Unit Title:
/ Animal Adventures / Prep / Yr 1 / Yr 2 / Yr 3 / Yr 4 / Yr 5 / Yr 6Achievement Standard / By the end of year 3
- Students will describe artworks they make and view and where and why artworks are made and presented.
- Students will make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.
Learning Intention
/- To expose students to ways that artist see the world and how this influence their work
Success Criteria
/- Create a standing mobile based Alexander Calder’s work
Core Content / Elements / Principles / Medium / Skills / Techniques / Processes
Selecting andCombining / Line
Shape
Colour
Texture
Form / Balance
Emphasis
Movement
Pattern
Repetition / Proportion
Rhythm
Variety
Unity / Drawing
Painting
Fibre
Sculpture
Photography / Collage
Ceramics
Printmaking
Design / Assemblage / As per artist / Personal
Audience
Learning Framework / Community Contributor
Leader and Collaborator / Active Investigator
Effective Communicator / Designer and Creator
Quality Producer
Cross Curricular Priorities / Catholic Ethos
Aboriginal and Torres Strait Islander Histories and Cultures / Social Emotional Learning
Asia and Australia’s Engagement with Asia / Inclusive Education
Sustainability Education
General Capabilities / Literacy
Critical and Creative Thinking / Numeracy
Ethical Behaviour / Information and Communication Technology
Personal and Social Competence
Making: / Exploring ideas and improvising with ways to represent ideas
2.1Explore ideas, experiences, observations and imagination to create visual artworks and design ACAVAM106 / The learners will consider viewpoints – forms and elements: For example What colours were used? What is it made of? How is the colour used, and why is it used in this way?
Making: / Developing understanding of practice
2.2 Use and experiment with different materials, techniques, technologies and processes to make artworks ACAVAM107 / The learners will use techniques to demonstrate various sculptural effects
Responding: / Sharing artworks through performance, presentation or display
2.3 Create and display artworks to communicate ideas to an audienceACAVAM108 / The learners will make decisions about how to display their artwork to share their ideas
Responding: / Responding to and interpreting artworks
2.4 Respond to visual artworks and consider where and why people make visual artworks (ACAVAR109) / The learners will describe and interpret representations in a selection of artworks, for example, how the artworks make them think and feel
12 / Focus-Knowledge and Skills / Learning and Teaching Activities / Resources / Vocabulary / Assessment
Teacher Notes
Key Ideas of Alexander Calders’ Style
Very influenced by shapes that occur in nature.
Organic-softly rounded or curved irregular forms.
Geometric-circles and ovals
Contour line the outline or outer edge of an object, drawn using a single line
Sandy’s Circus
Alexander Calder is one of America's most important 20th century artists. In addition to his amazing mobiles and stabiles, which can be seen in public places all over the world, Sandy as he was called, created his first animal as a gift for his parents when he was eight years old. He later created a wonderful, whimsical circus out of found materials such as wire, cork, and paper. This is the story of that circus and how he set the art world on fire with his performances.
Calder was the first artist to use wire to create 3D line drawings of people, animals and objects. These linear sculptures introduced line into sculpture as an element.
He later created abstract forms in motion by making the first mobiles. Composed of pivoting lengths of wire counterbalanced with thin metal fins randomly arranged and rearranged in space by air moving through the individual parts. / Art Talk: Discuss the difference between being still and movement. Engage learners in being physically expressive by demonstrating their understanding. Play still images and freeze frame game. Emphasis to students that they are living sculptures.
Ask students to imagine they animals. Call out large, small, light, heavy to describe the kind of animal choices. Discuss the choices they make. Eg elephant line of the trunk, movement etc
Alexander Calder - Animobles
Read ‘Sandy’s Circus’ by Tanya Lee Stone with the class
Discuss the story and write a brief synopsis of the information about the artist the audience can recall.
Display Animobile images and explain that Calder is famous for his sculptures that either suggest movement (implied) Stabiles or Mobiles which do move. He turned flat materials into 3D objects with his Animobiles.
Calder used materials cut into simple geometric shapes. The flat material looks different when viewed from different angles (sculpture concept-in the round), parts of the animobiles seems to shift and turn.
Calder liked to draw with a single non-stop line or contour drawing, instead of many smaller lines. He drew in space with wire in the same way. If you were going to add colour Calder’s elephant what would you choose and why?
Think about an animal by standing in a freeze frame pose. What movement is the animal conveying.Eg dancing horse A partner will take your photo for reference using an ipad.
Make sketches of your animal without lifting your pencil from the paper.
Go out at Midday when the strongest shadows can be seen and create a silhouette pose of your animal. Draw around it in chalk. /
•
Coloured paper cut into shapes
~head
~body
~neck
~face
~legs
~arms
~spiral tail
• Glue
• Scissors
/ Abstract
Circus
Geometric
Organic
Motion
Primary Colours
Two-Dimensional
Three- Dimensional / Formative
Contour Animal
3-4 / Focus-Knowledge and Skills / Learning and Teaching Activities / Resources / Vocabulary / Assessment
Show a picture of Calder’s Crinkly Crocodile and ask students what colours they see. Record in a list and explain that colour is an important element in Calder’s work.
Ask students how they feel when they look at this piece of work? Do you think Calder’s use of colour has any influence on the way you feel? Record in a list eg. Scared, happy, playful.
How do you think Calder made this piece balance?
Ask students to balance on one leg and then look at the piece of sculpture again. Record in a list their ideas. Calder’s piece is composed of triangular lengths.
Give students a strip of double sided colour paper and ask them to fold into half then quarters. In the middle sections a diagonal fold will provide stabilising points for the strip to rest upright.
Cut the last section to imitate a tail and the front section to imitate a crocodile.
The variety of shapes could be extended through additional paper length of height of the strip
Final paper sculptures should be photograph for display /
Students can be give a choice of colour schemes / Formative
Crinkled Crocodile
5-6 / Focus-Knowledge and Skills / Learning and Teaching Activities / Resources / Vocabulary / Assessment
Calder often created maquettes, which were small planned sculptures for larger pieces. In 1973 he had been commissioned to create a major sculpture for a public space in Chicago
The subject of the stabile was a flamingo. Calder loved exotic birds.
Tell students that they are going to imagine they have been commissioned to create a piece for the Cairns City Esplanade to celebrate the unique birdlife that can be found there.
The brief for the standing mobile requires them it to start with a semi-circle construction, wire and additional paper materials.
The standing mobile should include moving parts and look different from all directions
Sculptures should be displayed for a school community audience. / Maquette
Standing Mobile
Balance / Summative
Kinetic Bird sculpture
Animal Adventures - Tasks
Task
/1
/2
/3
/Students Name:
Type of Task:
/☐Drawing
/☐Sculpture
/☐Self Evaluation
/☐ Exhibition
Task Conditions
/☐
/ ☐ In ClassTask Descriptions
Date: /Above
/1
/ Contour Drawing- Think about an animal by standing in a freeze frame pose
- What movement is the animal conveying
- A partner will take your photo for reference using an ipad.
- Make sketches of your animal without lifting your pencil from the paper.
- Simplify your lines so you have a strong silhouette
Criteria
Below
Date: /Above
/2
/Crinkly Crocodile
- Using a strip of double sided colour paper, fold the length into a crinkled crocodile.
- Cut to make a tail and head
- The design must be able to stand by itself
- A photo will be taken for reference using an ipad.
Criteria
Below
Date:
/Above
/3
/ Kinetic Bird- Create a standing bird mobile using a circular base
- Your sculpture must be balanced and able to stand on its ownpermanently
- Your will use only primary colour in the design
- Your finished work must have a title which reflects something about it and a sentence about your favourite part of the creative process, to be displayed with it on exhibition
- Your standing mobile is a maquette-a small model of a planned sculpture. Your will need to work out the size of the final work when built.
Criteria
Below
Name:Imagining and creating new works / Using skills, techniques and processes / Presenting with purpose / Evaluation
ArtWork / Kinetic Bird / Kinetic Bird / Kinetic Bird
Crinkly Crocodile / Crinkly Crocodile / Crinkly Crocodile
Contour Drawing / Contour Drawing / Contour Drawing
EXCEEDS CRITERIA / ▲ / ▲ / ▲
MEETS CRITERIA / ☐ experiments with and explores the use of shape, line, movement and space / ☐ selects and applies a range of assemblage techniques / ☐organises and displays a finished titled sculpture
☐explains the favourite part of the creative process
TOWARDS CRITERIA / ▼ / ▼ / ▼
Planning for Differently Abled Students
Student/s / Different Ability / Australian Curriculum addressed / Learning and Teaching Strategies / Assessment Strategies
Reflection on Unit / Identify what worked well during, and at the conclusion of the unit, including:
●Learning activities that worked well and why
●Learning activities that could be improved and how
●For, Of and As assessment that was effective and why
●For, Of and As assessment that could be improved and how
●Common student misconceptions that need, or needed, to be clarified.