Visual Art - PDST
Transcript of Visual Art - PDST
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Visual Art
In-Service 2013
Claire Timmons Mount Seskin Community College
Tallaght D.24
087 2872944
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Harry Freeman [email protected]
087 2908528
L.C.A. SUPPORT
L.C.A. Office
Clare Education Centre
Government Buildings
Kilrush Rd
Ennis
Co. Clare
Ph: 065 6845504
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Key Underlying Principles
student centred curriculum
personal and social development
integration and cross curricular links
team work
literacy & numeracy development
active teaching/learning methodologies
reflection
community links
Content of Day
A.M. Intro of Modules
Module Planning
P.M. Basic Skills
Task Input
Display of Work
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Curriculum FrameworkYear One Year Two
Session 1 Session 2
Sept - Jan Feb - June
Session 3 Session 4
Sept - Jan Feb - June
Vocational
Preparation &
Guidance
Voca
tion
al
Pre
para
tion
Voca
tion
al
Ed
uca
tion
Gen
eral
Ed
uca
tion
English &
Communications
Guidance
Enterprise
Wk/Wrld Enterprise Media Lit/Com
Mathematical
ApplicationsLiving Enterprise Leisure Wk/Life
Vocational
Specialisms
ICT
Arts Education
Social
Education
My Com Ctp/Iss1
Soc/Hlt Soc/Hlt
Ctp/Iss2 Tk/Chrg
Languages
Leisure &
Recreation
Elective Courses
Student
Task
Contemporary
Issue Task
Practical
Achievement TaskModule 30 Hour Module
Student
Task
Student
Task
Student
Task
Pers
onal
Ref
lect
ion
Tas
k Pa
rt 2
Pers
onal
Ref
lect
ion
Tas
k Pa
rt 1
©SLSS 2007
VISUAL ART
Visual Art is one of the courses on offer in the Arts Education area,
others are
Music
Dance
Drama
Any 2 modules of Arts Education must be completed within 2 years.
E.g. One module from Dance and one module from Art may be
taken.
Two modules of Visual Art may be taken alternatively.
There is no sequence or recommended order of the modules
No. of Modules: Two
Module 1: Individuality and Identity
Module 2: The Local Environment
Each of Arts Education modules are worth 2 credits.
Visual Art may be involved in a task in the general education area.
This task is completed in Session One and is worth 10 credits.
Final Exam: There is no final exam in the Visual Art
Course.
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AIMS
Visual Arts should amongst other things enable students:
To develop abilities to understand and use the language of visual
expression and other forms of communication and to extend their
capacity to research, analyse, plan, take decisions and realise intentions
To develop competent and safe practice in the use of tools, equipment,
materials, techniques and processes
To develop self-expression, imagination, feeling and sensitivity
To make connections between education in Visual Art and other elements
programme of the Leaving Certificate Applied
To develop an awareness of the opportunities for further education and
training in, and engagement with, the area of Visual Art
Modules:
Individuality and Identity The Local Environment
No particular order of Modules
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VISUAL ART – STARTING POINTS FOR MODULE ONE
Individuality and Identity
In this module students can explore aspects of themselves and their
lives through a variety of visual art media and processes
Starting Points
Gather photos of oneself at different ages – these could be
enlarged, photocopied, coloured etc. to form the basis of a
personal history montage
Students can investigate how artists have dealt with the idea
‘self’, example – self-portraits of Durer, Van Gogh etc.
Observational drawings of oneself using a mirror – variety of
media
These are suggestions – the key ingredient will be the teacher’s
ability to use starting points/subjects which are of interest to and
motivate his/her students
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Visual Art
Key Assignment Number One (Part C & D)
Portrait Painting
You are required to:
1) Find a Picture of a Face in a magazine…..You can bring in a picture you might have at
home of a favourite PopStar/Actor/Sports Star etc. A4 is the best size.
2) Trace out the face using tracing paper and your 2b pencil. Pay attention to the areas of
light and shade.
3) Transfer the tracing onto an A3 page by scribbling on the back of your traced drawing. A
demonstration of this technique will be given. Mark in the areas of light and shade L &
D.
4) Choose two colours to paint the face in; one for light areas and one for the dark areas.
Carefully paint in. Paint the lighter colour first.
Background
Having looked at backgrounds in paintings by Vincent Van Gogh and Henri Matisse who used
flowery wallpaper backgrounds in their Portraits, you have to design your own wallpaper
background for your painting.
Think of wallpaper you would like.
1) Make a page of sketches of ideas e.g. cartoon characters, stars sign symbols, football
crests, popstars, flowers, animals, etc.
2) Using tracing paper make a patterned wallpaper background behind your portrait.
3) Paint in. You can use however many colours you like this time.
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Visual Art
Synopsis
Visual Art One of the four possible subjects in Arts Education
Two modules
o Individuality and Identity
o The Local Environment
Each module is 30 hours = 3 class periods per week
Number of Modules completed depends on the number of
timetabled class periods e.g. 3 classes per week = 1 Module
September - January.
2nd
Module February –
June 2 class periods per week = 1 Module in Year 1,
2nd
module in Year 2
No particular order of module
Each module contains 4 key assignments
To obtain 2 credits for this module, 4 key assignments must be
done plus 90% attendance
May be involved in a task in the general education area
Any module not used as official Arts Education can be used as an
elective
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Questions and Answers for Modules One and Two
VISUAL ART
INDIVIDUALITY & IDENTITY THE LOCAL ENVIRONMENT
Q. What strategies can I adopt to help teach this Module?
The most important things to bear in mind when teaching the Visual Art modules are to teach
to your own strengths (be that a fine Art/Craft background). To use the facilities available to
you in your art room. To bear in mind your students abilities and most importantly to use
starting points which are of interest to your students and so will then motivate them.
The Environment that your school is in e.g. whether it is an urban, rural or coastal location
can influence the kinds of projects/work which might be undertaken.
Planning is of the utmost importance and will make both the teachers and students life a lot
easier.
Bear in mind the timing of work experience placements, task deadlines etc. when planning
the teaching of the module. A visit to a local heritage site, exhibition etc. may be planned
(perhaps in another subject area e.g. social education) the timing of this visit may be of
relevance as it could be an opportunity to gather visual information, photos, drawings etc.
which might act as a starting point for work, particularly for the local environment module.
An example of a planner is included.
This planner is handed out to students at the beginning of session one. It is stuck on the
inside cover of the Art Folder, so at a glance the student can see where he/she should be at,
what Key Assignment they should be working on.
Q. Must I complete all of the learning outcomes?
There are only 4 learning outcomes listed in the Module Descriptor booklet for the Visual Art
course. If you glance on a few pages you will find the Key Assignments for the module (the
Key Assignments are the same for both modules).
There is a very obvious link between the learning outcomes and the Key Assignments; these
learning outcomes will come about when following the Key Assignment model no matter
what media/craft method etc. is being used to teach the module.
So in completing the Key Assignments the student will achieve all the learning outcomes.
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VISUAL ART
BASIC SKILLS AND LITERACY
In teaching the Visual Art modules basic literacy skills can also be improved.
It is up to the individual teacher to teach the language of his/her own subject
area.
In Visual Art for example, new words for materials, tools, techniques etc. will
be introduced.
Lists of these words introduced when relevant reinforced through speech and
also in writing can help students. This is particularly important if going on to
take Craft & Design as a specialism where they will have a written exam.
The use of a diary/log book/visual copy may also help in this area.
Asking students to write about an artist, a piece of work they have made, a skill
they have learnt etc.
Make sure there is a reason for this writing and that you the teacher will actually
read the account written.
One of the key assignments for Visual Art is to keep notes on work being done.
DIRECTIONS/INSTRUCTIONS FROM L.C.A. PAPERS
CRAFT AND DESIGN
BATIK
BATIK means writing in wax
WAX melted to paint onto material
WAXPOT saucepan or special pot used to heat the wax and keep it melted
TJANTING special tool with brass cup on a handle to paint the melted wax TOOL onto material in lines
COTTON natural fabric most suitable for batik
DYES dylon dyes are mixed with water to create colour dyes
CRACKING a method of crushing the wax once painted onto the material WAX so when the piece is put into the dye lines of colour will run through the waxed parts
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Batik Equipment
Draw the equipment you need for the craft of Batik in the boxes below.
Name each piece in the space provided.
1. _____________________ 2._________________________
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BATIK
Name the Piece
Step by step how you made your Piece of Batik
1. ______________________________________________________
______________________________________________________
______________________________________________________
2. ______________________________________________________
______________________________________________________
______________________________________________________
3. ______________________________________________________
______________________________________________________
______________________________________________________
4. ______________________________________________________
______________________________________________________
______________________________________________________
5. ______________________________________________________
______________________________________________________
______________________________________________________
6. ______________________________________________________
______________________________________________________
______________________________________________________
Date:__________ Student sign:__________________________
Teacher sign:____________________________
Batik
V D C S E W H Y X R B R Q S H
D G L A W A S O U I W Z N Q Z
R Q Q L G X U G X A Q T P M B
F E C T S P R H B G K C K C C
L M T W B O B E R V F W G O E
Q L Y A J T M M K P H I T R Y
X L C I W A P A P E R T X E D
G A V R R O C S A W O L V E I
F C W F M D Z H F N V C M O R
L R V M H S I K I K E M L B D
Z F H H A N I E H N C W H H M
O T T B J R T L E M Z I R U I
Q V R U O L O C G J O E X J U
C U E N J O A D X F N I M A S
H J P S L N G O N R E X J M R
BRUSH COLOUR COTTON
DYE FIXER FRAME
IRON MELT PAPER
SALT WATER WAX
WAXPOT
13 of 13 words were placed into the puzzle.
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VISUAL ART – CLASSROOM MATERIAL
Cloze Passage on Module 1
Please fill in the Gaps with the words from the box below that you think fit in the sentence
Key Assignment 1 A + B
For this Key Assignment we had to fill out a _____________ about drawing. We used a
________________________ pencil to shade in the shapes. There was a square,
a____________, a circle and rectangle.
We then had another drawing to do. We had to ____________________ or copy a drawing
of a woman’s _________________. We then had to ________________ it in using our 2B
____________ again.
Triangle, Pencil, Shade, Worksheet, Trace, Face, 2B
Key Assignment 1 C + D
For this Key Assignment we had to find a picture of a face in a ________________. We then
had to trace this picture out using tracing ________________ paying attention to areas of
light + ___________________. We then had to __________________ on the back of the
tracing and then put it down right away up on a new white _________________ page.
After we drew this out again we then marked in the areas L + D. We chose 2 of our favourite
_______________ to paint it with. We then had to paint the ________________ colour first.
When we had finished painting the face we then had to ___________________ the
background, and paint it in also.
Shade, Scribble, A3, Light, Magazine, Design, Paper Colours
The
Student
Task
General Education Task
Vocational Preparation Task
Vocational Education Task
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Vehicle for curriculum integration of as many courses as possible
Purpose
Definition
A practical activity by which learning is applied to:
The Development of a Product
The Investigation of an Issue
The Provision of a Service
The Staging of an Event
An Enterprise Activity
A Production/Live Performance
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Provide opportunity for students to integrate learning
Develop student literacy, numeracy and communication skills
Develop student confidence and self esteem
promote motivation - short term goals
develop responsibility and initiative
develop self evaluation, problem solving reflection and management
promote co-operation and teamwork
promote school/community liaison
Aims
practical application of knowledge, understanding skills and
competences developed through the modules
substantial piece of work (approx 10 hours activity per student excluding the report)
individual task or group task with identifiable contribution from each student
Task Criteria
individual report on task
relevant
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Selecting/Planning
Implementing
Recording and cross-curricular applications
reviewing and evaluating
presenting/communication
Main Stages
Requirements
Evidence of task completion
Individual task report
Individual presentation of task at interview with external examiner
Assessment
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Title
Statement of Aims
Action Plan
Research activity undertaken
Execution of the task
Presentation and analysis of findings
Statement of learning outcomes
An evaluation of the student’s own contribution
Integration across the curriculum
Task Report
Name of my Task
My Aims
Plan
How I got my information
How I did my Task
What I learned from doing my task
What I did well
What I would do differently
The courses that helped me with my task
Task Report
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Assessment Criteria
Ability to select and plan
Quality of engagement
Evidence of progress and achievement
Ability to reflect and evaluate
Quality of cross-curricular applications
Quality of integration
Quality of communicative ability
Integration
VocationalPreparationTask
Originates in VPG or English & CommsIntegrates with courses within this elementand/or other elements.
VocationalEducationTask
Originates in one specialism. Must integratewith Mathematical Applications and I.T.and/or courses from other elements.
GeneralEducationTask
Originates in one of the General Educationcourses. Integrates with courses within thiselement and/or other elements.
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Schedule of all Tasks Session 1 Session 2 Session 3 Session 4
VocationalPrep task(10 credits)
ContempIssues task(10 credits)
VocationalEducation task(10 credits)
VocationalEducation task(10 credits)
GeneralEducationtask(10 credits)
PracticalAchievementtask(10 credits)
PersonalReflectionTask(statement 1)
PersonalReflection Task(statement 2)(10 credits)
Visual Art and Some Suggestions on
General Education Task
Taking photographs at regular times is also useful to record progress. Planning
is once again of utmost importance. It must be very clear to students how much
time they have to complete the task. Devoting 2 weeks or so of class time to
work solely on Task work is a suggestion.
Once the student is organised with perhaps an A4 cardboard folder he/she can
keep relevant paper work, photocopies, photos, leaflets etc. he/she may need
when putting the report together.
If the Task is an event e.g. exhibition, craft sale etc. once the event is over
enough time should be allocated to completing the report.
As Art is a visual area – reports in this area lend themselves to being creative
and original in their presentation. Students usually enjoy this and the approach
to the first task usually influences the presentation of subsequent reports.
Tasks (Art Anchoring).
Art Exhibition – bi lingual – link with languages
Puppet Show – script in Irish – link with languages
Christmas sale (craftwork) –
(Art linking)
Christmas concert – Bi lingual ceolchoirm – Gaeilge anchoring
Art element: Posters + Banner made from Tie-dyed
fabric
History of Local Area – Social Education Anchoring (My Community)
Art element: Sketches, collages of Historic sites,
Gravestone rubbings.
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STUDENT TASK:
Product/Production/Live performance
Marking Criteria for Report
10 9 8 7 6 5 4 3 2 1 0
92 –100 84-91 76-83 68-75 60-67 52-59 44-51 36-43 28-35 20-27 0-19
Clarity of Purpose: statement of aim/s - clear, relevant 10
Research & Planning background research, information gathering techniques
used, sources of information credited, alternative solutions
– product/craft/play etc. skill assessment (own and group if
applicable), resource assessment,
equipment,tools,designs,drawings,scripts,receipts, pttern,
costing, action plan, sequencing, checklists of resources etc
10
Carrying out of
Task:
Application of skills, use of tools and materials, skills
appropriate to the task, skill factor, quality control
measures, implementation of Health and Safety
regulations etc.
20
Meeting the Brief/
Suitability for purpose
Evaluation of product/production, with reference to aims
(by Examiner) –
Quality of product/production - finish of product, visual
quality, safety,taste/flavour etc.
Suitability for purpose, choice of technique, script, craft,
materials, equipment etc. related to the purpose/brief etc.
Analysis/evaluation of product/production by
candidate with proposals for modification if applicable
10
Creativity/originality
Innovation:
Candidates own work, selective use of commercial
patterns/designs/kits – (source credited) evidence of
original input by way of development/ interpretation.
Aesthetic considerations – presentation, design, colour
etc. Own design/composition, inventiveness,
resourcefulness etc.
10
Self Evaluation:
evaluation of own role, knowledge of self, skills/ attitudes
developed, difficulties encountered and lessons learned
about self for the future etc.
10
Evidence of Cross
Curricular Applications
and Integration:
extent, quality and relevance of cross-curricular
applications, coherence of Integration.
10
Effectiveness of
Communication and
Presentation:
(i) Written: format, layout, neatness, legibility, clarity/organisation, use, appropriateness and quality of illustrative material, table of contents etc.
10
Marking Scheme on pdst.ie
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Planning for Visual Art
•Remember there is 158 euro per student available to schools.
•Team Meetings vital at start of year
•Is your subject involved in a Task this Session or next?
•May affect how you plan your Key Assignments