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Visual Art

Visual Art


This art course concentrates on developing the creative process. The class gives students an opportunity to learn and strengthen artistic techniques, recognize various styles of artwork, and look at the impact of history and culture in art. Students will experience a variety of art materials throughout the year.



This art course concentrates on what inspires the creative process. There is a greater emphasis on Canadian art, cultural influences, popular culture, and the affects of mass media in art. The students will experience a variety of art materials, and will be given the opportunity to start building a portfolio for further study in Visual Arts.



This art course examines how art has changed throughout history and what has influenced that change. The class is designed for students with artistic interest and ability. Students will develop their personal drawing and painting skills. Many class requirements progress from independent work techniques and individual interests. Students have the freedom to select their artistic medium for many of the art projects. Students will continue to meet the requirements of an art portfolio.



The Advanced Placement Course is designed for highly motivated students who are seriously interested in the study of art and involves significant commitment. With the support of additional AP art materials and resources students completing either the AP Drawing Portfolio Exam or the AP 2-D Portfolio are expected to meet all in?]class requirements and the requirements as stated in the current AP student exam poster.

Student selection for these classes will be made by the AP art teachers. Consideration will be given to those students who are extremely dedicated and have previous experience in grades 9 and 10 art classes. All Advanced Placement art students must be registered in AP 20L and AP 30L. Students must take both classes – one in grade 11 and one in grade 12. Students are also encouraged to register for other art classes offered at Balfour.

The AP art classes are designed to build a major portfolio of art work, which may be used for submission to any art school, college or university. Through teacher instruction, emphasis in these courses is placed on developing quality in all work. Students develop mastery of concept, composition, and execution of drawing. Students are required to work beyond the scheduled class time to art related reading, research and independent projects. Students can also expect to visit museums and galleries as an extension of the regular classroom activities.

Students will complete their portfolio over two years. A highly motivated student could possibly complete the portfolio in one year; however, special permission would need to be granted. The finished portfolios are sent out of the school for evaluation in May.




Students are exposed to a wide range of concepts and approaches in drawing. Students are exposed to a wide range of concepts and approaches in drawing. Students are challenged to demonstrate a range of abilities and versatility with technique, problem-solving, and informed and critical decision-making.

Through teacher directed study, demonstration and experimentation the students are encouraged to display a serious understanding of elements of art and visual design principles and material techniques. Students are asked to present evidence of their ability to work on a wide range of drawing problems.

Students create a minimum of 12 different artworks that demonstrate accomplishment in a variety of art forms and range of techniques. The students’ work in this section provides evidence of growth using a range of conceptual, perceptual, expressive, and technical approaches.

Students are responsible for arranging time for Breadth slides to be taken.

Students work in a variety of themes throughout the course.




Students create a body of work which investigates a strong underlying visual idea. This idea is expressed in drawings that grow out of a coherent plan of action. Students create a series of artworks that explore an idea in visual form.

Through group and individual conferencing, students will discover a personal direction suitable for a Concentration study. Considerable time is devoted to developing a clear action plan for this series.

Students create a minimum of 12 independent works that share a single theme. Students are encouraged to be original as their Concentration evolves.

Students are responsible for arranging time for Concentration slides to be taken.

Assignments of quality in Concentration will include:

  • Developing a written document that helps define a personal focus for the Concentration theme. Greatest strengths and interests will be of significant investigation.
  • Meeting with an Advanced Placement Teacher at which time they are individually counselled regarding the initial focus for their Concentration.
  • Classroom instruction and individual communication will define what constitutes an acceptable and successful Concentration.
  • Teacher facilitated student processes of discovery, in which the students continue to pursue visual problem-solving, technical skill development and choice of materials, is linked with a considerable investment of the students’ time, effort, and thought.
  • Receiving and accepting information and guidance as students make decisions concerning sequencing individual pieces to display personal artistic growth that reveals the development of their body of art work.
  • Writing a commentary explaining the development of their Concentration.

Completing registration and required examination procedures including all paper work, slide labelling and final commentary as stated by the current AP student exam poster.