Irene McCormack Catholic College Year 10 VISUAL ART

Semester 1 Program 2018 ‘Trophy’

Week Teaching Focus Content Addressed Assessment

Term 1Wk 1/2

INTRODUCTION TO COURSE Overview of Year 10 Visual Arts – unit content, responsibilities and independent work. Overview of Assessment tasks – expectations and requirements – due dates. Required materials – folio, stationery, apron, planner. Distribute Semester 1 project brief to students – glue in folios.

TASK 1: DEER DRAWING Distribute task sheet to students. Teacher demonstrates how to draw a deer using basic shapes and connective lines. Students are to then replicate these steps on their own drawing. The drawing is to be enhanced using a 2B pencil to create darker tones and imply texture.

Art Making Inquiry

Wk 3-6 TASK 2: CHARCOAL DRAWING INTER-RELATIONSHIP Teacher is to demonstrate equipment and techniques used in charcoal drawing. Students are required to complete

the information on the relevant handout. Discuss elements and principles found within April Coppini’s work ‘Deer’. Students are to produce a small sample using the equipment and techniques demonstrated. The sample should

include: contour drawing, ghosting, layering, smudging and wiping back. Create an A2 charcoal inter-relationship of the entire animal. This will be completed over several classes. ***The best 5 from each class are to be collected and framed for the 2018 Creations Exhibition. ***

Art Making Inquiry

TASK 2:Charcoal Drawing Inter-relationshipDUE BY T1 WK 6

Wk 7 TASK 3: COMPARATIVE ANALYSIS Students are introduced to two artists who have dealt with the concept of ‘trophies’ in their arts practice – Dr Seuss

(sculpture) and Craig Norton (painting). Background, personal and historical context of each artist is discussed as a class.

Students are to make notes on a given work by each artist and make notes in their analysis booklet. After these introductory discussions (1-2 periods), students will be given 1 period to work under test conditions to

write their answers for the analysis. Analysis booklet is to be handed in for assessment.

Art Responding Analysis Context Response

TASK 3:Comparative AnalysisDUE: T1 Wk. 7

Wk 8 TASK 4: SCULPTURE DESIGN Sculpture techniques are explained to students – carving, casting, modelling, assemblage, armature. Students are to consider how the mood evoked from Dr Seuss’ works is different to that of traditional animal head

sculptures hung as trophies. They are to consider what inspiration they can take from Dr Seuss to use in their own designs.

Students are to select an animal considered game, from the given list on the task sheet. They are required to draw the animal from both a front and side perspective. Once their basic drawing is complete, they can modify it to include Dr Seuss inspired characteristics. They will be assessed on drawing skills, elements and principles and creativity.

Art Making Inquiry Practice

TASK 4:Sculpture DesignDUE: T1 Wk. 9

Wk 9-11 TASK 5: SCULPTURE Using the prepared templates, students are to prepare the surface/backing board for their sculpture using

cardboard.

Art Making Practice Presentation

TASK 5: SculptureDUE BY T2 Wk 9

TERM 1 HOLIDAY BREAK

Wk 1-9 TASK 5: SCULPTURE Using the backing board devised last term, students are to create an armature for their animal head using recycled

paper and masking tape. Teacher is to demonstrate this process. Cardboard and paper is also to be used for adding features eg. Cardboard can be cut out to make ears, or paper can

be wound up to form horns. Once the basic structure is complete, newspaper and glue is to be used to cover the entire form. The 3D quality of the work is to be built up using paper pulp. (eg. eye rims, eyeballs and noses). Once the work has had time to dry out, student will complete their sculpture by painting it using acrylic paint. They will test painting techniques in their folio first, before proceeding with painting their animal head. ***The best sculptures from each class are to be collected for the 2018 Creations Exhibition. ***

Art Making Practice Presentation

TASK 5: SculptureDUE BY T2 Wk 9

Irene McCormack Catholic College Year 10 VISUAL ART

Semester 2 Program 2018 ‘Tribal Eco Bag’

Week Teaching Focus Content Addressed Assessment

Term 3Wk 1-2

INTRODUCTION TO SEMESTER TWO Distribute project brief to students – glue in folio.

TASK 1: POSITIVE & NEGATIVE SPACE DRAWING Students are to learn about positive and negative space through a teacher guided

discussion. They will then produce a split black(negative) and white (positive) drawing based on a

plant. The drawing will be completed from an observational study from the student’s choice of

a given plant, supplied in class. Students will draw the entire plant first as a contour drawing, divide the work in half and

modify each so that one half focuses on the negative space and the other, positive space.

The drawing will initially be sketched in pencil, then completed with a combination of artliner and permanent markers.

***The best drawings from each class are to be collected for the 2018 Creations Exhibition. ***

Art Making Inquiry

Wk 3 TASK 2: ROBERT DAVIDSON ANALYSIS Distribute analysis booklet to students. As a class, read about and discuss the history of the Haida people (a North American native culture), in particular

their art. Answer the context and response questions in the booklet which look at understanding the purpose and subject

matter of Haida art and drawing historical similarities between Australia’s and the Canadian/US history in regards to European settlers.

Students will then look at two works by a contemporary Haida artist, Robert Davidson, ‘Every year the salmon come back’ (1983) and ‘Inflight’ (1995). They are to answer paragraph responses in the form of description, analysis, interpretation and judgement.

This booklet will be submitted for assessment upon completion.

Art Responding Analysis Contexts Response

TASK 2:Robert Davidson AnalysisDUE Wk 3

Wk 4-5 TASK 3: HAIDA ART INTER-RELATIONSHIP Teacher is to introduce the concept of screen printing to students. They are to demonstrate the setup of a printing station, while students make notes on the given handout. The process of making a stencil is outlined to students and the teacher demonstrates how one is cut. Students are then given a small section of a Haida print and are required to create two stencils, one for each

colour on litho paper. They will cut each stencil and trial run the printing process and will be assessed on their ability to draw their

Art Making Inquiry

Art Responding Analysis

TASK 3: Haida Art Inter-relationshipDue Wk 5

design, create two stencils and screen print. Response

Wk 6-8 TASK 4: A3 ANIMAL DRAWING Distribute task sheet to students. On the task sheet are a list of animals associated with Haida culture: raven,

eagle, bear, hummingbird, wolf and beaver. Students are to select one animal from this list for the subject matter of their next drawing.

Once selected, students will be given the visual stimulus of their chosen animal by their teacher. Using this stimulus, students will create an A3 tonal drawing utilising 2B, 4B pencils, paper stumps, erasers and spray fixative.

The focus will not only be on drawing the animal to scale, but on enhancing the natural textures and patterns found within the animal.

If completed in time, some drawings from each class may be collected for the 2018 Creations Exhibition. ***

Art Making Inquiry Practice

TASK 3: A3 Animal DrawingDue Wk 8

Wk 9-10 TASK 5: STENCIL DESIGN Distribute task sheet. Students will use their animal from Task 4 and design a two colour Haida inspired stencil. They must be creative

to manipulate their design within the circular template provided to them. Firstly, they must sketch their design from their drawing. They must consider use of space and shape. Students must gain approval for their design from their teacher, before adding colour (black and red), whilst also

using the white of the page as a third colour. Designs should be ready for the first lesson back next term.

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Art Making Practice Presentation

TERM 3 HOLIDAY BREAK

Term 4Wk 1-7

TASK 6: ECO BAG Using their designs complied last term, students will transfer their stencil onto clear sheets of acetate or litho

paper with a marker. One stencil should be red and the other black. They must ensure that both stencils line up and placed on the

same spot on the A4 stencil sheet. Using a scalpel, students will carefully cut out their stencils. Working with a partner, students will set up their own silk screen station and work through the printing process

in order to print their design onto a calico bag. IMPORTANT – student must place a piece of cardboard or newspaper sheets inside the bag to ensure that the ink

does not transfer through to the other side.

Art Making Art Practice Presentation

TASK 6: Eco BagDUE: Wk 6

END OF YEAR