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One tree hill college yr 9 program 2013
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One tree hill college yr 9 program 2013


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  • 2. Year 9 Visual Arts Programme: This is a 2 Term programme which covers the fundamentals and purpose of making Art. Theme: Me in my Place Objectives: 1. To give students exposure to a range of art media and disciplines 2. To encourage students to learn about OTHC Art Trust NZ Artists 3. To provide students with a strong grounding in the Principles and Elements of Art in preparation for Year 10 Art. Fields or Disciplines Taught: Painting, Printmaking, Drawing, Sculpture, Design. Learning Outcomes Students will learn; Respect for themselves and their peers in the diverse ethnic and cultural environment at OTHC The place of art in society Practical skills in a variety of art fields or disciplines The process of making artworks The vocabulary of art and its meanings and how to apply them To study and analyse artworks by artists in the OTHC Art collection. How to apply self-expression and creativity in a variety of fieldsFIELD TOPIC COVER & ARTIST MODELS TIME FRAMEDRAWING Binney, Stringer, Frizzell, Siddell, 3 WEEKS Smither, WoollastonPAINTING Brown, Hanly, Shine, 4 WEEKSPRINTMAKING Pond- Eyley, Warr, Dyke, Pule 5 WEEKSDESIGN Sloane, Shine, Scott 5 WEEKSSCULPTURE Stringer, Maori artists 3 WEEKS ASSESSMENT & SUCCESS CRITERIA: Students will be assess using the following Level 3,4,5 NZ Arts Curriculum Standards Developing Practical Knowledge in the Visual Arts PK Developing Ideas in the Visual arts DI Communicating and Interpreting in the Visual Arts CI Understanding the Visual Arts in Context UC Marks will have NCEA Assessment Criteria grading; Achieved, Merit & Excellence. 2
  • 3. Students will use self- evaluation sheets to determine the effectiveness of theUnit at the end of units and will peer assess and have formative assessmentsthroughout the course of units studied.Unit OUTLINE ARTIST MODELS TIME FRAMEIntro Art Vocab (Tree): Mark, Line, Tone, Form, 2 Shape, Pattern. Week Art Process: Design Cycle s Colour:Wheel;Primary/Secondary/Tertiary, Tints & Shades, BlendingDrawing Drawing: Observation focus on light Shine, 8WeePainting source/perspective/form: Draw from sculptures Smither, ks in OTHC – grey sugar paper/B&W/dry media Binney(Tone) Term Composition: Perspective, Overlapping, Amituana’i 1 Cropping, Negative/Positive, Angles/Views, Towns balance. Research: study of Artist ModelsPrint- Identity Print: Cultural patterns, Maori, Pacific, Pond Eyley, 4Weemaking Asian, European Shine ks Research on site : Marae– Pond Eyley Maungakeikei Cultural Patterns (kowhaiwhai & whakairo) Marae Process: monoprint/etching Learning Mono print Present in collaborative grid (Colour - Limited palette/ line/shape/repetition/pattern)Sculpture Application of shape: working with clay Len Castle, 2week(extensio Brickell, sn) Stringer, TownsPhotogra See JMarsics ‘Self Portrait’ exemplars Meganz 3phy/Desi Use of camera/portraiture/photomontage/mediagnStudents are assessed using the Level guidelines and are able to keep theirwork as a ‘Pictionary’ of the above skills. They may use this as a resource intheir future studies in art. ELEMENTS TO STUDY VIA HOMEWORK SHEETS COLOUR, LINE, SHAPE, TONE, TEXTURE, MARK 3
  • 4. Helen Cooper/Camilla Highfield/Kate Walker (adjusted by One Tree Hill College)UNIT TITLE Intro Unit LEVEL 4 YEAR 9 FIELD Drawing Theory DURATION 12 hours AssessedSTRANDS ACHIEVEMENT OBJECTIVES LEARNING OUTCOMES /X Students will apply knowledge of elements and principles to make Students will: PK objects and images, using art-making conventions and a variety of  Apply knowledge of tone, implied texture, colour, shape and contrast on techniques, tools, materials, processes and procedures observational drawings. Students will generate and develop visual ideas in response to a  Develop ideas from observational work into a series of works. DI variety of motivations, using imagination, observation and a study  Develop ideas from series into a final artwork of artists’ work. Students will explore and describe how different media influence  Explore and describe how colour, shape, contrast and subject matter CI the communication and interpretation of ideas in their own and communicate meaning or mood. others work. Students will investigate the purposes of objects and images in  Analyse and apply Artist influence UC past and present cultures and identify contexts in which they were or are made, viewed and valued. AddressedKey Competencies S P T Teaching/Learning Sequence Relating to others 1. Research: Discuss Art Vocab and Meanings and apply in Art Tree. Describe Art process and apply in flow Management of Self chart. Participating & Contributing 2. Research: Artist Models (using worksheets from Art Trust Collection Thinking 3. Discuss tone, make tone scale. Markmaking Pattern (hatching, line quality etc). Using Language Symbols & Texts 4. Using above methods, make small pencil drawings of ideas from research of fans. Show pattern, shape.Resources 5. Colour theory lesson and worksheet. 6. Colour samples using paint, layering and mixing colours.colour theory worksheet, Artists’ Works from Art 7. Concepts: Make A5size pastel of basic ideas with using complementary colours.Trust 8. Developments: Make 2- compositions of fan ideas. Combine geometric shapes (3D) with your research of shapes, pattern interests, 9. Final: Use favourite shape/development to make A4 size card assemblage fan.Method of Assessment Self Appraisal Peer Appraisal Teacher Assessment (attach assessment sheets) 4
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