Post on 26-Mar-2020
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What is it that we want our students to know, understand, do and communicate KUDCO?
Year Level: Prep Semester: ONE TWO Subject:
VISUAL ART
Team Member: Ruth Branthwaite & Matt Symmons
ACARA Content Descriptors (106109) 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?
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
Vocabulary: Wembley Values equipment, materials
Vocabulary: line, pattern, pencil grip, 3 finger grip, repeat, fill the space, edge to edge
Anecdotal Notes
Anecdotal Notes Markbook with checklists
Term 1 entire term
Term 1 weeks 1 2
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
I can use the shapes and colours of my environment, in my artwork Miro or Klee
I can create a self portrait bust or full body Full body portraits, bust, warm/cool portraits, collage
Vocabulary: Shapes, circles, squares, triangles, lines, geometric shape, repeat, pattern, copy
Vocabulary: whole body, arms, legs, body, head, neck, features, eyes, ears, nose, mouth, hands, feet,
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 1weeks 34
Term 1weeks 58
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
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
I can use ‘unusual’ materials to create my art exploring a range of natural and manmade 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
Vocabulary: Wembley Values, respect, sharing, safety, packing away, cooperation, listening to instructions
Vocabulary: recycled materials, unusual, unexpected, imagination
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 2weeks 1
Term 2weeks 23
Class activity to create chart, teacher to encourage all to get involved and give ideas, with turn & talk and or small groups
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
I can explore composition Centred, Cutoff Form, Symmetry
I can collage different media Mixed Media Collage
I ‘have a go’ at all activities and give my best effort when trying new techniques and materials Varied techniques eg: inkblowing, threading, finger painting, printing, construction, paper rolling)
Vocabulary: whole image, middle of page, part of image, edge of page
Vocabulary: mixed media, different materials, natural objects, glueing and arranging, overlapping
Vocabulary: Effort, dribbles, ink, straws, away from yourself, blossoms, collage, tissue, threads,
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 2weeks 46
Term 2weeks 68
Term 2weeks 811
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
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
We can collaborate on our art Collaborative moonscape, riverscape, etc
I know the difference between portrait and landscape Orientation of page to suit subject
Vocabulary: Reading from books
Vocabulary: wax resist, working together, joining our pictures
Vocabulary: tall, wide, portrait, landscape
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 3 week 12
Term 3weeks 34
Term 3weeks 57
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
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?
Vocabulary: emotions, feelings, warm and cool colours, opposite background, straight, ruler
Anecdotal Notes Markbook with checklists, written piece
Term 3weeks 810
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
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
I know art can be very old Ancient artifacts, decorative arts
Vocabulary: Delicate, deteriorate, pinch, twist, tear, gluing, small pieces, strips, small scale
Vocabulary: Strong, weatherproof, large scale
Vocabulary: history, ancient, vases, jewelry cave painting
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 4weeks 13
Term 4 weeks 46
Term 4 week 79
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
I understand cultures have different art styles Indigenous Art styles, totem poles, dot paintings
Vocabulary: totems, symbols, culture, history
Anecdotal Notes Markbook with checklists
Term 4weeks 1011
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
What is it that we want our students to know, understand, do and communicate KUDCO?
Year Level: Year 1 and Year 2
Semester: ONE TWO Subject: VISUAL ART
Team Member:
ACARA Content Descriptors (106109) 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?
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
Vocabulary:
Anecdotal Notes
Term1, week 12
Individual students are supported and
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
I use textures from my environment Underwater, Ocean odd year, Desert, landforms even year
I use contrast in my work (colour, shape and or size) Circle, Triangle collage odd year, Mondrian print, collage even year,
Artists’ style, simple shapes, flat colour, patterns, paint application, brush strokes
Vocabulary: how the paint is applied, surface quality, looks like what it would feel like
Vocabulary: contrasting overlapping, circles, rectangles, limited colour, tracing templates, interesting, balance,
Markbook with checklists
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 1, week 34
Term 1, week 56
extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
I use shapes from my environment Birds, fish, turtle odd year, Robots, machines even year,
Vocabulary: geometric shapes, rectangles, ovals, circles, triangles, curves, corners, organic shapes,not symmetrical, flowing edges, smooth
Anecdotal Notes Markbook with checklists
Term 1, week 78
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
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 manmade materials Newspaper, branches, twigs odd year, Icypole sticks, cardboard, rice, peas, leaves, fruit even year,
Vocabulary: materials, collage, felt, newspaper print, thick, thinner, thinnest
Anecdotal Notes Markbook with checklists
Term 2, week 13
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
I use overlapping to show depth 3D landscape, back, middle, foreground odd year, Icecream cones, crossed pencils feet perspective even year
I use recyclable materials artistically Newspaper, magazines odd year, Foam trays/plates, plastic bottles,cups even year
I am capable with the techniques introduced Painting, Pen & ink odd year, Modelling, sculpting even year
Vocabulary: foreground, background, middle ground, depth, layers texture, closer, further, depth, distance
Vocabulary: recycle, landfill, repurpose,
Vocabulary: line, pattern, spacing, repetition, closed space, edge to edge, bending, smoothing, wrapping, brush style, low relief
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 2, week 46
Term 2, week 78
Term 2, week 911
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
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
I can create a themed exhibition Triptych or multi paneled odd year, Interactive? even year
I choose the best format for my work
Vocabulary: message, idea, express a meaning, symbolic metaphor, lettering
Vocabulary: diptych, triptych, multi panelled, viewer involvement, participation.
Vocabulary: suitable, best shape, best view, portrait format,
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 3, week 12
Term 3, week 35
Term 2, week 68
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Hokusai odd year, Stacked birds, ice creams Wayne Thiebold even year
I talk/write about how I made my artwork Digital?, Review, flow Chart? Procedural explanation etc
landscape format, tall, wide
Vocabulary: process, materials, equipment, techniques, skills, ordered information
Anecdotal Notes Markbook with checklists
Term 3, week 910
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
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
Vocabulary: Elements of Art, Refer to class poster Shape, Form, Colour, Line, Space, Texture
Vocabulary: stencil, dot patterns, natural colours, positive, negative
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 4, week 12
Term 4, weeks 35
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during
I am wondering about the purpose of art Dream Catchers, Japanese fan odd year, Cultural/ ceremonial masks dhurries even year
I am learning about Australian Art M Preston, J Coburn odd year, S Nolan, P Hart even year
Vocabulary: culture, tradition,
Vocabulary: abstract, realistic, shapes, outlines,
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 4 week 79
Term 4 week 1011
each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
What is it that we want our students to know, understand, do and communicate KUDCO?
Year Level: Year 3 and Year 4
Semester: ONE TWO Subject: VISUAL ART
Team Member:
ACARA Content Descriptors (110113) 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?
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 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)
I use historical conventions/references in my artwork Impressionism, Cubism odd year, Byzantine, Islamic even year
Vocabulary: Impressionism, pointillism, mosaic, Islam,
Anecdotal Notes Markbook with checklists
Term 1 week 13
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
I use cultural conventions and references in my artwork N/S American, African odd year, Asian, European even year
I communicate who I am through my artwork Abstract self portrait odd year, Realistic self portrait even year
Vocabulary: cultural references, traditional features, traditional colours, traditional styles, Spanish: (Día de Muertos) positive, negative
Vocabulary: abstract, realism, self image, likeness,
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 1week 46
Term 1week 78
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
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
Vocabulary: 2D, 3D, decorative pattern, repeated motif, pop art colours, sculptural interpretation
Vocabulary: linestyle repeat, pattern, motif, regular, block printing, reverse, layers, print surface, negative space, roller, printing baren
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 2 week 13
Term 2 week 46
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
I create artwork that has symbolic meaning Symbolic patterns odd year, Symbolic colour even year
I mix artistic styles in my artwork F Hundertwasser , J Pollock odd year, Frida Kahlo, Jasper Johns even year
Vocabulary: repeated motif, symbols, symbolic meaning, symbolic colour, colours as feelings
Vocabulary: reflect, silhouette, profile view, overlapping elements, contrasting scale, ‘represents you and your interests or what you are thinking about’
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 2 week 79
Term 2 week 1011
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Term 3: 3&4 10 weeks Present artworks and describe how they have used visual
Vocabulary: collaboration, sharing,
Anecdotal Notes Markbook with checklists
Term 3 weeks 13
Individual students are supported and extended
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
I can create the illusion of perspective One point linear odd year Planar, atmospheric, colour even year
I use ‘visual tricks’ in my artwork OP Art odd year Surrealism even year
planning, responsibilities, uniformity
Vocabulary: overlapping, distance, 1 point perspective, linear perspective, horizon line size, size, layers, tints, shades
Vocabulary: illusion, unexpected, dream world, pulsating, moving
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 3 weeks 45
Term 3 weeks 68
on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
I know/use the ‘elements of art’ Colour, line, shape, odd year Form, texture, space even year
Vocabulary: Elements of Art: line, shape, colour, form, texture, space
Anecdotal Notes Markbook with checklists
Term 3 weeks 910
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
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
Vocabulary: classical architecture, ionic doric, corinthian, sfumato, gradation,
Vocabulary: similarities, differences, art terms
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 4 weeks 14
Term 4 weeks 56
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as
I use visual arts terms and can refer to the elements of art Student reflection both years, with worksheet of terms
I can explore artwork from the Torres Strait Island Pen & ink, scratch back odd year Painting, textiles even year
Vocabulary: Elements of Art: line, shape, colour, form, texture, space
Vocabulary: indigenous, natural colours, earth colours
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 4 weeks 78
Term 4, weeks 911
their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
What is it that we want our students to know, understand, do and communicate KUDCO?
Year Level: Year 5 and Year 6
Semester: ONE TWO Subject: VISUAL ART
Team Members:
ACARA Content Descriptors (114117) as
KEY:
Elaborations Semester 1 Elaborations Semester 2
Prior Skills Needed
Common Assessments
When taught?
Extension Skills
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
I can create a sense of realism by using visual conventions shading Shading & value odd year Colour, tint & shade even year
I can borrow ideas from great artists
Vocabulary: line, simple shapes, compare size, angle, proportion
Vocabulary: value, gradation, tint, tone, receding, protruding, light, shadow
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Anecdotal Notes
Term 1, throughout whole term
Term 1, week 23
Term 1, week 46
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an
Hockney, Cezanne odd year Britto, Thiebaud even year
I can use the commercial arts: comics/graphics/manga to inspire my artworks Benday Dots, odd year Typography, micrography even year
Vocabulary: style, intention,interpret, analyse, artistic style, date, interest Vocabulary: Benday dots, printing, Pop art, Lichtenstein, font, type, kerning, serif, sans serif
Markbook with checklists Anecdotal Notes Markbook with checklists
Term 1, week 78
ongoing basis during each art class, as their individual need arises Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
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
Vocabulary: 2D interpretation, 3d adaptation, diverse materials
Anecdotal Notes Markbook with checklists
Term 2 weeks 13
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
I can compare different techniques Venn diagram both years I can mix different media in my art Mixed media both years
I can use different materials in my art Painting, ink odd year 3D collage even year
Vocabulary: compare materials and techniques, abilities, skills, difficulties, successes Vocabulary: mixed media, acrylic paint, watercolour paint, coloured pencil, crayon, pastel, chalk, paper, sand
Vocabulary: random, direction, branching, tissue paper, wrapping paper, patterned papers, adhering, balance,
Anecdotal Notes Markbook with checklists Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 2 weeks 45 Term 2, week 57
Term 2, week 811
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
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 reinterpret famous artworks DeBuffet odd year Picasso even year
I can evoke an emotional response with my work Rothko odd year Chagall even year
I can explore symbolism in my artwork Friendship, Macke, Rockwell, Cezanne odd year War, Kathe Kollwitz, Goya, Uccello even year
Vocabulary: interpret, meaning, visual language Vocabulary: dream like, gauzy, floating, emotional, bright colours
Vocabulary:
Anecdotal Notes Markbook with checklists, portfolio reflection Anecdotal Notes Markbook with checklists, portfolio reflection
Anecdotal Notes Markbook with checklists, portfolio reflection
Term 3, week 13 Term 3, weeks 45
Term 3, weeks 89
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
I can reflect upon the content of my own work and the artwork of others Self assessment rubric,Tchart or similar both years
Vocabulary: arts elements, language reflection
Anecdotal Notes Markbook with checklists, portfolio reflection
Term 3, week 10
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
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
My art is influenced by the arts of the past 3D technique odd year 2D technique even year
Vocabulary: Banksy, paste ups, etc, society’s response, purpose of portraits, styles, themes, tags
Vocabulary: low relief, high relief, sculpture, parody, icon
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 4, weeks 13
Term 4, weeks 35
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
I understand artworks can represent communities or groups of people Buddhist mandala, Islamic tiles, African odd year Japanese Gyotaku, Russian even year
I understand how art can record history Egyptian, cave paintings odd year Impressionism even year
Vocabulary: ethnic, pattern, motif, culture, repeat
Vocabulary: art and science, discoveries, time capsules, pointillism
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 4, weeks 68
Term 4, weeks 911
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises