EDP263 Visual and Media Arts Education Assessment 3: e-portfolio Part 3: Unit of inquiry outline Jamie Musson 18240467
Contents: 1.0 Arts Unit of Inquiry (AUOI) Outline 2 2.0 EDP263 learning outcomes 7 3.0 References 8 4.0 Appendix A: How this AUOI reflects EDP263 outcomes 9 1
1.0 ARTS UNIT OF INQUIRY (AUOI) OUTLINE AUTHORS OF THIS DOCUMENT (student s name/s) maximum of 2: Tracey Skinner & Jamie Musson THEME: Feeling the world YEAR GROUP: 3/4 GENERAL DESCRIPTION: NUMBER OF WEEKS: 8 This unit of inquiry focuses on the Art element texture. Specifically tactile and implied textures and how these are implemented in the arts to create meaning. Overarching goals or motivations for developing this educational experience: So students can develop an understanding on what textures can be used in an artwork, and how these can affect the aesthetics and meaning presented. MAKING ACTIVITIES INCLUDED: Collage of tactile and implied textures of leaves Collagraph Land Art sculpture Student s own artwork, based on their research of different cultures GENERAL CAPABILITIES HIGHLIGHTED: Critical and creative thinking, Personal and Social Capability, Intercultural Understanding, Information and Communication Technology (ICT) capability (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2016a). DESCRIPTION TIME REQUIRED - NUMBER OF LESSONS RESPONDING ACTIVITIES INCLUDED: LA1 Introduction to texture. Class collaboration on various different collages, and artist s use of textures. LA2 Class collaboration on Pablo Picasso and Kevin Gilbert and creating their artworks. LA3 Class collaboration on Liina Klauss and John Dahlson and creating their artworks. LA4 Researching their own artist. Reflecting on own and other student s work CULTURAL (WORLD OF ART) REFERENCES: Liina Klauss (Recycling Land Art) John Dahlson (Recycling Land Art) Pablo Picasso (Collagraph) Kevin Gilbert (Indigenous Collagraph) CROSS-CURRICULUM PRIORITIES INCORPORATED: Sustainability, Aboriginal and Torres Strait Islander Histories and Cultures (ACARA, 2016b). LEARNING ACTIVITY 1 LEARNING ACTIVITY 2 LEARNING ACTIVITY 3 LEARNING ACTIVITY 4 An introduction to texture, Further exploration of tactile Exploration of how to create Students investigate a chosen to assess students previous and implied textures through texture through Land Art. artist, evaluate their use of knowledge and introduce creating a Collagraph. Students incorporate site texture in their artworks and the unit. specific recycled materials by create an artwork using the creating sculptures. artist s technique. Two 45 minute lessons. Two 45 minute lessons. Two 45 minute lessons. Two 45 minute lessons. 2
ARTS CONCEPTS & UNDERSTANDINGS IN FOCUS ARTS MAKING PROCESSES/SKILLS INVOLVED/TAUGHT Texture is the surface quality Tactile texture means you create texture on the surface of the artwork which can be physically felt. Implied Texture means that you show texture through the use of tone, patterning and shading. Texture vocabulary (smooth, rough). Frottage is an artwork completed by compiling different rubbings. :) Vocabulary: Texture, Tactile, Implied, Frottage, Collage Rubbing leaves The process of creating an aesthetic frottage. Experimenting and constructing arranging leaves and rubbings to create an aesthetically pleasing collage Balance Contrast Presenting their Art element: Texture A collagraph is a process of creating a print by pressing paper on top of an inked collage. The collage demonstrates tactile textures which you can feel. The print of the collage demonstrates implied textures. Vocabulary: Tactile, Implied, Collagraph The creation of a collagraph. Observation skills: Critically assessing the aesthetics of their artwork Investigative skills: Discovering the textures of objects and the implied textures they create. Processes: Exploring, Landart is an artwork created by using repeated shapes, lines, textures by varying materials to create visually appealing designs The art demonstrates the connection of materials with the specific area the artist is in. For example: Shells and sand materials are used if the artist is within a beach area. Vocabulary: Land Art, Recycling, Environmental and recycled art, sculpture, geometric, The creation of land art using recycled items. Observation skills: Paying attention to the aesthetics and design principles. Investigative Skills: Research images of recycled art Processes: Explore, Create, Collect, Texture can be portrayed in a variety of ways, through a variety of art mediums. Concepts related to students chosen artist and their artwork techniques. Vocabulary: Texture, Vocabulary related to student s chosen artist and their artwork techniques. Investigation and exploration of artist and their artworks. observation and analysis of texture techniques used by selected artist. The chosen artist s technique Processes: Exploring, Constructing, Predicting, Experimenting, Evaluating 3
PLANNED STEPS TO SUPPORT INVENTIVE THINKING/IMMAGIN ATIVE RESPONSES CULTURAL REFERENCES PLANNED REFLECT & RESPOND ACTIVITIES artwork to a small group of students and discussing the texture qualities. appropriate handling and care of materials, as well as cleaning up. Brainstorming and exploration of different textures. Exploration of various artists and their implementation of texture (KQED Art School, 2014). Viewing and discussing various collages using leaves. Gathering different leaves and comparing the tactile texture of the leaves and the implied texture of the rubbings. Students explore artists mentioned in Elements of Art: Texture (KQED Art School, 2014). Students discuss their artworks in small groups and discuss the differences between tactile and implied texture. Students each Constructing, Predicting, Experimenting, Evaluating Appropriate handling and care of materials, as well as cleaning up. Preparation: Students were given the task and explored possibilities Incubation: Students explored the materials available and their aesthetic qualities Illumination: The collage created shows the solution to the task Verification: Reflecting on the prints made from the collage. Students explore both Pablo Picasso and Kevin Gilbert. Students reflect on their artworks, specifically the differences shown between tactile and implied texture. Students also explore, Constructing Appropriate storing and handling of collected materials. Preparation: Students introduced to varying artists and plan design. Incubation: Students explored and manipulated their chosen recycled materials based on their art design. Illumination: The art creation reflects site specific recycled materials, including varying textures. Verification: Reflecting and critiquing their own and peers sculptures. Students explore both Liina Klauss and John Dahlson Students collaborate as a class, discussing landart artists. Students individually research, plan and explore recycled materials by artists Discussion reviewing what techniques have already been explored Exploring different artists Individual brainstorming of ideas for final artwork Analysing the artist s implementation of texture. Students will explore a chosen artist and their style of creating texture in their artworks. Students will create a small portfolio including an explanation of their chosen artist and analysis of how the artists implements texture in 4
AUSTRALIAN CURRICULUM CONTENT ELABORATIONS THAT ARE BEING ADDRESSED POSSIBLE LINKS TO OTHER AREAS OF THE CURRICULUM ASSESSMENT PLAN WHAT WILL BE ASSESSED AND WHAT WILL BE (4) KEY INDICATORS OF LEARNING IN THIS AUOI? share one thing they like about another student s artwork. ACAVAR113-3.1.1 ACAVAR113-3.1.3 (ACARA, 2016c) English, Science (inquiry skills), analyse and interpret artworks by Picasso and Gilbert. ACAVAR111-3.2.6 ACAVAR111-3.2.8 (ACARA, 2016c) English, Humanities and Social Sciences, Science (as a Human Endeavour). Klauss and Dahlson. ACAVAM112-3.3.2 ACAVAM112-3.3.4 (ACARA, 2016c) English, Humanities and Social Sciences, Digital technologies. their artwork. ACAVAM110-3.1.1 ACAVAM110-3.1.5 (ACARA, 2016c) English, Digital technologies, Humanities and Social Sciences. LEARNING ACTIVITY 1 : Assessmen t: Students will develop an understanding of different types of textures. I ndicator of Learning: Students will successfully recall different types of textures and produce identifiable leaf artwork. LEARNING ACTIVITY 2 : Assessment :Students will demonstrate their understanding of textile and implied textures. Indicator of Learning : Students will create an aesthetic collagraph and their reflection will show their understanding of tactile and implied textures. LEARNING ACTIVITY 3: Assessment: Students will explore the use of texture when demonstrating their understanding of landart using recyclable materials. Indicator of Learning : Students create a piece of land art demonstrating texture using recycled materials and their understanding of land art sculptures. LEARNING ACTIVITY 4: Assessment: Students will explore a chosen artist and how they display texture in their artworks. Indicator of Learning: Students will create a small portfolio including a brief explanation of the artists and their implementation of style, as well as create their own artwork based on the artist s style. 5
Key to codes used in this document (including those used in the Australian Curriculum e.g. Lit for Literacy, CCT for Critical and creative thinking): ACAVAM110-3.1.1 ACAVAM110-3.1.5 ACAVAR111-3.2.6 ACAVAM111 = 3.2.8 ACAVAM112-3.3.2 ACAVAM112-3.3.4 ACAVAM113 3.1.1 ACAVAR113-3.1.3 Content Descriptor: 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 Elaboration: researching artworks of different styles and artists from different times and cultures to inspire their own representations in forms such as printmaking and drawing, and styles such as realistic or expressive (ACARA, 2016c). Content Descriptor: 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 Elaboration: identifying and explaining choices in art making, including forms, styles and visual conventions in their artworks, and influences of other artists on their artworks (ACARA, 2016c). Content Descriptor: Use materials, techniques and processes to explore visual conventions when making artworks Elaboration: manipulating and experimenting with combinations of various materials and technologies to create predictable effects, for example, using crosshatching to create tone or design elements to focus attention in a composition (ACARA, 2016c). Content Descriptor: Use materials, techniques and processes to explore visual conventions when making artworks Elaboration: applying art and design techniques effectively and safely, such as modelling and joining clay, marbling on paper, designing and printing a pattern (ACARA, 2016c). Content Descriptor: Present artworks and describe how they have used visual conventions to represent their ideas Elaboration: Considering viewpoints materials and technologies: For example What is the artwork made of? How does the choice of material enhance the audience s understanding of the artist s intention? Can you develop your ideas using different materials? (ACARA, 2016c). Content Descriptor: Present artworks and describe how they have used visual conventions to represent their ideas Elaboration: comparing the visual conventions in artworks made for specific purposes, for example, how the artist represents an idea to show the audience a particular viewpoint (ACARA, 2016c). Content Descriptor: 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 Elaboration: identifying meaning and describing subject matter and form in artworks from different social, cultural or historical contexts (ACARA, 2016c). Content Descriptor: 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 Elaboration: comparing artworks made for different reasons, using appropriate visual conventions, and identifying possible differences in interpretations, for example, comparing contemporary representations of locations in their community with representations by Aboriginal and Torres Strait Islander artists (ACARA, 2016c). 6
2.0 EDP263 Learning Outcomes 7
3.0 References: Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016a). Foundation to Year 10 Curriculum: General capabilities, Introduction. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/overview/introduction Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016b). Foundation to Year 10 Curriculum: Cross-curriculum priorities, Introduction. Retrieved from http://www.australiancurriculum.edu.au/crosscurriculumpriorities/overview/introduction Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016c). Foundation to Year 10 Curriculum: The arts, visual arts (ACAVAM110) (ACAVAM111) (ACAVAM112) (ACAVAM113). Retrieved from http://www.australiancurriculum.edu.au/the-arts/visual-arts/curriculum/f-10?layout=1#level3-4 KQED Art School. (2014). Elements of Art: Texture [Video file]. Retrieved from https://www.youtube.com/watch?v=yoob3jsdauo 8
4.0 Appendix A: How this AUOI reflects EDP263 outcomes The Arts Unit of Inquiry (AUOI) Feeling the world by Tracy Skinner and Jamie Musson has addressed the outcomes of EDP263: Visual and Media Arts Education. The following shows how each outcome of EDP263 is addressed by this AUOI. Outcome 1: Through Making and Responding activities that related to the Australian Curriculum, Feeling the world addressed the principles of authentic arts education with reference to the Australian Curriculum. For example, students responded to Picasso and Gilbert by exploring, analysing and interpreting their art in Activity two, which developed creativity and aesthetics. Outcome 2: Arts literacy has been developed through providing students with the opportunity to personally invest in an artwork (students to select an artist to study), and by allowing students to express themselves (students create their own meaning in their artworks). These activities also develop students reflective practices and aesthetic sensibility through responding to artworks. Outcome 3: The activities are age-appropriate for a 3-4 class, present age-appropriate learning processes, and are linked to the Australian Arts Curriculum year band 3-4. This unit links to the cross-curriculum priorities of Sustainability and Aboriginal and Torres Strait Islander Histories and Cultures and various general capabilities. Outcome 4: Through selecting a focus that will assist and strengthen students arts making and responding, selecting artists and artworks that are likely to intrigue and engage students, as well as selecting activities that are hands-on, student centred and engaging will encourage students to pursue the arts. Outcome 5: Feeling the world meets the Arts Curriculum 3-4 band and includes activities which students make and respond to artworks; utilise creativity; express themselves; make meaning; and develop reflective practices and aesthetic sensibility. Meaning, these are developmentally appropriate that reflect authentic arts learning principles. This shows that Feeling the World is an authentic arts inquiry unit which addresses the outcomes of EDP263: Visual and Media arts. 9