Course Outline: Visual Arts 2013-14

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Course Outline 2013-2014

Department: Visual Art - Art

Year 07

Year 08

Year 09

Year 10

Year 11

Year 12

Year 13

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Department: Visual Arts

Year Level:7

Teachers: Georgina Martignago / Stephen Megson - Semester course

AIMS

SKILLS

ASSESSMENT

REFLECTION

RESOURCES

• Develop self- confidence and awareness through their art making experiences. • Learn to express

their ideas using the language of Visual Arts.

• Appreciate how Visual Arts can communicate across time and culture. • Become more effective learners through reflecting upon their experiences as young artists.

Developing an

awareness of the

environment and our

impact upon it.

• Understanding of art elements, principles, colour theory, perspective and art practice. • Colour schemes and mixing, tints and shades etc. • Use of line and pattern to create visual interest in an artwork. • Painting techniques and processes ie wash, blending colour, care of brushes etc. • Developing use of compositional devices in an artwork.

•

Comparison and contrast of artworks. • Formative and Summative assessment tasks that address the following criteria • • A – Knowledge and Understanding. • B – Application of Skills. • C – Reflection and Evaluation.

•

D – Artistic Awareness and Personal Engagement

.

• Developmental Workbook • Process work • Completed Artworks • Peer Evaluations • Self Evaluations • Writing task- comparing and contrasting artworks. • Questioning & discussion, critique • Tracking Log • Teacher generated resources/ handouts etc. • Internet - visuals, video and research.

• Art Dept. Posters

•

Library books

•

Visits - out and about

•

Galleries & Visiting artist experiences

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Course Outline 2013-2014

Department: Visual Arts - Art

Year Level:8 This is similar to Year 7 due to the Arts rotation with extension/varied activities

Teachers: Beverly Riddell

COURSE AIMS SKILLS ASSESSMENT CRITERIA ASSESSMENT RESOURCES

• The aims of Visual Art study and teaching are to develop individual students who :

• understand how the Visual Arts operate and play a role in developing and expressing personal and cultural identities, locally and globally

• appreciate how Visual Arts innovate, communicate and inform across time and culture

• become informed and reflective practitioners of the Visual Arts

• experience the process of making art in a variety of artistic domains

• explore, express and

communicate their ideas using the appropriate language of the Visual Arts

• become more effective

learners, inquirers and thinkers through reflecting upon their experiences as young artists

• develop self-confidence and self-awareness through art making experiences

• appreciate lifelong learning in the enjoyment of the Visual Arts

• actively seek to apply the knowledge, understanding and skills they have acquired in the Visual Arts in the wider community

• The specific skills studied and taught build upon previous experience and relate to selected Units of work.

• A range of two and three-dimensional skills within a variety of artistic domains is further explored.

• Drawing and painting composition

• Design principles and color application

• Construction deconstruction and modeling techniques into a third dimension (sculpture)

• Collage, montage and photographic manipulation

• These skills will include practical studio processes and techniques and theoretical strategies for research and analysis of selected art forms.

• Digital page layout

• Reflective response to feedback

• Self evaluation

• There are four assessment criteria applied to all units of work. Specific tasks are designed for each of the first three criteria within units or as discreet assessment tasks for the selected criteria.

• A Knowledge and

Understanding 8

• B Application 10

• C Reflection 8

• D Personal Engagement 8

• Assessment rubrics are used to establish the level of student performance in relation to each

assessment criteria.

• Rubrics are designed to fulfill the summative assessment for each unit.

• Specific criterion tasks will also use the rubric

differentiation.

• Other assessment tools used for formative assessment include discussion, peer review, self-assessment, specific written assignments, development workbook assignments. • Developmental Workbook. • Completed Artwork • Peer Evaluations • Self Evaluations

• Writing task- comparing and contrasting artworks.

• Tracking Log.

• Teacher generated resources/handouts etc.

• Internet

• Library books

• Visits

• Galleries

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Year Level: Year 9

Teacher : Georgina Martignago and Beverly Riddell

• appreciate how Visual Arts innovate, communicate and inform across time and culture

communicate their ideas using the appropriate language of the Visual Arts

• become more effective

learners, inquirers and thinkers through reflecting upon their experiences as young artists

• develop self-confidence and self-awareness through art making experiences

• actively seek to apply the knowledge, understanding and skills they have acquired in the Visual Arts in the wider community

• A range of two and three-dimensional skills within a variety of artistic domains is further explored.

• Drawing and painting composition

• Design principles and elements

• Construction deconstruction and modeling techniques - 3D sculpture - relief or 3D - construction/assemblage/ carving

• Printmaking techniques

• Self evaluation

• A Knowledge and

Understanding 8

• B Application 10

• C Reflection 8

• D Personal Engagement 8

differentiation.

• Other assessment tools used for formative assessment include discussion, peer review, self-assessment, specific written assignments, development workbook assignments. • Developmental Workbook. • Completed Artwork • Peer Evaluations • Self Evaluations

• Writing task- comparing

• and contrasting artworks.

• Tracking Log.

• Internet

• Library books

• Visits

• Galleries

• Visiting artists

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Course Outline 2013-2014

Department : Visual Art - Art

Year Level : Year 10

Teacher : Beverly Riddell

• appreciate how Visual Arts innovate, communicate and inform

• across time and culture

communicate their ideas using the appropriate

• language of the Visual Arts

• become more effective learners, inquirers and thinkers through

• reflecting upon their experiences as young artists

• develop self-confidence and self- awareness through art making

• experiences

• actively seek to apply the

knowledge, understanding and skills they have acquired in the Visual

• Arts in the wider community

• A range of two and three- dimensional skills within a variety of artistic domains is further explored. Drawing and painting composition Design principles, art (2D, #D and architectural) elements and color application.

• Develop an understanding of form, function and significance

• Construction deconstruction and modeling techniques

• Self evaluation

• A Knowledge and Understanding! 8 • B Application! 10 • C Reflection ! 8 • D Personal Engagement! 8

differentiation.

• Other assessment tools used for formative assessment include discussion, peer review, self- assessment, specific written assignments, development workbook assignments. • Developmental Workbook. • Completed Artwork • Peer Evaluations • Self Evaluations

• Tracking Log.

• Internet - video footage, interviews, articles, research

• Library books

• Visits

• Galleries

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Department : Visual Art - Art

Year Level : Year 11

Teacher: Stephen Megson / Beverly Riddell

• appreciate how Visual Arts innovate, communicate and inform

• across time and culture

communicate their ideas using the appropriate

• language of the Visual Arts

• become more effective learners, inquirers and thinkers through

• reflecting upon their experiences as young artists

• develop self-confidence and self- awareness through art making

• experiences

• actively seek to apply the

knowledge, understanding and skills they have acquired in the Visual

• Arts in the wider community

• A range of two and three- dimensional skills within a variety of artistic domains is further explored. Drawing and painting composition and color application.

• Design principles, 2D & 3D elements of art and

understanding of function and significance of art works.

• Construction deconstruction and modeling techniques for a range of three-dimensional and model making forms.

• Collage, montage, printmaking and photographic manipulation

• Self evaluation

• A Knowledge and Understanding! 8 • B Application! 10 • C Reflection ! 8 • D Personal Engagement! 8

differentiation.

• Other assessment tools used for formative assessment include discussion, peer review, self- assessment, specific written assignments, development workbook assignments. • Developmental Workbook. • Completed Artwork • Peer Evaluations • Self Evaluations

• Tracking Log.

• Internet - for interviews, articles, critiques, information, video footage, virtual exhibitions.

• Art Dept. Posters, visual aids and props

• Library books

• Visits

• Galleries

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• Investigate past, present and emerging forms of visual arts and engage in producing, appreciating and evaluating these • Develop an understanding

of visual arts from a local, national and international perspective

• Build confidence in responding visually and creatively to personal and cultural experiences • Develop skills in, and

sensitivity to, the creation of works that reflect active and individual involvement • Take responsibility for the

direction of their learning through the acquisition of effective working practices

• Develop the skills and techniques of investigation – both visual and written • Relate art to its cultural

and historical contexts • Explore art concepts • Explore art elements • Develop and use the

processes of art criticism and analysis

• Develop confidence and expertise in the use of various media

• Extend their knowledge of design

• Share their work with an audience through displays and exhibitions or presentations • Extend individual investigation to inform practical work • Make connections

Between ideas and practice – both their own and others’

Note : In the visual arts Media (plural of Medium)can be described as the selected materials and working processes used, and the relationship between these

STUDIO DOMAINS

• Drawing from Primary and Secondary sources • Painting – Representational, Abstract, Figurative, Non-figurative, • Two-dimensional Design, Graphics, Illustration, Typography, Calligraphy, Collage, Montage, Digital art, Textiles, Printmaking • Three-dimensional Design,

Ceramics, Construction, Modeling

• Sculpture • Photography

• Film and Time Based Media INVESTIGATION SOURCES • Art books • Art films • Television • Newspaper reviews • Visits to Galleries

• Visits to artist’s workshops • Internet

Other Contexts for investigation o Knowledge in other

subjects

o Interests in other areas of development o Reflection upon Social

and Political events o Personal experiences

• Respond to and analyse critically and contextually the function, meaning and artistic qualities of past, present and emerging art, using the specialist vocabulary of visual arts • Develop and present

independent ideas and practice, and explain the connections between these and the work of others • Explore and develop ideas

and techniques for studio work through integrated contextual study and first-hand observations • Develop and maintain a

close relationship between investigation and a

purposeful creative process in studio work

• Produce personally relevant works of art that reveal evidence of exploration of ideas that reflect cultural and historical awareness • Develop and demonstrate

technical competence and artistic qualities that challenge and extend personal boundaries (Option A) and technical competence and self-direction (Option B)

Higher Level Option A 240hours

• 60% Studio work • 150 hours

• 18 studio works submitted • 40% investigation

• 90 hours

• 30 selected pages from Investigation workbook

Higher Level Option B 240 hours

• 60% Investigation • 150 hours • 40 selected pages submitted • 40% studio • 90 hours

• 12 studio works submitted

Standard Level Option A

150 hours

• 60% Studio work • 90 hours

• 12 studio works submitted • 40% investigation

• 60 hours

• 20 selected pages from Investigation workbook

Standard Level Option B

150 hours • 60% Investigation • 90 hours • 30 selected pages submitted • 40% studio • 60 hours