Art Practice
Australian Curriculum, Assessment and Reporting Authority (ACARA) (2011) - Years 3 & 4; Victorian Essential Learning Standards (VELS) (2007) - Level 3; Queensland Curriculum, Assessment and Reporting Framework (2007) - Year 3 end ; International Baccalaureate (2009) - Level 3
From a combination of these curriculums the key standards of Art Practice are:
Creating, Presenting, and Making. In relevance to the lessons provided the assessments areas for students are: experimentation with different materials, the selection of codes for their intentions, ability to express their ideas and produce a piece of art; use of elements, techniques, skills and processes students use to communicate; the ability to create from stimuli; and the presentation of work and exhibition for others to observe.
Art Practice is about students understanding the focus point, and creating a piece of artwork that reflects both the focus, and their own ideas. As the teacher it is up to us to ensure our students develop the skills and technique to deliver this kind of artwork through practice and demonstration.
In these lessons students will be using Jeannie Baker’s book “Window” as a focus, and using both the elements and principles of art develop artworks influenced by it. These lessons are aimed at students grades 3 – 4, and are carefully designed around their skills and knowledge set out by the above curriculums. The Conceptual Framework has also played a large role right throughout each lesson plan as a guide to learning.
Creating, Presenting, and Making. In relevance to the lessons provided the assessments areas for students are: experimentation with different materials, the selection of codes for their intentions, ability to express their ideas and produce a piece of art; use of elements, techniques, skills and processes students use to communicate; the ability to create from stimuli; and the presentation of work and exhibition for others to observe.
Art Practice is about students understanding the focus point, and creating a piece of artwork that reflects both the focus, and their own ideas. As the teacher it is up to us to ensure our students develop the skills and technique to deliver this kind of artwork through practice and demonstration.
In these lessons students will be using Jeannie Baker’s book “Window” as a focus, and using both the elements and principles of art develop artworks influenced by it. These lessons are aimed at students grades 3 – 4, and are carefully designed around their skills and knowledge set out by the above curriculums. The Conceptual Framework has also played a large role right throughout each lesson plan as a guide to learning.
Lesson 2/Week 2
Collage Materials & the Elements of Art
Opportunities for Cross-curricula
Students will recognise suitable materials both natural/synthetic to use in collage, see how these materials can be manipulated, and using the elements of art classify them, and their use.
Indicators:
· What are the materials used in collage
· What can these materials represent
· How can they be used to represent the 3 elements of art: colour, texture, space
Background of Learning:
· Art Appreciation: Lesson 1 – Introduction to Jeannie Baker and Collage
· iArtist - Biography
· Jeannie Baker’s website
o http://www.jeanniebaker.com/index.htm
· Text: “Window”
· Elements of Art
· Principles of Art
Learning Materials:
· Quick Quiz (attached)
· Text: “Window”
· Visual Arts sketchbook
· PVA glue
· Range of synthetic Art materials – fabrics, ribbon, buttons, paper, paddle-pop sticks etc.
· Worksheet (Lesson 1: Art Appreciation – “Window” by Jeannie Baker)
Lesson Content:
(50 minutes)
Introduction
Working in small groups of 2-3, students will investigate, experiment and classify both natural and synthetic materials that can be used in collage in relation to the elements of art. Students will collect their own natural materials from the schoolyard, reminding them that anything living is out of bounds.
Development (45 minutes)
Quick Quiz (attached) to recap the previous weeks art appreciation lesson (5mins)
Allow student’s to go out into the yard and collect natural materials found in the schoolyard environment that they could use in a collage (10 minutes)
o REMINDER: anything living is unsuitable
In their small groups, get the students to investigate, experiment, and classify the materials they have collected or found in the classroom, in terms of the elements of art. (30 minutes)
· Investigate and experiment with the materials:
o Encourage the senses – smell, look, & listen
o Bend, break, cut, see how they stick to paper
o How does each material feel?
· What textures are there?
· What colours are there?
· What could they represent in a collage?
o Paste them into their Visual Arts sketchbooks and make their notes next to each material.
· What materials have you collected that you can see in Jeannie Bakers illustrations?
o What has she used them for?
o What could you use them for?
· What happens when you layer your materials?
o What effect does it create?
Consolidation and Practice
· Students will be able to identify suitable materials
o How they can be used with the elements of art
· Texture
· Colour
· Space
Closure (5 minutes)
In small groups students will discuss and reflect on:
· What materials were used?
o What were you able to create with your materials?
· What textures did your materials create?
· Were you able to create space?
o Depth of field?
o Perspective?
Downloadable PDF available here
- sustainability
- environment
- literacy
Students will recognise suitable materials both natural/synthetic to use in collage, see how these materials can be manipulated, and using the elements of art classify them, and their use.
Indicators:
· What are the materials used in collage
· What can these materials represent
· How can they be used to represent the 3 elements of art: colour, texture, space
Background of Learning:
· Art Appreciation: Lesson 1 – Introduction to Jeannie Baker and Collage
· iArtist - Biography
· Jeannie Baker’s website
o http://www.jeanniebaker.com/index.htm
· Text: “Window”
· Elements of Art
· Principles of Art
Learning Materials:
· Quick Quiz (attached)
· Text: “Window”
· Visual Arts sketchbook
· PVA glue
· Range of synthetic Art materials – fabrics, ribbon, buttons, paper, paddle-pop sticks etc.
· Worksheet (Lesson 1: Art Appreciation – “Window” by Jeannie Baker)
Lesson Content:
(50 minutes)
Introduction
Working in small groups of 2-3, students will investigate, experiment and classify both natural and synthetic materials that can be used in collage in relation to the elements of art. Students will collect their own natural materials from the schoolyard, reminding them that anything living is out of bounds.
Development (45 minutes)
Quick Quiz (attached) to recap the previous weeks art appreciation lesson (5mins)
Allow student’s to go out into the yard and collect natural materials found in the schoolyard environment that they could use in a collage (10 minutes)
o REMINDER: anything living is unsuitable
In their small groups, get the students to investigate, experiment, and classify the materials they have collected or found in the classroom, in terms of the elements of art. (30 minutes)
· Investigate and experiment with the materials:
o Encourage the senses – smell, look, & listen
o Bend, break, cut, see how they stick to paper
o How does each material feel?
· What textures are there?
· What colours are there?
· What could they represent in a collage?
o Paste them into their Visual Arts sketchbooks and make their notes next to each material.
· What materials have you collected that you can see in Jeannie Bakers illustrations?
o What has she used them for?
o What could you use them for?
· What happens when you layer your materials?
o What effect does it create?
Consolidation and Practice
· Students will be able to identify suitable materials
o How they can be used with the elements of art
· Texture
· Colour
· Space
Closure (5 minutes)
In small groups students will discuss and reflect on:
· What materials were used?
o What were you able to create with your materials?
· What textures did your materials create?
· Were you able to create space?
o Depth of field?
o Perspective?
Downloadable PDF available here
Lesson 3/Week 3
What do you see outside your bedroom window?
Opportunities for Cross-curricula
Students will use suitable materials and create a collage of what they see when they look outside their bedroom window. Accompanying their collage students will write a short statement that represents their collage, and the environment.
Indicators:
· A collage of what they see outside their bedroom
· A collage made up of suitable materials
· Elements of Art evident in collages
· Composition and Focal Point (Principle of Art) evident
Background of Learning:
· Art Appreciation: Lesson 1 – Introduction to Jeannie Baker and Collage
· Art Practice: Lesson 2 – Collage Materials and the Elements of Art
· Jeannie Baker’s website
o http://www.jeanniebaker.com/index.htm
· Text: “Window”
Learning Materials:
· Text: “Window”
· White cardboard/thick white paper A4 & A3
· Range of paints (watercolour, acrylic)
· PVA glue
· Range of synthetic Art materials – fabrics, ribbon, buttons, paper, paddle-pop sticks etc.
· Range of natural materials (students to collect)
· Samples of Jeannie Baker’s illustration’s from “Window” (for display while working)
Lesson Content:
(1 hour 30 minutes total)
Introduction
Completed individually students will create a collage that represents what they would see outside their bedroom window. They will need to use a variety of materials both natural and synthetic, and implement the elements of art into their work. They will also be looking at a “composition” and “focal point” as principle of art relevant to Jeannie Bakers collages in the text “Window”.
Development (1 hour 20 minutes)
1. Introduce students to today’s activity
2. Allow students to go out into the schoolyard and collect natural materials they will need in collages.
3. Complete step a) of “steps to completing a collage”, and set aside to dry.
4. Introduce the Principles of Art “composition” and “focal point”, and explain its connection with Jeannie Baker’s illustrations in “Window”. Discuss with students who Jeannie Baker has used these principles?
a. How has she used these two principles of art in her work?
i. The use of the window in her work etc.
b. How are the student’s going to apply this in their work today?
5. When students understand these principles, and how they need to use them in their work, move onto the steps for their collage.
6. Steps to completing a collage:
a. Apply a water colour base for background to the A4 piece of paper
b. Draw a picture of what they would see if they looked outside their bedroom window at home.
c. Using PVA start to apply materials to the paper, keeping in mind layering materials, the elements of art, and the principles of art. Set aside to dry.
d. Get students to write a short statement to accompany their collage, in this statement include:
i. Title and Date
ii. What the collage is of.
iii. What does this say about the environment?
e. Once collage is dry paste the A4 collage onto an A3 piece of paper in the middle of the right hand side.
f. Students then need to create a window that they feel is appropriate to frame their collages.
g. In the left hand corner create a figure which represents themselves looking out the window. Set aside to dry.
7. Tidy and pack up…
Consolidation and Practice
· Students will complete a collage that represents what they see outside their window
o Used the elements and principles of art
Closure (10 minutes)
· In small groups students will discuss and reflect on:
o Read their collage statements
o What is happening in their window?
o What materials did they use? What do the represent?
o How have they used their materials to create colour, texture?
o How have you used your materials to create space?
Downloadable PDF available here
- environment
- sustainability
- literacy
- mathematics (shapes, line)
Students will use suitable materials and create a collage of what they see when they look outside their bedroom window. Accompanying their collage students will write a short statement that represents their collage, and the environment.
Indicators:
· A collage of what they see outside their bedroom
· A collage made up of suitable materials
· Elements of Art evident in collages
· Composition and Focal Point (Principle of Art) evident
Background of Learning:
· Art Appreciation: Lesson 1 – Introduction to Jeannie Baker and Collage
· Art Practice: Lesson 2 – Collage Materials and the Elements of Art
· Jeannie Baker’s website
o http://www.jeanniebaker.com/index.htm
· Text: “Window”
Learning Materials:
· Text: “Window”
· White cardboard/thick white paper A4 & A3
· Range of paints (watercolour, acrylic)
· PVA glue
· Range of synthetic Art materials – fabrics, ribbon, buttons, paper, paddle-pop sticks etc.
· Range of natural materials (students to collect)
· Samples of Jeannie Baker’s illustration’s from “Window” (for display while working)
Lesson Content:
(1 hour 30 minutes total)
Introduction
Completed individually students will create a collage that represents what they would see outside their bedroom window. They will need to use a variety of materials both natural and synthetic, and implement the elements of art into their work. They will also be looking at a “composition” and “focal point” as principle of art relevant to Jeannie Bakers collages in the text “Window”.
Development (1 hour 20 minutes)
1. Introduce students to today’s activity
2. Allow students to go out into the schoolyard and collect natural materials they will need in collages.
3. Complete step a) of “steps to completing a collage”, and set aside to dry.
4. Introduce the Principles of Art “composition” and “focal point”, and explain its connection with Jeannie Baker’s illustrations in “Window”. Discuss with students who Jeannie Baker has used these principles?
a. How has she used these two principles of art in her work?
i. The use of the window in her work etc.
b. How are the student’s going to apply this in their work today?
5. When students understand these principles, and how they need to use them in their work, move onto the steps for their collage.
6. Steps to completing a collage:
a. Apply a water colour base for background to the A4 piece of paper
b. Draw a picture of what they would see if they looked outside their bedroom window at home.
c. Using PVA start to apply materials to the paper, keeping in mind layering materials, the elements of art, and the principles of art. Set aside to dry.
d. Get students to write a short statement to accompany their collage, in this statement include:
i. Title and Date
ii. What the collage is of.
iii. What does this say about the environment?
e. Once collage is dry paste the A4 collage onto an A3 piece of paper in the middle of the right hand side.
f. Students then need to create a window that they feel is appropriate to frame their collages.
g. In the left hand corner create a figure which represents themselves looking out the window. Set aside to dry.
7. Tidy and pack up…
Consolidation and Practice
· Students will complete a collage that represents what they see outside their window
o Used the elements and principles of art
Closure (10 minutes)
· In small groups students will discuss and reflect on:
o Read their collage statements
o What is happening in their window?
o What materials did they use? What do the represent?
o How have they used their materials to create colour, texture?
o How have you used your materials to create space?
Downloadable PDF available here
References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2011). Shape of the Australian Curriculum: The Arts.
Retrieved from http://www.acara.edu.au/curriculum/arts.html
International Baccalaureate Organization. (2009). Primary Years Programme: Arts Scope and Sequence. Cardiff Gate Cardiff, Wales: Author.
The State of Queensland (Queensland Studies Authority). (2007). The Arts: Assessable Elements and Descriptors of Quality for A-E.
Retrieved from http://www.qsa.qld.edu.au/
Victorian Curriculum and Assessing Authority (VCAA). (2007). Victorian Essential Learning Standards: Discipline-based Learning Strand – The Arts.
Retrieved from http://vels.vcaa.vic.edu.au/arts/downloads.html
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2011). Shape of the Australian Curriculum: The Arts.
Retrieved from http://www.acara.edu.au/curriculum/arts.html
International Baccalaureate Organization. (2009). Primary Years Programme: Arts Scope and Sequence. Cardiff Gate Cardiff, Wales: Author.
The State of Queensland (Queensland Studies Authority). (2007). The Arts: Assessable Elements and Descriptors of Quality for A-E.
Retrieved from http://www.qsa.qld.edu.au/
Victorian Curriculum and Assessing Authority (VCAA). (2007). Victorian Essential Learning Standards: Discipline-based Learning Strand – The Arts.
Retrieved from http://vels.vcaa.vic.edu.au/arts/downloads.html