Eplore how elements and principles of design can be used to convey emotion and enhance personal expression.

Eplore how elements and principles of design can be used to convey emotion and enhance personal expression.
February 9, 2021 No Comments Assignment Assignment help

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SM
Salma Mounir
Assignments 5.2 Assignment 15: Your Choice (2 of 5) (5%)
5.2 Assignment 15: Your Choice (2 of 5) (5%)
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Instructions
For this assignment you will choose 2 of the following 5 themes:
Abstract
Nature/Wildlife
Architectural
Landscape/Cityscape
Macro
Submission Requirements:
Capture 10 shots that successfully demonstrate your favourite themes – 5 for each theme (1 picture on each slide of PowerPoint) include a title for each photo and Camera Triangle Settings (ISO, Shutter Speed, Aperture)
2 Title pages – 1 at beginning of each Theme
1 short paragraph reflecting on your photographs. (final slide of PowerPoint)
Discuss anything from camera settings you used, your experience while taking the photos, magical aha moments, challenges you may have encountered, new things you learned, etc.
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Rubric Name: Your Choice Assignment 20 30 20 30 Rubric
Your Choice Assignment 20 30 20 30 Rubric
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Expectations
The Arts Overall Expectation A1.
The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively
The Arts Overall Expectation A2.
The Elements and Principles of Design: apply the elements and principles of design to create art works for the purpose of self-expression and to communicate ideas, information, and/or messages
The Arts Overall Expectation A3.
Production and Presentation: produce art works, using a variety of media/materials and traditional and emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others
The Arts Specific Expectation A1.1
use various strategies, individually and/or collaboratively, to generate, explore, and elaborate on ideas and to develop and revise detailed plans for the creation of art works that address a variety of creative challenges (e.g., use brainstorming, concept webs, and/or group discussions to formulate original ideas for thematic works and/or works of personal expression; use research and discussions with a partner to explore and elaborate on ideas; use diagrams, notes, and/or outlines to help them formulate detailed plans for the art work; revise their plans on the basis of reflection)
The Arts Specific Expectation A1.2
apply the appropriate stages of the creative process to produce and revise two- and three-dimensional art works using a variety of traditional and contemporary media (e.g., explore, experiment with, and refine their use of a variety of media; choose a medium/media appropriate for their planned art work; reflect on the effectiveness of preliminary versions of their work; revise their art work on the basis of reflection and useful feedback)
The Arts Specific Expectation A1.3
document their use of each stage of the creative process, as well as varied and extensive research, in a portfolio that includes art works created for a variety of purposes (e.g., ensure that their portfolio includes evidence of idea generation and elaboration, research, investigation, planning, exploration, experimentation, and revision; include a variety of works created for different purposes), and review and reflect on the contents of their portfolio to determine how effectively they have used the creative process
The Arts Specific Expectation A2.1
explore how elements and principles of design can be used to convey emotion and enhance personal expression, and use a combination of these elements and principles to create two- and three-dimensional art works that express personal feelings and communicate specific emotions to an audience (e.g., explore how variations in line, value, form, proportion, and emphasis can be used to convey various emotions; adapt their findings to enhance expression in their art work)
The Arts Specific Expectation A2.2
apply elements and principles of design as well as art-making conventions to create art works that comment and/or communicate their personal perspective on issues related to social justice or the environment (e.g., use line and value in a drypoint etching that integrates satire or symbolism to comment on an issue such as poverty, child labour, or discrimination)
The Arts Specific Expectation A3.1
explore and experiment with media, including alternative media, and current technologies, and use them to create a variety of art works (e.g., use media such as digitally enhanced photographs, transparencies, and/or found objects when creating a collage; create a mixed-media image reflecting their personal identity or cultural heritage)
The Arts Specific Expectation B2.3
reflect on and explain how creating and analysing art works has affected their personal identity and values and/or changed their perceptions of society and social issues (e.g., with reference to their emotional awareness and their ability to express themselves; their awareness of stereotypes; their understanding of the meaning of objects and symbols associated with a variety of cultural groups; their awareness of and relationship to their physical environment; their position on social issues such as censorship, discrimination, inequality)
The Arts Overall Expectation C1.
Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual arts
The Arts Overall Expectation C2.
Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works
The Arts Overall Expectation C3.
Responsible Practices: demonstrate an understanding of responsible practices related to visual arts
The Arts Specific Expectation C1.1
demonstrate an understanding of the elements and principles of design, and use terminology related to these elements and principles correctly and appropriately when creating or analysing art works (e.g., when describing how they have used elements and principles in a sculpture to convey a sense of movement)
The Arts Specific Expectation C1.2
explain terminology related to a variety of techniques, materials, and tools (e.g., additive and subtractive techniques, blazing, gesso, intaglio, layering, palette knife, scumbling, transfers, single-lens reflex [SLR] cameras, software used to edit digital photographs), and use this terminology correctly and appropriately when creating, analysing, and/or presenting art works
The Arts Specific Expectation C1.3
using appropriate terminology, explain the creative process and describe in detail the critical analysis process, with particular reference to the role of deconstruction in the latter process
The Arts Specific Expectation C2.1
demonstrate an understanding of a wide variety of techniques that artists use to achieve a range of specific effects (e.g., techniques used to create the illusion of depth and perspective and to create texture on different surfaces; the use of additive and subtractive sculpture, layering, positive and negative space, and relief to create effects)
The Arts Specific Expectation C2.2
demonstrate an understanding of a variety of conventions used in visual arts (e.g., allegory, expressive exaggeration, juxtaposition, synectics; conventions associated with heroic, narrative, naturalistic, propaganda, realistic, and satirical art), and explain how they are used in different types of art works
The Arts Specific Expectation C3.1
demonstrate an understanding of legal and ethical issues related to the appropriation of images, materials, or ideas, or to the display of art works (e.g., issues related to censorship, to the appropriate and inappropriate display of art works), and apply legal and ethical practices when appropriating images, materials, and/or ideas to create art works (e.g., provide a suitable credit to the original artist when appropriating images and/or ideas; show sensitivity in the use of images or conventions associated with other cultures)
The Arts Specific Expectation C3.3
demonstrate an understanding of how the production and presentation of art works can affect the environment (e.g., in small groups, prepare a role play to illustrate the environmental consequences of improper use or disposal of hazardous or toxic materials), and apply environmentally responsible practices when creating, presenting, and promoting art works
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