Art Nouveau

Is taste a result of education and awareness of elite cultural values?

Students develop skills in selecting and using some of the conventions and procedures of the art making practice and approaches to design from the Art Nouveau period. Students make artworks ranging from digital works to a serious of lino prints building on their understanding of the Structural and subjective frames. Students will explore the notion of personal taste and consider wether taste is influenced or simply inate!
CRITERIA A
After textbook and library research; select an Art Nouveau  artwork . Imagine you are standing in front of this artwork at a gallery.
What is your initial response to the work, how does it make you feel, does it remind you of a place, time or event?(Subjective frame)
Think about how the work has been physically composed and constructed. Discuss how the artist chose to depict the subject matter. What signs or symbols are evident?(Structural Frame, Materials, techniques, size, form etc.)
What is the style or period or art movement that this artwork references? Discuss the objectives and design philosophy of the movement, linking it to the unit question- (Conceptual framework)
 Is taste a result of education and awareness to elite cultural values?
CRITERIA B

Students will create a Photoshop image resembling art works from the Art Nouveau period, this image will be utilised as reference for their lino cut print. Students must consider the printing meduim when designing their images for effective final presentation.
C.Students are to display and document their experimentation with 2D forms in their VAPD. Examples of this experimentation should be included and comments relating to the procedures of this experimentation should also be noted in an appropriate manner as outlined by VAPD structures

You should critically reflect on your artistic development in your work. Your regular VAPD entries should be dated and clearly reflect your journey through evaluation on your strengths and weaknesses, problems and solutions. You should evaluate the choices that you make and the thoughts behind these. Did your receive any feedback from your teacher or other students which has shaped your choices and directions? The use of annotation and speech boxes aroundexamples, images and sketches is an effective use of space. Attention to clarity, turning points in understanding, and discoveries are more important than exhaustive length and wordy paragraphs of text. Use high lighters and colours in your VAPD to promote important ideas.At the conclusion of the unit reflect on the unit question with a paragraph which draws on knowledge you have gained throughout the unit ofinquiry. Any new understandings which you have on this topic are to be linked to the unit questions components.

CRITERIA D

Students are required to produce a series of stylized  Art Nouveau lino cut prints, demonstrating their understanding of materials and techniques. An individualized response should be evident through a conceptual depth in your artworks composition and subject matter.Your ability to determine appropriate usage of your media for conceptual and technical strength will be assessed. Completion, resolution and presentation is important to succeed in this task.

HYBRID CREATURES

This term we will look at the idea of the Hybrid creature and how this has been investigated in art practices.
In coordination with the science unit on adaptation and environment, student will apply knowledge gained in science in order to create a digital image of a creature characteristic that will allow it to survive in unusual environment. We will also explore the process of Metamorphosis and transformation and how this can be interpreted in a sculptural form. The practice of Patricia Puccinini will be discussed in the context of hybrid creature sharing domestic environment with humanity. We will reflect on how her artwork questions our values and acceptance of what can be considered as ordinary everyday life and the natural processes of change.

Digital Composition of Hybrid Animal
Digital Creation of hybrid creature Students are to create a hybrid creature by physically combining three animals that usually exist in different habitat. This task will integrate knowledge that student have develop in science regarding adaptation and environment. This will also provide student to make hypothesis regarding genetics characteristic of the imaginary creature and their ability to adapt to an evolving surrounding. 

CRITERIA BTo archive this criteria at a high level you will need to:
- Select three creature that survive in different habitat that you have studied in science
- Select the body part from each animal (eg: body, limbs, head, wings) you want to used in order to create your unique ‘hybrid creature’
- Using Photoshop, and the tools available you will create a digital of the creature
- You will also select a appropriate landscape that you will use as the background of your composition to depict the creature in it’s natural environment
CITERIA C
You Visual Arts Process Diary (aka: VAPD) is the documentation of your creative process. You must include enough information so that the reader can have a little preview into the intellectual as well as the physical development of your artwork.
You will need to include in you VAPD:
           - The planning and preparation stage.
                        This can include sketches of what you will make and a brief description of how you will make it

           - Remember to document your Process and your work in progress
           - Reflection  and Evaluation
                        What was the most challenging part of the whole project?
CRITERIA D
Pocket Pet
You will create a small pocket pet out of the digital animal you have created for criteria B.
This would be structured out of hand building clay. You would need to demonstrate articulate attention to details by using correct clay jointing techniques and make appropriate texture for the surface of the animal. Your pet must be small enough to be store in a paper container as you are making it and be able to fit into the palm of your hands when it is completed.
                        What skills did you gain
                        What would have done differently?
           - Response to unit question: How is change constant?
           - What have I learn and how did I approach that?
           - What leaner profile did I display?
           - Will this set of skills be applicable in any other situation?
          - What did this unit draw my attention to that I did not expect?

ceramic platters Criteria B

Students are required to produce a design for their platter design. Students must consider carefully the juxtaposition of images

Your design must be A4 in size. Designs may be scanned and manipulated on Photo shop, if required.
Students will need to demonstrate their developing technical accomplishment and refinement of ideas, processors and techniques in their

V.A.P.Ds.

Ceramic Platters Criteria D

Students will be required to design and create a slab clay platter. Their ability to determine appropriate usage of their media, attention to detail and conceptual strength will be assessed. Completion and resolution is important

YEAR 6 COLOUR VALUE COLLAGE

In this unit you will be introduced to the Elements of Design through various practical and analytical tasks. We will also focus on the work of Fauvist artists in order to further investigate the idea of composition, perspective and colour in painting, drawing and digital artworks. You are given the opportunity to explore new possibilities in creative problem solving as well as artistic creation. You will strive to find creative solutions that enhance critical thinking skills, improve technical competence and encourage individual expression in a  collage media with colour value as the focus.
Criteria A

You will be introduced to the structural elements of Visual Arts. Compositional influences and design principles from Fauvism (1900-1910)

will be explored as examples. The Fauvists believed that creative use of colour was more important to the artwork than reality, so the critics

of the time thought of them as animals of the artworld. (Hence the name: 'Fauve' means 'wild beast' in French). Students will be required to

complete short entries on selected 'artists of influence' whose work would be considered a good example in the use of line, shape, colour and

tone. A worksheet will be provided to aid students in these entries. Responses will be completed in VAPDs.
CRITERIA B
Digital Collage Composition.
Your submission should include in your VAPD:
- A digital photograph of the composition you chose to use for your final piece.
- The photographs manipulated in Photoshop by using a selection of tools to create a digital colour value composition.
- One A4 final print of your digital composition in colour for assessment.
VAPD
Your Visual Arts Process Diary is not only a place to keep most of your artwork. It is also a very important record of the choices you have made in the process of creating this artwork. You should include written explanations of decisions made, directions in material usage, and any theory work covered in class or completed as homework. Class work must be kept up to date and handouts neatly glued into the VAPD. Date all pages and have a creative approach to each page. This Diary is key to the success of your overall Visual Arts progress. Look after it and submit it when required. DON'T LOOSE IT.
CRITERIA C
By the end of this unit you will have completed various practical exercises on the Elements of Design, aimed at enhancing your drawing and painting skills. Select three of your best designs from your exploration of  line, shape, tone, colour and texture, in order to write a more in-depth evaluation and reflection.

Consider the following in your response:
- a clear description of the process involved
- an explanation of the challenges that needed to be overcome
CRITERIA D

Students are to create an A3 colour paper collage referencing the digital work previously produced. Students will strive to find creative solutions that enhance critical thinking skills, improve technical competence and encourage individual expression in their colour value collage.
- an account of the changes that you made in response to teacher/peer advice
- your personal opinion regarding the success of the work, and your reasons for this
- a statement that relates your particular artwork to the key unit question (i.e. what did you learn through completing this activity?)

ART HISTORY WEBBOOK

http://smarthistory.org/timeline.html

PORTRAIT SAMPLES YR 9

 

YEAR 7 POP ART PRINTS TERM2

Students recognise and use aspects of the world as a source of ideas, they will draw upon their knowledge and life experiences to respond to Unit question; What is popular culture? Students will study the art making processors of Pop artists through the frames and develop their own iconic Pop Art print. Student’s show commitment in developing their own artistic processes, demonstrate curiosity, self-motivation, initiative and a willingness to take informed riskS
 CRITERIA: A
Students are required to produce a power point presentation of their favorite Pop Art Artist. The power point must include some background information on the artist as well as featuring at least 3 of their artworks. Students will be required to use their knowledge of the Structural and Cultural Visual Art frames to analyse two of the artworks presented.
 Be broad in your description, conclude this response with a paragraph  judgement on which painting you like more and justify your choice with evidence.
Your power point  must be at least 5 frames, including your name and teacher’s name on the front. You must include examples of the artworks with
complete citations and bibliography for any quotes and research. The layout of your response is up to you, but must be informative and clear. Quality (answering the specific questions in the clearest possible matter) is valued over quantity.
CRITERIA: B
Task1Students are required to produce a pop art portrait of themselves using Photo shop. The image must be A4 in size, completion, resolution and presentation is important to succeed in this task.
Task 2Students are required to produce a Pop Art Lino-print, utilising the photoshop work already completed in class. Students may produce a  series of prints that should be hand coloured resembling the work of the Pop Artist's studied. Completion, resolution and presentation is important to succeed in this task.
Task 3You are to display and document your procedure and experimentation with 2D and 3D forms in your VAPD. Examples of this experimentation should be included and comments relating to the procedures of this experimentation and should also be noted in an appropriate manner as outlined by VAPD structures.
CRITERIA: C
-You should critically reflect on your artistic development in your work. Your regular VAPD entries should be dated and clearly reflect your journey through evaluation on your strengths and weaknesses, problems and solutions.
-You should evaluate the choices that you make and the thoughts behind these. Did your receive any feedback from your teacher or other students which has shaped your choices and directions?
-The use of annotation and speech boxes around examples, images and sketches is an effective use of space.
-At the conclusion of the unit reflect on the unit question with a paragraph which draws on knowledge you have gained throughout the unit of inquiry.

-Any new understandings which you have on this topic are to be linked to the unit questions components.

trendhunter magazine

http://www.trendhunter.com/

ART HISTORY TIMELINE

http://www.dipity.com/bethrhu/smARThistory_An_Art_History_Timeline/?mode=fs

Year 10 Visual Arts 2011- (term 2)

Students will create two extended linear line drawings. Students should focus on perspective and depth in their compositions. Each student will be expected to complete one drawing in charcoal and one in paint. Students will look at the strong chiaroscuro effects of Velazquez, Rembrandt and other 17th century masters and the traditional oil painting techniques aimed to achieve a harmony in tones.

Students will look at the strong chiaroscuro effects of Velazquez, Rembrandt and other 17th century masters and the traditional oil painting techniques aimed to achieve a harmony in tones. Students will select an artist and 2 of their paintings, which clearly utilizes this technique.
Students will then be required to present a three minute class presentation on their selected artist and art works.
Criteria A

The presentation must include the following:  Back ground information on their artist
                                                                          Detailed description of the artists practice including the under painting technique used
                                                                          An analysis of the 2 paintings, referencing the Structural and Cultural frames
                                                                          Concluding with their response to the Unit Question
Students are free to use any web 2.0 tools they choose in presenting their assignment.
Criteria B

A. Charcol extended linear line interior drawing
B. Acrylic extended linear line interior painting
C. VAPD
Your Visual Arts Process diary in is a very important record of your choices, reasons for decisions, and directions in material usage, and docment of theory work. You need to keep this up to date with class work and handouts give to you in class. Date all pages and have a creative approach to each page. This Diary is a key to the success of your overall Visual Arts progress.
Criteria C

You should critically reflect on your artistic development in your work. Your regular VAPD entries should be dated and clearly reflect your
journey through evaluation on your strengths and weaknesses, problems and solutions. You should evaluate the choices that you make and
the thoughts behind these. Did your receive any feedback from your teacher or other students which has shaped your choices and directions?
The use of annotation and speech boxes around examples, images and sketches is an effective use of space. Attention to clarity, turning points in understanding, and discoveries are more important than exhaustive length and wordy paragraphs of text. Use high lighters and colours in your VAPD to promote important ideas. At the conclusion of the unit reflect on the unit question with a paragraph which draws on knowledge you have gained throughout the unit of inquiry. Any new understandings which you have on this topic are to be linked to the unit questions components.