Visual Art Planner

Topic/Theme Duration Class d e d

Visual Arts Planner Level s 3 Symbolic bugs/fish 10 lessons Y7 n s a e r

PK-Developing Practical Knowledge t Specific Learning Intentions. Students will: s s Students will apply knowledge of elements and S A principles to make objects and images and explore art- Apply knowledge of complementary and harmonious colours to making conventions, using a variety of techniques, create tone and contrast in their pastel drawing. tools, materials, processes, and procedures. PK DI–Developing Ideas Use imagination and observation to generate ideas for a Students will generate and develop visual ideas in range of symbols that reflect themselves. response to a variety of motivations, using DI imagination, observation, and invention with Describe ways other students have used selected symbols materials. to create an artwork that communicates ideas about CI CI–Communicating and Interpreting themselves. Students will describe how selected objects and images communicate stories and ideas. UC–Understanding Context (Highlighted learning intentions will be assessed) Students will investigate the purposes of objects and images in past and present cultures and identify contexts in which they were or are made, viewed and valued. Teaching and Learning focus. Process: Media / Materials: Elements covered: Eg: Drawing Painting Eg: Pencil Pastel Crayon Eg: Line Tone Texture Printmaking Construction Dye Clay Paint Colour Form Shape Collage Modeling Fabric Paper Cardboard Space Papier Mache Mixed Media Natural materials Principles covered Fabric and Fibre Design and Graphics Recycled materials Eg: Balance Harmony Contrast Time-based (Video, Photography, computer- Indian ink and dye Rhythm Tension Pattern generated) Unity Repetition Relationships: Individual Group Contexts: NZ Maori Pacific European Other cultures Resources Equipment. Cross Curriculum Links. Essential Skills.  Level 4 vis arts exemplar Siapo meets Killeen  English  Communication  A1 brown paper and cartridge  Maths  Numeracy  Pastels  Science  Information  Skewers for sgraffito  Technology  Problem solving  Indian ink and dyes  Social Studies  Self management and competitive  Health and PE  Social and co-operative  The Arts: Dance, Drama  Physical Music  Work and Study Teaching and Learning Sequence. Description: Use symbols, motifs and patterns to reflect themselves (culture, family, faith etc) and incorporate into an insect, fish or crab shape. Colour with pastel/ dyes. Motivation/generating ideas (DI and CI) Discuss what symbols and motifs are and how they are created. Talk about common ones – ie road signs, brand symbols etc. Discuss categories of personal, regional and universal symbols. Use one exemplar example to talk about the kinds of symbols used and their possible meanings. Group under above categories eg Union Jack flag – personal for the artist’s background and universal as a country flag recognised world wide. In groups look at the other exemplar art works and record ideas under the groupings. Share ideas. Look at a range of tapa and talk about the way the patterns and motifs have been created for these works.

Brainstorm things about ourselves – Family, friends, faith, culture, school, interests, hobbies, passions, favourite foods etc. Use simple drawings to record ideas under the headings. Circle the things that are most important. Try out ways of using some images to make patterns. Use Maori and Pasifika designs to support ideas. Making the drawing (DI and PK) Using pictures of insects, fish or crabs, use line and shape to make a drawings of different parts – eg heads, thoraxes, abdomens, fins etc. create an A4 drawing using the most interesting parts – a new species that still reflects the basic components of the creature. Select ideas from own symbols and patterns to fill the shape with ideas – make sure the most important things are given a prominent place. Use shapes and patterns to link different areas. Refer back to the exemplars to help with lay out ideas. Take an A1 piece of brown paper and draw up outline shape large as possible. If an insect or crab, fold in half, draw one half and cut out to get symmetrical shape. Use cut out shape as a template and draw round in yellow chalk onto A1 cartridge paper. Use chalk to add all detail from plan. Pastel/dye. Complete a test paper exploring blends, tones, shading etc. No black pastel until the end as too smudgy. Review primary, secondary, complementary and harmonious colours. Begin to colour large art work aiming for bright colours and a balance of colour through the work. For dye work draw up design and complete all lines in Indian ink. Allow to dry before colouring with dyes. When complete, cut out and glue onto prepared background paper or display as cut out shapes as a Killeen installation. Work can be glossed with an acrylic gloss medium.

Method: Assessment Evidence: Self Peer Teacher © ACE Arts Implementation Contract Mar 2002 NAME: YEAR 7 UNIT: PERSONAL IDENTITY ROOM:

Developing ideas in the visual arts. Students will use imagination and observation to generate ideas for a range of symbols that reflect themselves.

1. In the boxes below, draw the three symbols or patterns from your artwork that you think best communicate ideas about yourself. Write a brief explanation of each symbol or pattern below your drawings and explain its importance. Symbol/pattern 1 Symbol/patternl 2 Symbol/pattern 3

This symbol/pattern represents… This symbol/pattern represents… This symbol/pattern represents…

This symbol/pattern is important This symbol/pattern is important This symbol/pattern is important to me because: to me because: to me because:

Communicating and Interpreting in the visual arts.

Describe ways other students have used selected symbols to create an artwork that communicates ideas about themselves.

2. After looking carefully at the selected artwork, draw the three symbols or patterns that you think best communicate ideas about the artist. Symbol/pattern 1 Symbol/pattern 1 Symbol/pattern 1

I think this symbol/pattern I think this symbol/pattern I think this symbol/pattern represents: represents: represents:

3. Overall, how well do you think the artist has communicated their ideas about themselves? (Circle the statement that best fits your opinion.) A. Very clearly B. Clearly C. A little difficult to interpret D. Difficult to interpret

Why did you give this rating?

Assessment Rubric Level 3 Drawing (Based on current assessment used at Carmel College intermediate department)

Strands to be assessed Developing ideas Communicating and interpreting Use imagination and observation Describe ways other students to generate ideas for a range of have used selected symbols to symbols that reflect themselves. create an artwork that communicates ideas about themselves.

5 Excellent Has used imagination and Excellent interpretation of a wide observation to an excellent level range of symbols, able to fluently to record a wide range of ideas discuss ways other students have about themselves. Ideas have communicated their ideas. been transferred into easily recognisable symbols 4 Very good Has used imagination and Very good interpretation of a observation to record a range of range of symbols. Easily able to ideas about themselves. Ideas discuss ways other students have have been transferred into easily communicated their ideas. recognisable symbols with effective use of shape. 3 Good (includes + or - ) Has used imagination and Good interpretation of a range of observation to record some ideas symbols, generally able to about themselves. Symbols are discuss ways other students have generally recognizable with clear communicated their ideas without use of shape. difficulty. 2 Achieves with guidence Needed some support to record Able to interpret a number of ideas about themselves and symbols with guidance, can assistance to transfer them into discuss ways other students have symbols which are generally communicated their ideas with recognizable and reflect the some prompting. element of shape. 1 Experiences difficulty Needs a lot of support to Needs a lot of support to interpret generate ideas. Needs guidance symbols, can discuss ways other to create symbol shapes. Some students have communicated symbols are recognisable as their ideas with teacher reflecting ideas but shapes are suggestion and prompting. indistinct.