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Visual Arts Years 7–10 Advice on Programming and Assessment

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Visual Arts Years 7–10 Advice on Programming and Assessment Visual Arts Years 7–10 Advice on Programming and Assessment © 2003 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act 1968. School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study. When you access the Material you agree: • to use the Material for information purposes only • to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW • to acknowledge that the Material is provided by the Board of Studies NSW • not to make any charge for providing the Material or any part of the Material to another person or in any way make commercial use of the Material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee • to include this copyright notice in any copy made • not to modify the Material or any part of the material without the express prior written permission of the Board of Studies NSW. The Material may contain third party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any format without the copyright owner’s specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution. The Board of Studies has made all reasonable attempts to locate owners of third party copyright material and invites anyone from whom permission has not been sought to contact the Copyright Officer, ph (02) 9367 8289, fax (02) 9279 1482. Published by Board of Studies NSW GPO Box 5300 Sydney NSW 2001 Australia Tel: (02) 9367 8111 Fax: (02) 9367 8484 Internet: www.boardofstudies.nsw.edu.au October 2003 ISBN 1 7409 9831 6 2003536 Contents 1 Introduction ............................................................................................................. 5 2 Establishing a Scope and Sequence Plan .................................................................. 6 2.1 Sample Stage 4 and Stage 5 Scope and Sequence Plans .................................. 9 3 Advice on Assessment ........................................................................................... 13 3.1 Assessment for Learning .............................................................................. 13 3.2 Planning for Effective Learning and Assessment .......................................... 14 3.3 Designing Effective Learning and Assessment ............................................. 16 3.4 Annotated Assessment for Learning Activity ................................................ 16 3.5 Sharing Learning and Assessment Intentions ................................................ 20 3.6 Effective Feedback to Students ..................................................................... 20 3.7 Recording Evidence for Assessment ............................................................. 20 4 Programming Units of Work ................................................................................. 22 5 Sample Units of Work ........................................................................................... 24 5.1 Stage 4 Sample Unit of Work: Portrait in Words .......................................... 25 5.1.1 Sample assessment for learning activity: Portrait in Words .................. 30 5.2 Stage 4 Sample Unit of Work: History Revisited .......................................... 32 5.2.1 Sample assessment for learning activity: History Revisited .................. 37 5.3 Stage 5 Sample Unit of Work: City as Utopia: City in Decline ..................... 39 5.3.1 Sample assessment for learning activity: Design for Sculpture ............. 45 Visual Arts Years 7–10: Advice on Programming and Assessment 1 Introduction This support document has been designed to help teachers understand key aspects of the new Visual Arts Years 7–10 Syllabus and to provide guidance for implementation. The document shows how these aspects can be incorporated in teaching and learning programs, and how these programs are underpinned by the principles of assessment for learning (Visual Arts Years 7–10 Syllabus, p 58). The document provides advice about constructing a program that will cover the scope of Visual Arts for a stage. It sets out a process for planning and sequencing units of work, and developing teaching and learning activities. The sample stage program plans and the sample units of work in this document demonstrate ways in which teachers can build a teaching and learning program and develop units of work to ensure coverage of the scope of the syllabus. The document contains three sample units of work: Stage 4 units • Portrait in Words: Students are introduced to practice, the frames, and aspects of the conceptual framework in making artworks and critical and historical studies. This unit focuses on how artists communicate ideas and meaning to an audience using signs, symbols and codes. • History Revisited: This unit focuses on contemporary artists’ practice in appropriating works from the past to create new artworks. Students develop skills in using computer technologies (ICT), and make and interpret artworks using the postmodern frame and aspects of the conceptual framework. Stage 5 units • City as Utopia: City in Decline: This unit focuses on investigations of the city as a metaphor for utopia and decline. Students investigate the conceptual framework through the structural and cultural frames to make artworks in a range of forms including sculpture. These sample units can be used as models for planning units of work. They include: • relevant outcomes and content • assessment activities that have been designed and integrated into the units of work • different types of possible feedback • a variety of teaching and learning experiences • opportunities for student reflection. An assessment activity from each unit has been selected to show how assessment can fit into teaching and learning sequences. They are described in some detail to illustrate the process of assessment for learning. Teachers would not provide this level of detail in day-to-day classroom situations. The units of work and activities may be modified or amended to suit the needs, interests and abilities of students. For a small percentage of students with special education needs who are undertaking Life Skills outcomes and content, support materials will be provided which will assist in the development of a meaningful and relevant program of study related to the Visual Arts Years 7–10 Syllabus. Units of work adapted for students undertaking Visual Arts Life Skills will be included in a consolidated document that will be distributed to schools early in 2004. 5 Visual Arts Years 7–10: Advice on Programming and Assessment 2 Establishing a Scope and Sequence Plan When planning teaching, learning and assessment activities it is important to consider how content and key concepts can be introduced and built on within and across stages. The following examples of scope and sequence in Stages 4 and 5 provide ways in which teachers may consider content and key concepts. The frames are used to position investigations of content and to provide a focus for the investigation of meaning and significance in the visual arts. Practice In artmaking students are provided with opportunities to explore the conventions, strategies and procedures of making artworks in a range of 2D, 3D and 4D forms. In Stage 4 students learn about making decisions, courses of action, intentions, the management of activities and the way to go about making artworks in a range of forms. They are introduced to particular conventions of practice from a specific frame or point of view. For example, when making artworks in the subjective frame the practitioner/artist follows hunches, responds to and experiences circumstances in a personal way, and acts according to intuitive strategies. A practitioner/artist working in the postmodern frame works outside of prevailing dominant structures, crosses boundaries, parodies established traditions, questions and breaks conventions, and borrows from other texts. In Stage 5 students may undertake more sustained and autonomous investigations of particular artmaking conventions, strategies and procedures and work towards a body of work. They begin to make decisions about how to apply aspects of practice to making artworks to represent their intentions and communicate meanings. Students can investigate how practice in the field of visual arts is shaped by values and beliefs about the individual, social structures, the artworld and power. In critical and historical studies students are provided with opportunities to investigate how and why artists make artworks, and how and why art historians and critics write about artworks. In Stage 4 students explore the conventions, strategies and procedures
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