Course Outline: Visual Arts 2013-14
December 14, 2016 | Author: tsvincis | Category: N/A
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Chinese International School Course Outline 2013-2014 Department: Visual Art - Art Year Year Year Year Year Year Year
07 08 09 10 11 12 13
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Chinese International School Course Outline 2013-2014 Department: Visual Arts Year Level:7 Teachers: Georgina Martignago / Stephen Megson - Semester course AIMS
SKILLS
ASSESSMENT
REFLECTION
RESOURCES
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Formative and Summative assessment tasks that address the following criteria
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Developmental Workbook
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Teacher generated resources/ handouts etc.
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Process work •
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Completed Artworks
Internet - visuals, video and research.
A – Knowledge and Understanding.
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Peer Evaluations •
Art Dept. Posters
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Library books
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Visits - out and about
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Develop selfconfidence and awareness through their art making experiences. Learn to express their ideas using the language of Visual Arts. Appreciate how Visual Arts can communicate across time and culture. Become more effective learners through reflecting upon their experiences as young artists.
Developing an awareness of the environment and our impact upon it.
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Understanding of art elements, principles, colour theory, perspective and art practice. Colour schemes and mixing, tints and shades etc. Use of line and pattern to create visual interest in an artwork. Painting techniques and processes ie wash, blending colour, care of brushes etc. Developing use of compositional devices in an artwork. Comparison and contrast of artworks.
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B – Application of Skills. C – Reflection and Evaluation.
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D – Artistic Awareness and Personal Engagement.
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Self Evaluations Writing taskcomparing and contrasting artworks. Questioning & discussion, critique Tracking Log
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Galleries & Visiting artist experiences
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Chinese International School Course Outline 2013-2014 Department: Visual Arts - Art Year Level:8 This is similar to Year 7 due to the Arts rotation with extension/varied activities Teachers: Beverly Riddell COURSE AIMS
SKILLS
ASSESSMENT CRITERIA
ASSESSMENT
RESOURCES
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•
•
There are four assessment criteria applied to all units of work. Specific tasks are designed for each of the first three criteria within units or as discreet assessment tasks for the selected criteria.
•
•
A Knowledge and Understanding
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•
• • • •
•
• • •
The aims of Visual Art study and teaching are to develop individual students who : understand how the Visual Arts operate and play a role in developing and expressing personal and cultural identities, locally and globally appreciate how Visual Arts innovate, communicate and inform across time and culture become informed and reflective practitioners of the Visual Arts experience the process of making art in a variety of artistic domains explore, express and communicate their ideas using the appropriate language of the Visual Arts become more effective learners, inquirers and thinkers through reflecting upon their experiences as young artists develop self-confidence and self-awareness through art making experiences appreciate lifelong learning in the enjoyment of the Visual Arts actively seek to apply the knowledge, understanding and skills they have acquired in the Visual Arts in the wider community
•
• • • • •
• • •
The specific skills studied and taught build upon previous experience and relate to selected Units of work. A range of two and threedimensional skills within a variety of artistic domains is further explored. Drawing and painting composition Design principles and color application Construction deconstruction and modeling techniques into a third dimension (sculpture) Collage, montage and photographic manipulation These skills will include practical studio processes and techniques and theoretical strategies for research and analysis of selected art forms. Digital page layout Reflective response to feedback Self evaluation
•
•
8
•
B Application
10
•
C Reflection
8
•
D Personal Engagement
8
•
• • • • • •
Assessment rubrics are used to establish the level of student performance in relation to each assessment criteria. Rubrics are designed to fulfill the summative assessment for each unit. Specific criterion tasks will also use the rubric differentiation. Other assessment tools used for formative assessment include discussion, peer review, self-assessment, specific written assignments, development workbook assignments. Developmental Workbook. Completed Artwork Peer Evaluations Self Evaluations Writing task- comparing and contrasting artworks. Tracking Log.
• • • • • •
Teacher generated resources/handouts etc. Internet Art Dept. Posters Library books Visits Galleries Visiting artists
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Chinese International School Course Outline 2013-2014 Department: Visual Arts - Art Year Level: Year 9 Teacher : Georgina Martignago and Beverly Riddell COURSE AIMS
SKILLS
ASSESSMENT CRITERIA
ASSESSMENT
RESOURCES
•
•
•
•
•
•
• • • •
•
• • •
The aims of Visual Art study and teaching are to develop individual students who : understand how the Visual Arts operate and play a role in developing and expressing personal and cultural identities, locally and globally appreciate how Visual Arts innovate, communicate and inform across time and culture become informed and reflective practitioners of the Visual Arts experience the process of making art in a variety of artistic domains explore, express and communicate their ideas using the appropriate language of the Visual Arts become more effective learners, inquirers and thinkers through reflecting upon their experiences as young artists develop self-confidence and self-awareness through art making experiences appreciate lifelong learning in the enjoyment of the Visual Arts actively seek to apply the knowledge, understanding and skills they have acquired in the Visual Arts in the wider community
•
The specific skills studied and taught build upon previous experience and relate to selected Units of work. A range of two and threedimensional skills within a variety of artistic domains is further explored.
There are four assessment criteria applied to all units of work. Specific tasks are designed for each of the first three criteria within units or as discreet assessment tasks for the selected criteria.
Assessment rubrics are used to establish the level of student performance in relation to each assessment criteria.
•
Rubrics are designed to fulfill the summative assessment for each unit.
•
Specific criterion tasks will also use the rubric differentiation.
•
Other assessment tools used for formative assessment include discussion, peer review, self-assessment, specific written assignments, development workbook assignments.
•
Developmental Workbook.
These skills will include practical studio processes and techniques and theoretical strategies for research and analysis of selected art forms.
•
Completed Artwork
• •
Peer Evaluations
•
Writing task- comparing
•
Digital page layout
•
and contrasting artworks.
•
Reflective response to feedback
•
Tracking Log.
•
Self evaluation
•
Drawing and painting composition
• •
•
Design principles and elements •
•
Construction deconstruction and modeling techniques - 3D sculpture - relief or 3D construction/assemblage/ carving
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Collage, montage and photographic manipulation
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Printmaking techniques
•
A Knowledge and Understanding
8
B Application
10
C Reflection
8
D Personal Engagement
8
Self Evaluations
• • • • • • •
Teacher generated resources/handouts etc. Internet Art Dept. Posters Library books Visits Galleries Visiting artists Video/film/interviews
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Chinese International School Course Outline 2013-2014 Department : Visual Art - Art Year Level : Year 10 Teacher : Beverly Riddell COURSE AIMS
SKILLS
ASSESSMENT CRITERIA
ASSESSMENT
RESOURCES
•
•
•
•
Assessment rubrics are used to establish the level of student performance in relation to each assessment criteria.
•
Teacher generated resources/handouts etc.
•
Internet - video footage, interviews, articles, research
Rubrics are designed to fulfill the summative assessment for each unit.
•
Art Dept. Posters
•
Library books
Specific criterion tasks will also use the rubric differentiation.
•
Visits
•
Galleries
•
Visiting artists
•
• • • • • • • • • • • • •
The aims of Visual Art study and teaching are to develop individual students who : understand how the Visual Arts operate and play a role in developing and expressing personal and cultural identities, locally and globally appreciate how Visual Arts innovate, communicate and inform across time and culture become informed and reflective practitioners of the Visual Arts experience the process of making art in a variety of artistic domains explore, express and communicate their ideas using the appropriate language of the Visual Arts become more effective learners, inquirers and thinkers through reflecting upon their experiences as young artists develop self-confidence and selfawareness through art making experiences appreciate lifelong learning in the enjoyment of the Visual Arts actively seek to apply the knowledge, understanding and skills they have acquired in the Visual Arts in the wider community
•
•
The specific skills studied and taught build upon previous experience and relate to selected Units of work. A range of two and threedimensional skills within a variety of artistic domains is further explored. Drawing and painting composition Design principles, art (2D, #D and architectural) elements and color application. Develop an understanding of form, function and significance
•
Construction deconstruction and modeling techniques
•
Collage, montage and photographic manipulation
•
These skills will include practical studio processes and techniques and theoretical strategies for research and analysis of selected art forms.
•
Digital page layout
•
Reflective response to feedback
•
Self evaluation
•
There are four assessment criteria applied to all units of work. Specific tasks are designed for each of the first three criteria within units or as discreet assessment tasks for the selected criteria.
•
A Knowledge and Understanding!
8
•
B Application!
10
•
C Reflection
•
D Personal Engagement!
!
8
•
•
Other assessment tools used for formative assessment include discussion, peer review, self- assessment, specific written assignments, development workbook assignments.
•
Developmental Workbook.
•
Completed Artwork
•
Peer Evaluations
•
Self Evaluations
•
Writing task- comparing and contrasting artworks.
•
Tracking Log.
8
!
Chinese International School Course Outline 2013-2013 Department : Visual Art - Art Year Level : Year 11 Teacher: Stephen Megson / Beverly Riddell COURSE AIMS
SKILLS
ASSESSMENT CRITERIA
ASSESSMENT
RESOURCES
•
•
•
•
•
Teacher generated resources/handouts etc.
•
Internet - for interviews, articles, critiques, information, video footage, virtual exhibitions.
•
Art Dept. Posters, visual aids and props
•
Library books
•
Visits
•
Galleries
•
Visiting artists
•
• • • • • • • • • • • • •
The aims of Visual Art study and teaching are to develop individual students who : understand how the Visual Arts operate and play a role in developing and expressing personal and cultural identities, locally and globally appreciate how Visual Arts innovate, communicate and inform across time and culture become informed and reflective practitioners of the Visual Arts experience the process of making art in a variety of artistic domains explore, express and communicate their ideas using the appropriate language of the Visual Arts become more effective learners, inquirers and thinkers through reflecting upon their experiences as young artists develop self-confidence and selfawareness through art making experiences appreciate lifelong learning in the enjoyment of the Visual Arts actively seek to apply the knowledge, understanding and skills they have acquired in the Visual Arts in the wider community
•
•
The specific skills studied and taught build upon previous experience and relate to selected Units of work. A range of two and threedimensional skills within a variety of artistic domains is further explored. Drawing and painting composition and color application. Design principles, 2D & 3D elements of art and understanding of function and significance of art works.
•
Construction deconstruction and modeling techniques for a range of three-dimensional and model making forms.
•
Collage, montage, printmaking and photographic manipulation
•
These skills will include practical studio processes and techniques and theoretical strategies for research and analysis of selected art forms.
•
Digital page layout
•
Reflective response to feedback
•
Self evaluation
•
There are four assessment criteria applied to all units of work. Specific tasks are designed for each of the first three criteria within units or as discreet assessment tasks for the selected criteria.
•
A Knowledge and Understanding!
8
•
B Application!
10
•
C Reflection !
8
•
D Personal Engagement!
8
•
•
Assessment rubrics are used to establish the level of student performance in relation to each assessment criteria. Rubrics are designed to fulfill the summative assessment for each unit. Specific criterion tasks will also use the rubric differentiation. Other assessment tools used for formative assessment include discussion, peer review, self- assessment, specific written assignments, development workbook assignments.
•
Developmental Workbook.
•
Completed Artwork
•
Peer Evaluations
•
Self Evaluations
•
Writing task- comparing and contrasting artworks.
•
Tracking Log.
•
•
•
•
•
YEAR 12 & 13
I B DIPLOMA VISUAL ART
AIMS
LEARNING OUTCOMES
Investigate past, present and emerging forms of visual arts and engage in producing, appreciating and evaluating these Develop an understanding of visual arts from a local, national and international perspective Build confidence in responding visually and creatively to personal and cultural experiences Develop skills in, and sensitivity to, the creation of works that reflect active and individual involvement Take responsibility for the direction of their learning through the acquisition of effective working practices
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• •
Develop the skills and techniques of investigation – both visual and written Relate art to its cultural and historical contexts Explore art concepts Explore art elements Develop and use the processes of art criticism and analysis Develop confidence and expertise in the use of various media Extend their knowledge of design Share their work with an audience through displays and exhibitions or presentations Extend individual investigation to inform practical work Make connections Between ideas and practice – both their own and others’
Note : In the visual arts
Media (plural of Medium) can be described as the selected materials and working processes used, and the relationship between these
HIGHER & STANDARD LEVEL SYLLABUS CONTENT STUDIO DOMAINS • Drawing from Primary and Secondary sources • Painting – Representational, Abstract, Figurative, Non-figurative, • Two-dimensional Design, Graphics, Illustration, Typography, Calligraphy, Collage, Montage, Digital art, Textiles, Printmaking • Three-dimensional Design, Ceramics, Construction, Modeling • Sculpture • Photography • Film and Time Based Media INVESTIGATION SOURCES • Art books • Art films • Television • Newspaper reviews • Visits to Galleries • Visits to artist’s workshops • Internet Other Contexts for investigation o Knowledge in other subjects o Interests in other areas of development o Reflection upon Social and Political events o Personal experiences
ASSESSMENT STRUCTURE
ASSESSMENT CRITERIA •
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Respond to and analyse critically and contextually the function, meaning and artistic qualities of past, present and emerging art, using the specialist vocabulary of visual arts Develop and present independent ideas and practice, and explain the connections between these and the work of others Explore and develop ideas and techniques for studio work through integrated contextual study and firsthand observations Develop and maintain a close relationship between investigation and a purposeful creative process in studio work Produce personally relevant works of art that reveal evidence of exploration of ideas that reflect cultural and historical awareness Develop and demonstrate technical competence and artistic qualities that challenge and extend personal boundaries (Option A) and technical competence and selfdirection (Option B)
Higher Level Option A 240hours • 60% Studio work • 150 hours • 18 studio works submitted • 40% investigation • 90 hours • 30 selected pages from Investigation workbook Higher Level Option B 240 hours • 60% Investigation • 150 hours • 40 selected pages submitted • 40% studio • 90 hours • 12 studio works submitted Standard Level Option A 150 hours
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60% Studio work 90 hours 12 studio works submitted 40% investigation 60 hours 20 selected pages from Investigation workbook Standard Level Option B 150 hours
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60% Investigation 90 hours 30 selected pages submitted 40% studio 60 hours 8 studio works submitted
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