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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 Members: Ruth and Marisa
Essential
Learning
What is the essential
learning? Describe in
student friendly
vocabulary.
ExampleRigor
What does proficient student work look like? Provide an
example and/or description.
KEY:
AUSVELS/ACARAelaborations
Marisa/Ruthmapping example
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 use ideas and experiences to create my artwork. (106)
I ‘have a go’ at all activities and give my best effort
when trying new techniques and materials
Trialling different options for designing representation by looking at
artworks about a theme or subject matter, such as a ‘circus’, and make
their own interpretation based on their ideas, experiences, observations
and/or imagination (acara)
BLOSSOMS BLOWING INK T2
I can recognise and reproduce shapes, colours and
textures from my environment in my artwork
observing and recording the shapes, colours and textures of people,
objects and concepts they experience in their daily lives, for example,
drawing faces, insects, plants, food (acara)
SHAPE MIRO T1
Vocabulary:
Effort, Wembley
Values, Attitudes in
the classroom
directions, dribbles,
ink, straws,away
from yourself,
blossoms, collage,
tissue
Vocabulary:
Shape, line,
geometric shape,
repeat, pattern, copy
Anecdotal Notes
Markbook with
checklists
Anecdotal Notes
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checklists
Term 2 weeks 68
Term 1weeks 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
I can talk about my artwork Considering viewpoints, forms and elements: For example; What colours
were used? What is it made of? How is the colour used, and why is it used
in this way? (acara) LINEWORK 4 WAYS
LINE & PATTERN T1
I can create art about me and my environment
Practising drawing images and making objects related to self, others and
personal environments in different forms, for example, painting, sculpture,
photography (acara)
SELF PORTRAIT T1
I can identify and use elements from other cultures, in
my own artwork
Identifying and using visual conventions in their artworks after investigating
different art, craft and design styles from other cultures and times, for
example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander
Peoples, and Asia (acara)
BOOMERANG DESIGN T2
Vocabulary:
line, pattern, pencil
grip, 3 finger grip,
repeat, fill the space,
edge to edge
Vocabulary:
line, pattern, pencil
grip, 3 finger grip,
repeat, fill the space,
edge to edge
Vocabulary:
portrait, landscape,
primary colours, full
page size, features
Vocabulary:
Shape, line, dots,
repeat, pattern,
marks, copy,
Indigenous,
boomerang
Anecdotal Notes
Markbook with
checklists
Anecdotal Notes
Markbook with
checklists
Anecdotal Notes
Markbook with
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Anecdotal Notes
Markbook with
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Term 1weeks 14
Term 1weeks 14
Term 1weeks 56
Term 2week 11
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
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 can use different 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)
COLLAGE T4
I know that different materials create different looks
comparing the qualities and properties of materials such as paint, crayons,
clay and found objects and select appropriate applications to represent
something or someone they like (acara)
COLOUR MIXING PAINTING Kandinsky T3 working with both primary and secondary colours
I can use different techniques to create my art using techniques to demonstrate various compositional effects, for
example, overlapping or crosshatching (acara) ‘cut off form’ WAX RESIST PAINTING T3
Vocabulary:
Collage, paste, glue,
cut, overlap, balance,
materials, edges
Vocabulary:
primary, secondary,
mixing, concentric
circles, tracing,
painting to the edges
Vocabulary:
cutoff form,
decoration, detail,
even painting to
edges, contrast,
detail, wax resist,
portrait,
Anecdotal Notes
Markbook with
checklists
Anecdotal Notes
Markbook with
checklists
Anecdotal Notes
Markbook with
checklists
Term 4weeks 68
Term 3weeks 57
Term 2weeks 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
Individual students
are supported and
extended on an
ongoing basis during
each art class, as
their individual need
arises
I am safe in the art room and use the materials
appropriately
following technical processes and safe practices to make artworks, for
example, drawing onto Styrofoam to print on paper (acara)
ON GOING CLASSROOM RULES T1, T2, I always wear a smock for painting
I handle the scissors carefully
I only use materials and tools responsibly etc etc
Vocabulary:
safety, packing
away, respect,
cooperation,
listening to
instructions
Anecdotal Notes Semester 1, All
artworks
This concept is
spoken about on an
ongoing basis,
encouraging safe
movement and
practices
Create and display artworks to communicate ideas to an audience (ACAVAM108)
I can express my ideas in my artwork (108)
I can talk about how I made my artwork
sharing ideas with their classmates about the representational choices they
made in their artwork (acara)
STUDENTS PRESENT THEIR FAVOURITE PIECE TO THE CLASS T4
We can create our own art galleries at school to display
different topics
talking about ideas such as themes when displaying artworks, for example, at the
local gallery or in their classroom (acara)
COLLECTIVE STREET SCAPE MIXED MEDIA
I am beginning to understand that art has a message
Considering viewpoints meanings and interpretations: For example What
did this artwork or design make you think about and why? What figures/
shapes can you see in the artwork? How has the artist treated the
figures/shapes to convey their idea or meaning? (acara)
INTRO ABSTRACT ART PICASSO HEAD T2
I can choose between portrait & landscape
Making a decision about how to display their artwork to share their
ideas (acara)
Vocabulary:
positive comments,
sharing ideas, share
circle and ‘gallery
walks’
Vocabulary:
joint exhibition,
gallery, display, best
effort
Vocabulary:
shapes, colours, size,
features, profile,
forward facing
Anecdotal Notes
Anecdotal Notes
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Anecdotal Notes
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Term 4 week 810
Term 3weeks 68
Term 2weeks 12
Retrospective
Choice: students to
share their favourite
piece and state why.
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
Vocabulary:
Anecdotal Notes
Markbook with
checklists
Term 4weeks 46 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 can talk about how my art makes me feel
describing and interpreting representations in a selection of artworks, for
example, considering the subject matter, styles and techniques of a
selection of artworks, and how the artworks make them think and feel in
response to the artists intentions (acara)
COLOUR PAINTINGS AND EMOTIONAL RESPONSES T2 what’s the colour of your heart, how do the colours make you feel? What are the warm and cool colours?
I can talk about different parts of my artwork
identifying how design elements, such as line, shape, colour or texture, are
used in their artworks and in the artwork of others INTRO VAN GOGH LANDSCAPE T4
I can see art in lots of different palaces
identifying where they might experience art in their lives and communities,
for example, keeping a diary of ‘art experiences’ and combining to create a
class list and then discussing how visual artworks sustain and
communicate cultural knowledge (acara)
CLASS ANCHOR CHART T3
I understand different groups of people make art for
different reasons
Considering viewpoints societies and cultures: For example where the
artwork is from and why it was made? Who made the artworks? Where and
how are they displayed? (acara)
INDIGENOUS TOTEM POLES T3
Vocabulary:
emotions, feelings,
warm and cool
colours, opposite
background, straight,
ruler
Vocabulary:
swirling, skyline,
brush strokes,
movement
Vocabulary: What,
where, who, what do
you think art is?
Vocabulary:
totems, symbols,
culture, history
Anecdotal Notes
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Anecdotal Notes
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Anecdotal Notes
Markbook with
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Anecdotal Notes
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Term 2weeks 34
Term 2 weeks
1011
Term 3 week 910
Term 3weeks 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
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
what are the totem poles for? what animals are represented and what do they stand for?
I understand artists create art for different reasons
acknowledging the role of artist and audience as they start to interpret
meaning in artworks (acara)
BOTANICAL DRAWING JOSEPH BANKS T4
Vocabulary:
outlines, edges,
shapes, spacing,
balance, warm and
cool colours, leaves,
plants
Anecdotal Notes
Markbook with
checklists
Term 4weeks 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
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 Members: Ruth and Marisa
Essential Learning
What is the essential learning?
Describe in student friendly
vocabulary.
ExampleRigor
What does proficient student work look like?
Provide an example and/or description.
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
I am beginning to plan for my artwork Trialling different options for designing representation by
looking at artworks about a theme or subject matter, such
as a ‘circus’, and make their own interpretation based on
Vocabulary: Anecdotal Notes
Markbook with
checklists
Semester 1 & 2, All
artworks
Notion of ’planning’
is re enforced with
pre sketching,
design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106) I can use ideas and
experiences to create my
artwork. (106)
their ideas, experiences, observations and/or imagination
(acara)
I can recognise and reproduce shapes,
colours and textures from my environment
in my artwork
observing and recording the shapes, colours and
textures of people, objects and concepts they experience
in their daily lives, for example,
drawing faces, insects, plants, food (acara)
PAPER BATIK FISH T2
I can create art that displays contrasting
colours, forms and elements and discuss
my choices
Considering viewpoints, forms and elements: For
example; What colours were used? What is it made of?
How is the colour used, and why
is it used in this way? (acara)
COLLAGE FIZZY BUBBLES T2
I can make and draw things from my
environment
Practising drawing images and making objects related to
self, others and personal environments in different forms,
for example, painting, sculpture, photography (acara)
WOVEN PAPER FISH T2
I can identify and use styles from other
Placement on paper,
size, format, practise, a
rough layout, planning
Vocabulary: leaf
shapes, warm colours,
cool colours, neutral
colours, stripes spots,
markings, organic,
geometric
Vocabulary: contrasting
overlapping, circles,
tracing templates,
interesting, balance
Vocabulary: under and
over, skip one,
weaving, vertical,
horizontal
Anecdotal Notes
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Anecdotal Notes
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Anecdotal Notes
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Term 2, week 23
Term 1, week 89
Term 2, week 1
planning colour choice
etc, all year
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
artists and cultures, in my own artwork
Identifying and using visual conventions in their artworks
after investigating different art, craft and design styles
from other cultures and
times, for example, Expressionism, Fauvism, Aboriginal
and Torres Strait Islander Peoples, and Asia (acara)
T3
Vocabulary:
Anecdotal Notes
Markbook with
checklists
Term 3, week 34
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 can create art from natural or man made
materials
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)
PIPECLEANER REEF T2
I know that different materials create
different looks
comparing the qualities and properties of materials such
as paint, crayons, clay and found objects and select
appropriate applications to
represent something or someone they like (acara)
BIRDS ON BIRCHES T3
I can use different techniques and
arrange elements of my art in different
ways
using techniques to demonstrate various compositional
effects, for example, overlapping or crosshatching (acara)
Vocabulary:
foreground,
background, middle
ground, depth,
modelling
Vocabulary: materials,
collage, felt, newspaper
print, thick, thinner,
thinnest
Vocabulary: lines,
curvy, wavy, straight,
openended, enclosed,
dots, spacing,, portrait,
landscape
Anecdotal Notes
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Anecdotal Notes
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Anecdotal Notes
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Term 2, week 56
Term 3, week 56
Term 1, week 13
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
TREES FROM THE LAND OF LINE T1
I can follow a process to create my
artwork
following technical processes and safe practices to make
artworks, for example, drawing onto Styrofoam to print on
paper (acara)
HAND PAINTED PRINTS T1
Vocabulary: stamp,
print, overlapping,
extend beyond page,
colour plan
Anecdotal Notes
Markbook with
checklists
Term 1, week 78
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 express my ideas in my artwork (108)
I can talk about how I made my artwork
sharing ideas with their classmates about the
representational choices they made in their artwork
(acara)
STUDENTS PRESENT THEIR FAVOURITE PIECE TO THE CLASS T4
We can create our own art galleries at
school to display different topics
talking about ideas such as themes when displaying
artworks, for example, at the local gallery or in their
classroom (acara)
I can choose between portrait & landscape
Making a decision about how to display their artwork to
share their ideas (acara)
Vocabulary:
positive comments,
sharing ideas, share
circle and ‘gallery
walks’
Vocabulary:
Vocabulary: suitable,
best shape, best view
Anecdotal Notes
Markbook with
checklists
Anecdotal Notes
Markbook with
checklists
Anecdotal Notes
Markbook with
checklists
Term 4, week 911
Term 3, week 78
Term 3 & 4
Retrospective
Choice: students to
share their favourite
piece and state why.
Individual students
are supported and
extended on an
ongoing basis during
each art class, as
their individual need
arises
As part of ’planning’
students will be
encouraged (when
appropriate) to
make personal
choices about format
I am beginning to understand that art has
a message
Considering viewpoints meanings and interpretations:
For example What did this artwork or design make you
think about and why? What figures/ shapes can you see
in the artwork? How has the artist treated the
figures/shapes to convey their idea or meaning? (acara)
OCEAN POSTERS T2
Vocabulary: poster,
message, slogan,
lettering, images,
Anecdotal Notes
Markbook with
checklists
Term 2, week 89
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 can see art in lots of different palaces,
not just galleries
identifying where they might experience art in their lives and communities, for example, keeping a diary of ‘art
experiences’ and combining to create a class list and then
discussing how visual artworks sustain and communicate
cultural knowledge (acara)
TUNING IN AND CONVERSATIONS T3 CLASS ANCHOR CHART
I understand different groups of people
make art for different reasons
Considering viewpoints societies and cultures: For
example where the artwork is from and why it was made?
Who made the artworks? Where and how are they
displayed? (acara)
DREAM CATCHER T3
I can talk about different parts of my
artwork (line, shape, colour, texture)
identifying how design elements, such as line, shape,
colour or texture, are used in their artworks and in the
artwork of others
PORTFOLIO BIRDS T1
Vocabulary: What,
where, who, ‘What do
you think art is?’
Vocabulary: crossing,
thread, opposite sides,
decorations, knot, tie
Vocabulary: enclosed
space, continuous lines,
pattern, elements,
Anecdotal Notes
Anecdotal Notes
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Anecdotal Notes
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Term 3, Ongoing
Term 3, weeks 12
Term 1 week 25
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
Individual students
are supported and
extended on an
ongoing basis during
each art class, as
I can talk about how my art makes me
feel
describing and interpreting representations in a selection
of artworks, for example, considering the subject matter,
styles and techniques of a selection of artworks, and how
the artworks make them think and feel in response to the
artists intentions (acara)
T4
I understand artists create art for different
reasons
acknowledging the role of artist and audience as they
start to interpret meaning in artworks (acara)
T4
Vocabulary:
Vocabulary:
Anecdotal Notes
Markbook with
checklists
Anecdotal Notes
Markbook with
checklists
Term 4 week 12
Term 4 week 12
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 Members: Ruth and Marisa
Essential Learning
What is the essential learning?
Describe in student friendly
vocabulary.
ExampleRigor
What does proficient student work
look like? Provide an example and/or
description.
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 and times, as inspiration when creating my artwork (110)
I can use research to inspire my
artwork
researching artworks of different styles and
artists from different times and
cultures to inspire their own
representations in forms such as
printmaking and drawing, and styles such
as realistic or expressive
DAY O’ DEAD SKULL MASK T2
I can communicate a message in
my artwork
considering viewpoints – meanings and
interpretations: For example –What is this
painting telling us about the past? How
does the artwork use visual conventions to
convey meaning? How did the artist work
within a space, and at this time? How and
why did they innovate their practice?
T2 PERSONAL ARCHEOLOGY
I can explore artistic conventions
from other times & cultures in my
artwork
exploring ways to represent their ideas
using visual conventions from different
historical, social or cultural contexts
CALACA BROOCHES T2
Vocabulary: Spanish : ( Día de Muertos ) Prayer and
remembrance of friends
and family members
who have died,
symmetry, parallel,
reversed image
Vocabulary: personal
archeology, what is the
artwork telling us
about the person who
lived here?
Vocabulary: mobile,
wind chime? moveable
parts, links
Anecdotal Notes
Markbook with checklists
Anecdotal Notes
Markbook with checklists
Anecdotal Notes
Markbook with checklists
Term 2 week 12
Term 1week 89
Term 2week 36
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 create ‘visual tricks’ in my
artwork
experimenting with visual conventions to
create particular visual effects in
representations
ILLUSIONS / OP ART T1
I make good choices when creating
my artwork
dentifying and explaining choices in art
making, including forms, styles
and visual conventions in their artworks,
and influences of other artists on their
artworks
ONGOING THROUGHOUT T2 PLANNING & GOOD CHOICES
Vocabulary:
complementary colour,
optical illusion,
movement, pulsating
colours
Vocabulary: planning,
visualising, layout,
colour scheme,
forethought
Anecdotal Notes
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Anecdotal Notes
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Term 3week 78
Term 2 ongoing
Individual students are
supported and extended
on an ongoing basis
during each art class, as
their individual need
arises
All students will be
encouraged to think
about the choices they
are making as they
create their artwork and
how it can affect the
finished piece
Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
I can use different materials and techniques to explore the elements of art ( color, form, line,
shape, space, texture, and
value) in my artwork (111)
I can create artwork that has
symbolic meaning
selecting and experimenting with forms,
styles, materials and technologies to
explore symbolic use of visual conventions
used by various cultures and times, for
example, how colour and pattern are
perceived as symbolic in different cultures
T2 AFRICAN PATTERNS
I can create artworks that reflect
my life/community
Considering viewpoints – societies and
cultures: For example – What clues in the
artwork tell you where it was made, who
made it, and why? What artworks are you
familiar with? Which style of artworks
represents your community?
Vocabulary: personal
archeology, what is the
artwork telling us
about the person who
lived here?
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 1011
Term 1 week 89
* Due to ¾ swimming
program this project has not
been completed and will
move into early term 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
SELF PORTRAIT T1
I can juxtapose artistic styles in my
artwork
experimenting with alternative styles of
representation from different cultures and
times in their artworks, for example,
realistic, symbolic, narrative, abstract
T3 Friedensreich Hundertwasser
I can create the same artwork two
different ways (2D + 3D)
Considering viewpoints – materials and
technologies: For example – What is the
artwork made of? How does the choice of
material enhance the audience’s
understanding of the artist’s intention? Can
you develop your ideas using different
materials?
T2
I can use different tools and
equipment to create my artwork
practising a variety of techniques and use
various technologies to find different ways
of interpreting a theme and/or subject
matter, for example, making a simple
animation or storybook
VAN GOGH INTERPRETATION T1
Vocabulary: juxtapose:
black & silver with
multi colours,
juxtapose: painterly,
sponged, focal points,
fine detail
Vocabulary: alternative
representation
Vocabulary:
Anecdotal Notes
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Term 2 week 910
Term 2 week 67
Term 1 week 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
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 established techniques to
create predictable effects in my
artwork
manipulating and experimenting with
combinations of various materials and
technologies to create predictable effects,
for example, using crosshatching to create
tone or design elements to focus attention
in a composition
LINE & PATTERN EXPLORATION T1
I am continually developing and
refining my skills
applying art and design techniques
effectively and safely, such as modelling
and joining clay, marbling on paper,
designing and printing a pattern
ONGOING THROUGH T1
Vocabulary: straight,
wavy, zig zag,
diagonal, tight, loose,
offset, to edges. texture,
pattern, goemetric,
organic
Vocabulary: skill
development,
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Term 1 week 13
Term 1 ongoing
Individual students are
supported and extended
on an ongoing basis
during each art class, as
their individual need
arises
All students will be
encouraged to develop
and extend their skills
through demonstration
and practise
Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)
I can talk about ‘colour’, ‘line’, ‘shape’, ‘space’ and
‘texture’ when I present my artwork to my peers (112)
My artwork can be viewed in
different forums
making decisions about how their artwork
could be displayed, for example, mounted
and framed, in public spaces, on the
internet, and in the media
T3
I can present my work digitally or
publicaly
exploring different ways of presenting
artworks in different locations, for
example, in folios, digitally, in a public
space in the school
T3
I can create my art from a different
perspective
comparing the visual conventions in
artworks made for specific purposes,
Vocabulary: digital
files, air drop,
Evernote, physical copy
Vocabulary: website,
viewing audience
Vocabulary:
overlapping, distance, 1
point perspective,
horizon line size and
scale, realism
Anecdotal Notes
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Anecdotal Notes
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Term 3
Term 2 to end of year
Term 3 weeks 56
Grade 4 students will be
assisted to upload
portfolio piece to
Evernote and grade 3
students will create a
physical portfolio piece
All students will be
encouraged to complete
their work to the highest
standards for viewing on
the Artroom gallery
Wembley website
Individual students are
supported and extended
on an ongoing basis
during each art class, as
for example, how the artist represents an
idea to show the audience a particular
viewpoint
INTRODUCTION TO PERSPECTIVE T3
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 the purpose or meaning of my own artwork and the artwork of others (113)
I am developing my knowledge of
art history
identifying meaning and describing subject
matter and form in artworks from different
social, cultural or historical contexts
T4 CLASSICAL COLUMNS
I am developing my ability to
review an artwork
considering viewpoints – societies, cultures
and histories: For example –
What clues in the artwork tell us where it
was made, who made it, and why? What
artworks are you familiar with? Which style
of artwork represents your community?
What are the people in the painting doing?
Can you draw what you did on Australia
Day?
T4 Discussion Reflection about 2 different juxtaposed artworks
I can compare and contrast 2
paintings
Vocabulary: classical
architecture, ionic
doric, corinthian
Vocabulary: reflection,
effort, evaluation
Vocabulary:
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Term 4 weeks 13
Term 4 weeks 78
Term 3 weeks 45
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
Comparing artworks made for different
reasons, using appropriate visual
conventions, and identifying possible
differences in interpretations, for example,
comparing contemporary representations of
locations in their community with
representations by Aboriginal and Torres
Strait Islander artists
T4
I can compare and contrast two
sculptures
Examining public art in their community and
comparing it to other artwork
commemorating different people, times and
cultures
T4 COVERED WIRE SCULPTURE
I can critique my own artwork
Writing about and discussing with others the
meaning of their artworks
T4 PORTFOLIO REFLECTION
I can discuss my reactions to my
own and others artworks
Considering viewpoints – evaluations: For
example – Did you enjoy looking at the
artwork? Why? Which artwork do you like
the most? Explain
why you like it. What artworks do you like to
make, and why? Compare these buildings
and their relationship with the environment,
e.g. the UluruKata Tjuta Cultural Centre and
the Temple of the Golden Pavilion, Kyoto
Vocabulary: covering,
finish, pose,
Vocabulary:
Vocabulary:
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Anecdotal Notes
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Anecdotal Notes
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Term 4, weeks 89
Term 4 weeks 45
Term 4, weeks 1011
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
Individual students are
supported and extended
on an ongoing basis
during each art class, as
their individual need
arises
T4
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: Ruth and Marisa
Essential Learning
What is the essential learning?
Describe in student friendly
vocabulary.
ExampleRigor
What does proficient student work look
like? Provide an example and/or
description.
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 practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
I can use the ideas and styles of famous artists as inspiration when creating my own artwork (114)
I can use combinations of different
materials and techniques to create
my art
selecting and manipulating combinations of
materials and techniques
T1 SALT PAINTING
I can use the commercial arts to
inspire my artworks
exploring crossmedia effects and
characteristics of representation when
making artworks inspired by observation or
imagination, for example,
Aboriginal and Torres Strait Islander art from
the local community, graffiti
art, graphic design, or manga art
T3 ROMERO BRITTO INSPIRED ART
Vocabulary: water colours,
wet on wet technique,
blended colours,
impression, highlight,
darker hues
Vocabulary: Pop art, screen,
dots,
Anecdotal Notes
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Anecdotal Notes
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Term 1, week 9
* Due to Gala Sports day, High school
presentation and
Canberra camp
This project has not been
completed and will move
into early term 2
* Due to Cross Country trials and Anzac Day
Assembley some Grade
5’s and 6’s are 2 weeks
behind in starting this
project
Term 3, week 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 their
individual need arises
I can create the same artwork three
different ways (2 X 2D & 1 X3D)
considering viewpoints – materials and
technologies: What is the artwork made of?
How does the choice of material enhance the
audience’s understanding of the artist’s
intention? What made you want to touch this
sculpture?
T2 WIRE SCULPTURE & DRAWING + COLOURED DRAWING
I can borrow ideas and views from
great artists
trialling different ways to represent views,
beliefs or opinions in their artworks in
response to exploration of how artists
communicate their views, beliefs and
opinions through art
T2 DAVID HOCKNEY
I can create a sense of realism by
using visual conventions
making aesthetic choices about
representation and being able to explain their
choices describing the visual conventions
and processes
T3 SHADING FOR REALISM
Vocabulary: continuous
line, wire sculpture, stained
glass,
Vocabulary: light
reflections, water patterns,
floating, weightlessness,
flowing hair, bubbles
Vocabulary: depth,
overlapping, receding, light,
realism
Anecdotal Notes
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Anecdotal Notes
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Anecdotal Notes
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Term 2, week 47
Term 2, week 68
Term 3, week 12
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
Develop and apply techniques and processes when making their artworks (ACAVAM115)
I can use different techniques and processes in my artwork (115)
I can improve my art skills through
practise
enhancing and practising their art making
skills in using a range of materials and
technologies
T1 ONGOING RELATED TO VALUES OF EFFORT
I can juxtapose techniques and
styles in my artwork
making informed choices about using
various combinations of representational
elements appropriate for a concept, theme or
subject matter, for example, combining
realistic drawing skills with an appropriated
image from the past to create new meaning
T3 My art is influenced the arts of the
past
explaining influences of other artists on their
own art making
T2 ANCIENT COINS
I can improve my artworks through
planning and reflection
evaluating the characteristics of their work
that are more successful, and work to
improve their knowledge and skills from this
reflection
T1 ONGOING EXPECTATIONS OF PLANNING
Vocabulary: effort,
application, skill
improvement
Vocabulary:
Vocabulary: obverse =
heads, reverse = tails,
uniface
Vocabulary: effort,
application, skill
improvement
Anecdotal Notes
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Anecdotal Notes
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reflection
Term 1, ongoing
Term 4,
Term 2, week 24
Term 1&2, ongoing
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
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 in order to create quality pieces that best express my ideas (116)
I know that people respond to the
same artwork in many different ways
identifying reasons for the range of audience
interpretations of the same artwork, for
example, Considering viewpoints or the
conceptual approach of the artwork
T2 VARIOUS PORTRAIT STYLES
I can reflect upon the role of the
artist throughout history
Considering viewpoints – histories: For
example – What did the artist want the
audience to see and understand?
T2 GRAFFITI ART
I understand people have different
reactions to artworks
recognising and evaluating how culture,
gender, age, time and place, among other
factors, impact on how an audience reads an
artwork, for example, comparing the
response of different age groups
T3
I understand artworks can represent
communities or groups of people
Considering viewpoints – societies and
cultures: For example – What clues in the
artwork tell us where it was made, who made
it, and why? What artworks are you familiar
with? Which style of artwork represents your
community? How would you represent your
neighbourhood?
T3
I can make judgements on how
effectiveness of my artworks (How I
feel it went, Are my ideas clear? Are
my skills improving?)
Vocabulary: visually
appealing, realism,
caricature, abstract, surreal
‘Arcimboldo: father of
Surrealism’, Dali
Vocabulary: graffiti, ideas,
themes, messages, styles,
tags, Banksy
Vocabulary:
Vocabulary:
Vocabulary: Portfolio
reflection, wet on wet,
highlights, technique,
Evernote
Anecdotal Notes
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checklists, portfolio
reflection
Anecdotal Notes
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reflection
Anecdotal Notes
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reflection
Anecdotal Notes
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reflection
Anecdotal Notes
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reflection
Term 2, week 1011
Term 2, week 78
Term 3
Term 3
Term 2, 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
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
reflecting critically on how effectively their
ideas or feelings have been expressed in
their own artworks, and that of others
T2 PORTFOLIO REFLECTION I can reflect upon another artist’s
skills and techniques
Considering viewpoints – skills, techniques
and processes: For example – How did the
artist work within a space, and at this time?
How have they innovated their practice?
T3 DE BUFFET SCULPTURES
I can present my artwork on the
school’s website
presenting their artworks using
internetbased technologies, including social
media
T2, 3 & 4
Vocabulary: 3 dimensional
plains, interlocking,
support, upright, line work,
Vocabulary: digital record,
photography, upload, resize,
website
Anecdotal Notes
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reflection
Anecdotal Notes
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reflection
Term 3, 46
Term 2 & 3, ongoing
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
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 can explain how the elements of art ( color, form,
line, shape, space, texture,
and value) are used in artworks from different cultures and art periods (117)
I plan my artwork and think about the
choices I make when creating it
Making discerning judgments about how
they work as an artist, and what and why
they design and create, using appropriate
visual conventions, for example, a sculpture
that expresses movement
T1 STACKED TYPE
I can compare and contrast art from
different cultures
considering viewpoints – critical theories:
For example – Compare these paintings (one
from India, one Australian). What do you
recognise? What do you understand? What
is new?
T4
Vocabulary: regular,
irregular, crowded, heavy,
sparse, fine, light, balanced
Vocabulary:
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Term 1, weeks 13
Term 4, weeks 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
I can pay homage to cultural imagery
in my artworks
explaining the artistic vision of artists from
different contexts, particularly referencing
the meaning the meaning their artworks
convey, for example, Aboriginal rock art,
graffiti art, Egyptian art
T1 EGYPTIAN PORTRAIT
I can interpret other artists’ work
Considering viewpoints meanings and
interpretations: For example What is this
artwork about? What visual conventions
have been used to convey meaning? How
did the artist represent the subject matter?
How does the artwork reflect the artist’s
perspective about the environment? How did
the audience react to the artwork when it was
first displayed?
T4 LASCAUX CAVE PAINTINGS
I can identify symbolism in my
artworks and the artwork of others
Analysing how symbolic meaning or
metaphor is constructed in their own
artworks and the artworks of others
T4 ISLAMIC TILES
Vocabulary: ethnic, pattern,
motif, culture, repeat
Vocabulary:
Vocabulary:
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Anecdotal Notes
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Term 1, weeks 48
Term 4
Term 4
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 evoke emotions in my artwork
Considering viewpoints psychology: For
example What elements are used to show
excitement in the sculpture? Make a scary
monster.
T4 COLOUR EMOTIONS
I can express my opinions about
artworks
Expressing an opinion about the way
numerous artists communicate multiple
viewpoints through their artwork
T4 I can discuss my reactions to
artworks
Considering viewpoints evaluations: For
example Did it make you think more
seriously about the issue? Did the rest of
your class understand your message?
T2 DISCUSSIONS ABOUT GRAFFITI ART
Vocabulary: abstract,
emotional response to
colour
Vocabulary:
Vocabulary: graffiti, ideas,
themes, messages, styles,
tags, Banksy
Anecdotal Notes
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Anecdotal Notes
Markbook with
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Anecdotal Notes
Markbook with
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Term 4
Term 4
Term 2, week 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
Individual students
are supported and
extended on an
ongoing basis during
each art class, as their
individual need arises