Poster concept
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The document discusses a poster concept. It will feature a large headline at the top to grab attention, followed by 2-3 bullet points highlighting the key benefits or value proposition in a clear, benefits-driven way. A call to action is included at the bottom to encourage interested parties to learn more.
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90913 exemplar-b
This document provides exemplars and commentary for different grade boundaries - High Excellence, High Merit, Low Merit, High Achieved, and High Not Achieved - for an internal assessment on visual arts research. It includes sample student responses analyzing various artworks with increasing levels of understanding, use of art terminology, and depth of analysis. The commentaries provide guidance on what distinguishes the different grade levels in terms of the quality and comprehensiveness of understanding demonstrated in the student work.
Schol08 paint-exemplars
This submission demonstrates a highly focused and process-driven approach to developing a pictorial vocabulary through a series of formal explorations and studies. Initial studies establish visual interest and composition, while subsequent works utilize various artistic references and strategies to shift the work forward in a purposeful manner. There is a constructive tension between decoration and abstraction that becomes more complex throughout the progression. The candidate employs considerable painting skills and understanding of conventions to simultaneously create flat pictorial spaces and those with spatial depth.
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This document outlines the requirements for an achievement standard in visual arts at level 3 involving a drawing study in painting. It involves investigating ideas and methods related to artworks in the context of drawing. Students must use established drawing processes and materials to generate, analyze, and clarify ideas. They are asked to complete four tasks: 1) Produce an initial drawing to establish the subject matter and pictorial elements. 2) Create a series of three drawings developing and investigating ideas in a continuum. 3) Produce two paintings demonstrating drawing techniques and processes. 4) Conclude with a series of three works clarifying ideas generated throughout the study. The focus is on demonstrating a systematic approach to drawing that generates, analyzes, and clarifies ideas
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This document provides an overview of New Zealand painter Shane Cotton including key features of his work and influences. Cotton explores both Maori and European imagery and concepts in his monochromatic, grid-based paintings. Symbols in his work represent issues related to colonization such as the containment of indigenous culture. Influences on Cotton's style include McCahon's grid structures and Fomison's somber color schemes.
2011 printmaking
This student produced a high-quality body of work responding to the assessment task of generating and developing printmaking ideas related to personal identity. They conducted in-depth research on printmaking techniques and relevant artist models. A series of drawings and prints were created using monoprinting, relief, and intaglio processes to explore portraiture. The student demonstrated technical mastery of various printmaking processes and took creative risks to produce a sophisticated and autobiographical series of prints that represented an exemplary response to the assessment criteria.
Composition
Composition refers to the arrangement of elements and their relationship within a space or image. Key terms used to describe composition include cropping, overlapping, positive and negative space, and light direction. Effective composition can be achieved by dominating the space with the subject matter, using cropping and overlapping to show depth and perspective, and manipulating tone to create dimension and form. The example document discusses these composition techniques and provides student work samples demonstrating a range of compositional approaches.
Unit keeping cool presentation
Here are the key steps for the task:
1. Divide your A3 page into 4 equal sections.
2. In the first 3 sections, redraw one work each by Virginia King, Lonnie Hutchinson and one other artist covered in the presentation.
3. In the 4th section, design your own pattern inspired by the koru motif and artist examples, and draw it.
4. Cut out the shape you drew in the 4th section from cardboard.
5. As a class, combine all the cardboard shapes and hang them together from the ceiling.
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This document provides exemplars and commentary for different grade boundaries - High Excellence, High Merit, Low Merit, High Achieved, and High Not Achieved - for an internal assessment on visual arts research. It includes sample student responses analyzing various artworks with increasing levels of understanding, use of art terminology, and depth of analysis. The commentaries provide guidance on what distinguishes the different grade levels in terms of the quality and comprehensiveness of understanding demonstrated in the student work.
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This document outlines the requirements for an achievement standard in visual arts at level 3 involving a drawing study in painting. It involves investigating ideas and methods related to artworks in the context of drawing. Students must use established drawing processes and materials to generate, analyze, and clarify ideas. They are asked to complete four tasks: 1) Produce an initial drawing to establish the subject matter and pictorial elements. 2) Create a series of three drawings developing and investigating ideas in a continuum. 3) Produce two paintings demonstrating drawing techniques and processes. 4) Conclude with a series of three works clarifying ideas generated throughout the study. The focus is on demonstrating a systematic approach to drawing that generates, analyzes, and clarifies ideas
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This document provides an overview of New Zealand painter Shane Cotton including key features of his work and influences. Cotton explores both Maori and European imagery and concepts in his monochromatic, grid-based paintings. Symbols in his work represent issues related to colonization such as the containment of indigenous culture. Influences on Cotton's style include McCahon's grid structures and Fomison's somber color schemes.
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This student produced a high-quality body of work responding to the assessment task of generating and developing printmaking ideas related to personal identity. They conducted in-depth research on printmaking techniques and relevant artist models. A series of drawings and prints were created using monoprinting, relief, and intaglio processes to explore portraiture. The student demonstrated technical mastery of various printmaking processes and took creative risks to produce a sophisticated and autobiographical series of prints that represented an exemplary response to the assessment criteria.
Composition
Composition refers to the arrangement of elements and their relationship within a space or image. Key terms used to describe composition include cropping, overlapping, positive and negative space, and light direction. Effective composition can be achieved by dominating the space with the subject matter, using cropping and overlapping to show depth and perspective, and manipulating tone to create dimension and form. The example document discusses these composition techniques and provides student work samples demonstrating a range of compositional approaches.
Unit keeping cool presentation
Here are the key steps for the task:
1. Divide your A3 page into 4 equal sections.
2. In the first 3 sections, redraw one work each by Virginia King, Lonnie Hutchinson and one other artist covered in the presentation.
3. In the 4th section, design your own pattern inspired by the koru motif and artist examples, and draw it.
4. Cut out the shape you drew in the 4th section from cardboard.
5. As a class, combine all the cardboard shapes and hang them together from the ceiling.
yr 10 2005
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This document provides examples of student work that meets the criteria for excellence in a Visual Arts assessment. It summarizes a piece where the student drew inspiration from the artist Joseph Cornell to create an assemblage inspired by the Pacific coast. The student demonstrated an understanding of Cornell's methods through clear development stages, from concept drawings to alternative 3D trials to the final work. Annotations showed evaluative thinking at each stage to develop ideas visually and technically. The final assemblage used careful selection and application of materials to achieve a unified, cohesive outcome.
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This document outlines the Year 9 Visual Arts Programme at One Tree Hill College. The 2 term programme covers fundamentals of art making and focuses on the theme "Me in my Place." Students will learn various art media including painting, printmaking, drawing and sculpture. They will study artists from the college's art collection and learn about concepts like elements of art. The course is assessed using NZ curriculum standards around developing art skills and knowledge. Students will complete introductory and focused units on topics like drawing theory, color theory, and identity printmaking.
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The document outlines the elements and principles of art. The elements are line, color, value, shape, form, space, and texture. The principles are used to organize the elements and include balance, emphasis, contrast, rhythm/movement, pattern/repetition, unity, variety, and proportion. Together the elements and principles are the basic building blocks and tools used to create works of art.
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Still life2010
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Comment pourrai-je trouver un emploi via les réseaux sociaux ?
Ce document a été présenté dans le cadre d'une conférence que j'ai animée avec ma collègue Hajer Esseghir dont le thème est " comment construire votre avenir via les réseaux sociaux ?".
Aujourd'hui, nous pouvons profiter des réseaux sociaux pour trouver un emploi.. A découvrir !
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This document provides examples of student work that meets the criteria for excellence in a Visual Arts assessment. It summarizes a piece where the student drew inspiration from the artist Joseph Cornell to create an assemblage inspired by the Pacific coast. The student demonstrated an understanding of Cornell's methods through clear development stages, from concept drawings to alternative 3D trials to the final work. Annotations showed evaluative thinking at each stage to develop ideas visually and technically. The final assemblage used careful selection and application of materials to achieve a unified, cohesive outcome.
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Elementsandprinciples
The document outlines the elements and principles of art. The elements are line, color, value, shape, form, space, and texture. The principles are used to organize the elements and include balance, emphasis, contrast, rhythm/movement, pattern/repetition, unity, variety, and proportion. Together the elements and principles are the basic building blocks and tools used to create works of art.
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This document provides information about the Level 3 Design course for 2013, including:
1) The course involves producing creative design solutions through research, idea generation, and finished artworks, some using computer skills. Students will develop ideas thematically and independently.
2) Assessment includes internal assignments on design approaches, drawing studies, and a final portfolio (14 credits) due in Term 3, as well as appeals and missed assessment procedures.
3) A year plan outlines the weekly activities and assignments, including timeline for internal and external assessments across the 4 terms. Students will develop skills and extensive knowledge of art-making methods within the design theme.
Hypertufa%20 v.2
This document provides instructions for making a hyper-tufa garden planter at home. It explains that hyper-tufa is a homemade replica of natural tufa rock, made from cement, aggregate, and peat. The instructions guide the reader on gathering materials, making a planter mold, mixing the hyper-tufa mixture, forming the planter, and finishing and aging the completed planter over time. Followup care includes scrubbing the surface and applying treatments to help moss and lichens grow on the planter.
Level3 painting-2013
This folio shows a candidate who began with subject matter derived from architectural photographs which were reduced to linear geometric compositions. Techniques like opaque paint and impasto were experimented with to manipulate colour, tone, and figure-ground relationships. The works developed over 10 phases to build a pictorial vocabulary. Later works refined an emphasis on materiality and surface interplay within compositions.
The candidate demonstrated an understanding of a simple painterly vocabulary and was able to develop a substantial range of options through experimentation and analysis shown across the panels.
Painting level 3.1 2013
This document provides achievement criteria for a 3.1 level visual arts course focusing on research and drawing. Students are asked to:
1) Research established painting practices and approaches, analyzing influences, methods, and ideas, including examples from artists.
2) Present evidence of a practical drawing investigation appropriate to the selected approaches.
3) Identify or analyze relationships between approaches with reference to influences, methods, and ideas.
Research can include the student's own photographs, drawings, and analysis of artworks. Students are encouraged to focus on culturally relevant topics. A variety of drawing materials and techniques are suggested for practical investigation.
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This document discusses a printmaking class for year 9 students. Printmaking is the process of making artworks by printing, usually on paper. Students will learn techniques like relief printing, intaglio, monoprinting and stencil printing to create original artworks using printing plates and presses.
Beginning task sheet s and startup year 9
The document outlines Beverly Towns' Year 9 Art curriculum for the year, including assignments, due dates, and events for each term. Students will explore themes through fan art, clay tiles, and other media while learning about elements, principles, processes, color, and artists. Final assessments include completed fan artworks and a clay tile project to demonstrate skills developed over the course of study.
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Comment pourrai-je trouver un emploi via les réseaux sociaux ?
Ce document a été présenté dans le cadre d'une conférence que j'ai animée avec ma collègue Hajer Esseghir dont le thème est " comment construire votre avenir via les réseaux sociaux ?".
Aujourd'hui, nous pouvons profiter des réseaux sociaux pour trouver un emploi.. A découvrir !
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