top of page

Grade 10 Visual Arts

Painting | Drawing  | Architecutre

"Shaping Spaces"

Architecture | Design | Model-Making

Unit Created By Blessings Banda 

Statement of Inquiry: Architecture reflects the relationship between people, culture and the built environment.

In this unit, students explore architecture as both a functional and artistic form of design. They investigate how architects respond to the needs, values and environments of different communities through their use of shape, form, space and materials. Students develop their drawing, planning and model-making skills before designing and constructing an architectural model that considers its purpose, users, cultural context and relationship with the environment.

​

Skills/Content

  1. Architecture and Culture: Investigating how architecture reflects the values, lifestyles and identities of different cultures and communities.

  2. Architectural Styles: Exploring examples of modern, traditional, vernacular and sustainable architecture, including the work of selected architects and designers.

  3. Elements of Architectural Design: Examining how shape, form, space, scale, proportion, light and materials influence the appearance and function of a building.

  4. Technical Drawing: Developing skills in observational drawing, one-point and two-point perspective, floor plans and architectural rendering.

  5. Design Thinking: Identifying a purpose and intended users, generating ideas, solving design problems and refining a concept in response to feedback.

  6. Sustainability and Environment: Considering how buildings can respond to their location, climate and natural environment through responsible material and design choices.

  7. Model-Making and Production: Using cardboard, foam board, recycled materials and other construction techniques to create a carefully planned three-dimensional architectural model.

"Listen To What I'm Not Saying​"

Satirical Art | Social Commentary | Visual Communication

Statement of Inquiry: Artists use visual culture to challenge people, social issues and institutions in ways that inspire change and inclusion.

​

In this unit, students explore how artists use satire to communicate opinions, challenge ideas and draw attention to social issues. They investigate how humour, irony, exaggeration, symbolism and visual metaphor can make serious messages engaging and thought-provoking. Students select an issue that matters to them, experiment with different ways of communicating their viewpoint and develop a resolved satirical artwork intended to provoke a response from an audience.

Skills/Content

  • Satire and Visual Culture: Investigating the purpose of satire and how artists respond to contemporary society through visual art.

  • Socially Engaged Art: Exploring how artists challenge social issues, institutions, stereotypes and inequalities through their work.

  • Visual Analysis: Examining how artists use subject matter, composition, symbolism, text and visual elements to communicate critical perspectives.

  • Satirical Strategies: Experimenting with humour, irony, exaggeration, parody, juxtaposition and visual metaphor to communicate ideas.

  • Audience and Communication: Considering how an artwork’s message, tone and visual choices may influence different audiences.

  • Idea Development: Selecting a meaningful issue, generating several possible responses and refining an artistic intention through sketches and experimentation.

  • Artistic Process and Production: Applying appropriate materials and techniques to create a resolved satirical artwork with a clear message, strong visual impact and attention to craftsmanship.

H2 Uni1_Art Appropriation Artworks.jpg

The Art of Appropriation
Appropriation | Reinterpretation | Painting

Unit Created By Blessings Banda 

Statement of Inquiry: Artists can create new conversations by transforming existing artworks and contexts.

 

In this unit, students explore appropriation as a way of reinterpreting existing artworks to communicate new ideas and perspectives. They investigate how contemporary artists transform well-known imagery by changing its context, subject matter, composition or meaning. Students then select an existing artwork and develop their painting skills through partial recreation, practical experimentation and refinement before creating their own contemporary reinterpretation.

 

Skills/Content

  • Appropriation in Art: Investigating how and why artists borrow, transform and recontextualise existing artworks and imagery.

  • Context and Interpretation: Exploring how changes in culture, audience, time and place can create new meanings and conversations.

  • Visual Analysis and Critique: Analysing the relationship between an original artwork and its contemporary reinterpretation, considering visual elements, techniques, context and effectiveness.

  • Painting Techniques: Developing skills in colour mixing, brushwork, texture, value, tone, light, shadow and the treatment of edges.

  • Creative Experimentation: Testing different ways to add, remove, replace, conceal, combine or recontextualise elements from an existing artwork.

  • Idea Development: Generating and refining multiple possibilities before selecting and justifying an artistic intention.

  • Artistic Process and Production: Combining technical painting skills with conceptual thinking to create a resolved reinterpretation that communicates a new perspective or begins a new conversation.

bottom of page