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Stage 4 projects for Visual Arts students in grades 7 & 8 |
The following
practical art lessons comply with the NSW Board of Studies Outcomes and
Objectives as follows:
A student:
develops knowledge, understanding and skills to make artworks informed
by their understanding of practice, the conceptual framework and the
frames
Outcomes:
Practice -4.1
uses a range of strategies to explore different artmaking conventions and procedures to make artworks
Conceptual framework -4.2
explores the function of and relationships between artist – artwork – world – audience
Frames -4.3
makes artworks that involve some understanding of the frames
Representation -4.4
recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts
Conceptual strength and meaning -4.5
investigates ways to develop meaning in their artworks
Resolution -4.6
selects different materials and techniques to make artworks
To access the complete 7-10 syllabus please click on this link: NSW Board of Studies Visual Art Syllabus
Outcomes:
Practice -4.1
uses a range of strategies to explore different artmaking conventions and procedures to make artworks
Conceptual framework -4.2
explores the function of and relationships between artist – artwork – world – audience
Frames -4.3
makes artworks that involve some understanding of the frames
Representation -4.4
recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts
Conceptual strength and meaning -4.5
investigates ways to develop meaning in their artworks
Resolution -4.6
selects different materials and techniques to make artworks
To access the complete 7-10 syllabus please click on this link: NSW Board of Studies Visual Art Syllabus
| Activity One- Collage Self-Portrait |
   |
The
self portrait is a strong component of both
traditional and contemporary art practice. In this unit of work we look
at the portrait through the structural frame and subjective frame.
This unit can be used to also investigate the Conceptual Framework by studying the relationships between the
artist-artwork,
artist-audience.
Portrait PowerPoint Presentation
After a reviewing the Power Point presentation and discussing the Portrait through the Conceptual Framework (primarily the relationship between the artist and their subject) students review the task (outlined on presentation) which is to create a collage self portrait.
* Did you know? The word collage comes from the French word "coller" which means to glue.
It is advisable to allow students to review the PowerPoint presentation in the computer lab and explore the additional sites listed below. This allows each student to engage with the subject "The portrait" from their own perspective and to do some self-directed additional research.
Australian National Portrait Gallery
University of Texas International Portrait Gallery
London National Portrait Gallery
Portrait PowerPoint Presentation
After a reviewing the Power Point presentation and discussing the Portrait through the Conceptual Framework (primarily the relationship between the artist and their subject) students review the task (outlined on presentation) which is to create a collage self portrait.
* Did you know? The word collage comes from the French word "coller" which means to glue.
It is advisable to allow students to review the PowerPoint presentation in the computer lab and explore the additional sites listed below. This allows each student to engage with the subject "The portrait" from their own perspective and to do some self-directed additional research.
Australian National Portrait Gallery
University of Texas International Portrait Gallery
London National Portrait Gallery
| Example
of a lesson plan - Stage Four |
| Date: |
Subject: Art | Topic: Collage Self Portrait |
| Period: | Class: Year 7/8 | Unit: Portraiture |
| Bell times: | Homework due: |
| SYLLABUS OUTCOMES: 4.2, 4.3, 4.4, 4.5, 4.6, 4.7 |
SPECIAL CONSIDERATIONS: Make sure students understand all instructions |
| QUALITY TEACHING STRATEGIES: 1.2 Deep Understanding 2.2 Engagement 2.3 High Expectations 2.4 Self Regulation 3.5 Connectedness |
| AREA OF PRACTICE: Artmaking |
FRAMES: Structural, Subjective |
FORMS: 2D |
| BRIEF LESSON OVERVIEW: After lesson review students continue to work on their self-portrait collages. Image can be fantasy, does not need to be an accurate representation, rather an intuitive approach, which may reveal some aspects of students personality. As this is the first time many students have worked with collage they are experimenting and taking some excellent risks, so far nobody seems concerned that their work is “not good enough” |
| SKILLS/CONCEPTS TO BE DEVELOPED: Working with new materials, finding out about colour combinations and texture. As many students have previously expressed concern about their drawing ability, this exercise has allowed all students to work without the pressure of being judged. We have discussed the deeper concepts of portraiture and students are subconsciously working through some of the themes including self- awareness, identity and contemporary art practice, which allows artists to work in many varied media |
| PREVIOUS LESSON OUTLINE: Students watched a PowerPoint presentation, which outlined the history of portraiture including Australian Indigenous cave painting. The relationship between the artist (observer). Subject (observed) and audience were discussed. |
| RESOURCES: PowerPoint presentation Worksheets Art books Overhead transparencies (collage) Magazines, coloured paper, glue, scissors, newspaper. |
PRE-LESSON PREPARATION: Ensure transparencies are ready for class Get new magazines, newspaper Have plenty of coloured paper on hand Have copies of next activity ready for students who finish early Have artbooks on hand for students who would like reference material Make sure glue-sticks and scissors are ready for class. |
SAFETY/OH &S CONSIDERATIONS: No bags on the floor for students to trip over. No students wandering around classroom. Make sure all students are using scissors safely. |
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Additional Art Activities
Stage Four - Environmental Art
Environmental Art PowerPoint Presentation
Stage Four - Still Life
Still Life class activity
© Belinda Madden 2008