Visual Arts
In Grade 4, students will solve artistic problems in their artwork, using elements of design specified for this grade. They will continue to plan a work of art, identifying the artistic problem and proposed solution.
In addition to the concepts introduced in Grades 1 to 3, students will develop their understanding of the
following concepts through participation in a variety of hands-on, open-ended visual arts experiences.
ELEMENTS OF DESIGN
Students will develop understanding of all elements of design. The elements are as follows:
• line:
• shape and form
• space
• colour
• texture
• value
We have begun our study with the design element, lines. Artists use line to indicate emotion (e.g., smooth, horizontal lines can give a feeling of peace and harmony); contour lines define shape (e.g., edges of objects); and the repetition of lines create visual rhythm in art. We are also exploring colour blending, value, and colour relationships (e.g., complimentary colours) using our colour wheels and eventually, we will connect this learning to our Light and Sound unit in Science.
In addition to the concepts introduced in Grades 1 to 3, students will develop their understanding of the
following concepts through participation in a variety of hands-on, open-ended visual arts experiences.
ELEMENTS OF DESIGN
Students will develop understanding of all elements of design. The elements are as follows:
• line:
• shape and form
• space
• colour
• texture
• value
We have begun our study with the design element, lines. Artists use line to indicate emotion (e.g., smooth, horizontal lines can give a feeling of peace and harmony); contour lines define shape (e.g., edges of objects); and the repetition of lines create visual rhythm in art. We are also exploring colour blending, value, and colour relationships (e.g., complimentary colours) using our colour wheels and eventually, we will connect this learning to our Light and Sound unit in Science.
Drama & Dance
In our first reporting period our focus is on Drama. We begin our unit with Drama games and developing students' increasing awareness of communicating ideas using body language and facial expression. Throughout this unit we will develop and extend our understanding of the following concepts through participation in various drama experiences.
ELEMENTS OF DRAMA
• role/character: adopting a role and maintaining focus in role; communicating character traits and
character choices through body language/movement and gestures; sustaining belief in character
(e.g., using the first-person point of view while speaking); varying voice (e.g., diction, pace, volume,
projection, enunciation)
• relationship: developing and analysing relationships between and among characters in a drama
• time and place: establishing a clear setting; sustaining belief in the setting
• tension: identifying factors that contribute to tension or mystery in a drama
• focus and emphasis: identifying the central theme and/or problem in a drama; drawing audience attention to specific aspects of the drama
ELEMENTS OF DRAMA
• role/character: adopting a role and maintaining focus in role; communicating character traits and
character choices through body language/movement and gestures; sustaining belief in character
(e.g., using the first-person point of view while speaking); varying voice (e.g., diction, pace, volume,
projection, enunciation)
• relationship: developing and analysing relationships between and among characters in a drama
• time and place: establishing a clear setting; sustaining belief in the setting
• tension: identifying factors that contribute to tension or mystery in a drama
• focus and emphasis: identifying the central theme and/or problem in a drama; drawing audience attention to specific aspects of the drama