Year 9 course overview 2016
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This course is for passionate and highly able Year 9 and 10 visual arts students who want to develop their creativity and art skills. Over the two years, students will learn techniques in photography, painting, drawing, sculpture, printmaking and more through practical lessons. The course aims to enrich students' understanding of visual arts and its role in society, while challenging their academic approach. It will prepare students for the Year 11 and 12 Visual Arts courses, careers in fields like design, media and education.
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Year 11 information powerpoint 2011
This course is a Year 11 Visual Arts course aimed at developing students' creativity, technical skills, and understanding of visual arts. It involves making artworks in different media like photography, digital media, printmaking, and painting. Students will also develop their knowledge of art history from traditional to modern and postmodern eras, and engage in art criticism and theory. The course prepares students for the HSC and potential careers in fields like advertising, graphics, and gallery management.
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This lesson plan uses optical art (Op Art) to teach students about fraction, decimal, and percent equivalents. Students will create their own Op Art piece on a 100-square grid using different colors. They will then record the number of squares of each color and convert those amounts to fractions, decimals, and percents. This allows students to see the proportional relationships between ratios, decimals, and percents represented visually through their art. The lesson introduces Op Art and relevant vocabulary. It also includes supplementary materials like an Op Art slideshow and worksheet to reinforce the concepts covered.
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This course is a Year 11 Visual Arts course aimed at developing students' creativity, technical skills, and understanding of visual arts. It involves making artworks in different media like photography, digital media, printmaking, and painting. Students will also develop their knowledge of art history from traditional to modern and postmodern eras, and engage in art criticism and theory. The course prepares students for the HSC and potential careers in fields like advertising, graphics, and gallery management.
Using op art to teach fraction, decimal
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The document provides information about various visual art, music, drama, and photography courses for senior students. It describes opportunities for students in these courses to develop their creative skills, complete major works for assessment, learn from professional artists, and attend excursions to galleries and performances. Students have flexibility to choose areas of specialization and types of projects within each subject.
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The document provides guidelines for what materials cannot be included in visual arts submissions for the HSC. Prohibited materials include hypodermic syringes, bodily fluids, perishable foods, liquids, medications, glass, sharp objects, ammunition, and uncertified electrical wiring. Any electrical components requiring high voltage must include a certificate of electrical safety.
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Linda Alterwitz is a visual artist from Las Vegas, Nevada whose work explores the boundaries between science, technology, and art. Her ongoing project "While I Am Still" consists of three photographic suites that rework medical images of the human body. Alterwitz sources the images from friends and family who undergo medical scans. She then photographs the images using different cameras to reveal new details and aesthetics. The project examines the fragility of the human body and finds beauty in medical facts and technology. It also aims to inspire questions about the relationship between art and science.
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2) The Cultural Frame examines the cultural values and influences behind the artwork's creation.
3) The Structural Frame analyzes the materials, techniques, composition, and how these contribute to meaning.
4) The Postmodern Frame considers how the artwork questions previous texts and narratives through techniques like appropriation and irony.
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This document discusses the four frames for analyzing visual art: structural, subjective, cultural, and postmodern. It provides examples and explanations of each frame. The structural frame focuses on how the artwork was made and the materials/techniques used. The subjective frame considers the emotional response and meaning an artwork holds. The cultural frame examines how the time period and culture influenced the artwork. The postmodern frame explores contemporary art that challenges conventions and traditions through parody, irony, and new technologies. The document uses examples like Van Gogh's self-portrait and works by Picasso and Dali to demonstrate applying the different frames.
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This document summarizes the visual arts course offerings at Fairvale High School for years 9-10 and 11-12. It outlines 5 elective courses students can choose from: Visual Arts, Ceramics, Visual Design, Film and Video, and Photography. Each course is designed to help students develop skills in specific visual art areas. The courses involve learning techniques like drawing, painting, sculpture, and digital media. Ceramics focuses on handbuilding and wheel work. Visual Design teaches design principles. Film and Video covers video production and editing. Photography teaches film processing and digital photography. A list of possible art-related careers is also provided.
The Conceptual Framework
The conceptual framework analyzes artworks through four interconnected agencies: the artwork, artist, audience, and world. The framework can examine each individually or connected through lenses like subjective, structural, cultural, and postmodern. The artwork bridges artist and audience, reflecting ideas of its time and place. Artists develop unique perspectives and communicate experiences through their works. Audiences include the general public as well as specialists like critics and historians. The world encompasses historic events, influential figures, and the prevailing spirit of the times that shaped the artwork. Most importantly, students should understand the complexity and interdependence of the relationships between these agencies.
Frames
The document discusses different frames for analyzing and understanding artwork:
1) The Subjective Frame focuses on an individual's personal reaction and feelings towards a piece.
2) The Cultural Frame examines the cultural values and influences behind the artwork's creation.
3) The Structural Frame analyzes the materials, techniques, composition, and how these contribute to meaning.
4) The Postmodern Frame considers how the artwork questions previous texts and narratives through techniques like appropriation and irony.
12VA Theory - Sam Leach
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11 VA, Bill Viola, 2015
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12VA Theory - Guan Wei
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Julie Rrap is an Australian artist born in 1950 in Lismore, NSW. She established herself as an artist by reversing her surname "Parr" to avoid associations with her brother, the controversial artist Mike Parr. Rrap is known for her body-centric artwork incorporating photography, painting, sculpture, video, and performance art. Between 1986-1994 she lived in France and Belgium where she exhibited widely and gained international recognition. Major retrospectives of her work have been held at the Australian Centre for Contemporary Art in 1995 and the Museum of Contemporary Art, Sydney in 2007.
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12VA Cindy Sherman, 2016
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The Frames
The document outlines four frames for analyzing artworks: subjective, structural, cultural, and postmodern. The subjective frame focuses on personal emotional responses and communication through the senses. The structural frame examines design elements, principles, and artistic mediums. The cultural frame considers the social and historical context of when and where the artwork was created. The postmodern frame looks at how the artwork challenges conventions through appropriation, unconventional materials, and demanding new interpretations from the audience.
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This document provides an overview of the Stage 6 Visual Arts syllabus in New South Wales, Australia. It outlines the structure and components of the Preliminary and HSC courses, including the key areas of practice, conceptual framework, and interpretive frames. Examples are given of student artworks and exam questions to illustrate these course elements. Resources for research are also listed, such as art gallery publications, databases, magazines, textbooks, and contact information for the inspector.
Photo-manipulation Aesthetic Examples
The document discusses aesthetic examples and going through the motions. It seems to be about how people can go through daily routines without truly experiencing them or finding meaning and beauty in simple everyday actions and experiences. The document suggests that people should pay more attention to their surroundings and the present moment to find more fulfillment and appreciation in life.
Frames of Mind - Part 1 of 2
Pablo Picasso was a Spanish artist who helped found the Cubist movement in the early 1900s in Paris. Cubism involved analyzing subjects from multiple perspectives and reassembling them in abstracted forms. This document provides instructions for students to create their own 3D Picasso-inspired portrait by taking photos of a subject from 11 different angles, including front, profile, neck, under chin, lips, nose, and back of head, and arranging the photos in a Photoshop template to assemble an abstracted portrait in the style of Cubist compositions.
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The document provides guidance on analysing an artist's work by studying the formal elements, context, content, and mood of their artwork. It outlines key questions to consider under each category to help structure writing and understand the piece. These include examining the medium, colors, shapes, techniques, historical context, subject, message, and feelings evoked. The document also provides tips for annotating analyses and using proper vocabulary.
Exam week 2 places
The document discusses several artists and artworks related to the theme of "Places". It provides information on paintings by Edward Bawden, JMW Turner, and Gauguin. It also discusses British artist Peter Davies, describing his style of combining conceptualism and formalism in his text-based paintings that depict pop culture and treat art as a commodity. Examples of Davies' works, including "Where are they Now? The YBA Crossword" and "Gay For A Day", are mentioned.
11VA Theory - Leondardo Da Vinci
Leonardo Da Vinci was an Italian Renaissance artist born in 1452 in Vinci, Italy and died in 1519 in Amboise, France. He was a polymath known for his expertise and innovation in various fields including painting, drawing, sculpture, architecture, science, music, mathematics, engineering, literature, anatomy, and history. His most famous artwork is the Mona Lisa painted between 1503-1506. Da Vinci's artistic practice focused on achieving realism through techniques like preliminary drawings, studying anatomy and light/shadow, and developing the sfumato style of blending tones without lines. Some of his other major works include The Virgin of the Rocks painted between 1483-1486.
Semiotics
This document provides an overview of semiotics, the study of signs and signification. It discusses the work of seminal theorists Ferdinand de Saussure and Charles Sanders Pierce. Saussure explored the relationship between the signifier (spoken or written word) and signified (mental concept). Pierce analyzed signs in relation to ontology, phenomenology, and identified three components of a sign: representamen, object, and interpretant. The document also outlines different modes of signs and provides an example analysis of an allegorical painting using three planes: basic semiotic, iconic image, and contextual.
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The document provides information about the applicant's plans to apply for an art foundation course. It summarizes the applicant's visits to open days at Kingston University and UCA Epsom, including impressions of the facilities and opinions of current students. The applicant expresses a preference for Kingston's foundation course due to the more professional open day. Samples of the applicant's work are provided in a digital portfolio for Kingston's application, including observational drawings, sketchbook pages, finished pieces, and personal interests. The portfolio was tailored to the specific requirements provided by Kingston. Upon completing a foundation course, the applicant's plan is to work as a freelance illustrator.
Year 9 ceramics sow
This document outlines a scheme of work for a Year 9 ceramics unit. Students will build on skills learned in key stage 2 and develop more advanced knowledge of art through working with various media like paint, pencils, and sculpture. They will learn modern and traditional techniques to understand elements of art. The skills taught will be relevant to today's design world and provide a foundation for future years. Students will develop skills through project learning, group work, and independent study, covering topics like basic drawing, CAD work, sculpture, and experimentation. The unit aims to support students' personal development in areas like staying safe, enjoyment and achievement, and making a positive contribution. It will assess students' skills and provide differentiation.
UAL UCAS Pro Forma Completed-ish.
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If you are looking to learn basic art or advance your skills or even need assistance with an awesome portfolio for your design school applications, EdNet School of Art and Design in Delhi-NCR can help you in ways more than one! Established in 2004, our Art School is a creative space where ingenuity blends in with passion and imagination. We are proud of our state-of-the-art facilities, eminent art faculty, and specialized, innovative curriculum. At EdNet, we have guided hundreds of talented students in bringing their vision to reality while maximising their potential through:
· Seminars
· Workshops
· Field trips and excursions to museums like National Gallery of Modern Art and Kiran Nadar Museum of Art
· Photography forays
· Portfolio classes for aspiring art and design students
· Hobby classes, including sessions for adult learners
Techniques and materials include 3D installations, sketching, lino cut, model-making, charcoal, watercolour, oil pastels, charcoal, ink, pencils, and clay. Excited much? Wait no further! To learn or find out more, contact EdNet now! http://www.ednetartschool.com/
Year 8 ceramics sow
Students will develop ceramics and art skills over the course of a unit. They will learn techniques like slab building, coiling, and working with clay on a wheel. Students will understand elements of art and design and experiment with materials like paint and sculpture. The unit aims to teach skills and knowledge relevant to today's design world through project-based learning involving both groups and independent work. Assessment will involve self-assessment, peer review, and leveling of work based on criteria from the National Curriculum.
Paint swatch portfolio online version for blog
The document provides information about Caitlin Devendorf's teaching philosophy and portfolio. Her mission is to develop students' appreciation for visual arts throughout history by fostering creative thinking in her classroom. She strives to make her classes relevant while preparing students to be visually literate and skilled critical thinkers. Her professional goals include improving the classroom environment and helping students appreciate visual arts' power locally and globally through projects. The document also lists some of her coursework, including studio art, functional art, and sculpture, and provides samples of lesson plans she has created.
Year 7 ceramics sow
Students will build on art skills from KS2 and develop more advanced techniques. They will work with various media like paint and sculpture to understand elements of art. The art projects will use modern, relevant designs. Students will learn basics and build skills through project-based, group, and independent work like drawing, CAD, sculpture. Safety rules will be followed. Students will create various artworks to enjoy, achieve, and display around the school. Work will be assessed against criteria and students will self-assess with peer feedback. The ceramics unit involves learning about clay, tools, and kilns then creating bug-themed sculptures using techniques like glazing.
Art foundation research
The document provides information about the Ravensbourne Foundation course. It discusses that the course is for those interested in digital media and design, and will help students build a portfolio through experimenting with different processes and crafts. It lists the entry requirements as normally 4 GCSEs at grade C or higher, including English and Maths, as well as other relevant qualifications such as A-Levels or BTECs. The course aims to provide a creative environment for exploratory learning and skills development in preparation for defining creative practice areas.
UAL UCAS Pro Forma
Kallum Sykes is applying to university to study creative media programs related to photography and graphic design. He completed his GCSEs at Tadcaster Grammar School where he enjoyed subjects like creative media and electronics. He is currently studying creative media at York College, focusing on photography and graphic design. After college, he plans to travel to build his photography portfolio, then pursue a university degree to further his career goals in these creative fields. Outside of school, he enjoys hanging out with friends, skateboarding, gaming, and has turned gaming into a part-time job. He believes university education will help him pursue his passions.
Turn your creative abilities into fine arts career
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08.improve your memory and recall
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Year 9 course overview 2016
- 1. Year 9 and 10 Visual Arts
- 2. Who is this course for? This course is for students: Who have a passion and enjoyment for Visual Arts Who are highly able art students Who want to expand their appreciation of the role of Visual Arts in our society
- 3. Where will this course lead you? This course is designed to develop your: Creativity Autonomy Skills, knowledge & understanding of Art Appreciation of Visual Arts Initiative in undertaking academic work Ability to work independently and collaboratively
- 4. Leads to Year 11 & 12 Visual Arts Body of Work
- 5. HSC Body of Work
- 6. HSC Body of Work
- 7. HSC Body of Work
- 8. Visual Arts HSC Results 2014 (19 Knox candidates; 9106 in NSW) Mean Std Dev Band 6 Band 5 Band 4 Band 3 Band 2 Band 1 Knox 84% 16% - - - NSW 11% 38% 37% 12% 2% 0.% HSC Results: 2014 • Sixteen (16) students achieved Band 6 • Fourteen (3) students achieved Band 5 •Four (4) students pre selected for possible inclusion in ArtExpress • Two (2) student was selected to exhibit their work in ArtExpress
- 9. Year 9 Visual Arts aims to: • Enrich your understanding of the Visual Arts • Develop your art making skills and creativity through different materials, techniques and processes • Challenge your approach to academic work • Extend your viewpoint about how artworks are made, valued & interpreted • Excite your imagination
- 10. What career opportunities are there? Advertising Graphics & Design Film & Media Architecture Visual Arts Art Education
- 11. Practical Lessons 6 out of the 8 lessons will be practical
- 12. Photography, Video & Digital Media Year 9 & 10
- 13. Darkroom Photography: Black & White
- 14. Digital Photography – Moving Light
- 15. Digital Photography, Projection, & Assemblage
- 16. Digital Photography & Video – Gopro Underwater Unit
- 17. Digital Media
- 18. Digital Graphics
- 19. Painting & Mixed Media Year 9 & 10
- 20. Spray Painting
- 23. Painting
- 24. Painting
- 26. Drawing & Mixed Media Year 9 & 10
- 27. Charcoal Drawing - Architecture
- 28. Drawing and Mixed Media
- 29. Drawing
- 30. Portrait Drawing
- 32. Pastel Drawing – Cityscape Unit
- 34. Felt Tip Pen & Collage
- 35. Sculpture & Installation Year 9 & 10
- 37. Sculptural Installation: Wire Armature & Paper Pulp
- 38. Sculpture and Digital P Sculpture: Hebel Stone
- 43. Found Object Sculpture Wax & Plaster Casts
- 44. Sculpture, Laser Cutter & Architecture
- 45. Boxed Assemblage
- 46. Printmaking Year 9 & 10
- 50. Theory Lessons 2 out of the 8 lessons will be theory
- 51. Traditional Art History Hieronymus Bosch Giuseppe Arcimboldo
- 52. Modern Art History Salvadore Dali, Balla: Dog on a Leash, oil on canvas, 1912.
- 53. Post Modern Art History Gormley