Visual Arts
'Prepared examples and researched the task being undertaken'- Sarah Hardy, Lilydale High School, 2010.
These examples form a sequence of lessons that incorporate both theoretical and practical tasks that reflect key components as stated in the Creating and Making and Exploring and Responding level 5 and 6 Standards for Visual Art Curriculum.
VIT-Professional Practice 4; Teachers plan and assess for effective learning
4.4- Plan learning sequences and units which are consistent with curriculum statements, frameworks and assessment structures commonly used in schools.
POLT -Students are challenged and supported to develop deep levels of thinking
and application
4.1- Plans sequences to promote sustained learning that builds over time and emphasises connections between ideas.
Year 7 Art: Design Elements
Magazine Images
Students used magazine images to represent the 6 design elements COLOUR, LINE, TEXTURE, SHAPE, FORM & TONE to express their understanding of the characteristics applicable to each design element.
This was followed by various practical activities where students combined and manipulated certain design elements to make artworks, experimenting with particular materials and exploring different techniques.
Matisse inspired cut outs
This was followed by various practical activities where students combined and manipulated certain design elements to make artworks, experimenting with particular materials and exploring different techniques.
Matisse inspired cut outs
Below is a lesson plan I developed for the Matisse Inspired cut outs, which explicitly states the Standards I aimed to met based on the learning focus.
VIT-Professional Knowledge 2; Teachers know the content they teach
2.1- Have a critical understanding of the content, processes and skills of the content areas they intend to teach.
VIT-Professional Knowledge 2; Teachers know the content they teach
2.1- Have a critical understanding of the content, processes and skills of the content areas they intend to teach.
VIT- Professional Practice 6; Teachers use a range of teaching practices and resources to engage students in effective learning
6.3- Create opportunities for students to explore ideas and emerging understandings and to develop skills.
6.3- Create opportunities for students to explore ideas and emerging understandings and to develop skills.
London Silhouette
I always ensure that I incorporate visuals within my lessons to convey task expectations. Below is a powerpoint presentation I created to demonstrate through images what a Silhouette entails and also included material on Londons cityscape to inspire ideas.
VIT-Professional Practice 6; Teachers use a range of teaching practices and resources to engage students in effective learning
6.5- Access and use a range of teaching and learning resources and technologies to support student learning.
POLT- Students are challenged and supported to develop deep levels of thinking and application
4.6- Uses strategies to foster imagination and creativity.
Below are examples of students interpretation of London's cityscape which includes key land marks such as Big Ben and the London Tower Bridge. Students used paint and explored tone to create a backgroud and then used shape to create constrasting middlegrounds and foregrounds to convey their understanding of distance.
VIT-Professional Practice 6; Teachers use a range of teaching practices and resources to engage students in effective learning
6.3- Create opportunities for students to explore ideas and emerging understandings and to develop skills.
'Included relevant events from current Olympics into art course'- Karen Ellis, Mooroolbark College 2012.
Year 10 Art: Portraiture
These activities were specifically selected to support drawing and painting techniques to create a painting on canvas. I would stand up in front of the class and demonstrate processes and techniques in steps and eventually complete the final product.
COLOUR CHART
Students mixed cool and warm primary paints colours to develop their colour mixing skills. It is essential that students are aware of and understand the colour combinations neccessary to achieve a certain warm or cool tone to achieve an accurate representation of colour using correct methods.
Students mixed cool and warm primary paints colours to develop their colour mixing skills. It is essential that students are aware of and understand the colour combinations neccessary to achieve a certain warm or cool tone to achieve an accurate representation of colour using correct methods.
FACIAL PROPORTIONS
It is important that students learn to apply the appropriate conventions regarding facial proportions such as division of face, placement of features, alignment, realism and light source to ensure their final product on canvas is realistic.
SKIN TONES
Students combined white and warm and cool primary paint colours to explore realistic skin tones and shadowing options. This is to kept and used as a reference that can be referred back too when considering appropriate colour choices to achieve a certain tone when painting a face.
Students combined white and warm and cool primary paint colours to explore realistic skin tones and shadowing options. This is to kept and used as a reference that can be referred back too when considering appropriate colour choices to achieve a certain tone when painting a face.
VIT-Professional Practice 6; Teachers use a range of teaching practices and
resources to engage students in effective learning
6.5- Access and use a range of teaching and learning resources and technologies to support student
learning.
'Well prepared lessons with class notes, powerpoints, teaching aids and equipment and resources ready'- Karen Ellis, Mooroolbark College, 2012.