective log of their artistic process. All students must regularly do homework, written and visual.

A wide variety of media will be used to develop the competencies and explore the areas of interaction of the IBO, and will prepare students for further study in the visual arts.

VISUAL ARTS 302, 402, 502

The practical part of this program is designed to further develop the student’s skills and techniques. Through more difficult studio work projects and audio-visual material, the students will further enhance their skills.

This course aims at giving the students a better understanding of aesthetics and an appreciation of art. It is also intended to make the students aware of “the Native People’s” way of life as they will study and have a project on the various aspects of both Amerindian and Inuit culture.

A gallery and/or museum trip is offered as part of the program, when possible. Students begin to more deeply explore their own artistic process as it unfolds, and are asked to make links between their creative output and that of others.

A developmental workbook in which each student records his/her artistic and creative process is kept for each project. All students must work regularly in their sketchbooks.




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