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

Chinese International School

Course Outline 2013-2014 Department: Visual Arts Year Level:7 Teachers: Georgina Martignago / Stephen Megson - Semester course AIMS
Develop selfcondence 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 reecting upon their experiences as young artists.

SKILLS
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.

ASSESSMENT
Formative and Summative assessment tasks that address the following criteria A Knowledge and Understanding. B Application of Skills. C Reection and Evaluation. D Artistic Awareness and Personal Engagement.

REFLECTION
Developmental Workbook Process work

RESOURCES
Teacher generated resources/ handouts etc. Internet - visuals, video and research. Art Dept. Posters Library books Visits - out and about

Completed Artworks Peer Evaluations Self Evaluations Writing taskcomparing and contrasting artworks. Questioning & discussion, critique Tracking Log

Galleries & Visiting artist experiences

Developing an awareness of the environment and our impact upon it.

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

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 reective 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 reecting upon their experiences as young artists develop self-condence 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 specic 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 Reective response to feedback Self evaluation

There are four assessment criteria applied to all units of work. Specic tasks are designed for each of the rst three criteria within units or as discreet assessment tasks for the selected criteria. A Knowledge and Understanding B Application C Reection D Personal Engagement

8 10 8 8

Assessment rubrics are used to establish the level of student performance in relation to each assessment criteria. Rubrics are designed to fulll the summative assessment for each unit. Specic criterion tasks will also use the rubric differentiation. Other assessment tools used for formative assessment include discussion, peer review, self-assessment, specic 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

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 reective 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 reecting upon their experiences as young artists develop self-condence 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 specic 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 Construction deconstruction and modeling techniques - 3D sculpture - relief or 3D construction/assemblage/ carving Collage, montage and photographic manipulation Printmaking techniques These skills will include practical studio processes and techniques and theoretical strategies for research and analysis of selected art forms. Digital page layout Reective response to feedback Self evaluation

There are four assessment criteria applied to all units of work. Specic tasks are designed for each of the rst three criteria within units or as discreet assessment tasks for the selected criteria. A Knowledge and Understanding B Application C Reection D Personal Engagement 8 10 8 8

Assessment rubrics are used to establish the level of student performance in relation to each assessment criteria. Rubrics are designed to fulll the summative assessment for each unit. Specic criterion tasks will also use the rubric differentiation. Other assessment tools used for formative assessment include discussion, peer review, self-assessment, specic 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 Video/lm/interviews

Design principles and elements

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

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 specic 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 signicance 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 Reective response to feedback Self evaluation

There are four assessment criteria applied to all units of work. Specic tasks are designed for each of the rst three criteria within units or as discreet assessment tasks for the selected criteria. A Knowledge and Understanding ! 8 10 ! 8 8

Assessment rubrics are used to establish the level of student performance in relation to each assessment criteria. Rubrics are designed to fulll the summative assessment for each unit. Specic criterion tasks will also use the rubric differentiation. Other assessment tools used for formative assessment include discussion, peer review, self- assessment, specic 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 - video footage, interviews, articles, research Art Dept. Posters Library books Visits Galleries Visiting artists

B Application! C Reection D Personal Engagement!

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

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 specic 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 signicance 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 Reective response to feedback Self evaluation

There are four assessment criteria applied to all units of work. Specic tasks are designed for each of the rst three criteria within units or as discreet assessment tasks for the selected criteria. A Knowledge and Understanding! 8 10 8 8

Assessment rubrics are used to establish the level of student performance in relation to each assessment criteria. Rubrics are designed to fulll the summative assessment for each unit. Specic criterion tasks will also use the rubric differentiation. Other assessment tools used for formative assessment include discussion, peer review, self- assessment, specic 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 - for interviews, articles, critiques, information, video footage, virtual exhibitions. Art Dept. Posters, visual aids and props Library books Visits Galleries Visiting artists

B Application! C Reection ! D Personal Engagement!

YEAR 12 & 13 AIMS 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

I B DIPLOMA VISUAL ART LEARNING OUTCOMES 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
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 artists 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 CRITERIA 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) ASSESSMENT STRUCTURE 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

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

Note : In the visual arts

60% Investigation 90 hours 30 selected pages submitted 40% studio 60 hours 8 studio works submitted