Irene McCormack Catholic College Year 11ATAR VISUAL ART

Semester 1 Program 2018

Unit 1 – Differences

‘Power & Persuasion’

Week / Teaching Focus / Content Addressed / Assessment
Term 1
Wk 1 / Introduction to Course
Overview of ATAR Visual Arts – unit content, responsibilities and independent work.
Overview of Assessment tasks – expectations and requirements – due dates.
Required materials – folio, range of pencils, fineliners, display file, paper.
Distribute scheme of assessment, program and task sheet booklet to students.
UNIT FOCUS: Differences – Power & Persuasion
Introduce to topic of ‘differences’ for the semester.
For this task you are required to use drawing, printing or mixed media to create a commentaryon thetheme of ‘Power & Persuasion’. You will draw inspiration from your immediate environment and also those around the world.
BACKGROUND INFORMATION
Using the ‘background info’ page in their task sheet booklet. The idea behind art as a form of social commentary is discussed.
Students are to define social commentary, satire and ideology.
How can artwork have power or persuade?
Study the work of Mark Jenkins. Explain his connections to social commentary. Answer the questions provided in the task sheet booklet.
Discuss the process of artist inspiration documentation. Over the term, students are required to have a minimum of 3 artistic influences documented in their folio. Artists are provided in the task sheet booklet.
HOMEWORK – Complete first artist inspiration this week.
ART HISTORY:
Postmodernism vs modernism. Give students handout that differentiates the two. Discuss post-modernism in relation to social commentary.
PRODUCTION TASK: Folio
ACTIVITY A: WATERCOLOUR STILL LIFE
Discuss how gender is a topic that falls under ‘social commentary’.
Look at the still life arrangement provided – consider how the selected objects are usually a masculine or feminine association.
Look at the art of Joan Berg Victor – watercolour and pencil combinations.
Use a viewfinder to focus on a part of the still life and sketch the composition.
Use 2B pencil and gradually introduce 4B and 6B graphite to enhance the tonal values in a restricted section of the composition. Consider how in doing this, you are creating emphasis.
Choose one or two objects that will be completed in watercolour.
Work on this drawing for the remainder of the week, then complete as HOMEWORK. / Art Making
Inquiry
Visual language
Visual influence
Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Social, cultural & historical contexts / Task 1: Folio
Work that is completed over the next 10 weeks will be complied into a visual folio.
DUE: Term 2Week 1 Wed 2/5
Term 1
Wk 2 / PRODUCTION TASK: Folio
ACTIVITY B: PHOTOGRAPHY
As homework, students are to collect grouping of objects and arrange them into two separate still life layouts.
The first grouping is to illustrate wealth and the second to be ‘poverty’.
Using their own camera, students are to explore photography techniques to capture the still life arrangements.
Considerations should be made to: subject placement, viewpoint/camera angle, balance, shapes and lines, pattern, lighting, texture, tone and contrast, rules of thirds, foreground and background. Filling the frame, macro shots and depth of field.
These photos are due the following week and will be used for Activity D.
ACTIVITY C:WRAPPED DRAWING
Study the work and ideas behind Christo’s ‘wrapped’ artworks.
Using the same process as Christo, students are to wrap and bind an object, and complete an observational tonal study.
They are to closely observe how form is created and how the use of line generates the structure.
They are to use white conte on black paper to create their drawing.
The completed work and a sample of Christo’s work are to be documented in their folio.
ART HISTORY:
Social realism – focus in on the social realists of Australia.
Discuss historical/political/social/cultural context, prior art movements – give students ‘Chronology of isms’ handout – get them to add in major world events to illustrate context.
ART ANALYSIS:
As a class, discuss the elements and principles of art evident inWalker Evan’s work. An American artist known for his photography documenting the effects of the Great Depression. / Art Making
Inquiry
Art forms, media and techniques.
Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Social, cultural & historical contexts
Term 1
Wk 3 / FOLIO VISUAL INFLUENCE:
HOMEWORK – Complete second artist inspiration this week.
PRODUCTION TASK: Folio
ACTIVITY D: JUXTAPOSED PRINT
Look at the layered print works of the Hancock Brothers.
Using the still life photographs from Activity B (poverty vs wealth), develop a simplified pattern that reflects on of these themes. Transfer this onto lino and carve.
Lino print the design onto a variety of surfaces (tissue paper, brown paper, coloured paper etc) and with different coloured inks.
Secondly, develop an etching design based on the opposite theme from the still life. Print this over the top of the lino prints to imitate the work of the Hancock Brothers.
These prints can also be experimented with in collage.
ART ANALYSIS:
Michael Murphy ‘Identity Crisis’. Short answer structure in preparation for next week’s assessment.
Homework – annotate elements and principles, main idea/alternative ideas. Then bring to class to discuss and write answers.
INVESTIGATION TASK: 3 CASE STUDY
Distribute assignment, read over task sheet.
Students are to receive a notes booklet to place their notes in.
X2 lessons are to be given to research, then complete as homework.
Research COMPLETED BY END OF WEEK 5. / Art Making
Inquiry
Visual language
Visual influence
Reflection
Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Social, cultural & historical contexts / Task 3 Investigation Essay
Research essay on Australian Social Realist artist.
Research DUE end of wk 5.
In class Essay
Term 1 Wk 9
Thurs 28/4
Term 1
Wk 4 / FOLIO VISUAL INFLUENCE:
HOMEWORK - Complete final artist inspiration this week.
PRODUCTION TASK: Folio
ACTIVITY D: JUXTAPOSED PRINT
Complete print explorations from last week.
ANALYSIS TASK: 2 UNSEEN IMAGE ANALYSIS
Week 4 Wed 21/2, students will sit a closed assessment (no notes/books allowed). The two images will be unfamiliar to students. As revision students should be reminded to look over previous artworks analysed.
Students will receive one lesson to complete the assessment in the format of short and extended answer. / Art Making
Inquiry
Presentation
Reflection
Arts practice
Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Social, cultural & historical contexts / Task 2 Unseen image analysis
Sat in-class over one period. Extended answer questions to 2 unfamiliar artworks
WILL BE ASSESSED ON: Wk 4 Wed 21/2
Term 1
Wk 5 / PRODUCTION TASK: Folio
ACTIVITY E: BRAINSTORM
Brainstorm ideas and create a visual mind map of concepts to articulate ideas that relate to ‘Power & Persuasion’. Incorporate skills and knowledge that you have acquired through inquiry, experimentation and research to develop solutions to the theme.
ART ANALYSIS:
Introduction to writing a comparative response. Look at example of two artworks.
5 minutes to annotate each in regards to elements and principles of art and meaning/purpose. Refer back to the frames provided.
Students are guided through the format for a comparative essay.
INVESTIGATION TASK: 3 Case Study
Research should be completed by the end of this week. / Art Making
Inquiry
Visual language
Visual influence
Art forms, media and techniques.
Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Term 1
Wk 6 / PRODUCTION TASK: Folio
THUMBNAILS
Students are to take their brainstormed concepts and begin to sketch ideas for composition.
Students are encouraged to seek feedback from the teacher for ideas and recommendations for pushing their idea further.
INVESTIGATION TASK: 3 Investigation Essay
Guide students through structuring their essay on their artist.
Students are to write notes to assist with the in class essay.
ART ANALYSIS:
Continue/or use new images to build on comparative writing skills learnt last week. Students will sit a seen in-class comparative assessment next week. / Art Making
Inquiry
Visual language
Visual influence
Art forms, media and techniques
Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Social, cultural & historical contexts
Term 1
Wk 7 / ANALYSIS TASK: 4 Compare and contrast response
Week 7 Wed 14/3, students will complete an in-class comparative essay.
Students will receive one lesson to complete the assessment where they will be required to compare and contrast artworks.
PRODUCTION TASK: Folio
DESIGN DEVELOPMENT
Students are to continue exploring their final concept and composition by conducting research and finding artist inspiration. / Art Making
Visual language
Visual influence
Arts practice
Presentation
Reflection
Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Social, cultural & historical contexts / Task 4 Compare and contrast response
Sat in-class over one period.
WILL BE ASSESSED ON: Wk 7 Wed 14/3
Term 1
Wk 8 / PRODUCTION TASK: Folio
Research ideas, images, artwork and information needed to strengthen and resolve the conceptual ideas and plans for the final artwork/s.
Make a series of thumbnail sketches of compositional designs exploring techniques in the development of commentaries on the world around us.
Students are to ensure folio is up to date. (Homework)
INVESTIGATION TASK: 3 Investigation Essay
Prepare notes for assessment next week. / Art Making
Visual language
Visual influence
Presentation
Reflection
Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Social, cultural & historical contexts
Term 1
Wk 9 / PRODUCTION TASK: Folio
Media test materials for final concept.
INVESTIGATION TASK: 3 Investigation Essay
Students are to sit theirin class essay on their artist Wed 28/4 / Art Making
Presentation
Reflection
Arts practice / Task 3 Investigation Essay
In Class Essay
Wk 9
Wed 28/4
Term 1
Wk 10/11 / PRODUCTION TASK: Folio
Finish media testing and finalise final design.
Folio is DUE first week back after holidays. / Art Making
Reflection
Arts practice
TERM 1 HOLIDAY BREAK
OVER HOLIDAYS –
Final idea must be refined and decided upon. Failure to do this will result in a lack of time to complete the work next term.
Term 2
Wk 1 / PRODUCTION TASK: Resolved Artwork
FINAL IDEA DUE!
Students bring final idea refined over holidays to class.
Final media testing and ordering of required materials is to be done this week.
Students begin preliminary organisation for construction of final.
ART ANALYSIS
Image analysis with a focus on installation art. / Art Making
Visual language
Arts practice
Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Social, cultural & historical contexts / Task 1: Folio
DUE: Term 2 Week 1 Wed 2/5
Term 2
Wk 2 / ART ANALYSIS
Comparative analysis
PRODUCTION TASK: Resolved Artwork
Begin work on final. / Art Making
Visual language
Arts practice
Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Social, cultural & historical contexts
Term 2
Wk 3 / PRODUCTION TASK: Resolved Artwork
Continue work on final.
EXAM REVISION
Discuss exam structure.
Transfer notes on artist to revision booklet. (Homework) / Art Making
Visual language
Arts practice
Art Interpretation
Social, cultural & historical contexts
Term 2
Wk 4 / PRODUCTION TASK: Resolved Artwork
Continue work on final.
DUE Wk 5 Mon 28/5
Write artist statement to accompany body of work. Due same day as artwork.
EXAM REVISION (FRIDAY)
Look at quote example, based on Section 3 of the exam. / Art Making
Visual language
Arts practice
Reflection
Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Social, cultural & historical contexts
Term 2
Wk 5 / PRODUCTION TASK: Resolved Artwork
Submit body of work for assessment.
Set up work in art room for mini exhibition. Assess own work, recognise the work of others.
EXAM REVISION (TUES-THURS)
Review Sections 1, 2 and 3.
Timed response revision. / Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Social, cultural & historical contexts / Task 1 Part 2 Resolved Artwork
DUE Term 2
Wk 5 Mon 28/5
Term 2
Wk 6/7 / EXAM BREAK / Task 5: Semester 1 Exam
Term 2 Wk 6/7
Date TBA

Irene McCormack Catholic College Year 11 ATAR VISUAL ART

Semester 2 Program 2018

Unit 2 – Identities

‘Consumed’

Week / Teaching Focus / Content Addressed / Assessment
Term 2
Wk 8 / Introduction to Unit 2
Distribute scheme of assessment, program and task sheet booklet to students.
UNIT FOCUS: Identities – Consumed
Introduce to topic of ‘identities’ for the semester.
For this task you will create an artwork using drawing, painting, print or mixed media that explores the idea of ‘Consumed’ and how it is used to communicate identity.
BACKGROUND INFORMATION
Using the ‘background info’ page in their task sheet booklet. Ideas of ‘consumed’ are to be discussed as well as identity.
Students are to write down other words to describe ‘consumed’.
Study the work of Jennifer Yoswa. Explain her connections to the theme. Answer the questions provided in the task sheet booklet.
Discuss the process of artist inspiration documentation. Over the term, students are required to have a minimum of 3 artistic influences documented in their folio. Artists are provided in the task sheet booklet.
HOMEWORK – Complete first artist inspiration this week.
PRODUCTION TASK: 6 Folio
ACTIVITY A: PRODUCT PHOTOS
Discuss as a class the history of consumerism - how and why it developed.
Watch youtube video ‘What is Consumerism’. Discuss, students are to write down in their folios a short summary.
Consider questions such as: what are people/society consumed by? Are these positive/negative points of view?
Students create a list in their folios of all the different products they consume on a daily basis. They are to select three items from the list and take photos of each product as homework.
Refer to the photography handout to structure their shots. 1. Fill the frame 2. Shoot from an unusual angle and 3. Simplify the scene.
Students may choose to enhance/edit their photos. Each photo must be glued in folio.
INVESTIGATION TASK: 8CASE STUDY
Distribute Pop Art handout - read and discuss. View youtube video ‘A Guide to Pop Art’. Students are to write down the main points and review on ending.
Distribute assignment, read over task sheet.
Students are to receive a notes booklet to place their notes in.
Three lessons are to be given to research, then as homework.
Research COMPLETED BY END OF WEEK 1 TERM 3. / Art Making
Inquiry
Visual language
Arts practice
Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Social, cultural & historical contexts / Task 8 Investigation Essay
Research essay on a Pop Artist.
Research DUE Term 3 Wk 1.
In Class Essay
Term 3 Wk 4
Wed 8/8
Term 2
Wk 9 / FOLIO VISUAL INFLUENCE:
HOMEWORK – Complete second artist inspiration this week.
PRODUCTION TASK: 6 Folio
ACTIVITY B: BIRO DRAWING
As a class, look at the work of Laith McGregor and complete a biro drawing using McGregor’s technique and application. Focus should be on scale, line and tone.
Students are to use their ‘shoot from a usual angle’ photo from Activity A to complete their drawing.
The drawing and artist samples are to be displayed in their folio, with annotations describing technique, medium and elements and principles.
ART ANALYSIS
Discuss Banksy – read through supplied handout. Discuss arts practice, technique, purpose and ideas communicated.
Watch the intro Banksy designed for the Simpson’s TV series in 2010 (youtube video). Discuss the links to Banksy and the message being communicated in this intro.
Analyse Banksy’s work ‘In Tesco We Trust’. Discuss elements and principles, meaning and purpose – make annotations.
ANALYSIS TASK: 7 Unseen image analysis in-class
Week 9 Wed 27/6, students will sit a closed assessment (no notes/books allowed). The two images will be unknown to students.
Students will receive one lesson to complete the assessment where they will be required to analyse 2 different artworks using the critical analysis frameworks. / Art Making
Inquiry
Visual language
Visual influence
Arts practice
Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Social, cultural & historical contexts / Task 7: Unseen Image Analysis
Term 2 Wk 9
Wed 27/6
TERM 2 HOLIDAY BREAK
OVER HOLIDAYS – Ensure Activities A to B are completed, that folio is up to date.
Term 3
Wk 1 / FOLIO VISUAL INFLUENCE:
HOMEWORK – Complete last artist inspiration this week.
PRODUCTION TASK: 6 Folio
ACTIVITY C: PALETTE KNIFE PAINTING
Look at the work and technique of contemporary US artist Robert Joyner and his treatment of still life objects.
Using the ‘simplify the scene’ photo from Activity A, complete a painting with acrylic and impasto medium on board with a palette knife.
ACTIVITY D: SCRATCHBOARD
Examine the scratchboard works of Lori Dunn, Paul Hopman and Carolyn Henry.
Practice with scratchboard tools to test techniques.
Using the ‘fill the frame’ photo from Activity A, complete a scratchboard work.
INVESTIGATION TASK: 8Investigation Essay
Research should be completed by the end of this week. / Art Making
Inquiry
Visual language
Visual influence
Arts practice
Art Interpretation
Visual analysis
Personal response
Meaning & purpose
Social, cultural & historical contexts
Term 3
Wk 2 / INVESTIGATION TASK: 8Investigation Essay
Guide students through structuring their essay on their artist.
Notes are to be made to assist with in class essay in Week 4.
ACTIVITY E: PERSONAL OBJECTS
Students are to take a photo of an arrangement of personal objects eg. Items on their bedside table, their desk area, dressing table etc.
Using the artist Samuel john Peploe as inspiration, students are to recreate their photo in the style of Peploe, with darker contours, simplification of details and flat areas of colour.
Sketch composition this week. / Art Making
Visual language
Visual influence
Arts practice
Art Interpretation
Visual analysis
Personal response