Visual Arts, Grade 11, University/College Preparation

Code: AVI3MGrade: 11Type: University/College preparationCredits: 1.0
Visual Arts, Grade 11, University/College Preparation
Course information
Course TitleVisual Arts, Grade 11, University/College Preparation
Course CodeAVI3M
Grade11
Course TypeUniversity/College preparation
Credit Value1.0
PrerequisiteGrade 9 or 10 Visual Arts, Open (AVI1O or AVI2O)
Co requisiteNone
DepartmentThe Arts
Name of the Department HeadCamille Dube (B.Sc.,B.Ed.,OCT)
Course Developer or TeacherColleen McMillan (B.Sc.,B.Ed.,OCT)
Curriculum Policy Document

The Ontario Curriculum, Grades 11 and 12: Arts (Revised, 2010)

 

Course development dateSeptember 2026
Most recent revision datenone
Course revisernone
Course description

This course enables students to further develop their knowledge and skills in visual arts. Students will use the creative process to explore a wide range of themes through studio work. Projects adapt traditional methods like drawing, painting, and sculpture to use accessible household materials, found objects, and free web-based design technologies. Students will apply the critical analysis process when evaluating their own work and the work of others. Artworks are interpreted within personal, contemporary, and historical contexts.

 

Overall expectations

By the end of this course, students will:

1. Creating and Presenting
1.1The Creative Process: Apply the creative process to create studio art works that express personal feelings and communicate specific emotions.
1.2Elements and Principles: Apply elements and principles of design to solve specific visual design problems
2. Reflecting, Responding, and Analysing
2.1The Critical Analysis Process: Use critical analysis to examine, interpret, and evaluate their own art and the work of others.
2.2Art and Society: Demonstrate an understanding of how art works reflect the societies in which they were created, and how they impact personal values.
2.3B3. Connections Beyond Art: Describe opportunities and identify skills required for postsecondary study and careers in visual arts and related fields.
3. Foundations
3.1Terminology: Demonstrate an understanding of precise art terminology when analyzing or creating art.
3.2Conventions and Techniques: Demonstrate an understanding of tools, materials, and techniques used in art production.
3.3Responsible Practices: Demonstrate an understanding of safe, environmental, and ethical practices in the studio environment.
Outline Of Course Content
Time AllocatedOnline/Offline ComponentLearning Expectations
1. Foundations & The Visual Diary

Students explore the foundational creative process using everyday writing tools like standard pens or pencils. By observing immediate surroundings and documenting ideas in a personal visual diary, students master line weight, texture, and value scale. Precise art terminology is introduced to describe stylistic trends, themes, and content from historical art periods or cultures. Additionally, students identify and describe ways in which communities use visual arts, such as local public art and community murals, to express identity or promote cultural initiatives.
Historical Component: Canadian, Indigenous, and global storytelling traditions.

20 hours

(9 hrs online / 11 hrs offline)

A1.1, A1.3, A2.1, A2.2, B2.1, B2.3, C1.1, C1.2, C2.1, C2.2

2. Organic Stains & Spatial Depth

Students investigate colour theory, value scales, and atmospheric perspective. Studio work utilizes home-brewed pigments like coffee, tea, or juice on raw paper to construct interior or landscape spaces. Students expand their use of precise terminology to analyze content and stylistic trends from various historical art periods.
Historical Component: High Renaissance and Baroque chiaroscuro techniques.

 

25 hours

(12 hrs online / 13 hrs offline)

A1.2, A2.1, A2.2, B1.1, B2.1, C1.1, C1.2, C2.2

3. Structural Form from Waste

Students manipulate dimensional space and form by building architectural reliefs or abstract sculptures using consumer waste like cardboard packaging. During this unit, students formally deconstruct and analyse the stages of development and structural composition in their own work and that of others.
Historical Component: Modernism, Cubism, and contemporary environmental art.

20 hours

(9 hrs online / 11 hrs offline)

A1.2, A2.2, B1.2, B2.1, B2.2, C2.1, C2.2, C3.1, C3.2

4. Historical Component: Modernism, Cubism, and contemporary environmental art

Students explore art as social activism. They select either a physical layout using paper junk mail, or a digital format using free web-based editing software like Photopea or Pixlr. As part of the critical analysis process, students evaluate the effectiveness of their own and others’ artworks in communicating an explicit message, theme, or feeling.
Historical Component: Dadaism, political propaganda, and historic photo manipulation.

 

20 hours

(10 hrs online / 10 hrs offline)

A1.2, A2.2, A3.2, B1.1, B1.4, B2.1, B2.2, C2.2

5. Rich Summative Task & Virtual Exhibition

A self-directed final studio masterpiece driven by a personal theme using the student’s choice of available media. Submissions include an artist statement and a professional digital compilation of their creative process. Students use precise terminology related to presentation and exhibition formats to curate the virtual showcase. They also identify skills developed through the study of visual arts (such as project management, creative problem solving, and visual communication) and describe how they can be transferred to various postsecondary pathways and careers outside of fine arts.

 

22 hours

(11 hrs online / 11 hrs offline)

A1.1, A1.2, A1.3, A3.1, A3.3, B1.1, B1.3, B3.1, B3.2, C1.3, C3.3

6. Final Evaluation: Independent Study Unit

See Unit 5

—
7. Final Evaluation: Final Exam
3 hours

(3 hrs online)

—
Total110 Hours
Online and Offline Learning Activities
OnlineOffline
Communicating with the instructorReading materials of the course
Contributing to forumsResearching topics on the internet
Watching instructional videosCompleting assignments
Watching additional resource videosCompleting practice activities
Practicing through online quizzesReviewing for tests and exams
Reviewing peer submissions
Completing online timed exam
Strategies for assessment & evaluation of student performances

A variety of assessment and evaluation methods, strategies and tools are required as appropriate to the expectation being assessed. These include diagnostic, formative and summative within the course and within each unit.

Assessment FOR Learning and Assessment AS Learning is obtained through a variety of means, including the following: 

  • Ongoing descriptive feedback, including descriptive feedback on students’ practice activities
  • Self-assessment
  • Peer assessment
  • Student/Teacher Communication with on a regular basis to:
    • ask questions
    • clarify understanding


Evidence of student achievement (assessment of learning) is collected through ongoing observations of most consistent work, with consideration given to most recent work from various sources.

Assessment and evaluation in this course will be based on the provincial curriculum expectations. Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement. Categories of assessment and breakdowns are as follows:

  • Knowledge – 30%
  • Thinking Inquiry – 25% 
  • Application – 25% 
  • Communication – 20%

A final grade will be determined as follows: 

  • Term Work – 65%
  • Final Evaluation – 25%
    • ISU – 15% 
    • Exam – 10%
  • Attendance and Participation – 10%
Teaching and learning strategies
Students enrolled in this course through CHS’s Hybrid (H) program will participate in synchronous learning via live online teaching sessions, online support material, and student-to-student discussions organized throughout the semester. Conversely, students taking this course as part of CHS’s Self-Paced (S) program will learn asynchronously through recorded video lessons, presentations, online support material, and simulations. While self-paced students have up to one year to complete the course, they are encouraged to finish within five months.

A variety of strategies will be used in the online delivery of this course. Instructional strategies will include but are not limited to:

  • Lesson Presentations
  • Video lessons
  • Cooperative learning  
  • Independent research
  • Peer to Peer learning
  • Multi-media presentation
  • Online simulations and Interactives

Learning goals will be discussed at the beginning of each assignment and success criteria will be provided to students. The success criteria are used to develop the assessment tools in this course, including rubrics.

The arts curriculum is based on four central ideas – developing creativity, communicating, understanding culture, and making connections. Major aspects of these ideas are outlined in the chart below.
Developing Creativity
  • developing aesthetic awareness
  • using the creative process
  • using problem-solving skills
  • taking an innovative approach to a challenge
Communicating
  • manipulating elements and forms to convey or express thoughts, feelings, messages, or ideas through the arts
  • using the critical analysis process
  • constructing and analysing art works, with a focus on analysing and communicating the meaning of the work
  • using new media and technology to produce art works and to convey thoughts, feelings, and ideas about art
Understanding Culture
  • understanding cultural traditions and innovations
  • constructing personal and cultural identity (developing a sense of self and a sense of the relationship between the self and others locally, nationally, and globally)
  • making a commitment to equity and social justice and dealing with environmental issues
Making Connections
  • making connections between the cognitive and affective domains (expressing thoughts and feelings when creating and responding to art works)
  • creating and interpreting art works on their own and with others, and performing independently and in groups
  • making connections between the arts and other disciplines (e.g., transferring knowledge, skills, and understanding to other disciplines)
Consideration for program planning

Students with special needs and English Language Learners will be provided with accommodation, including additional time, assistive technology and scribe where available. Teachers who are planning a program in this subject make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.

Learning skills

Learning Skills listed below are key to student success. Learning Skills are assessed independently of achievement and are determined through observation and participation. A check list and student-teacher communication will be used to determine the level in each category.

  1. Responsibility 
  2. Organization 
  3. Independent Work 
  4. Collaboration 
  5. Initiative 
  6. Self-Regulation
Resources required by the student
  • A dedicated notebook or loose sheets to serve as a Visual Diary.
  • Basic drawing utensils like standard office pens, pencils, or highlighters.
  • Clean cardboard, packaging scraps, or junk mail.
  • A mobile device or computer with internet access to upload photographs of work.
Resources provided by the student
  • Activities and lesson presentations
  • On-Line resources
  • Links to simulations and interactives 
  • Links to extra support material