What is it that we want our students to know, understand, do and communicate KUDCO?

Transcription

1 What is it that we want our students to know, understand, do and communicate KUDCO? Year Level: Prep Semester: ONE TWO Subject: VISUAL ART ACARA Content Descriptors ( ) as Essential Learnings What is the essential learning? Describe in student friendly vocabulary. KEY: Elaborations Semester 1 Elaborations Semester 2 Pictures Are Examples of Rigor What does proficient student work look like? Provide an example and/or description for a two year cycle *Odd Year *Even Year Prior Skills Needed What prior knowledge, skills and/or vocabulary are needed for a student to master this essential learning? Team Member: Ruth Branthwaite & Matt Symmons Common Assessments What assessment/s will be used to measure student mastery? When taught? When will this essential learning be taught? Extension Skills What will we do when students have already learned this essential learning? Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106) I can explore ideas, experiences and my imagination to create my artwork. (106) I know my way around the art room Students know the Wembley Values, know where to find materials and equipment and put them away correctly I can use the patterns and textures of my environment in my artwork Lines, Patterns & Rubbing plates Wembley Values equipment, materials line, pattern, pencil grip, 3 finger grip, repeat, fill the space, edge to edge Term 1 entire term Term 1 weeks 1 2

2 Shapes, circles, squares, triangles, lines, geometric shape, repeat, pattern, copy Term 1 weeks 3 4 I can use the shapes and colours of my environment, in my artwork Miro or Klee whole body, arms, legs, body, head, neck, features, eyes, ears, nose, mouth, hands, feet, Term 1 weeks 5 8 I can create a self portrait bust or full body Full body portraits, bust, warm/cool portraits, collage

3 Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107) I can experiment with different materials and techniques in my artwork (107) I respect the materials and art room environment Students handle all materials and tools with respect, share equipment and responsibilities of setting out and packing up, enter and exit respectfully, leave the room tidy and listen to the teacher Chart or mind map, photos etc I always wear a smock for painting I handle the scissors carefully I only use materials and tools responsibly etc etc Wembley Values, respect, sharing, safety, packing away, cooperation, listening to instructions Term 2 weeks 1 Class activity to create chart, teacher to encourage all to get involved and give ideas, with turn & talk and or small groups I can use unusual materials to create my art exploring a range of natural and man made materials and technologies to visually express their experiences, for example, paint, pencils, ink, sand, photography and graphically (acara) Cotton bud skeletons, sculpture bugs, foam tray masks recycled materials, unusual, unexpected, imagination Term 2 weeks 2 3

4 I can explore composition Centred, Cut off Form, Symmetry whole image, middle of page, part of image, edge of page Term 2 weeks 4 6 I can collage different media Mixed Media Collage mixed media, different materials, natural objects, glueing and arranging, overlapping Term 2 weeks 6 8 I have a go at all activities and give my best effort when trying new techniques and materials Varied techniques eg: ink blowing, threading, finger painting, printing, construction, paper rolling) Effort, dribbles, ink, straws, away from yourself, blossoms, collage, tissue, threads, Term 2 weeks 8 11

5 Create and display artworks to communicate ideas to an audience (ACAVAM108) I can tell my story through my artwork (108) I see people show feelings in their art Sad Monster, Glad Monster, My Many Coloured Days Reading from books Term 3 week 1 2 We can collaborate on our art Collaborative moonscape, riverscape, etc wax resist, working together, joining our pictures Term 3 weeks 3 4 I know the difference between portrait and landscape Orientation of page to suit subject tall, wide, portrait, landscape Term 3 weeks 5 7

6 I can talk/write about my artwork and how it makes me feel Emotional Responses to colours what s the colour of your heart, how do the colours make you feel? What are the warm and cool colours? emotions, feelings, warm and cool colours, opposite background, straight, ruler, written piece Term 3 weeks 8 10 Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109) I am wondering why people make art (109) I can see and make art for inside Delicate materials, paper, fabrics I can see and make art for outside Durable materials, tyvek, wood stone Delicate, deteriorate, pinch, twist, tear, gluing, small pieces, strips, small scale Strong, weather proof, large scale Term 4 weeks 1 3 Term 4 weeks 4 6 I know art can be very old Ancient artifacts, decorative arts history, ancient, vases, jewelry cave painting Term 4 week 7 9

7 I understand cultures have different art styles Indigenous Art styles, totem poles, dot paintings totems, symbols, culture, history Term 4 weeks What is it that we want our students to know, understand, do and communicate KUDCO? Year Level: Year 1 and Year 2 ACARA Content Descriptors ( ) as Essential Learnings What is the essential learning? Describe in student friendly vocabulary. Semester: ONE TWO KEY: Elaborations Semester 1 Elaborations Semester 2 Pictures Are Examples of Rigor What does proficient student work look like? Provide an example and/or description for a two year cycle *Odd Year *Even Year Subject: VISUAL ART Prior Skills Needed What prior knowledge, skills and/or vocabulary are needed for a student to master this essential learning? Team Member: Common Assessments What assessment/s will be used to measure student mastery? When taught? When will this essential learning be taught? Extension Skills What will we do when students have already learned this essential learning? I explore artistic styles through my artwork Term1, week 1 2

8 Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106) I plan and create artworks about the interesting things I have seen and experienced (106) Matisse odd year, Van Gogh even year Artists style, simple shapes, flat colour, patterns, paint application, brush strokes I use textures from my environment Underwater, Ocean odd year, Desert, land forms even year how the paint is applied, surface quality, looks like what it would feel like Term 1, week 3 4 I use contrast in my work (colour, shape and or size) Circle, Triangle collage odd year, Mondrian print, collage even year, contrasting overlapping, circles, rectangles, limited colour, tracing templates, interesting, balance, Term 1, week 5 6

9 I use shapes from my environment Birds, fish, turtle odd year, Robots, machines even year, geometric shapes, rectangles, ovals, circles, triangles, curves, corners, organic shapes,not symmetrical, flowing edges, smooth Term 1, week 7 8 Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107) I can follow instructions and use Art materials appropriately (107) I create with natural, or man made materials Newspaper, branches, twigs odd year, Icypole sticks, cardboard, rice, peas, leaves, fruit even year, materials, collage, felt, newspaper print, thick, thinner, thinnest Term 2, week 1 3

10 I use overlapping to show depth 3D landscape, back, middle, foreground odd year, Ice cream cones, crossed pencils feet perspective even year foreground, background, middle ground, depth, layers texture, closer, further, depth, distance Term 2, week 4 6 I use recyclable materials artistically Newspaper, magazines odd year, Foam trays/plates, plastic bottles,cups even year recycle, landfill, repurpose, Term 2, week 7 8 I am capable with the techniques introduced line, pattern, spacing, repetition, closed space, edge to edge, bending, smoothing, wrapping, brush style, low relief Term 2, week 9 11 Painting, Pen & ink odd year, Modelling, sculpting even year

11 Create and display artworks to communicate ideas to an audience (ACAVAM108) I can create artworks that have a meaning (108) I am learning that some art has a message Poster odd year, Symbolist, Munch even year message, idea, express a meaning, symbolic metaphor, lettering Term 3, week 1 2 I can create a themed exhibition Triptych or multi paneled odd year, Interactive? even year diptych, triptych, multi panelled, viewer involvement, participation. Term 3, week 3 5 I choose the best format for my work suitable, best shape, best view, portrait format, Term 2, week 6 8

12 Hokusai odd year, Stacked birds, ice creams Wayne Thiebold even year landscape format, tall, wide I talk/write about how I made my artwork Digital?, Review, flow Chart? Procedural explanation etc process, materials, equipment, techniques, skills, ordered information Term 3, week 9 10 Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109) I wonder why people make art and think about its purpose (109) I am beginning to use Visual arts terms Students use work sheets I am learning about Aboriginal Art Spatter prints odd year, Dot paintings even year Elements of Art, Refer to class poster Shape, Form, Colour, Line, Space, Texture stencil, dot patterns, natural colours, positive, negative Term 4, week 1 2 Term 4, weeks 3 5

13 I am wondering about the purpose of art Dream Catchers, Japanese fan odd year, Cultural/ ceremonial masks dhurries even year culture, tradition, Term 4 week 7 9 I am learning about Australian Art M Preston, J Coburn odd year, S Nolan, P Hart even year abstract, realistic, shapes, outlines, Term 4 week 10 11

14 What is it that we want our students to know, understand, do and communicate KUDCO? Year Level: Year 3 and Year 4 ACARA Content Descriptors ( ) as Essential Learnings What is the essential learning? Describe in student friendly vocabulary. Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110) I can use information and ideas from different cultures to inform and inspire my artwork (110) Semester: ONE TWO KEY: Elaborations Semester 1 Elaborations Semester 2 Pictures Are Examples of Rigor What does proficient student work look like? Provide an example and/or description for a two year cycle *Odd Year *Even Year I use historical conventions/references in my artwork Impressionism, Cubism odd year, Byzantine, Islamic even year Subject: VISUAL ART Prior Skills Needed What prior knowledge, skills and/or vocabulary are needed for a student to master this essential learning? Impressionism, pointillism, mosaic, Islam, Team Member: Common Assessments What assessment/s will be used to measure student mastery? When taught? When will this essential learning be taught? Term 1 week 1 3 Extension Skills What will we do when students have already learned this essential learning? extended

15 I use cultural conventions and references in my artwork N/S American, African odd year, Asian, European even year cultural references, traditional features, traditional colours, traditional styles, Spanish : ( Día de Muertos ) positive, negative Term 1 week 4 6 extended I communicate who I am through my artwork Abstract self portrait odd year, Realistic self portrait even year abstract, realism, self image, likeness, Term 1 week 7 8 extended

16 Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111) I can control materials, techniques and processes to create a predictable and planned outcome (111) I can interpret the same artwork two ways, 2D & 3D Klimt odd year, Warhol even year I use established techniques to create predictable effects in my artwork Crosshatching & lines odd year, Designing & printing even year 2D, 3D, decorative pattern, repeated motif, pop art colours, sculptural interpretation line style repeat, pattern, motif, regular, block printing, reverse, layers, print surface, negative space, roller, printing baren Term 2 week 1 3 extended Term 2 week 4 6 extended

17 I create artwork that has symbolic meaning Symbolic patterns odd year, Symbolic colour even year repeated motif, symbols, symbolic meaning, symbolic colour, colours as feelings Term 2 week 7 9 extended I mix artistic styles in my artwork F Hundertwasser, J Pollock odd year, Frida Kahlo, Jasper Johns even year reflect, silhouette, profile view, overlapping elements, contrasting scale, represents you and your interests or what you are thinking about Term 2 week extended Term 3: 3&4 10 weeks Present artworks and describe how they have used visual collaboration, sharing, Term 3 weeks 1 3 extended

18 conventions to represent their ideas (ACAVAM112) I am choosing the best way to present ideas in my artwork (112) I can contribute to a class mural Geometric, Op art dd year, Realistic, stylized even year planning, responsibilities, uniformity I can create the illusion of perspective One point linear odd year Planar, atmospheric, colour even year overlapping, distance, 1 point perspective, linear perspective, horizon line size, size, layers, tints, shades Term 3 weeks 4 5 extended I use visual tricks in my artwork OP Art odd year Surrealism even year illusion, unexpected, dream world, pulsating, moving Term 3 weeks 6 8 extended

19 I know/use the elements of art Elements of Art: line, shape, colour, form, texture, space Term 3 weeks 9 10 extended Colour, line, shape, odd year Form, texture, space even year Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113) I use visual arts terminology when discussing my own artwork and the artwork of others (113) I am developing my knowledge of art history Greek odd year Roman even year I can compare and contrast two of my artworks Venn diagram both years classical architecture, ionic doric, corinthian, sfumato, gradation, similarities, differences, art terms Term 4 weeks 1 4 Term 4 weeks 5 6 extended extended

20 I use visual arts terms and can refer to the elements of art Student reflection both years, with worksheet of terms Elements of Art: line, shape, colour, form, texture, space Term 4 weeks 7 8 extended I can explore artwork from the Torres Strait Island Pen & ink, scratch back odd year Painting, textiles even year indigenous, natural colours, earth colours Term 4, weeks 9 11 extended What is it that we want our students to know, understand, do and communicate KUDCO? Year Level: Year 5 and Year 6 ACARA Content Descriptors ( ) as Semester: ONE TWO KEY: Elaborations Semester 1 Elaborations Semester 2 Subject: VISUAL ART Prior Skills Needed Team Members: Common Assessments When taught? Extension Skills

21 Essential Learnings What is the essential learning? Describe in student friendly vocabulary. Pictures Are Examples of Rigor What does proficient student work look like? Provide an example and/or description for a two year cycle *Odd Year *Even Year What prior knowledge, skills and/or vocabulary are needed for a student to master this essential learning? What assessment/s will be used to measure student mastery? When will this essential learning be taught? What will we do when students have already learned this essential learning? Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114) I identify with and use the ideas and practices of famous artists in my own artwork (114) I am improving my observation of line and shape when sketching sketching layout, proportion both years line, simple shapes, compare size, angle, proportion Term 1, throughout whole term I can create a sense of realism by using visual conventions shading Shading & value odd year Colour, tint & shade even year value, gradation, tint, tone, receding, protruding, light, shadow Term 1, week 2 3 I can borrow ideas from great artists Term 1, week 4 6

22 Hockney, Cezanne odd year Britto, Thiebaud even year style, intention,interpret, analyse, artistic style, date, interest I can use the commercial arts: comics/graphics/manga to inspire my artworks Benday Dots, odd year Typography, micrography even year Benday dots, printing, Pop art, Lichtenstein, font, type, kerning, serif, sans serif Term 1, week 7 8 Develop and apply techniques and processes when making their artworks (ACAVAM115) I am improving my drawing skills and my knowledge of techniques and materials (115) I can create the same artwork three different ways, 2 X 2D & 1 X 3D sketch, wire sculpture, painting odd year sketch, coloured pencil, felting even year 2D interpretation, 3d adaptation, diverse materials Term 2 weeks 1 3

23 I can compare different techniques compare materials and techniques, abilities, skills, difficulties, successes Term 2 weeks 4 5 Venn diagram both years I can mix different media in my art mixed media, acrylic paint, watercolour paint, coloured pencil, crayon, pastel, chalk, paper, sand Term 2, week 5 7 Mixed media both years I can use different materials in my art Painting, ink odd year 3D collage even year random, direction, branching, tissue paper, wrapping paper, patterned papers, adhering, balance, Term 2, week 8 11

24 Plan the display of artworks to enhance their meaning for an audience (ACAVAM116) I plan my artwork, to best express my ideas and interpret the concepts of others (116) I can re interpret famous artworks DeBuffet odd year Picasso even year interpret, meaning, visual language, portfolio reflection Term 3, week 1 3 I can evoke an emotional response with my work Rothko odd year Chagall even year dream like, gauzy, floating, emotional, bright colours, portfolio reflection Term 3, weeks 4 5 I can explore symbolism in my artwork Friendship, Macke, Rockwell, Cezanne odd year War, Kathe Kollwitz, Goya, Uccello even year, portfolio reflection Term 3, weeks 8 9

25 I can reflect upon the content of my own work and the artwork of others arts elements, language reflection, portfolio reflection Term 3, week 10 Self assessment rubric,t chart or similar both years Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117) I am beginning to understand how we (communities/society) benefit from Art (117) I can reflect upon the role of the artist throughout history Modern, graffiti odd year Renaissance painting even yea Banksy, paste ups, etc, society s response, purpose of portraits, styles, themes, tags Term 4, weeks 1 3 My art is influenced by the arts of the past 3D technique odd year 2D technique even year low relief, high relief, sculpture, parody, icon Term 4, weeks 3 5

26 I understand artworks can represent communities or groups of people ethnic, pattern, motif, culture, repeat Term 4, weeks 6 8 Buddhist mandala, Islamic tiles, African odd year Japanese Gyotaku, Russian even year I understand how art can record history art and science, discoveries, time capsules, pointillism Term 4, weeks 9 11 Egyptian, cave paintings odd year Impressionism even year

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