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Course Overview

Visual Arts, Grade 10

Identifying Information

Course Type: Open

Ministry Course Code: AVI2O

Credit Value: 1

Course Developers: Ann Perron, Darlyn Burroughs, Joan McGivney, Kitty Strite-Gatto, Anne Schnurr, Nancy Valerio

Development Date: February 2000

Description/Rationale

This comprehensive course emphasizes learning through practice, building on what students know, and introducing them to new ideas, materials, and processes for artistic thinking and experimentation. Student learning will include the refined application of the elements and principles of design, incorporating the creative and design processes, and the relationship between form and content. Connections will be made among art forms, personal expression, and aesthetics. Students will also focus on various disciplines within the art forms of crafts, design, fine arts, and the media arts. Career exploration, materials, tools, and technique will be involved throughout all units of study. Students will be able to describe the characteristics of a historical stylistic movement in Canadian art and a mid-segment of the Western art history timeline.

How This Course Supports the Ontario Catholic School Graduate Expectations

The focus of this course is to frame the Visual Arts experience within the context of celebrating, respecting, and affirming the human experience. The students will reflect upon loving relationships, self-discovery, and spiritual growth. Students will become increasingly aware how powerful the Visual Arts are in our society and how individuals whose career is related to the visual arts can inspire thought-provoking images of a world view. Students will strive for excellence, originality, and integrity in their own artwork while supporting these qualities in the work of others. Essential life skills such as perseverance, discipline, commitment, and teamwork will be the binding characteristics of this course.

Unit Titles (Time + Sequence)

Unit 1	But Is It Art?	8 hours
Unit 2	Art by Design	20 hours
Unit 3	The Art of Crafts	25 hours
Unit 4	Fine Art – Express Yourself	25 hours
Unit 5	Media Arts and Popular Culture	20 hours
Unit 6	Making a Living, Making Art?	12 hours

Unit Organization

Unit 1: But Is It Art?

In this introductory unit students will explore and reflect upon the meaning of art in various aspects of their lives. Questions will be posed such as: What is art? Who decides this? What determines the value of art? Students will consider the aesthetic value and the relationship between art and society. Students will address social and religious issues through the visual arts such as social justice, spirituality, and ethics. Student artists will explore the various materials and tools used to create art and will consider the impact on the value of the artwork. The drawing journal and related activities will provide the basis for further understanding and exploration.

Ontario Catholic School Graduate Expectations: CGE1g,i, 3a,c, 4f, 5b, 7j.

Strand(s): Theory, Creation, Analysis

Overall Expectations: THV.02,03; CRV.01, 02,04; ANV.01,02,03.

Specific Expectations: TH2.02; TH3.02; CR1.02, 03; CR2.02, 03; CR3.01, 02, 03; AN1.03, 04; AN2.01, 02, 03.

Unit 2: Art by Design

“Design is everybody’s business: we live in it; we eat in it; we pray and play in it.”

Paul Grillo, Form Function and Design, page 9.

In this unit, students will investigate several aspects of design. Initially, they will discover how the elements and principles work together to make a good design through two-dimensional and three- dimensional exercises. As well they will look at the role of design in our community and in the world by engaging in the creation of two-dimensional and three- dimensional applied designs. The relationships between form and function, form and content, as well as product and target audience will be discovered as students grapple with both the practical and ethical aspects of designing for our world. Careers in design related fields will also be explored. A variety of two-dimensional and three-dimensional materials and tools, such as paper, paint, marker, pencils, cardboard, glue, scissors, cutting knives, etc. will be used.

Ontario Catholic School Graduate Expectations: CGE3b, 4b, 7b,i,j.

Strand(s): Theory, Creation, Analysis

Overall Expectations: THV.01, 04; CRV.01, 02, 03; ANV.01, 02, 03.

Specific Expectations: TH1.01; TH2.03; TH3.01, 02; CR1.02; CR2.02, 03, 04; CR3.01, 02, 03; AN1.01, 02; AN2.01.

Unit 3: The Art of Crafts

This unit respects the artistic intention and craft of the artisan. Original works in the textile arts, (weaving, appliqué, quilting, needlepoint, fabric painting), pottery techniques, jewellery, glass, papermaking, plaster and cement may be explored through discovery and selected activities. Teachers will utilize Canadian artisans and their crafts as the main resource of this unit. The cottage industry (folk home-based business) and careers in crafts from the past and the present will be investigated (e.g., The Bayeaux Tapestry, ancient pottery, Gothic stained-glass windows).

Ontario Catholic School Graduate Expectations: CGE2b, 3a,e, 4b, 5g, 7i.

Strand(s): Theory, Creation, Analysis

Overall Expectations: THV.01,03,04; CRV.01,02,03,04; ANV.01,02,03.

Specific Expectations: TH1.01, 02; TH2.01, 02; CR1.01, 02; CR2.01, 02; CR3.01, 02, 03; AN1.01, 03; AN2.01.

Unit 4: Fine Art – Express Yourself

In this unit the student will consider important relationships they have in their lives. They will explore and create images through two major works of art, one in two dimensions and one in three dimensions, using traditional and non-traditional materials. The students will extend the expressive possibilities of the elements and principles of design. Preliminary drawings and exploration of mediums will serve as the foundation for the finished products.

Ontario Catholic School Graduate Expectations: CGE3a,c,e 4a, 5g, 6a,c, 7i.

Strand(s): Theory, Creation, Analysis

Overall Expectations: THV.03; CRV.01, 02, 03; ANV.01, 02, 03.

Specific Expectations: TH2.01,02; TH3.01, 02; CR1.01, 02; CR2.01, 02, 03; CR3.01, 02, 03; AN1.02, 03, 04; AN2.01, 02, 03.

Unit 5: Media Arts and Popular Culture

Students will investigate the codes and conventions (e.g., camera angles, colour, text, sound, stereotypes, etc.) used to manipulate target audiences of popular culture. The students will look at a variety of commercial products such as music videos, fashion, toys, etc. and determine how each popular culture product is constructed to convey a certain message or to elicit a particular response from its audience. Discovery and studio activities will give students the opportunity to examine the specific impact of various constructed media and to create their own media texts.

Ontario Catholic School Graduate Expectations: CGE1d, 2e, 3e, 7b,i.

Strand(s): Theory, Creation, Analysis

Overall Expectations: THV.01; CRV.01, 03, 04; ANV.01, 02, 03.

Specific Expectations: TH1.01, 02; TH2.03; CR1.01, 02; CR2.01, 02, 03, 04; CR3.01, 02, 03; AN1.04; AN2.02, 03.

Unit 6: Making a Living, Making Art?

Students will consider many of the careers in the arts discussed throughout the course. They will select careers that appeal to them and conduct research using the Internet, local artists, or the print media. This culminating unit will involve a formal presentation to classmates and/or a school display. Visual images, artist samples and/or examples will be included in the presentation. As part of the presentation the students may create a culminating piece (their choice) using a technique, and/or medium they have learned while studying the career (e.g., a poster advertising the sale of glass bowl or creation of Fimo jewellery, medical illustrations, etc.).

Ontario Catholic School Graduate Expectations: CGE1g, 2c, 4f,g, 5b,d,g,h, 7j.

Strand(s): Theory, Creation, Analysis

Overall Expectations: THV.04; CRV.01, 04; ANV.01, 03.

Specific Expectations: TH1.02; TH2.01; TH3.01, 02, 03, 04; CR1.02, 03; CR2.02, 03, 04; CR3.01, 02, 03; AN2.03.

Course Notes

The underlying continuum of the Grade 10 Visual Arts expectations is the emerging awareness of possible careers in the visual arts. The drawing journal and portfolio continue to be invaluable resource tools for the student artist as this course encourages exploration of a variety of art-making and art-viewing techniques. A teacher directed time-line will be developed throughout the course to help students understand the historical significance of the works of art they view, research, and use as inspiration. Whenever possible teachers should draw on local expertise to complement and enhance studio activities/discussions to give students post-secondary academic and career options in the visual arts. From Grade 10, students’ Annual Education Plan should also include their tentative postsecondary destinations. This course may assist students in completing their plan while learning about possible options and choices, and the impact of their decisions on their educational and career goals. All students should be encouraged to develop and maintain a portfolio. Students will continue to refine their artistic skills, accumulate knowledge and experience new art-making processes. The WHMIS Safety Manual located in the school will provide information for the safe disposal of materials and is a must for art educators. The appropriate clean up, disposal, and use of art materials must be integrated into the process aspect of evaluation whenever possible. Responsibility, respect for materials and each other are part of the goal we envision for the Ontario Catholic School Graduate.

Teaching/Learning Strategies

· brainstorming;

· conference;

· interviewing;

· independent research (e.g., students explore and research a specific topic related to art history, art processes, and careers);

· application (creation of an artwork to demonstrate a specific function, portray a design concept, or communicate personal expression);

· presentation, ongoing oral, visual, and written presentation;

· viewing artwork, present art visuals to focus discussion regarding subject matter, content, use of the elements and principles of design, cultural influences, and styles;

· group display of art timelines;

· critiques, critical analysis of student, peer, historical, and contemporary artwork;

· exploration, experimentation with a variety of materials and techniques;

· drawing journal/information file, collection of visual and written information for art-making, research and experimentation;

· display, refinement and preparation of work for formal public display;

· portfolio, a collection of student works reflecting skills, knowledge, and understanding accumulated throughout the year/semester.

Assessment/Evaluation Techniques

The assessment plan will include the following:

Personal Communication

· drawing journal/portfolio;

· self/peer assessment;

· student-teacher conferences;

· ongoing verbal feedback;

· critique (record reflections on experiences, plans for improvements, recommendations for changes).

Teacher Observation

· formal/informal.

Performance Assessment

· research project assigned artwork;

· assigned artwork;

· portfolio entries;

· drawing journal;

· presentation.

Assessment Tools will include:

· checklists;

· marking schemes;

· rubrics;

· anecdotal comments with suggestions for improvements.

Final Evaluations

· paper and pencil tests, quizzes;

· portfolio presentations;

· student art show;

· formal presentations;

· conferencing.

Accommodation

· working with a partner, peer helper

· ongoing feedback

· use of computers, Internet

· in art history and viewing activities, oral responses for testing, taped if necessary

· additional time

· use of scribe/translator

· use of specialized tools, materials

· modifications of expectations, IEP; Individual Education Plan

· offering alternative assignments

· extra time for assignments, both gifted and learning-disabled students

Special Note

Teachers using the course profiles are expected to be acquainted with students’ Individual Education Plans (IEPs) and the unique learning characteristics of their individual students and to make the necessary accommodations.

Resources

Books

Clark, Roger. An Introduction to Art Education. London: Plan B Books, 1998.

Cornstock, Charles W. How to Organize and Manage Your Art Room. Portland: J. Weston Welch Publisher, 1995.

Duncan, Barry, et al. Mass Media and Popular Culture. Toronto: Harcourt Brace and Company, 1997. ISBN 0774701706

Edwards, Betty. Drawing on the Right Side of the Brain. Los Angeles, California: Jeremy P. Tarcher Inc., 1989. ISBN 0874775132

Henley, David R. Exceptional Children Exceptional Art Teaching Art to Special Needs. Worcester, Mass: Davis Publications, 1992.

Hume, Helen D. A Survival Kit for the Secondary School Art Teacher. West Nyack, NY: The Center for Applied Research in Education, 1990. ISBN 0-87628-798-4

Janson, H.W. and Janson A.F. A Basic History of Art. Toronto: Prentice Hall Canada Inc. 1997.

Kaupelis, Robert. Experimental Drawing. Watson-Guptill Publication, Inc., 1992. ISBN 0823016226

MacGregor, R., H. Constance, B. Bennett, and A. Calver. Canadian Art, Building A Heritage. Scarborough: Prentice-Hall, 1987.

Mayer, Ralph. The Artist's Handbook of Materials and Techniques. New York: Viking, 1985.

Mayer, Ralph. Artist's Manual: A Complete Guide to Painting and Drawing Materials and Techniques. Harper Collins, 1995.

Reid, Dennis. A Concise History of Canadian Painting, 2^nd ed. Toronto: Oxford University Press, 1988.

Schuman, Jo. Art From Many Hands, Multicultural Art Projects. Worcester, Mass: Davis Publications, 1981. ISBN 0871921502

Walker, Don. Teaching Ideas for Media Literacy. Toronto: TCDSB, 1998.

Stewart, Marilyn. Thinking Through Aesthetics (series). Worcester, Mass: Davis Publications, 1997. ISBN 0 87 1923637

CD-ROMs

Arts in the Classroom, A Teacher’s CD-ROM Resource. Toronto: TCDSB/CCC, 1998.

Web Sites

www.artednet.getty.edu

Career Gateway
www.edu.gov.on.ca

OSS Policy Applications

Any resources that support anti-discrimination education, violence prevention, equity/social justice issues, career goals/co-operative education, community partnerships, and faith development will support many of the Ontario Secondary School Policies as well as the Ontario Catholic School Graduate Expectations. This course is designed for teachers to make any important social issue a basis for exploration in the arts.

Teachers will be familiar with Ontario Secondary Schools, Grades 9-12, Program and Diploma Requirements, 1999. The visual arts course of study should allow for all students to succeed. Activities should be open ended enough to provide for all levels of achievement. Modifying Curriculum Expectations as well as Alternative Curriculum Expectations may be planned to assist individual students. A focus on job shadowing and career awareness is the culminating activity in Unit 6. In many school communities, there may be an opportunity for students to research careers in the art through the utilization of local artisans and/or through magazines and the Internet. In other cases, the work experience will be related to Career Exploration Activities and The Annual Education Plan (Choices Into Action, Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999). The course is designed to be flexible and easily adapted to the needs of all learners, in all communities. The diversity of our student body, both in terms of culture and experience, will enrich our arts programs.

Course Evaluation

Teachers may evaluate their course through a variety of methods. For example, they may utilize a student evaluation form to gather information on program modification for student success. The writers of this course profile have included a wide variety of interactive strategies such as peer, self, teacher, and community assessment. Both formative and summative methods should be used to gather information for reporting purposes. Teachers may network with colleagues locally, from other schools and subject associations to determine what modifications or new ideas could be incorporated into the units. Since every teacher will approach the units in a unique way, there are ample opportunities for extensions, modifications, and applications. The local community may have input on enhancing aspects of the visual arts course. The opportunity for immediate input may take form in a log where visitors to a public display comment freely.

Evaluation of Student Achievement

The primary purpose of assessment and evaluation is to improve student learning. In order to ensure that assessment and evaluation are valid, reliable, and equitable and that they lead to the improvement of student learning, teachers should use assessment and evaluation strategies that:

· address both what students learn and how well they learn;

· are based on both the categories and the descriptors in the achievement levels chart;

· are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;

· are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;

· are fair to the students;

· accommodate the needs of exceptional students, consistent with the strategies outlined in the individual education plan;

· promote students’ ability to assess their own learning and to set specific goals;

· include the use of samples of students’ work that provide evidence of their achievement;

· are communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course.

Visual Arts, Open, Grade 10 (AVI20)

Knowledge/Skill Category Weighting

Course Grade Weighting

Final Evaluation

· Knowledge/Understanding

· Thinking/Inquiry/Problem Solving

· Communication

· Application/Making Connections

Portfolio

· Knowledge/Understanding

· Thinking/Inquiry/Problem Solving

· Communication

· Application/Making Connections

Drawing Journal

· Knowledge/Understanding

· Thinking/Inquiry/Problem Solving

· Communication

· Application/Making Connections

Final Evaluation

· portfolio presentation/log

· quiz/tests

Portfolio-artwork

Drawing Journal

· ongoing reflection

Course Grade

100

Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.

Coded Expectations, Visual Arts, AVI2O

Theory

Overall Expectations

THV.01

– demonstrate an understanding of the design process;

THV.02

– differentiate historical artworks by content, theme, style, techniques, and materials;

THV.03

– explain the social and historical context and the chronology of distinctive artistic styles;

THV.04

– identify the skills required in various visual arts and art-related careers.

Specific Expectations

Design and Composition

TH1.01

– explain how compositions are altered by a change in design principles (e.g., contrast of lines versus contrast of colour);

TH1.02

– describe the steps of the design process (i.e., specifications, research, experimentation, preliminary sketches, prototypes, revision, presentation, reflection).

Art History and Cultural Community

TH2.01

– describe the characteristics of a historical stylistic movement in Canadian art (e.g., the art of New France, Canadian Impressionists, Painters Eleven);

TH2.02

– demonstrate an understanding of a mid-segment of the Western art history timeline (e.g., the Middle Ages);

TH2.03

– produce a survey of a particular subject or medium through a period of time, noting stylistic changes (e.g., posters, photography, typography).

Personal Applications

TH3.01

– explain how they have incorporated into their studio assignments characteristic materials and expressive qualities of artworks studied;

TH3.02

– explain how their personal artworks have been influenced by works they have viewed in galleries and museums;

TH3.03

– research the history of an art form, craft, or area of design (e.g., stone sculpture, textile design, pottery);

TH3.04

– describe similarities and differences between careers in design and fine art.

Creation

Overall Expectations

CRV.01

– produce a work designed around specific objectives and challenges (e.g., composition issues, subject matter, use of visual language);

CRV.02

– demonstrate the ability to take varied and creative approaches to using materials, tools, processes, and technologies in studio activities;

CRV.03

– explain the importance of process in relation to the final product;

CRV.04

– use concepts of visual literacy in describing their art activities.

Specific Expectations

Perceiving and Planning

CR1.01

– use various strategies in creating images (e.g., symbolism, interpretation of same idea in both two and three dimensions);

CR1.02

– use tools, materials, processes, and technologies safely and appropriately;

CR1.03

– use research from various sources (e.g., books, databases, conversation with local artists) as part of the creative process.

Experimenting and Producing

CR2.01

– demonstrate the ability to solve artistic problems and make creative choices when completing artworks that reflect their concerns;

CR2.02

– demonstrate the ability to use an increasing range of tools, materials, processes, and technologies in producing works of fine art and applied design;

CR2.03

– execute sketches and drawings in an increasing variety of media;

CR2.04

– demonstrate ever-expanding use of technology in producing artworks.

Reviewing and Evaluating

CR3.01

– use appropriate visual arts vocabulary in describing materials and processes;

CR3.02

– develop sketchbooks, a portfolio, and/or planners that document their personal art process;

CR3.03

– demonstrate the ability to review and evaluate the creative processes they use, as well as the resulting artworks.

Analysis

Overall Expectations

ANV.01

– apply critical analysis processes to their artwork and works studied;

ANV.02

– identify sensory, formal, expressive, and technical qualities in their own works and works studied;

ANV.03

– describe interrelationships among art, the consumer, and the community.

Specific Expectations

Critical Process

AN1.01

– describe the stages of the design process followed in a particular assignment;

AN1.02

– analyse the formal composition of an example of artwork from personal and/or historical works studied;

AN1.03

– explain the significant expressive qualities of a work of art with reference to a list of possible categories (e.g., sensory, formal, expressive, technical);

AN1.04

– identify possible meanings of a work by referring to background information and specific visual indicators.

Aesthetics

AN2.01

– explain how the formal organization of visual content (formalism) as well as the imitation of life (imitationalism) can be used to create and think about works of art;

AN2.02

– demonstrate an understanding of the use of symbols in creative expression;

AN2.03

– describe how a culture shapes its art with reference to historical and contemporary examples (e.g., Byzantine icons, Chinese landscape, painting in fifteenth-century Europe, pre-Columbian pottery, Warhol’s soup cans).

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good

Acknowledgments

Identifying Information

Description/Rationale

How This Course Supports the Ontario Catholic School Graduate Expectations

Unit Titles (Time + Sequence)

Unit Organization

Unit 1: But Is It Art?

Unit 2: Art by Design

Unit 3: The Art of Crafts

Unit 4: Fine Art – Express Yourself

Unit 5: Media Arts and Popular Culture

Unit 6: Making a Living, Making Art?

Course Notes

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Accommodation

Resources

Books

CD-ROMs

Web Sites

OSS Policy Applications

Course Evaluation

Evaluation of Student Achievement

Theory

Specific Expectations

Creation

Specific Expectations

Analysis

Specific Expectations