B. Reflecting, Responding, and Analysing · Responding to Art: Critical Analysis, Context and Responsible PracticePathways and Careers in Visual Arts
B3.2About 65 minutes
Learning goals- I can describe secondary school pathways in visual arts.
- I can describe postsecondary options: apprenticeship, college, university and workplace.
- I can describe a range of careers related to visual arts and the skills they require.
- I can start building a portfolio and a pathway plan.
Words to know
pathway
A planned route of courses and experiences toward a destination after high school.
postsecondary
Education after high school: college, university or apprenticeship.
portfolio
A selection of an artist's best work and process, used for applications.
freelancer
A self-employed person who works for different clients.
SHSM
Specialist High Skills Major: a specialized program of courses and experiences in an Ontario high school.
curator
A person who researches art and plans exhibitions.
Hook: who designed your morning?
Your alarm app's icons, the cereal box, the bus shelter ad, your hoodie's logo, the layout of your school, the video game you played last night: every one was designed by someone trained in visual arts or design.
B3.2 asks you to identify secondary and postsecondary pathways and careers related to visual arts. Even if you don't plan to be an artist, knowing these paths helps you choose courses wisely.
Pathways in high school
In Ontario, visual arts courses continue after Grade 9:
- Grade 10: AVI2O (Open).
- Grade 11: AVI3M (University/College preparation) or AVI3O (Open).
- Grade 12: AVI4M (University/College preparation) or AVI4E (Workplace preparation).
Many schools also offer media arts, photography or design-focused courses, cooperative education (co-op) placements, and a Specialist High Skills Major (SHSM) in Arts and Culture, a bundle of courses, certifications and experiences focused on the arts sector. Options vary by school, so check your school's course calendar.
The letters in course codes tell you the type: O = open, M = university/college preparation, E = workplace preparation.
After high school
- Apprenticeship and on-the-job training: some trades use design and visual skills (for example, sign making, printing, carpentry and finishing work).
- College: diplomas and certificates in graphic design, animation, illustration, photography, interior decorating, game art and more. Ontario colleges such as Sheridan College are well known for animation programs.
- University: degrees such as a BFA (Bachelor of Fine Arts) or a design degree; art history; architecture; education (to become a teacher, after a degree). OCAD University in Toronto, founded in 1876, is one of Canada's best-known art and design universities.
- Workplace: starting in a job (for example, at a print shop or a framing store) and building skills and a portfolio.
Most art and design programs ask for a portfolio: a collection of your best work and sketchbook pages, showing skill, ideas and process. Start saving your work now, photographed clearly with labels.
What artists and designers actually do
- Graphic designers create logos, posters, packaging, websites and signs. They work with clients, deadlines and design software.
- UX/UI designers design how apps and websites look and work.
- Animators and game artists create characters, backgrounds and movement for films, TV and games.
- Illustrators make images for books, magazines, ads and websites, often as freelancers (self-employed).
- Curators research art and plan exhibitions; conservators use science and art skills to repair and protect art works.
- Art therapists use art-making to support mental health; they usually need a graduate degree.
- Art teachers teach in schools, community centres and galleries.
- Architects design buildings; they need a degree and professional licensing.
- Fine artists create their own work and earn income from sales, commissions, grants, teaching and other jobs. Many artists combine several sources of income.
Worked exampleLet's research a career
Ethan is interested in video game art. Let's build a career profile.
- Job: game artist (concept artist, 3D modeller, environment artist).
- What they do: design characters, worlds and objects; turn sketches into 3D models; work on a team with programmers and writers.
- Skills: drawing from observation and imagination, perspective, anatomy, colour, 3D software, taking feedback, meeting deadlines.
- High school courses: AVI1O → AVI2O → AVI3M → AVI4M; also computer studies, media arts, and English for communication.
- Postsecondary: a college program in game art or animation, or a university design degree; a strong portfolio is required.
- Next step now: keep a sketchbook, draw every day, try free 3D software, and ask a guidance counsellor about co-op.
A career profile connects what the job involves to courses, skills, training and a next step you can take now.
Building your portfolio from Grade 9
Photograph your work in daylight against a plain background. Label each image: title, medium, size, date. Keep sketchbook pages: schools want to see your process, not just finished pieces. Choose quality over quantity.
Just for funFunny but true: somewhere, a professional designer was paid to decide exactly how round the corners of your phone's app icons should be. Details matter. A lot.
Hands-on activityCareer profile and portfolio start
You need: paper or a computer, a phone or camera, and your art work from this year.
- Choose two careers from the lesson that interest you.
- With a grown-up, research each on reliable sites (the Government of Canada's Job Bank, college and university program pages, or professional associations). For each, record: what they do, skills, education, and one interesting fact.
- Make a pathway map from Grade 9 to that career, including high school courses and a postsecondary option.
- If possible, interview someone who works in a creative job (a family friend, a local sign maker, a teacher). Ask: How did you get started? What do you do in a day? What advice would you give a Grade 9 student?
- Start a portfolio: photograph and label your three best works and two sketchbook pages.
Your turn
1Name the Grade 10, 11 and 12 visual arts courses in Ontario.
Grade 10: AVI2O; Grade 11: AVI3M or AVI3O; Grade 12: AVI4M or AVI4E.
2What do the letters O, M and E mean in course codes?
O = open, M = university/college preparation, E = workplace preparation.
3What is a portfolio, and why do art programs want one?
A collection of your best work and process; programs use it to see your skills, ideas and growth.
4Name four careers related to visual arts.
Any four: graphic designer, UX/UI designer, animator, game artist, illustrator, photographer, curator, conservator, art teacher, art therapist, architect, fine artist, set designer.
A Specialist High Skills Major: a bundle of courses, certifications and experiences focused on a sector, such as Arts and Culture.
6What does a conservator do?
Uses science and art skills to repair and protect art works.
More practice: warm-up
2In what year was OCAD University founded?
A self-employed worker who takes jobs from different clients.
4Who designs how apps and websites look and work?
5True or false: you must take only art courses to have an art career.
False. Other subjects (English, math, computer studies, business) help too.
More practice: on your own
1Why might an illustrator also need business skills?
As freelancers, illustrators must find clients, set prices, sign contracts, manage money and meet deadlines.
2Explain why a portfolio should include sketchbook pages.
They show your process: how you generate and develop ideas, which programs value as much as finished work.
3Describe two different ways a fine artist might earn income.
Any two: selling work, commissions, grants, teaching, prizes, design jobs.
4Why should you check your school's course calendar?
Course options vary by school; the calendar shows what's offered and the prerequisites.
5Which postsecondary path would suit someone who wants to become an architect? Explain.
University: architects need a degree in architecture and then professional licensing.
Challenge
1Create a pathway plan from Grade 9 to a visual arts career of your choice, including two backup options.
Look for: a specific career, Grades 10 to 12 courses with correct codes, a postsecondary option, a portfolio plan, and two related backup careers that use similar skills (for example, game artist → backups: graphic designer, art teacher).
2Technology (like AI tools) is changing some creative jobs. Which visual arts skills do you think will remain most valuable, and why?
Model: creative problem solving, original ideas, understanding clients and audiences, critical judgement, ethics, and collaboration remain valuable because they involve human understanding and decisions; technical tools change, but knowing what to make and why stays important.
3Interview question: "Why do you want to study visual arts?" Write a strong 4- to 6-sentence answer.
Look for: a specific interest, evidence (projects, skills, experiences), a link to a goal, and enthusiasm, without clichés like "I've always loved art" unless backed by details.
Quiz
1. Which is the Grade 10 visual arts course?
4. Which career repairs and protects art works?
5. Which is true about fine artists' income?
Big idea: B3.2 asks students to identify secondary and postsecondary pathways and careers related to visual arts. Course offerings vary by school; check the school's course calendar.
How to help: Help your child research careers on the Government of Canada Job Bank and college/university sites, and connect them with someone in a creative job for a short interview. Keep a folder (or a cloud album) of photographed work for a future portfolio.
Common difficulties: assuming art careers are only "painter"; not realizing other subjects support creative careers; leaving portfolio building until Grade 12.