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TERM ONE

UNIT / TOPICS TOOLS / MEDIA RESOURCELESSON DESCRIPTION/SUGGESTED

ATIVITIESLEARNINGOBJECTIVE

PAINTING : STILL LIFE ( ORGANIC AND NON ORGANIC )

ORGANIC ANDNON ORGANIC

Wet and dry mediumView finder

Definition of:1. Composition2. Theme3. Colour.

CompositionComposition refers to the way the variouscomponents of a painting are arranged. Thiscould include how an artist decides to use thevarious design elements in their painting. It canalso include how an artist place their chosensubject within the frame of their painting. The

visual structures of a painting can be composedin an endless variety of ways and it up to theartist to select and organize the component toachieve the desired effect.

ColourColour is often considered to be the mostimportant design elements in painting. It has thepower to effect and influence the appearanceand mood of an image. Colour can make picturelook bright cool an refreshed, warm, hot andhumorous or dark, dreary and depressing. Thecolour use can create a mood or atmosphere that

suits the subject matter.

Theme

ART SPN 21 SCHEME OF WORK

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PAINTING : STILL LIFE ( ORGANIC AND NON ORGANIC ) continued


Wet and dry medium

View finder

SUGGESTED ACTIVITIESHow to compose still life with regard to:

1. Composition2. Theme3. Colour

Drawing from different eye levels (multi viewpoint)

Thematic choice e.g. Found object, organic andnon organic.

Contrast shapes and coloursReflective, dull, hard, soft

Experiment with different colours and techniquesColours, warm, cool, sad, happy

Techniques of painting1 Wash2 Hard colour

Needs consideration

Light

Background

Space

How to set up a composition e.g. linear, vertical

Hidden message or a story behind the chosenobject. Sadness, sublime etc.


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PAINTING : STILL LIFE ( ORGANIC AND NON ORGANIC ) continued


Wet and dry medium

View finder

SUGGESTED ACTIVITIESHow to compose still life with regard to:

4. Composition5. Theme6. Colour

Drawing from different eye levels (multi viewpoint)

Thematic choice e.g. Found object, organic andnon organic.

Contrast shapes and coloursReflective, dull, hard, soft

Experiment with different colours and techniquesColours, warm, cool, sad, happy

Techniques of painting3 Wash4 Hard colour

Needs consideration

Light

Background

Space

How to set up a composition e.g. linear, vertical

Hidden message or a story behind the chosenobject. Sadness, sublime etc.


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ATIVITIES

LEARNING

OBJECTIVE

FIGURE DRAWING Charcoal,Various gradepencils

In art, a figure drawing generally refers todrawing of human being. Most people have thesame basic features: a head, body, arms andlegs. This feature vary from person to person:however, the ratio between them generallysimilar. When drawing a figure, the mostimportant aspect is to draw each of the differentfeatures in correct proportion to each other

Therefore this unit students will be encouragedto develop their observational skills. The

development of these skills will be based onproportion and figure in various positions,Movement, expression, weight distribution,acting weight. The use of Background to correctproportion

SUGGESTED ACTIVITIES1. Draw a figure in various positions. Try to

copy thefollowing drawing to build your skills in

drawing invarious position. Start off by using lead

pencils.As students gain more confidence try

alternativematerial such as charcoal, pen and in or

pastel.NOTE: Use a model whenever possible to


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assistStudents when drawing the figure

2. Make some quick sketches of peopledoing someActivities such as swimming, cycling,playing football etc.

NOTE: Use a model whenever possible toassiststudents when drawing the figure or studentscould use images of people from magazine

UNIT / TOPICS TOOLS / MEDIA RESOURCE LESSON DESCRIPTION/SUGGESTEDATIVITIES

LEARNINGOBJECTIVE


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OBSERVATION In this scheme students will be encouraged totransformoriginal ideas from direct observational drawingto other art forms e.g. design, patterns, differentarts movement e.g cubism, modernism, futurism,Mass drawing

Negative space Horizontal lines, Vertical lines,ProportionContinuous line drawing,

Students are required to record the followinginformation in a booklet to accompany their work

1. The source of their design: includephotographs or sketches of whatinspired their design, as well assketches that illustrate how theymodified their design

2. The colour schemes: photographsor paint the different colourschemes that they tried out A step-by-step record of the ideas oftransformation to other art formsuch as design, patterns, differentarts movement e.g cubism,modernism, futurism, Massdrawing. Negative space Horizontallines

3. Process used Show in the form ofphotographs or sketches.

4. A photograph of the work display

SUGGESTED ACTIVITIES Teacher will set the topic of the activities


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..


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GRAPHIC DESIGN : PACKAGING, TYPEFACES, CALLIGRAPHY

PACKAGINGIn this unit students will be introduced to somespecific guidelines on packaging:

1. The design can be either repeated or

continued around the box planes.2. The design should appear the right way

up when the box is finally assembled.3. The colour and the design on the box

should suit the contents of the box4. Text may be used in some of these

designs especially for commercialproducts.

SUGGESTED ACTIVITIESDesign a gift box for one of the followingoccasions: mothers day or fathers day. The box

contain a small gift item. Students are requiredto decide the size, motif and colour schemes.


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TYPEFACESIn this unit students will be introduce totypefaces, English and Arabic calligraphy. In bothgraphic and product design, the typeface plays asignificant role. It serves to project the rightimage, convey a message or purpose andenhance the overall presentation. Choosing the

right typeface is as much an art as designing it. Atypeface refers to the size and style of letterused in printing. Modern technology has madeavailable a great variety of typefaces which comein the form of dry transfer.

SUGGESTED ACTIVITIES

1. Using a letter or two from any typefacesas motif, design a repeat pattern. Use notmore than three warm and cool colour .



GRAPHIC DESIGN : TYPEFACES, CALLIGRAPHY ( ENGLISH AND ARABIC )

TYPEFACES 2. The meaning of words is conveyedeffectively through the visual imagerendered. DepictThe meaning of the following wordsthrough students very own treatment ofthem:

1. War

2. Happy3. 3. Storm etc


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CALLIGRAPHY In this unit students will be introduce totypefaces, English and Arabic calligraphy.

SUGGESTED ACTIVITIESENGLISH CALLIGRAPHYUsing a appropriate calligraphic script with you

arefamiliar, design a menu card using all thefollowing

text. WESTSIDE RESTAURANT, Starters, RiceSalad, Aubergine Rolls, Main Course, BakedShellfish, Charggrilled, Dessert and Tropical FruitHoney Sauce. Include any additional wording and

/or decoration you feel appropriate.

OTHER SUGGESTED ACTIVITIES:A poem , at least eight linesAn invitation card ETC.

SUGGESTED ACTIVITIES

ARABIC CALLIGRAPHYThe art of the calligrapher pervaded all aspectsof the Muslim world. Arabic Calligraphy was usedextensively to decorate the interiors and exteriorof the mosques and secular buildings. Arabicletters were used as ornamental motifs fortextiles, metalworks, ceramics and furnishings.


ATIVITIES

LEARNING

OBJECTIVEGRAPHIC DESIGN : CALLIGRAPHY (ARABIC CALLIGRAPHY, ENGLISH CALLIGRAPHY )


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CALLIGRAPHYThere are two main styles of Arabic writing, aformal style known as Kufic which is bold,angular, and majestic and a cursive style, Naskhi,which has rounded letters. The earliest knownKoran was written in Kufic (784 / 784 A.D)The Kufic script was used in Egypt, Syria and

Mesopotamia during the 19th

an 10th

centuries

Design your name in the form of Islamiccalligraphy

Either using a formal style known as Kupic orrounded

letter known as Naskhi

CRAFTWORK : TIE AND DYE, BATIK, WEAVING,SCREEN PRINTING,MODEL MAKING, COPPER TOOLING,CERAMIC ANDPOTTERY.

Tie and DyeBatik

- Thread,Pegs, Paper

-

clips- Fabric- Batik Dye- Sodium

Sillicate- Brushes- Tjantings- A

wooden frame- Plastic

Basin- A

hotplate

- Stapler- An iron- A

cooking Pot- Stapler- Newspap

er

Art For UpperSecondary Part A

This unit will covers the areas, historicalbackground of batik, materials and tools,planning the design, experiments with wax and

dye and batik painting.

SUGGESTED ACTIVITISESTie and dye Introduce advanced methods of

tying

Design a pillow cover for a bedroom in ahouse. The students are required torecord the following information in abooklet to accompany their work

5. The source of their design: includephotographs or sketches of whatinspired their design, as well assketches that illustrate how theymodified their design6. The colour schemes: photographsor paint the different colour schemesthat they tried out7. A step-by-step record of the


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process used in the waxing andpainting of the fabric. Show in theform of photographs or sketches.8. A photograph of the work display



Weaving Bamboo

Paper Strips

Leaves ,i.e Pandan,Daun Sirat, Rattan,Banban

Weaving 3D weaving i.e. hat, basket, householddecoration, window blind

CRAFTWORK : TIE AND DYE, BATIK, WEAVING,SCREEN PRINTING,MODEL MAKING, COPPER TOOLING,CERAMIC ANDPOTTERYcontinued


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Screen Printing Wooden Frame

Organdee

Photo Emulsion

Fabric Dye

Paper Gum

Stapler

ART For UpperSecondary Part A

ART For UpperSecondary Part B

In this unit students are encouraged to come upwith their own fabric design, using a specificdesign, using a specific motif, an interestingarrangement and a pleasing colour scheme.Students will required to take the following pointsfor consideration

The source of their design: includephotographs or sketches of what inspiredtheir design, as well as sketches thatillustrate how they modified their design

The colour schemes: photographs or paint thedifferent colour schemes that they tried

outA step-by-step record of the process used in

the waxing and painting of the fabric.Show in the form of photographs orsketches.

A photograph of the work display

SUGGESTED ACTIVITIESPHOTO EMULSION SCREEN PRINT

Teacher will set the topic of the activities..



CRAFTWORK : TIE AND DYE, BATIK, WEAVING,SCREEN PRINTING,MODEL MAKING, COPPER TOOLING,CERAMIC ANDPOTTERY.continued


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Ceramic & Pottery Plaster of Paris /Cornice Powder

String

Plastic Bags forstorage

Sculpting toolsRoller Pin

Glaze

Kiln

Art is..Making, creating& appreciation 1

Art is..Making, creating

& appreciation 2



In this unit students will learn the three basichand building techniques how to constructpottery: pinching, coiling and slab building.

PINCH POTSPinching is the simplest of all hand-building

techniques. This procedures allows you to createsmall bowl from a ball clay. Once this simpleform has been constructed students can thenmodify it into a verity of objects.

PROCEDURERoll a small portion of clay into a ballPlace thumb into the centre of the ballCarefully pinch fingers (on the outside

of the ball) against thumb ( on theinside ) to thin out the walls of the

potFinalize the shape of the pot, ensuring

that all of the sides are the samethickness

COIL POTS.Pots or any forms of ceramic can be created byblending small coils of clay together. The coil pottechniques allows you to create a form inwhatever size or shape choose.

PROCEDURECut a small slab of clay into the shape of

thebase of the pot ( a pinch pot can also

used toform the base of the clay pot )


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CRAFTWORK : TIE AND DYE, BATIK, WEAVING,SCREEN PRINTING,MODEL MAKING, COPPER TOOLING,CERAMIC ANDPOTTERYcontinued





Roll small coils of clay, then add them totheslab. Remember to place scratch

marks on thetwo clay surface that will be joined to

ensurethat they adhere correctly

Continue building the pot by joiningmore coils. Keep a close eye on theshape that created, ensuring that itis consistent with the original design.When the form of the pot is complete,smooth out its surface and add anyrequired decoration

SLAB POTSSlab techniques is ideal for constructing pots thatare geometrically shaped

PROCEDUREUse a rolling pin and two guides to roll

out a large slab of clay

Cut out template that is the same shapeand size as the walls and base of the

pot you wish to create. Use thesetemplates as a guide to cut out therequired slabs of clay

Allows the slabs to dry to leather hard,then joint them together using


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scratch marks and slipSmooth down the well of the pot and

add any final decoration

SUGGESTED ACTIVITIESDesign three pottery forms that could beconstructed using each of the above hand-

building techniques.



CRAFTWORK : MODEL MAKING, SCULPTURE ( ASSEMBLAGE,CARVING, MODELING, CASTING AND CONSTRUCTION )

Model Making Cardboards,

Polystyrene Foam,Soft wood, etc.

Cutter or cuttingtool

Pliers, Rivet

Glue, Tapes

Electricalequipments i.e Saw,etc



Model Making Introduce the use of cardboards,

wires, wood and/or plastic

Suggested Activities:1. Models of House / Furniture2. Models of Transportation3. Mobile4.

Sculpting Cardboards,

Polystyrene Foam,Soft wood, etc.


Pliers, Rivet



Sculpture involves an expression of therelationship between materials and space. In thesimplest sense, sculpture refers to threedimensional works of art. This may include freestanding works or reliefs; small, personal piecesor large-scale public artworks; works made fromprecious metals and stone or work made from


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Glue, Tapes




common, everyday materials. Aspect ofarchitectural, urban, landscape, and industrialdesign may also be said to have sculpturalqualities

This unit will cover the area of sculpturetechniques: carving, modeling, casting and

construction and assemblage

ASSEMBLAGEGenerally the term assemblage refers to describethe manner in which the individual elements arejoined together. Assemblage can be thought ofas the three dimensional equivalent of collage.Mixed media assemblage is a uniquely modernform of sculpture.




Cardboards,Polystyrene Foam,Soft wood, etc.


Pliers, Rivet

Glue, Tapes

Art is..

Making, creating& appreciation 1


SUGGESTED ACTIVITIES ( ASSEMBLAGE )

Create a simple found objectAs starting point, it is suggested that all studentsstart with a cup and saucer and either alter itsappearance or combine it with other elements tocreate a new form. The cup and saucer can bebrought home or purchased from shop. Emphasisfor this activity is on the process of


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experimentation rather than on the quality of thefinished product

CARVINGCarving is a subtractive techniques: It starts withan existing amount of materials ( for example, ablock of stone ) the stone will be subtract until

the desire form is achieved. This require a highdegree of planning, good organization andcareful execution, as once the materials is carvedaway it cannot be replaced. Carving tends to berather slow process, involving greatconcentration and skills in the use of tools andequipments

SUGGESTED ACTIVITIES ( CARVING )Design and carve a monumental limestonesculpture based on students interpretation of aseashell. Emphasis the organic qualities of theform and may wish to focus on creating

interesting texture and negative spaces or voidsto suggest the interior of the shell. Student maywish to simply the shell by eliminatingunnecessary details or exaggerate the form byaltering its proportion.Carving will be significantlylarger than life-size, the scale will bemonumental.





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Cardboards,PolystyreneFoam, Softwood, etc.


Pliers, Rivet

Glue, Tapes

Electricalequipmentsi.e Saw, etc


Art is..Making, creating

& appreciation 2

MODELLINGModelling is an additive technique and as such, isthe opposite of carving. Modeling refers to workdone with soft, pliable materials like wax, clay orplaster in their plastic states. The directness ofmodeling may allow for a more spontaneous or

expressive approach as it can easily alter whathave been made is not suitable. Unlike carving itmay need only one hands as simple tools tocomplete the workSUGGESTED ACTIVITIES ( MODELLING ) Teacher will set the topic of the activities..

CASTINGCasting is a replacement or secondary technique.In order to create a cast sculpture, first make amould of an existing object. A mould is the

negative image of the object to be cast. Thematerial of the original object is replaced withthe cast materials ( Such as bronze, plastic, clay,concrete or fiberglass ). Casting allows to obtainan exact duplicate of the original form and alsoenebles to make as many copies as wish. Similarto an edation of prints or photographs.

SUGGESTED ACTIVITIES ( CASTING )Create a slip cast from the mould

CONSTRUCTIONConstruction are additive techniques like

modeling. It refers to the joining of a hardmaterial such as timber and steel. Nailing, gluing,dowelling and welding are some ways toconstruct the sculpture.


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ATIVITIES

LEARNING

OBJECTIVECRAFTWORK : MODEL MAKING.

Cardboards,Polystyrene Foam,Soft wood, etc.


Pliers, Rivet

Glue, Tapes




SUGGESTED ACTIVITIES ( CONSTRUCTION )Construct an abstract timber geometric sculpture

Note:Student will be required to base their design onan interpretation of a building or other structuresuch as tower or bridge. The individual pieces oftimber will be cut to the desired sizes and joinedtogether temporarily with dowel joints. They willthen be taken apart, painted and put togetherwith the PVA glue. This task does require somespecific tool and equipment as well as fairly largeamount of timber, which can be ordered instandard, pre-cut sizes by teacher from thetimber yard.

Copper Tooling Copper Sheets(available athardware store)

Blunt Tools (forpressing the

patterns)Strawboard,Newspaper

Scissors


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PAINTING

( JUNGLE ARTPROJECT )

2B, 4B and 6Bpencils, cartridgepaperRuler, eraserWater ColourBrushOil pastel

CrayonPenAcrylicGouacheColoured PaperGeometricalinstrumentTracing PaperComputerCamera or any otherrelevant materials

Natural objectsaround us

Students will be introduced to Art as a process.They will learn to research visually through anddrawing from observation and learn how todevelop this in a creative way > Link the projectto Wildlife Conservation in Borneo so that theywill begin to see how Art is related to the worldaround them. They will both individually and as a

group at different stages of the project. They willalso be introduced to the work of relevant artistsfrom different time and places.

TASK 1 AND 2

Students should go out and collect a selection ofvariegated leaves and flower

Teacher: Demonstrate:

1. look closely at the subject and anlyse thecolours

2. Choose a small area of colour on the leaf

and try to match it by mixing at least twohues

3. mixing colour in the palette as youproceed, paint the leaf or flower. Thecolour should be as close as possible tothe original. Paint patch by patch, colouby colour. As long as the colours andshapes are accurately observed andpainted the shapes should joint up to looklike object.

Students will make carefully observed colourstudies of their subject using the method

demonstrated.

TASK 3

Students will make enlarged copies of theirearlier painting and cut them out. Arrange theseand stick them down on enlarge sheet of paper.

The Students should beable to:

1. Students will learnto mix and matchcolour fromobservation ofvariegated leaves

and flowers2. Students will make

colour patchpainting theirsubject withoutany prior drawings.

3. develop the

painting bycopying up in fullcolour onto abigger scale.( minimum size tofill A$ size paper. If

you like you couldswitch to anothermedium such asmarker pen )

4. Look at examplesof paintings ofjungle such as byHenri Rousseau.Class discuss theinteresting thingsin the paintingwhich could beincluded in the

class painting.5. Cut out the

paintings leavesand flowers andarrange on largerpaper to make ajungle frieze


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Imagine it as a zoomed in picture of the canopy.Discuss what other things a jungle contains thatcould be added to the scene. For homework askthe students to find pictures of Borneo and birdsand to bring drawings of them to the next lesson.

6. Students discusswhat else theyneed to make theirjungle complete.( Such as insects,birds, animalsetc )


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UNIT /TOPICS

TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNINGOBJECTIVES /ASSESSMENT

PAINTING

( JUNGLE ARTPROJECT )

TASK 4

Show students examples of painting of jungle scenes. Anyrelevant artists work will be suitable. Try to find examplesof at least two different styles, example: Henri Rousseauand Tintin or any other local artists.

Students discuss in small group what they like and dislikeabout the example paintings. Each group should come upwith five things they like and their should be included intheir jungle frieze.

Look at the images of Borneo animals brought in by thechildren and ask them to talk about the creatures. Whatthey look like, where they live, what they eat etc.

A s class the students must agree on the idea want getover: cute and cuddy, fierce and dangerous, endangered,colour and pattern.

TASK 5 AND 6

Students may continue with paint or could switch to oilpastels if they are available

Look at any one of the Van Gohs painting which showstrong mark making effects with pastel to show directionand expressive energy

Students draw up and paint the faces of large animals orwhole bodies of smaller creatures like insects, spider,snakes birds etc.

Include the creatures in the Jungle Frieze. Tuck them inbetween the leaves to make them like they are hiding

FURTEHR IDEAS FOR DEVELOPMENT AND EXTENSIONSimplify and stylize plants and animals into pattern.Look at the

7. Use any practicalsource, such asbooks, internet,

dead insects,drawing frompets ashomework etc,and makedrawings /paintings


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Indonesian batik and henna painting.

UNIT / TOPICS TOOLS / MEDIA RESOURCELESSON DESCRIPTION / SUGGESTED ACTIVITIES

( Compulsory to do research )LEARNING

OBJECTIVES /ASSESSMENT


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Drawing anddesign:

( Designing aDreamHouse )

- Rulers

- Graph

- LeadPencil

- Eraser

-SketchBook /DrawingPaper

Research, Art & Culture

Asks students to observe houses and homes in the localenvironment, including the main features and buildingmaterials. Goes on to explore and make comparisons withhouses around the world, e.g. similarities and differences.

Art ideas, Art skill and process

When students are investigating different types of homes inthe local environment they could be asked, in addition topractical questions of structure, whether they think thehomes or houses would be good to live in and why. Studentscould consider features that make home pleasant places,including appreciation of gardens and local surrounding aswell as features of the houses themselves.

By the end of thelesson students willbe able to:

1. Successfullyintegrate their ownimaginative ideasconvention todevelop a creativeand originalarchitectural design

2. Identify and use theconventions of aerialperspectivearchitecturaldrawings both intheir own work andin the work ofothers.

3. Demonstrate theirknowledge

and understanding ofkey

features in the workof an arts

professional throughgroup

discussion and theuse these

features in their owncreative

activity.


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Model making

( My dreamHouse )

A house plandrawing ( layoutdrawing andelevation drawingplans,cardboards,PolystyrenesFoam, Soft Wood,

etc,Cutter orcutting tools,Pliers, Rivet,Ruler, glue, tapes,Electrical equip.glue gun, saw(etc)

Research, Art & Culture

Students should be able to identify basic features that makehouses environmentally sustainable. These might includeobvious features such as solar panels, double glazing, typesof building materials ( e.g. in keeping with the local area;local materials ), whether the buildings are old or new or usefor other ( local materials such as thatch They can go tothe museum for study visit.

Art ideas, Art skill and process

During the model making activity children could beencouraged to bring use recycled materials from home suchas a cardboard boxes or tubes Students are required to beas creative as possible.

By the end of the lessonstudents will be able to:

1. Transfer the 2Ddrawing to a 3Dmodel

2. Distinguish the

materials thatthey use for theirpurposes

3. Use most of theequipments asstated in toolscolumnindependentlyand confidently


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UNIT / TOPICS TOOLS /MEDIA

RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNINGOBJECTIVES /ASSESSMENT

STILL LIFE

Teachers arerecommendedto incorporatelocal fruits orproducts as thestill life set up.

Duration: Classcontacts 4-7hours forresearch, 4-7hours for ideas

and mediatesting, 4-7hours for finalstudio piece

Students will beexpected towork outsideclass time (i.e.work as homeassignment )

- Drawing paper

- Colour Papers

- Drawing Pens

- Colour Pens

- Charcoal

- Colour Pencils

- Water Colour

- Arcylic Paint

- Poster Paint

- Painting

- Brushes

Optional:

- Lamps

- Fabrics

- Boxes

- Easels

Still Life A

History, ElbertS-Schiffere

The AcrylicArtists bible,Scott M

Artwise-visualarts 7-10,Isreal G., Pg64-75

A-Z of Art,Craft &Design-ResourcesBook ForTeachers,Brown.Ian, Pg142-218

Research, Arts and Culture:

Research artworks from a variety of Art movements ( postImpression, Expressionism, contemporary etc ). Look intowork of Paul Cezanne, Vincent Van Goh, Max Duplin,Magaret Olley, etc.

1. Student to find at least 3 examples of work that havea still life theme. Photocopy the work, and writeinformation about each to accompany the picture( teachers may supply worksheets ).

2. Students to comment on their final work ( i.e. did aparticular artist or movement influence their designor style? ).

Art ideas, Art Skills and Processes:

1. Student to plan a still life composition, experimentingwith different formats.

2. Student to produce a series of contour drawing of arange of different media.

3. Student to produce a verity of observed drawingsthat shows: line, texture, pattern, form, volume,space, shadow, scale.

4. Student to draw the objects from different angles /viewpoint.

5. Student to draw the objects from differenttechniques using a wide range of media ( e.g. usingwhite chalk on black paper to express the quality oflight on the forms ).

6. Having explored a range of media techniques andsubject matter, student is to choose those he/she

Students will be able

to:1. Recognise few

artist and the artmovement

2. Recognise somefamous Still Life artist.

3. Appreciate thelocal culture andproduct.

4. Evaluate, discuss

and write abouttheir own art work.

5. Identify space andgood composition

6. Sketch and draw ina range of differentmedia.

7. Paint usingdifferent media.

8. recognize their

best capabilityamong the mediatested

Outcome Statements:

1. Produce inquiryand studio work


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have had the most success with and enjoyed, anddevelop a studio piece that further develops theirdrawing ability

communicatingoriginal ideas.

2. Interpret the ideasof others, valuesarts

3. Develops and

explores art ideasthrough problemsolving




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Screen Printing Wooden Frame

Cloth

Organdie

Photo emulsion

Fabric Dye

Paper Roll Gum

Staples Gun

Squeeze

Blanket

Hair Dryer

Spot Light100W

Black sugarpaper

Transparency

Film

Spoon

Agent

In this unit students are encouraged to come up with theirown fabric design, using a specific design, using a specificmotif, an interesting arrangement and a pleasing colourscheme. Students will required to take the following pointsfor consideration

1. The source of their design: include photographs orsketches of what inspired their design, as well assketches that illustrate how they modified theirdesign

2. The colour schemes: photographs or paint thedifferent colour schemes that they tried out

3. A step-by-step record of the process used in theprinting andPainting of the fabric. Show in the form of

photographs orSketches.

4. Show through the slide show how to manipulate anddevelop ideas

5. Explain to students on how to:1. Stretching the mesh2. Masking the screen3. Transferring the design onto the screen4. Registration of the fabric5. Marking the frame6. Printing the fabric

6. Tasks : BannerPosterBook coverT shirt

In Menengah lima the students will have the

opportunity to create an individual project, based onthe examination outline in a set timeframe (PAPER 6BCGCE O LEVEL).

The Students shouldbe able to:

1. The student will becreative, experimentand choose whensolving practicalproblems with varietyof media andtechniques.

2. The demonstrationof knowledge andunderstanding bothvisually and verbally ofrelevant terminology

3. Processes incompleting Design

Problem

4. The student willstart to develop anincreasing awarenessof the environment

5. The student willbegin to developknowledge of andunderstanding of theapplication of theelements and the

principles of design.


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UNIT / TOPICS TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNINGOBJECTIVES /ASSESSMENT

Sculpture andinstallation

The area ofstudy inSculptureprovidesstudents with arange of skillsand techniquesas they pursueindividualexpression insculpture.Exposure to

traditional andcontemporaryphilosophies,class critiques,and discussionshelps studentsformulate anartisticdirection.In beginningstudents willexploretheories,contexts andmethods ofobject makingand areencouraged toexperiment

Papier mache,different grades

of wires and wiremesh. Whitecement, plaster.PVA glue.Non art media eg.found objects etc.Clay, assortedpaper etc

Bending, cuttingand carving tools.

These items willvary depending

on the intentionof the studentsplan indeveloping theirown individualsculpture.

A sketch book orvisual diary (forpersonalobservation,recording,scribbling,

sketches images,descriptions onthe subjectmatter, relatedideas anddevelopment) is a

Book,magazines,DVDs and theinternet.

Introduction to sculpture and installation Art. The history,form, purpose, meaning and medium.

Visual presentation, handouts on the local and well knowninternational sculptures from the old to the present day.

Stage 1.

Translating and analysing a given basic 2D drawing of anobject or a figure to a 3D form using appropriate media.(getting to know the media)

Stage 2.Imitating and documenting on a chosen piece of work doneby a famous sculpture.

Stage 3.Making a proposal and developing individual project, basedon the chosen subject and theme.

Stage 4.Extending project 3 to more possible outcomes. Moremanipulation and exaggeration through further research.

In Menengah lima the students will have theopportunity to create an individual project, based onthe examination outline in a set timeframe( PAPER 6 BCGCE O LEVEL).

The students should beable to:

1. prepare a proposal,discussing their actionplans for investigating aTarget area in sculpture.

2. show someinvestigation andmanipulation of theSculpture Processes

3. Successfully carry out

the action plans tocreate a completesculpture.

Refer to inset notes:SAMPLE OFCOMPLETED PROJECT1 AND 2


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throughproblem solvingstudioassignments.Following basiccourse work,students are

must.

UNIT /TOPICS



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expected todevelop acritical andtheoreticalanalysisappropriate totheir own

processes andactivities

POTTERYandCERAMIC

Periods

schedule9 weeks

PencilClaykilnWireWoodModelingtools

Referance

*The potteryhandbook ofclay, glazeandcolour,C,tinlin

g & Co.Ltd,Liverpool,London andPrescot.

*The PracticalPOTTERYBOOK,BlandfordPress. London

*POTTERY,Pan Books

Ltd. LONDON

*http://en.wikipedia.org/wiki/pottery

*Art ForUpperSecondaryPart A=APUSPart A

ANCIENT HISTORYCeramic art has an extensive prehistoric development in theChinese, Cretan, Greek, Roman, Persian, Mayan, andnumerous others cultures. The origin of the word is theancient Greek koromikos, from keramos, meaning pottersclay (http://en.wikipedia.org/wiki/pottery)

The identification of a specific pottery pieces as a work ofart is not always clear. Ceramic art usually, but not always,was intended by the maker as art. It may have a signature,designer name or brand name stamp on the bottom.Ceramic articles were prepared by shaping the clay body,a clay rich mixture of various mineral, into the desiredshapes before being subjected to high temperatures in akiln. However ceramics now refers to a very diverse groupof materials which, while all are fire to high temperature,may not have been shaped from material containing anyclay. (*http://en.wikipedia.org/wiki/pottery)

SUGESTED ACTIVITIES

1. Wedginga) The first approach called cut and slammethod -Cut theclay in half, either by posing it against a sledging wirestretched across table top or by holding a wire tout in yourhand and push in through the clay. Put one half on tableand other half on top of the first. Cut and slam again andcontinue this procedure until all the air has been driven outof the clay.b) The second approach called kneading method-The clayis cut and thrown as above but then worked and pressedwith your hands until smooth, much like working breaddough.

2. Pottery shape and form-Before student going to makea real pottery, they will make a plan or design a pot onpaper. This is to reconsideration of a pottery growth,contrast, balance, proportion, rhythm and movement andcombine these with the element of design such as shape,form, colour, and texture, in order to create an aesthetically

At the end of thelesson, hopefullythe student;

Know thatthe nature materialalso can use as a home

decoration.

the material fromnature also havepotential incommercial value.

CanEnrich their knowledgein craft.

be able;

To apply varioustechnique forproducing a new typesand unique potteries.


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pleasing design.(APUS Part A pg 112)

UNIT /TOPICS

TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNINGOBJECTIVES /


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ASSESSMENT

Referance

*The potteryhandbook ofclay, glaze

andcolour,C,tinling & Co.Ltd,Liverpool,London andPrescot.

*The PracticalPOTTERYBOOK,BlandfordPress. London

*POTTERY,Pan BooksLtd. LONDON

*http://en.wikipedia.org/wiki/pottery

*Art ForUpperSecondaryPart A=APUS

Part A

3. Making of pottery-

A) Using joining technique between pieces of slap. Twomethod how to make a slabs.

a) Two guide stick are placed, on a piece of Hessian, as farapart as the slab is to be wide. Put a large ball of clay on theHessian between the sticks and roll it out with a rolling pinor dowel, resting which ever you use on two piece of wood.This will give you slabs of even thickness.b.) take a big hunk of prepared clay and on a flat surface.,pound into a rectangle shoe box. Slabs can then be slicedoff the squared piece of clay with a wire.

B) Using joining technique between coils. Two method howto get a coils.a) Even one roll out ball of clay on a freshly dampenedtable, so that they remains moist and does not break. Largercoils can be made by squeezing.

C) Making Pottery Using WheelStepsI- Centering and coning the clay- Make a ball-put theclay at centre of the wheel. Wet the clay by dripping littlewater on it Start the well, work clay up to a cone-shapeform. Push the cone down to ensures that any trapped air isremoved.Press both thumbs into middle of clay, push down the centreto form a hollow. Open up the clay pushing out with thethumbs Pull the wall up by applying pressure on the outside

with the fingers of the right hand until the desired height isreached. Steps ii- Shaping the cylinder-Keep the left handinside and gently push the wall out/up using forefinger ofright hand together to control the shaping. As the top isreached, puss less with the left hand from the inside tomake the shape wide. Trim the top with a cutting wire toremove unwanted clay.


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UNIT /TOPICS


Steps iii- Collaring-Gently press the neck with the fingers ofleft hand. The rim of the pot supported by the other hand.Shape the neck by gently pushing with fingers of both

hands.

Trim the base of excess clay using wet sponge. After the pota bit dry, free the pot using tout cutting wire, pull under thebase, drawing it toward you. Before place it on a bat fordrying, create TEXTURE on a surface body of pottery.

D)Applied the Texture-The soft and plastic nature of claymakes it suitable for creating textures. With impression andincised patterns, form the textures on the body of this potwhile it was still wet.

E) Harder Pottery or Ceramic Using KILN

Set a right temperature and time to burned the pottery orceramic-refer the guide line book in KILN procedure.All the activities, task and type of the pottery/ceramic will beset and discuss among teacher and student

Reminder to student: Always follow the SafetyPrecaution refer on APUS Part A pg 120


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Products ofWeaving /Knot::

1. Mat

2. Basket

3. Handbag

4. Placed Mat

5. hat

6. Macrameincluding theflower pothanger

Palm leaves

Rattan

Cotton Thread

Nylon string

Paper strips ornews paper

Colouredbuttons

Handicraft wire

Beads formakingdecorations

Any suitablewaste materials

Art paper forSecondary part A

( Pg 153 )

Free arts & Craftwebsite resources*Craft Site Medic*

WWW.artcraftmarketing.co

m

Kingskountry.com.The MacrameWholesale war

The art of CreativeDrawing

Mandales andcultural designs

1. Discuss with students the definition of weaving

2. Make visit to the local Traditional HandicraftCentre / Museum or any individual who are well

recognized and expert in the area of weaving.

3. Explain to students with regard the materialthat a suitable to be used

4. Show students some different motives of designwhich can be included in the weaving or knotsuch as flowers, animals, insects, free patterns,traditional pattern etc.

5. Teachers may supply handout as anexamples of weaving and knot for theirguidance. Ask them to copy and do practicalactivities from examples.

6. Show students the more advanced techniquesof weaving or knot work (e.g. using paperstrips, cotton cord or nylon string, palm leaves )ask them to apply this techniques.

7. Ask student to cut the paper or cotton cord,practice the weaving or knot work .

8. Produce the flower pot hanger

In Menengah lima the students will have theopportunity to create an individual project,based on the examination outline in a settimeframe ( PAPER 6 BCGCE O LEVEL).

Students will be ableto:

1. to explore the

use of anymaterials whichcan be changedto any usefulobjects such asbaskets,handbags,mats, shoes,tissue box, hatsetc.

2. to giveopportunity to

be creative andskillful inmaking varioustypes ofprojects

3. to create highquality ofhandicraftthroughweaving

4. encouragestudents to

become gooddesigner in thefuture.


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UNIT / TOPICS TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNINGOBJECTIVES /

ASSESSMENT

GRAPHICDESIGN

LOGO

2B, 4B and 6Bpencils,cartridge paperRuler, eraserWater ColourBrushOil pastelCrayonPenAcrylicGouache

Coloured PaperGeometricalinstrumentTracing PaperComputerCamera or anyother relevantmaterials

Slide showusing powerpoint of logo,poster, repeatpattern,packaging,maps, logothat appearson ( vehicle,stationery, tshirt and other

relevantdocuments orsources )

Textbookcalled Art isMaking,Creating andAppreciation 1and 2

Magazine,newspaper,leaflet,business card,menu,photographsetc.

ART for Upper

LOGOA logo is a graphic corporate image representing acompany or an organization. Some school andeducational institutions these days prefer anddistinctive logo to the former emblem.

CHARACTERSTICS OF A GOOD LOGOLogos create an identity and an image fororganizations, big or small. A logo therefore mustbe meaningful and unique. No two logorepresenting two different organization can be

alike.

SIMPLICTY IN DESIGNWhether the motif is a letterform or a picture, astylized representation is most desirable.

LEGIBILITYIn logo designing, letter are frequently modified toachieve individuality. When modify letter, ensurethat they are still identifiable and the word islegible.

RETENTION VALUEA logo that is easy to remember will be the onethat is different, simple and impressive.

COLOURA logo does not represent an organization. Itembodies its philosophy and values. Colour which

The Students shouldbe able to:

1. The student will becreative,

Experiment andchoose

when Solvingpractical

problems withVariety of

media andTechniques.

2. The demonstrationof

knowledge andunderstanding

bothvisually and

verbally ofrelevant

terminology

3. Processes incompleting

design Problem

4. The student willstart to


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Secondary partA and B

play an important symbolic role, must be carefullychosen.

develop anincreasing

awareness of theenvironment

5. The student willbegin to

Develop knowledge

of andUnderstanding of

theApplication of the

elementsand The principles

ofdesign.

6. The demonstrationof the

Development ofmedia, work,

processes,presentation and

finish

UNIT / TOPICS TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNINGOBJECTIVES /

ASSESSMENT

GRAPHICDESIGN

LOGO

( continue )

TASKDesign a holiday resort

This activity allows student to imagine that theyare both designer and owner of their own holidayresort. Things they will need to consider are:What kind of features do they want to include in

ASSESSMENT

1. Evidence of thedevelopment ofthe designprocess frompreliminary to


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their holidayResort.

Where will every one stay and where will they eatWhat games or outdoor activities will be providedfor everyone

to do ( examples are water skiing, scuba diving,horse riding,

walking, boating, paragliding, mountain climbing

and surfing )Where will you resort be located in the snow? onan island? In

the mountain? In the tropics?how will students advertise and promote theirresort to ensure

That is successful?

1. Design the location of the resort and how thebuildings andother main feature will be organized. Look

through someholidays brochures and other resort

advertisements to getinspiration for the design.

2. Used colured pencils, inks, fineliners or even acomputer toDraw everything will be included. Draw resortas it might beSeen from air ( Pretend that students arelooking at their resort from above fromhelicopter. Students can make this part oftheir design as realistic as they wish

3. Use their coloured design as a guide to helpthem to produce

a labeled map or a flow chart which guestcould use to find

their way around resort. Look at some mapsof city and

country areas to give them ideas of howprofessionals

the finalproduct

2. Originality3. Competence

with media4. Ability to

aesthetic andfunctional

problem5. Ability to

criticallyanalyze anddiscriminate

6. The completedwork will beassessed usingthe objectivesoutlined in thisscheme.Students willalso evaluatetheir ownwork.


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UNIT / TOPICS TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNING



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GRAPHICDESIGN

LOGO( continue )

Communities important information. If possible,also view

similar maps of resorts, shopping centers orbusiness areas

They may like to use a coloured key to helppeople find items

Easily on the map, include, roads, pathways,

walking tracks,Building, gardens, eating place, transport andrecreation and

leisure areas. Finelines and colured pencilscould be used for

this tasks.

ADDITIONAL TASKS

1. Design a logo that can be easily recognized asa symbol of your holiday resort.

2. Design a set of writing paper, envelopes andbusiness card which display the logo and

other relevant information about the holidayresort, such as address, telephone no, fax noand e-mail.

3. Design and make a poster which could beused to advertise the resort

4. Design a motif which could be used on a Tshirt for resort

5. Design a motif and how logo appears on thevehicle

6. Design a motif and how logo appears on theon the resort( signage )

7. Design a motif and how logo appears of the

container and paper bags for resort8. Design a repeat pattern for the wrapping

paper to be use in this resort9. Design a pattern of bed sheets, curtain and

table-cloths to be used in this resort


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UNIT / TOPICS TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNING



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Drawing andPainting

Flora andfauna

Time Scale

10 weeks

2B, 4B and 6Bpencils, cartridgepaperRuler, eraserWater ColourBrushOil pastel

CrayonPenAcrylicGouacheColoured PaperGeometricalinstrumentTracing PaperComputerCamera or anyother relevantmaterials,Computer

Software, PC,printer

The assignment is to produce a colour study based onflora and fauna found in the country.

Students will help then develop knowledge, skills andunderstanding by:

Analyising the work of artist such as Georgeia OKeeffe, Henry Matisse, Claude Monet, Seraphine

Louis, Henry Rousseau and others who have workedon the theme of Flora and fauna.

Developing a series of preparatory andobservational studies based on flora and fauna.Produce a series of drawings of the formal elements.

Developing skills with a verity of media, pastel,watercolours, gouche, pencils and ink wash etc.

Students should beable to:

1. Exploring anddevelopingideas: Recordobservations,experiences,ideasinformationand insight invisual andother form,appropriate tointentions.

2. Investigatingand makingart, craft anddesign:Analyse andevaluatecriticallysources suchas images,objectsartifacts andtexts, showingunderstandingof purposes,meanings andcontexts.

3. Evaluating anddevelopingwork: Developsideas throughsustainedinvestigationsand


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exploration,selecting andusing material,processes andresources,identifying andinterpreting

relationshipsand analyzingmethods andoutcomes.

4. Knowledge andunderstanding:Presents apersonalcoherent andinformedresponse,realizing

intentions andarticulatingand explainingconnectionswith the workof others.

Other learningOutcome:

ICT Students willhave theopportunity totake a digital


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Drawing andPainting

Flora and

fauna

Time Scale10 weeks

2B, 4B and 6Bpencils, cartridgepaperRuler, eraser

Water ColourBrushOil pastelCrayonPenAcrylicGouacheColoured PaperGeometricalinstrumentTracing PaperComputerCamera or anyother relevantmaterials,ComputerSoftware, PC,printer

The assignment is to produce a colour study based onflora and fauna found in the country.

Students will help then develop knowledge, skills and

understanding by:Analyising the work of artist such as Georgeia OKeeffe, Henry Matisse, Claude Monet, SeraphineLouis, Henry Rousseau and others who have workedon the theme of Flora and fauna.

Developing a series of preparatory andobservational studies based on flora and fauna.Produce a series of drawings of the formal elements.

Developing skills with a verity of media, pastel,watercolours, gouche, pencils and ink wash etc.

EXTENSION TASKS:

Media Project and exploration1. Mono Print2. Stencil Techniques3. Collage

4. Photo Printing5. Sculpture / modeling6. Batik7. Produce a series of digital images of flowers

form8. Produce a poster, for example a poster to be

used in Biology department which analysesplant structure etc.

Photograph, oftheir chosenflowers. Studentswill then enhance

the images usingcomputersoftware such asAdobe Photoshop.

Opportunities forgroup work

InformationProcessing:Finding relevantinformation.

Reasoning: Giving

reasons foropinion, makinginformed

judgments

Enquiry: Askingquestions,planning andresearch

Creative thinking:generating ideas,developing ideas,applyingimagination.

Evaluation:applyingevaluationcriteria, judging


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the value ofinformation andideas

Cross Curricular

Biology, structureof a flower, petals,

stamen, nodestigma etc.

Cultural / Social/Moral spiritualand ethical issues

Students will beable to developknowledge andunderstanding ofthe role andachievements ofartist in the past

in contemporarysociety. Studentswill be able toreflect on thecultural context inwhich the workwas produced.And also canreflect on genderstereotyping andsocial conditionsand conventionsof the time.


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BATIKPAINTING

- Hotplate

- Wax

- Tjanting

- Dye

- Wooden Frame

Slide showusing powerpoint ofsamples of

students workand otherrelevantdocuments orsources )

Textbookcalled Art isMaking,Creating andAppreciation 1and 2

Magazine,newspaper,leaflet,business card,menu,

Lesson Description

In this unit students are encouraged to come up withtheir own fabric design, using a specific design, using

a specific motif, an interesting arrangement and apleasing colour scheme. Students will required totake the following points for consideration

1. The source of their design: includephotographs or sketches of what inspired theirdesign, as well as sketches that illustrate howthey modified their design

2. The colour schemes: photographs or paint thedifferent colour schemes that they tried out

3. A step-by-step record of the process used inthe printing and Painting of the fabric. Show inthe form of photographs or Sketches.

Suggested ActivitiesFollowing the guidelines given in this unit, use the batikpainting method to paint all-over design on apiece of fabric.Bear in mind the function of your fabric when you design themotif.

Take notes and make sketches of the entire process.Assemble them into a booklet to be handed in with yourpainted fabric. In the booklet you should record thefollowing:

1. sketches in various stages of modification leading toyour final design

2. the various colour schemes that you experimentedwith your design

3. a sketches of the intended used of the painted fabric

Students should be ableto:

1. The student willbe creative,

experiment andchoose whensolving practicalproblems withvariety of media andtechniques

2. Thedemonstration ofknowledge andunderstanding bothvisually and verballyof relevantterminology

3. Processes incompleting DesignProblem

4. The student willstart to develop anincreasingawareness of theenvironment

5. The student willbegin to developknowledge of andunderstanding ofthe application ofthe elements andthe principles ofdesign.

NOTE:


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In Menengah lima thestudents will have theopportunity to createanindividual project,based on theexamination outline in aset timeframe (PAPER 6

BCGCE O LEVEL).


YEAR 9 TERM 1

50

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