What is it that we want our students to know, understand, do and communicate KUDCO?
Year Level: Prep Semester: ONE TWO Subject: VISUAL ART
Team Member: Ruth Branthwaite & Matt Symmons
Essential Learnings What is the essential learning? Describe in student friendly vocabulary.
KEY:
Examples of Rigor
What does proficient student work look like? Provide an example and/or description for a two year cycle
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?
Term1: EL I can make artworks using different materials and techniques that express my ideas, observations and imagination (1) Content Description: Students explore ideas, experiences, observations and imagination to create visual artworks
Learning Intents No 1 I know my way around the art room
Lines, Patterns & Rubbing plates, crayons, paint, Collage & Paper craft
Learning Intents No 2 I can use the patterns, colours and/or textures from my environment in my artwork
]
Marker, crayons, paint
Learning Intents No 3 I can use the shapes and colours of my
Vocabulary: Wembley Values equipment, materials, smocks, safety, role order buddies I can put on a smock
Vocabulary: line, pattern, pencil grip, 3 finger grip, repeat, fill the space, edge to edge, rubbing plate, wax crayon, smocks I can draw lines I can draw basic
geometric shapes I can hold a pencil,
crayon, brush
correctly
Vocabulary: Shapes, circles, squares, triangles,
Anecdotal Notes All work is assessed
Anecdotal Notes All work is assessed
Anecdotal Notes All work is assessed
Term 1 - entire term
Term 1 - weeks 3-4
Term 1-weeks 3-4
This term all preps who finish early will be extended by using Playdough to create 3 dimensional sculptures from their imagination
This term all preps who finish early will be extended by using Playdough to create 3 dimensional sculptures from their imagination
This term all preps who finish early will be extended by using
environment, in my artwork Miro or Klee or Kandinsky
Collage of cut paper or painted paper
Learning Intents No 4 I can create a self portrait bust or full body Full body portraits, bust, warm/cool portraits, collage
lines, geometric shape, repeat, pattern, copy, pasting, horizontal, vertical zig zag, smooth, warm & cool colours I can carry and use
scissors safely
I can draw basic
geometric shapes
I can hold a pencil,
crayon, brush
correctly
Vocabulary: Full body portrait, whole body, arms, legs, body, head, neck, features, eyes, ears, nose, mouth, hands, feet, self portrait Warm & cool colours I can hold a pencil,
crayon, brush
correctly
I can set myself up
for painting
Anecdotal Notes Markbook with checklists
Term 1-weeks 6-7
Playdough to create 3 dimensional sculptures from their imagination
This term all preps who finish early will be extended by using Playdough to create 3 dimensional sculptures from their imagination
Term2: EL I can make artworks using different materials and techniques that express their ideas, observations and imagination (1) Content Description: Students experiment with different materials and techniques to make artworks (VCAVAV018)
Learning Intents No 1 I respect the materials and art room environment Students handle all materials and tools with respect, share equipment and responsibilities of setting out and packing up, enter and exit respectfully, leave the room tidy and listen to the teacher Chart or mind map, photos etc I always wear a smock for painting I handle the scissors carefully I only use materials and tools responsibly etc etc I can pack up by myself
Learning Intents No 2 I can use ‘unusual’ materials to create my art exploring a range of natural and man-made materials and technologies to visually express their experiences, for example, paint, pencils, ink, sand, photography and graphically (acara) Cotton bud skeletons, sculpture bugs, foam tray masks, straw & modeling clay jewellery, any unusual recycled materials
Vocabulary: Wembley Values, respect, sharing, safety, packing away, cooperation, listening to instructions
Vocabulary: recycled materials, unusual materials, usual materials, symmetrical,
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 2-weeks 1
Term 2-weeks 2-3
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 Preps will be workin on colouring
Learning Intents No 3 I can collage different media Mixed Media Collage
Learning Intents No 4 I can try new techniques and give my best effort Varied techniques eg: ink-blowing, threading, finger painting, printing, construction, paper rolling)
Vocabulary: mixed media, different materials, natural objects, man made materials glueing and arranging, overlapping, collage
Vocabulary: Effort, dribbles, ink, threading, straws, away from yourself, blossoms, collage, tissue, rolling, finger printing, dabbing
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 2-weeks 4-6
Term 2-weeks 6-8
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Term 3 EL I can identify and describe the subject matter and
Learning Intents No 1 I see people show feelings in their art Sad Monster, Glad Monster, My Many Coloured Days
Vocabulary: Feelings, emotions, happy (glad), sad
Anecdotal Notes Markbook with checklists
Term 3 - week 1-2
Individual students are supported and extended on an ongoing basis during
ideas in artworks I make and display (2) Content Description: Students create and display artworks (VCAVAE019)
Learning Intents No 2 I can explore composition Cut-off form, close-ups and symmetry
Learning Intents No 3 I know the difference between portrait and landscape Orientation of page to suit subject
Vocabulary: Cut off form, symmetry, close-up
Vocabulary: tall, wide, portrait, vertical, landscape, horizontal
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 3-weeks 3-4
Term 3-weeks 5-7
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
Learning Intents No 4
I can talk/write about my artwork and how it makes me feel Emotional Responses to colours -what’s the colour of your heart, how do the colours make you feel? What are the warm and cool colours?
Vocabulary: emotions, feelings, warm and cool colours, opposite background, straight, ruler, curly
Anecdotal Notes Markbook with checklists, written piece
Term 3-weeks 8-10
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Term 4 EL I can identify and describe the subject matter and ideas in artworks I make and view. (2) Content Description: Students respond to visual artworks and consider where and
Learning Intents No 1 I can see art inside and make art for inside Delicate materials, paper, fabrics
Vocabulary: Delicate, deteriorate, pinch, twist, tear, gluing, small pieces, strips, small scale
Anecdotal Notes Markbook with checklists
Term 4-weeks 1-3
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
why people make visual artworks (VCAVAR020)
Learning Intents No 2 I can see outside and make art for outside Durable materials, tyvek, wood stone, wind chime
Learning Intents No 3 I can talk about ancient art Ancient artifacts, decorative arts
Learning Intents No 4 I can make art based on a cultural style Indigenous Art styles, totem poles, dot paintings
Vocabulary: Strong, weather-proof, large scale, wind driven, makes noise, moves
Vocabulary: history, ancient, vases, jewelry cave painting,
Vocabulary: totems, symbols, culture, history
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 4- weeks 4-6
Term 4 week 7-9
Term 4-weeks 10-11
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
What is it that we want our students to know, understand, do and communicate KUDCO?
Year Level: Year 1 and Year 2
Semester: ONE TWO Subject: VISUAL ART
Team Member: Ruth Branthwaite & Matt Symmons
Essential Learnings What is the essential learning? Describe in student friendly vocabulary.
KEY:
Examples of Rigor
What does proficient student work look like? Provide an example and/or description for a two year cycle
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?
Term1: EL I can make artworks using different materials, techniques and processes to express my ideas, observations and imagination.(3) Content Description: Students can explore ideas, experiences, observations and imagination and express them through subject matter
Learning Intents No 1 I explore artistic styles through my artwork Matisse odd year, Van Gogh even year
Vocabulary: Artists’ style, simple shapes, flat colour, patterns, paint application, brush strokes, dabbing, still-life, corner view I see similarities,
(colours, topics) I can use all equipment
safely
Anecdotal Notes Markbook with checklists
Term1, week 1-2
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
in visual artworks they create (VCAVAE021)
Learning Intents No 2 I use lines and patterns from my environment Turtles, leaves odd year, cactus, land-forms even year
Learning Intents No 3 I use contrast in my work (colour, shape and or size) Circle, Triangle collage odd year, Mondrian print, collage even year,
Vocabulary: lines, patterns, hatching, cross hatching, horizon line, I can use all equipment
safely I can draw different
types of lines I can make consistent
marks with crayons,
pencils, pens and paint I know what pattern
means
Vocabulary: contrasting overlapping, circles, rectangles, limited colour, tracing templates, interesting, balance, collage, paint, ruling, contrasting size I can use all equipment
safely I can choose the right
brush for the job
I understand what
contrasting means
I understand what
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 1, week 3-4
Term 1, week 5-6
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
Learning Intents No 4 I use shapes from my environment Birds, fish, turtle odd year, Robots, machines even year,
overlapping means
I can cut around
geometric and organic
shapes
I know my primary
colours
I can choose the right
brush for the job and
apply paint
consistently
I can paste paper to
paper (collage)
Vocabulary: geometric shapes, rectangles, ovals, circles, triangles, curves, corners, organic shapes,not symmetrical, flowing edges, smooth I can use all equipment
safely I can draw geometric
and organic shapes I can choose the right
brush for the job I understand what
symmetry means
Anecdotal Notes Markbook with checklists
Term 1, week 7-8
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Term2: EL I can make artworks using different materials, techniques and processes to express my ideas,
Learning Intents No 1 I can identify and create artwork from an Asian culture Balinese or Thai odd year, Chinese even year,
Vocabulary: traditional, culture, shadow puppets, movable joint, gold pattern
Anecdotal Notes Markbook with checklists
Term 2, week 1-3
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
observations and imagination.(3) Content Description: Students can experiment with different materials, techniques and processes to make artworks in a range of art forms (VCAVAV022)
Learning Intents No 2 I can use natural materials to make art Newspaper, branches, twigs odd year, Icypole sticks, cardboard, rice, peas, leaves, fruit even year,
Vocabulary: natural materials, collage, weaving, over & under, wrapping & binding, thick, thinner, thinnest, large, medium, small, plants, sticks shells pebbles
Anecdotal Notes Markbook with checklists
Term 2, week 4-6
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Learning Intents No 3 I use overlapping to show depth 3D landscape, back, middle, foreground odd year, Ice-cream cones, crossed pencils feet perspective even year
Learning Intents No 4 I use recycled materials to make art Newspaper, magazines odd year, Foam trays/plates, plastic bottles,cups anything in a shoebox lid even year
Vocabulary: foreground, front, background, rear, middle ground, middle depth, layers texture, closer, further, depth, distance, hatching
Vocabulary: recycle, landfill, pollution, environment, reuse, repurpose,
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 2, week 7--8
Term 2, week 7-8
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
Term3: EL I can describe artworks I make and view, including where and why artworks are made and viewed. (4) Content Description: Students can create and display artworks to express ideas to an audience (VCAVAP023)
Learning Intents No 1 I can tell you the message in my art Poster odd year, Symbolist, Munch even year
Learning Intents No 2 I can express my ideas into a 2D picture or 3D model Painting, Pen & ink odd year, Modelling, sculpting even year
Learning Intents No 3 I choose the best format for my work Hokusai odd year, Stacked birds, ice creams Wayne Thiebold even year
Vocabulary: message, idea, communication, symbolic, metaphor, lettering
Vocabulary: line, pattern, spacing, repetition, closed space, edge to edge, bending, smoothing, wrapping, brush style, low relief, standing 3D, viewed from all angles
Vocabulary: suitable, best shape, best view, portrait format, landscape format, tall and thin, short and wide
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 3, week 1-2
Term 3, week 3-5
Term 2, week 6-8
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
Learning Intents No 4 I talk/write about how I made my artwork Digital?, Review, flow Chart? Procedural explanation etc
Vocabulary: process, materials, equipment, techniques, skills, ordered information
Anecdotal Notes Markbook with checklists
Term 3, week 9-10
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Term4: EL I can describe artworks I make and view, including where and why artworks are made and viewed. (4) Content Description: Students can respond to visual artworks by describing subject matter and ideas (VCAVAR024)
Learning Intents No 1
I am beginning to use Visual arts terms Students use work sheets
Learning Intents No 2
I can recognise Indigenous Art Spatter and dot paintings even year, creation story odd year
Vocabulary: Elements of Art, Refer to class poster Shape, Form, Colour, Line, Space, Texture
Vocabulary: stencil, dot patterns, natural colours, positive, negative, mask
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 4, week 1-2
Term 4, weeks 3-5
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
Learning Intents No 3 I can state the purpose of art from other cultures Cultural masks, Japanese fan even year, Dream catchers, dhurries carnival even year
Learning Intents No 4 I know a famous Australian Artist’s work
Vocabulary: culture, tradition,
Vocabulary: abstract, realistic, shapes, outlines, Ned Kelly, Australian plants, Australian animals, Australian stories
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 4 -week 7-9
Term 4 -week 10-11
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
M Preston, J Coburn odd year, S Nolan, P Hart even year
What is it that we want our students to know, understand, do and communicate KUDCO?
Year Level: Year 3 and Year 4
Semester: ONE TWO Subject: VISUAL ART
Team Member: Ruth Branthwaite Matt Symmons
Essential Learnings What is the essential learning? Describe in student friendly vocabulary.
KEY:
Examples of Rigor
What does proficient student work look like? Provide an example and/or description for a two year cycle
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?
Term1: EL I can plan and make artworks that are inspired by artworks I experience. (5) Content Description: Students can explore ideas and artworks from
Learning Intents No 1 I can explore a famous artwork Impressionism, Cubism odd year, Byzantine, Islamic even year
Vocabulary: Impressionism, pointillism, mosaic, Islam, I can recognise
traditional styles (eg
Cubism, mosaics,
Impressionism or
Anecdotal Notes Markbook with checklists
Term 1 -week 1-3
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
different cultures and times and use these as inspiration to create visual artworks (VCAVAE025)
Learning Intents No 2 I use cultural references in my artwork N/S American, African odd year, Asian, European even year
Learning Intents No 3
I know atworks can tell me about the past
Islamic)
I understand what
abstract is
I can redraw over lines
accurately
Vocabulary: cultural references, traditional features, traditional colours, traditional styles, Spanish: (Día de Muertos ) positive, negative
Vocabulary:costume, style, history, fashion, portrait, bust, Hieroglyphics, fresco,
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 1-week 4-6
Term 1-week 7-8
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
Hieroglyphics even year or Minoan frescos, Cats in historical clothing odd year
Bronze Age, symbols, picture words,
their individual need arises
Term2: EL I can use materials, visual conventions, techniques and processes to express my ideas in artworks. (6) Content Description: Students can explore visual conventions and use materials, techniques, technologies and processes specific to particular art forms, and to make artworks (VCAVAV026)
Learning Intents No 1 I can interpret the same artwork two ways, 2D & 3D Klimt odd year, Warhol even year
Learning Intents No 2 I use established techniques and can follow a process Crosshatching & lines odd year,
Vocabulary: 2D, 3D, decorative pattern, height, width depth
Vocabulary: line-style repeat, pattern, motif, regular, block printing, reverse, layers, print
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 2 week 1-3
Term 2 week 4-6
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
Designing & printing even year
Learning Intents No 3 I create artwork that has symbolic meaning Symbolic patterns odd year, Symbolic colour even year
Klee depiction of the Circulatory system - ‘growth, movement’
surface, negative space, roller, printing baren
Vocabulary: repeated motif, symbols, symbolic meaning, symbolic colour, colours as feelings
Anecdotal Notes Markbook with checklists
Term 2 week 7-9
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Term3: EL I can discuss how artists express ideas and use materials, techniques and visual conventions in artworks from a range of places, times and cultures.(7) Content Description:
Learning Intents No 1 I can contribute to a class mural Geometric, Op art dd year, Realistic, Van Gogh, stylized even year
Vocabulary: collaboration, sharing, planning, responsibilities, uniformity
Anecdotal Notes Markbook with checklists
Term 3 weeks 1-3
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Explore different ways of displaying artworks to enhance their meaning for an audience (VCAVAP027)
Learning Intents No 2
I can use perspective One point linear odd year Planar, atmospheric, colour even year
Learning Intents No 3 I can create ‘visual tricks’ in my artwork OP Art odd year Surrealism even year
Learning Intents No 3
Vocabulary: overlapping, distance, 1 point perspective, linear perspective, horizon line size, size, layers, tints, shades, foreground, middleground, background
Vocabulary: illusion, unexpected, dream world, pulsating, moving, Surrealism, Op Art
Vocabulary: Elements of Art: line, shape, colour, form, texture, space
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 3 weeks 4-5
Term 3 weeks 6-8
Term 3 weeks 9-10
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 identify/know/use the ‘elements of art’ Colour, line, shape, odd year Form, texture, space even year
Term4: EL I can discuss and evaluate the art making processes, materials and techniques I use to express my ideas. (8) Content Description: Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures (VCAVAR028)
Learning Intents No 1 I can use terms relating to Greek/Roman artworks Greek odd year Roman even year
Learning Intents No 2
I can compare and contrast two of my artworks Venn diagram both years
Learning Intents No 3
I can match visual arts terms to images
Vocabulary: classical architecture, ionic doric, corinthian, sfumato, gradation, amphora armour
Vocabulary: similarities, differences, art terms
Vocabulary: Elements of Art: line, shape, colour, form, texture, space
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 4 weeks 1-4
Term 4 weeks 5-6
Term 4 weeks 7-8
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
Student reflection both years, with worksheet of terms
Learning Intents No 4
I can explore the artistic style of Indigenous artworks Didgeridoo sculpture, textiles? odd year Painting, pen even year
Vocabulary: indigenous, natural colours, earth colours
Anecdotal Notes Markbook with checklists
Term 4, weeks 9-11
their individual need arises
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
What is it that we want our students to know, understand, do and communicate KUDCO?
Year Level: Year 5 and Year 6
Semester: ONE TWO Subject: VISUAL ART
Team Members: Ruth Branthwaite & Matt Symmons
Essential Learnings What is the essential learning? Describe in student friendly vocabulary.
KEY:
Examples of Rigor
What does proficient student work look like? Provide an example and/or description for a two year cycle
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?
Term1: EL I can use visual conventions and visual arts practices, to express ideas, themes and concepts in my artwork (11)
Learning Intents No 1 I am improving my observation of line, shape and value when sketching sketching layout,line, shape, value, form proportion both years
Vocabulary: line, simple shapes, value, gradation compare size, angle, proportion, geometric shapes, implied form, 3D illusion
Anecdotal Notes Markbook with checklists
Term 1,week 1-2
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
I can describe the influences of artworks and practices on my art making. (12) Content Description: Explore visual arts practices as inspiration to create artworks that express different ideas and beliefs (VCAVAE029)
Learning Intents No 2 I can create a sense of realism by using visual conventions - shading Shading & value odd year Colour, tint & shade even year
Learning Intents No 3 I can borrow ideas from great artists Hockney, Cezanne Britto odd year Degas, Thiebaud even year
Vocabulary: value, gradation, blending, tint, tone, receding, protruding, light, shadow, 3 dimensional shape, over, under, in front, behind, impossible form stacks
Anecdotal Notes Markbook with checklists
Term 1, week 2-3
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Learning Intents No 4 I can use the commercial arts: comics/graphics/manga to inspire my artworks Benday Dots, odd year Typography, micrography even year
Vocabulary: artistic style, intention, interpret, analyse, interest, media (materials)
Vocabulary: Benday dots, printing, Pop art, Lichtenstein, font, type, kerning, serif, sans serif
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 1, week 4-6
Term 1, week 7-8
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
Term2: EL I can demonstrate the use of different techniques
Learning Intents No 1 Vocabulary: 2D sketching, watercolour illustration, blending colours, dry needle felting, fibres, teasing,
Anecdotal Notes Markbook with checklists
Term 2 weeks 1-3
Individual students are supported and extended on an ongoing basis during
and processes in planning and making artworks. (10) Content Description: Select and apply visual conventions, materials, techniques, technologies and processes specific to different art forms when making artworks (VCAVAV030)
I can create the same artwork three different ways, 2 X 2D & 1 X 3D sketch, wire sculpture, painting, sketch,watercolou, batik odd year sketch, coloured pencil, felting, sewing, clay? even year
Learning Intents No 2 I can create a standing or hanging sculpture
Hanging sculpture odd year Standing Structure even year
layering, cardboard, planes, construction, gluing, 2 dimensional, 3 dimensional, Felt, corrugation, support, strength
Vocabulary: curve, roll, fold, bend, pleat, join, attach, supprt, wrap
Anecdotal Notes Markbook with checklists
Anecdotal Notes
Term 2 weeks 4-5
Term 2, week 8-11
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
Learning Intents No 3 I can mix different media/materials in my art Mixed media both years
Vocabulary: sketching, blind contour drawing, dry brush technique, scumbling, overlapping, layering, torn edge, texture, mixed media, tints, tones, monochromatic, fringing, peeling
Markbook with checklists
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Term3: EL I can explain how ideas are expressed in artworks I make and view. (9) I can describe how artworks that I make and view can be displayed to express and enhance meaning.(13) Content Description: Create and display art work considering how ideas can be expressed to an audience (VCAVAP031)
Learning Intents No 1 I can re-interpret famous artworks and collaborate with others to enhance the effect and display of my own work. DeBuffet odd year Picasso even year
Learning Intents No 2
Vocabulary: interpret, meaning, visual language, cubism, expressive lines and expressive colour
Anecdotal Notes Markbook with checklists, portfolio reflection
Anecdotal Notes
Term 3, week 1-3
Term 3, weeks 4-5
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises
Individual students are supported and
I can evoke an emotion with my work Rothk, Music emotions odd year Sadness of war Kathe Kolwitz, Guernica, Goya? even year
Learning Intents No 3 I can create a symbolic artwork Friendship, Macke, Rockwell, Cezanne odd year Dreaming Chagal even year
Learning Intents No 4 I can describe the influence of famous artworks on my own artworks
Investigation on a famous painting
Vocabulary: dream like, gauzy, floating, emotional, bright colours, liquid mask
Vocabulary: symbolism, theme, direct gaze, woodcuts, cropping =
Vocabulary: arts elements, content, symbolism, meaning, art movement, media
Markbook with checklists, portfolio reflection
Anecdotal Notes Markbook with checklists, portfolio reflection
Anecdotal Notes Markbook with checklists, portfolio reflection
Term 3, weeks 8-9
Term 3, week 10
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
Term4: EL I can describe and identify how ideas are expressed in artworks from different contemporary, historical and cultural contexts.(14) Content Description: Identify and describe how ideas are expressed in artworks by comparing artworks from different contemporary, historical and cultural contexts (VCAVAR032)
Learning Intents No 1 I understand art plays a role in history
Modern, graffiti social comment odd year Importance of Renaissance painting, proportion perspective, form even yea
Learning Intents No 2
I can create artwork based on ancient art
3D technique odd year 2D technique even year
Learning Intents No 3 I can make art that connects to communities or groups of people
Buddhist mandala, Islamic tiles, African odd year
Vocabulary: Banksy, paste ups, etc, society’s response, purpose of portraits, styles, themes, tags
Vocabulary: low relief, high relief, sculpture, parody, icon
Vocabulary: ethnic, pattern, motif, culture, repeat, gyotaku
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Anecdotal Notes Markbook with checklists
Term 4, weeks 1-3
Term 4, weeks 3-5
Term 4, weeks 6-8
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
Japanese Gyotaku, Russian even year
Learning Intents No 3
I can make art that connects to history Egyptian, cave paintings odd year Impressionism even year
Vocabulary: art and science, discoveries, time capsules, pointillism
Anecdotal Notes Markbook with checklists
Term 4, weeks 9-11
Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises