Art Meaning and Making

Year 10

Visual Arts

My World My Surroundings

Unit Outline

This subject is designed for students who wish to further their techniques and skills in the Visual Arts area at a senior school standard. Visual Art will help guide students to apply elements and principles of design to communicate their intentions through their personal expression.

Students will be studying other specific artist from different art movements and explore the aesthetic values and meanings. Student will then apply their knowledge and understanding to their own artwork.

Students will use the design process to plan and create their artwork in the Visual Arts area (see below).

Demonstration of the design process must be clearly shown

InvestigateDesignProduce Evaluate

Skills development and enhancement will be shown via the following processes.

Investigation

Drawing and Sketching

Planning

Measurement

Time Management

Presentation

Evaluation

Design Brief

You are to create a series of Artworks

Constraints:

  • The design must be a representation of their cultural expression
  • The composition must have interesting movement and texture
  • The final art piece

Considerations:

  • Creativity/ imagination
  • Colour
  • Style
  • Research and development
  • Presentation
  • Medium

Project Requirements:

Each student will need to create a piece of work that demonstrates an understanding of each of the steps in the design process. The information may be presented in a poster, Power Point, written report or may be negotiated with your teacher.

All projects must contain evidence of

Investigation

Written theory

Conceptual sketches

Construction steps

Picture of finished product

Evaluation

Students’ Progress Check List

Term 2 Places and Landscapes
Task / Description / Due date / Checked / Teacher Initials
1. / Introduction to Cultural framework / 6/10/2014
2. / George Gittoes
Ah Xian
ShirinNeshat
Dorothea Lange / 15/10/2014
3. / Cultural Frame Brainstorm / 17/10/2014
Design
4. / Begin Sketches – Use Reference (Look for artists or images that inspire you) / Start 20/10/2014
End
29/10/2014
Produce
5. / Refine Sketches(colour study) and Begin Final / 29/10/2014
6. / Complete and Refine Final / 19/11/2014
Evaluate
7 / Self-Evaluation / 26/11/2014
8 / Compile Powerpoint / 3/12/2014
9 / Presentation Peer Assessment / 5-10/12/2014
Notes:
Task 1: Cultural Frame Student Portal
Your task is to complete the following worksheet. Watch the video George Gittoes in conversation and answer the questions.
Cultural Frame
Define cultural frame in relation to the artist (3 main points)
What does it mean by identity?
List 3 examples of the following:
Spiritual Beliefs / Political Beliefs / Social Values
E.gConfucianism, respect your elders and seek them for guidance as they are wise and knowledgeable of the past. Worship Ancestors and wish harmony in thought and actions. / E.gEqual Rights for men and women. To have jobs, equal pay and free speech. / E.gRespect :Treat others as though you wants to be treated. Be polite and respectful to those around you.
Watch the video George Gittoes in Conversationand answer the questions below:
  1. List the countries Gittoes has been to War Against War
  1. What is the job of an artist? How should it be done?
  1. What is the title of the monkey artwork? What is the metaphor?
  1. What should art be addressing?
  1. Before Gittoes is to paint the monkeys, what does he do? Explain why?
  1. The Yellow Room What is about? What was floating above ?
  1. What is the purpose of the Yellow House in Afganistan? What do they not have?
Write a 250 word essay :
Georges Gittoes artworks art created to make the viewer think. Why?
Task 2 : Reading comprehension Student Portal
In class you will have 2 artist to become familiar with:
George Gittoes– War and Violence
Ah Xian – Cultural Identity – gender, race, beliefs.
ShirinNeshat- Cultural Identity- gender, race, beliefs
Dorothea Lange- Poverty, family values
Task 3 : Cultural Frame
Your task is to complete the table :
Use ONE of the following words as your key topic
Poverty, Family Values, Gender, Race, Beliefs, War and Violence.
*** If you have other topics you would like to focus on, please speak with your teacher****

Task 4: Begin Sketches
Your task is draw a line sketch of 4 different compositions for each of the main ideas you have written for your Cultural Frame brainstorm.
Eg Relationships
/ / /
Cindy Sherman
Untitled Film #14,1977
Oil on Canvas / Pierre-Auguste Renoir,
Boating Party, 1880-81
Oil on Canvas / Edouard Manet,
The Balcony,1869
Oil on Canvas / EdvardMunch
The sick child, 1885
Oiil on Canvas
For each sketch you are to annotate the following:
  • Identify the elements of designs
  • What does your sketch remind you of?
  • Likes?
  • Dislikes?
  • How can I include as part of my artwork?

Task 5 Refine sketches and plan for final
Your task is now to pick one of your compositions as your final and complete a colour study in pencil, acrylic paint and water colour.
Task 7 : Self Evaluation
Construction Steps
Your task is to write down the steps you took to create your final art piece. Refer back to the previous tasks you have completed and reflect back on the design process.
Elaborate your steps by using the Design Elements and Principles.
  1. ______
  2. ______
  3. ______
  4. ______
  5. ______
  6. ______
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  9. ______
  10. ______
  11. ______
  12. ______
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  18. ______

Art Meaning and Making

Self Evaluation

Student’s name ______Class______

Task ______Date______

  1. Rate how much you enjoyed this activity

Very HighHighMedium Low Very Low

  1. What new skills or techniques did you learn to use?

______

______

______

  1. What do you think worked best in your finished art work?

______

______

______

  1. What problems did you face in creating this work and how did you solve them?

______

______

______

  1. How do you rate the quality of your finished work?

Very HighHighMedium Low Very Low

Rubric for Evaluation of Project

Name______Project ______

Attribute / 1 – Well Below Expectations / 2 - Below Expectations / 3 - Meets Expectations / 4 - Above Expectations / 5 – Well Above Expectations / Score
Exploring and Responding
Evidence of drawing processes and development / Shown at least 5 experimental sketches with annotations / Shown at least 10 experimental sketches
with annotations / Shown at least 15 experimental sketches
with annotations / Shown at least 20 experimental sketches with annotations / Shown at least 25 or more experimental sketches with annotations
Cultural Framework / I was able to complete comprehension work sheet and fill in some of my cultural frame in general. / I was able to complete 2 comprehension worksheets and complete the cultural frame worksheet. / I was able to complete 2 comprehension and complete the cultural frame worksheet in depth and relate to your work.
Construction steps / No attempt made to list the construction steps / Incomplete presentation of construction steps / Completed construction steps / Completed construction steps with annotations / Completed construction steps with clear annotations and images
Self-Evaluation 1 / Not attempted / Attempted but incomplete / Completed with clear explanation / Completed with clear explanation with reference to personal artwork / Completed with very clear and concise explanation with strong reference to personal artwork
Creating and making
Performance of work / Requires constant supervision while performing work / Requires substantial supervision while performing work / Performs work with limited teacher assistance / Performs work with minimal teacher assistance / Performs work without teacher assistance
Responsible management of class time / Project incomplete or attempted with very little effort / Project completed or attempted with very little effort meeting minimum requirement / Project completed with good effort meeting required standard / Project completed with very good effort meeting the above required standard / Project completed with extremely good effort meeting beyond the above required standard
Contribution to the classroom community / Showed no effort in contribution to classroom discussion nor responsibility / Showed some effort in contribution to classroom discussion nor responsibility / Contributed to classroom discussion and helpful in general classroom responsibility / Contributed well in classroom discussion with positive comments and helpful in most classroom responsibilities / Contributed well in classroom discussion with good etiquette and helpful in most classroom responsibilities and peer support
Manage personal learning
Ability to complete set tasks to the required standard / Needs attention / Acceptable / Good / Very Good / Excellent
Effort
Ability to try your best and learn new skills and ideas / Needs attention / Acceptable / Good / Very Good / Excellent
Behaviour
Ability to work within the classroom and with others / Needs attention / Acceptable / Good / Very Good / Excellent
Extension Task 1 / Meets Expectations / Above Expectations / Well Above Expectations
Extension Task 2 / Meets Expectations / Above Expectations / Well Above Expectations

Design Technology and Creative Arts

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