| (a) |
Pose questions about pop culture and investigate the questions individually or collectively through visual art (e.g., What and who are some Canadian pop culture icons and symbols?). |
| (b) |
Collaborate with other students to plan a visual art inquiry into pop art. |
| (c) |
Collaborate with other students to decide how to document the inquiry process and share resulting products. |
| (d) |
Use research, including guided Internet searches, as part of the inquiry process. |
| (e) |
Expand skills and abilities and demonstrate self-awareness in decision-making about art making methods and materials. |
| (f) |
Experiment with pop art styles in 2-D and 3-D. |
| (g) |
Describe how ideas can come from such sources as memory, research, observation, feelings, or imagination. |
| (h) |
Expand on visual art ideas in their visual journals, learning logs, or sketchbooks. |
| (i) |
Recognize the value of accidental discoveries in own work and put them to use, where appropriate. |
| (j) |
Use self-reflection and describe why it is important to visual art processes. |
| (k) |
Describe meaning of own art work. |
