Visual Arts

Forms: Drawing and Painting Overview

This unit of work aims to provide students with a variety of experiences in sketching and drawing objects, animals and people from a variety of perspectives. Students will have the opportunity to use a variety of painting media e.g. watercolour and acrylic. Artworks are linked to specific artists where possible to allow students to develop a knowledge of famous artists and understand their preferred techniques and motivation for their style

Outcomes and Indicators: Making

VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world. closely observes details of things in the world and seeks to make artworks about these using various techniques such as proportion, perspective, composition, foreshortening uses different artistic concepts (eg colour, tone, light, scale, abstract), and explores how symbols may be used in their interpretation of selected subject matter explores subject matter of personal and social interest from particular viewpoints including issues, activities and events in the community and global environment, places and spaces, people, objects and fantasies. VAS3.2 Makes artworks for different audiences assembling materials in a variety of ways. examines a range of concepts and their relationships to selected forms and experiments with such things as the expressive use of colour in painting or drawing, the abstract and/or monumental qualities of sculpture, the sequencing of events in a video, digital work or cartoon, the use of found objects and other objects in an installation or sculptural work recognises how an audience has an influence on the kinds of works they make, and seeks to clarify the purpose of their works, and suggests alternatives about how they may proceed

Appreciating
VAS3.4 Communicates about the ways in which subject matter is represented in artworks. identifies and describes the properties of different forms, materials and techniques in artworks and comments on how these are employed in the representation of subject matter discusses the artists intention and/or the use of styles and techniques in selected works and considers the possible meanings of these works suggests how subject matter can mean different things in artworks and seeks to explain meanings by developing reasoned accounts that take into account such things as the artist, work, world and audience

Content: Students in Stage 3 will: learn to:

think about their art making as a kind of social practice that employs both their own resources and their understanding of art apply what they have learnt about concepts in the art world to their art making interpret subject matter which is of local interest in particular ways in their making of artworks organise and assemble materials in various ways in the making of artworks suited to particular purposes and think about the meaning of their decisions become critically focused in their judgements about artworks and artists and seek to explain their reasons

learn about:
how artists engage in a form of social practice in making art and contribute to the field of the visual arts a range of concepts and subject matter that is of interest to the art world and community how concepts and materials are thought about, organised and assembled and serve different ends in artworks that they and others make how artworks can be subject to different interpretations by artists and audiences how audiences can form different opinions about artworks and artists

Sequence of Learning Experiences

Antarctic Animal Origami
Revise the term origami and discuss how it is the Japanese art of paper folding. Discuss some of the basic paper folding techniques of origami. Lead students step by step through the procedure of creating a penguin Origami Club. Students can attempt another Antarctic animal from the website to complete on their own. Display the Antarctic animals in a display showing food chains or webs of the Antarctic.

Resources Coloured paper http://en.origami-club.com/sea/penguin/index.html

Cross-sectional style watercolour and marker painting.

Observe some of the artworks by Sepia Lepus on www.etsy.com What is the common factor of all their artworks? Discuss how the inclusion of the merbunny to the image creates a story for the artwork. Look at the cross-sectional aspect of the Antarctic penguins painting. How has the painter used tints and shades to disguise between the deeper parts of the water and where the iceberg is being viewed underwater? Students practice sketching penguins and seals from various perspectives and in various positions before beginning their own cross sectional Antarctic design. Students may wish to work in a small group so that their image links on to another students image to create a panoramic display for the classroom. Once sketching is complete, students watercolour the underwater and sky sketches of the image. Once the image is dry, fine tip markers can be used to outline and add details.

Resources Art paper Watercolour paints Paint brushes Fine tip black markers Examples of inspirational work obtained from http://etsy.me/WMeoYM

Antarctic Landscape from Magazine

Collect pictures of Antarctica from magazines. Discuss the shapes, shadows, colours, etc. Cut a square from one of the pictures and paste in the middle of a piece of art paper. Use watercolour pencils or pastels to extend the colours out and continue the picture. Mount on a piece of coloured paper.

Resources Magazine pictures of Antarctica (colour pictures from internet printed out) Watercolour pencils/ pastels Art paper Coloured paper squares Glues Scissors

Antarctica Landscape using tones

View the works of Lloyd Rees. Discuss the tones and the mood these create in his paintings. On art paper starting with white, paint small sections progressively adding small amounts of blue. Cover the whole page with tones of blue trying to create an Antarctic landscape. Sketch and paint pictures of Antarctic animals. When dry, cut out and paste onto the background.

Resources Reference pictures of Lloyd Reess work Paint Art paper Glue Scissors

Bouncing Pom Pom Penguins (Just for fun)

Cut two circles of cardboard approximately 15cm in diameter. Then cut a 4cm diameter circle from the centre of each. Wind wool round the rings until only a small hole is left. Cut through the layers of wool wound over the outside edge of the rings. Pull the rings slightly apart. Cut off 30cm of black elastic and tie it tightly round the middle of the ball between the two rings. Tear out the rings and shake the pom pom to make it even. Cut out of felt 2 black wings, 1 white front piece, 2 orange feet and 1 orange beak. Use craft glue to attach. Attach plastic eyes using craft glue.

Resources Cardboard Scissors Black wool Thin black elastic Felt white, black and orange Craft glue Wiggle eyes

Assessment
Observation
Did students reflect on their preliminary sketches and make adjustments accordingly? Did students experiment with the techniques demonstrated by the teacher? Can students discuss some of the techniques used by the artists investigated?

Evaluation

Work Samples
Was care taken in the creation of the products? Has attention been paid to detail? Did students add their own creative flair to the project?