Teacher Resources
Year 7 The Arts
KNOWLEDGE AND UNDERSTANDING
Visual Art involves modifying visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering intended audiences and intended purposes, through images and objects.
• Blended, controlled and symbolic colour is used to create depth, representation and symbolism e.g. using mixed and blended colour to add depth in abstract paintings.
• Descriptive and emotive lines are used to create abstraction, proportion and symbolism e.g. using fluid lines to show an emotional response to a stimulus.
• Negative space and positive shape are used to create abstraction, non-representation and proportion e.g. using photographs of natural shapes in their environments to focus on negative spaces and positive shapes and thus show effects of light and dark.
• Actual, invented and simulated textures are used to create depth, representation and non-representation e.g. using texture in a collograph print to express ideas about water without using representational imagery
WAYS OF WORKING
Students are able to:
• select and develop ideas for arts works, considering intended audiences and intended purposes, and make decisions about arts elements and languages
• create and shape arts works by modifying arts elements to express purpose and to include influences from their own and other cultures and times
• modify and polish arts works, using interpretive and technical skills
• present arts works to informal and formal audiences for intended purposes, using arts techniques, skills and processes
• identify, apply and justify safe practices
• respond by analysing and evaluating arts works in social, cultural, historical and spiritual contexts, using arts elements and languages
• reflect on learning, apply new understandings and identify future applications.
As prescribed by the Essential Learnings, learners are required to demonstrate their learning in relation to five areas. It is covered through this education package as follows:
1. Knowledge and understanding
(as shown above).
2. Creating/presenting:
Throughout the learning journey, learners are given opportunity to create and share their work with others through presenting their visual diaries as well as a formal Pecha Kuchu presentation. Their final completed work will be package and shared with the whole class.
3. Reflecting/Evaluating:
Learners are required to reflect upon their own work at different stages of the learning journey through completing artist statements and by completing the allocated evaluation worksheet.
The learning activities included within this educational package have been designed to follow the Dimensions of Learning (Marzano, 2006), in order to ensure that learners are continually engaged and they are using higher order thinking strategies. The progression of the learning journey is evident as the activities begin by aiming at DOL 2, and as the journey progresses DOL 4 processes are introduced. Both Dimension 1 and 5 strategies have been used through the visual design process to help learners engage in the activities. As always, it remains the learning managers responsibility to modify tasks to suit their individual learners and to ensure that appropriate DOL 1 and 5 pedagogical strategies are used.
Visual Art involves modifying visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering intended audiences and intended purposes, through images and objects.
• Blended, controlled and symbolic colour is used to create depth, representation and symbolism e.g. using mixed and blended colour to add depth in abstract paintings.
• Descriptive and emotive lines are used to create abstraction, proportion and symbolism e.g. using fluid lines to show an emotional response to a stimulus.
• Negative space and positive shape are used to create abstraction, non-representation and proportion e.g. using photographs of natural shapes in their environments to focus on negative spaces and positive shapes and thus show effects of light and dark.
• Actual, invented and simulated textures are used to create depth, representation and non-representation e.g. using texture in a collograph print to express ideas about water without using representational imagery
WAYS OF WORKING
Students are able to:
• select and develop ideas for arts works, considering intended audiences and intended purposes, and make decisions about arts elements and languages
• create and shape arts works by modifying arts elements to express purpose and to include influences from their own and other cultures and times
• modify and polish arts works, using interpretive and technical skills
• present arts works to informal and formal audiences for intended purposes, using arts techniques, skills and processes
• identify, apply and justify safe practices
• respond by analysing and evaluating arts works in social, cultural, historical and spiritual contexts, using arts elements and languages
• reflect on learning, apply new understandings and identify future applications.
As prescribed by the Essential Learnings, learners are required to demonstrate their learning in relation to five areas. It is covered through this education package as follows:
1. Knowledge and understanding
(as shown above).
2. Creating/presenting:
Throughout the learning journey, learners are given opportunity to create and share their work with others through presenting their visual diaries as well as a formal Pecha Kuchu presentation. Their final completed work will be package and shared with the whole class.
3. Reflecting/Evaluating:
Learners are required to reflect upon their own work at different stages of the learning journey through completing artist statements and by completing the allocated evaluation worksheet.
The learning activities included within this educational package have been designed to follow the Dimensions of Learning (Marzano, 2006), in order to ensure that learners are continually engaged and they are using higher order thinking strategies. The progression of the learning journey is evident as the activities begin by aiming at DOL 2, and as the journey progresses DOL 4 processes are introduced. Both Dimension 1 and 5 strategies have been used through the visual design process to help learners engage in the activities. As always, it remains the learning managers responsibility to modify tasks to suit their individual learners and to ensure that appropriate DOL 1 and 5 pedagogical strategies are used.