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Art

Mr. Rob Mercer

 

Visual Arts at Alberta Smith Elementary School places an emphasis on cognitive, affective, sensory and motor development using a problem-solving approach.  Students learn that art is a personal expression, has value, teaches about other times and places and connects to other areas of learning. Students grow to understand that their works of art are unique and valuable.

 

The visual arts objectives are intended to support the following goals that will enable students to:

  • Select and use art media, subject matter, and symbols for expression and communication;
  • Know the elements of art and the principles of design and how they are used in the visual arts;
  • Solve visual arts problems with originality, flexibility, fluency, and imagination;
  • Understand the relationship of the visual arts to history, culture, and other fields of knowledge;
  • Use materials, methods, information, and technology in a safe and ethical manner;
  • Perceive, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others;
  • Identify, analyze, and apply criteria for making visual aesthetic judgments; and develop an aesthetic awareness and personal philosophy regarding nature, meaning, and value in the visual arts.


Art Grade Explanations
In Art we are working on a set of objectives during each 9 week grading period. These objectives change and therefore your child’s grade may fluctuate from 4 to 1 to reflect their success with the skills for that grading period. A “3” in resource is a very good grade, especially since we only see your child once a week. We will post an objective overview for each grading period so you will be aware of the skills that were covered. 

GRADE EXPLANATIONS
4 - Student’s performance exceeds standard(s) expectation, consistently produces outstanding work.
frequency of behavior, nearly all the time, requires no support when demonstrating understanding
demonstrates a thorough understanding of content taught, makes no major errors or omission when demonstrating
concepts or processes taught
3 - Student’s performance meets standard(s) expectation, consistently produces quality work.
frequency of behavior, most of the time, requires limited support when demonstrating understanding
demonstrates a general understanding of content taught, no major errors or omissions when demonstrating concepts or
processes
2 - Student’s performance is approaching standard(s) expectation, inconsistently applies learned skills.
frequency of behavior, some of the time, requires moderate support in order to demonstrate understanding concepts and
skills, demonstrates a partial understanding of content taught, some errors or omissions when demonstrating concepts
or processes
1- Student’s performance is below standard(s), frequently requires re-teaching.
frequency of behavior, seldom, requires considerable support to demonstrate learning of concepts and skills, demonstrates
limited understanding of concepts, skills and processes taught, frequent major errors when demonstrating concepts
or processes.