The Arts · Grade 12 · Conceptual Frameworks and Studio Practice · Term 1

Analyzing Artistic Influences

Students will analyze how historical and contemporary artists influence the development of personal style.

• Ontario Curriculum Expectations
• VA:Cn11.1.HSIII
• VA:Re7.1.HSIII

About This Topic

In the final year of the Ontario Arts curriculum, students move beyond technical proficiency to define their unique artistic voice. This topic focuses on the transition from imitation to innovation, where students analyze how historical and contemporary masters developed their signature aesthetics. By examining the iterative nature of studio practice, students learn that style is not a sudden inspiration but a series of deliberate choices regarding line, color, subject matter, and composition. This process aligns with the Creating and Presenting expectations, pushing students to justify their creative decisions through a refined conceptual framework.

Understanding personal style is essential for students preparing portfolios for post-secondary programs or professional practice. It requires a deep explore the 'why' behind the 'what,' encouraging students to see their work as a cohesive body rather than a collection of isolated assignments. This topic benefits from peer-to-peer analysis and collaborative critique, as students often see patterns in each other's work that the creator might not yet recognize.

Key Questions

1. Compare and contrast the stylistic elements of two influential artists and their impact on contemporary work.
2. Evaluate how an artist's early works reveal the seeds of their later signature style.
3. Explain how cultural movements shape an artist's aesthetic choices over time.

Learning Objectives

• Compare and contrast the stylistic elements of two influential artists, identifying their impact on contemporary art practices.
• Evaluate how an artist's early works foreshadow the development of their signature style.
• Explain how specific cultural movements have shaped the aesthetic choices of artists over time.
• Synthesize research on artistic influences to articulate the development of a personal artistic style.

Before You Start

Elements and Principles of Design

Why: Students need a foundational understanding of visual elements (line, shape, color) and design principles (balance, contrast, rhythm) to analyze artistic styles.

Introduction to Art History

Why: Familiarity with major art historical periods and movements provides context for understanding how cultural shifts influence artists.

Key Vocabulary

Signature Style	A distinctive and recognizable manner of artistic expression, characterized by consistent use of specific techniques, subject matter, or aesthetic qualities.
Aesthetic Choices	Deliberate decisions made by an artist regarding elements such as color, line, form, composition, and subject matter to achieve a particular visual effect or meaning.
Cultural Movement	A period of significant artistic, social, or intellectual activity characterized by shared ideas, values, and styles, influencing the work of artists within that era.
Iterative Process	A method of creation involving repeated cycles of development, refinement, and revision, where an artist builds upon previous ideas and experiments.

Watch Out for These Misconceptions

Common Misconception

Style is something you are born with or happens by accident.

What to Teach Instead

Style is a result of iterative practice and intentional constraints. Active experimentation with different media helps students realize that style is a set of consistent decisions made over time.

Common Misconception

Having a style means doing the same thing every time.

What to Teach Instead

A signature aesthetic is a cohesive philosophy, not a repetitive formula. Peer discussions help students see how a style can adapt to different subjects while remaining recognizable.

Active Learning Ideas

Gallery Walk: The Style Detective

Students display three disparate works from their portfolio. Peers move through the space using sticky notes to identify three recurring 'visual fingerprints' (e.g., specific lighting, line weights, or motifs) that link the works together.

45 min·Whole Class

Think-Pair-Share: Master Influence Mapping

Students select one 'master' artist and identify three specific technical elements they admire. They then share with a partner how they will 'steal' one element while subverting another to fit their own modern Canadian context.

30 min·Pairs

Inquiry Circle: The Evolution Timeline

In small groups, students research the early, middle, and late works of a famous artist like Norval Morrisseau or Emily Carr. They map out the specific turning points where the artist's style shifted and present their findings to the class.

60 min·Small Groups

Real-World Connections

• Art museum curators, such as those at the Art Gallery of Ontario, analyze artists' oeuvres to develop exhibitions that trace stylistic evolution and historical context, informing public understanding of art.
• Graphic designers and illustrators often draw inspiration from historical art movements, like Art Nouveau or Bauhaus, to develop modern branding and visual identities for companies and products.
• Fashion designers frequently reference artistic styles from different eras and cultures to create new collections, blending past influences with contemporary trends.

Assessment Ideas

Discussion Prompt

Facilitate a class discussion using the prompt: 'Choose one contemporary artist whose work you admire. Identify one historical artist who likely influenced their style and explain two specific stylistic elements they share. Be prepared to show examples.'

Peer Assessment

Students present a brief visual analysis of an artist's early and late works. Their peers use a provided rubric to assess the clarity of the analysis and identify specific evidence presented for the development of the signature style.

Quick Check

Provide students with images of artworks from two different artists and a brief description of a cultural movement. Ask them to write a short paragraph explaining how the cultural movement might have influenced the aesthetic choices of one of the artists.

Frequently Asked Questions

How do I help students find their style without them just copying influencers?

Encourage students to look at a wide range of sources, including historical Canadian art and diverse global movements. Use active learning strategies like 'visual mashups' where students must combine two opposing influences to create something new, forcing them to move beyond simple imitation.

Is personal style graded in the Ontario Grade 12 curriculum?

While 'style' itself is subjective, the Ontario curriculum grades the 'Creating and Presenting' process. You are assessing their ability to apply the creative process, use elements and principles intentionally, and reflect on their growth.

What if a student's style is very minimalist or 'simple'?

Focus on the intentionality. Ask the student to defend their choices in a structured peer interview. If they can explain why the simplicity serves their conceptual framework, they are meeting the Grade 12 expectations for depth and maturity.

How can active learning help students understand the evolution of personal style?

Active learning allows students to externalize their internal creative process. Through strategies like gallery walks and peer critiques, students receive immediate feedback on how their work is perceived by others. This social interaction helps them identify their unique strengths and habits more quickly than working in isolation, making the abstract concept of 'style' tangible.