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Irene McCormack Catholic College Year 8 VISUAL ART

Semesterised Rotation Program 2019 ‘Reef’

Week Teaching Focus Content Addressed Assessment

Term 1/3

Wk 1

INTRODUCTION TO COURSE

Overview of Year 8 Visual Arts – unit content, responsibilities and independent work. Overview of Assessment tasks – expectations and requirements – due dates. Required materials – stationery, device. Distribute project brief to students – give an overview of the project.

TASK 1: CORAL DRAWING Over the period of two lessons, students will create 6 studies of coral on their Task 1 drawing sheet. These drawings will be observational studies completed by the student while responding to either coral images, or

real pieces of coral. Different mediums (pencil, artliner, charcoal etc). may be explored for each drawing as can different

elements/principles (tone, line, shape, pattern, texture) of art to vary the drawing process.

Art Making Inquiry

Wk 2-3 TASK 2A: REEF DESIGN Using the supplied stimulus sheets, previous coral drawings and coral samples, students are to design their coral reef

sculpture. Firstly, students must sketch a base for their reef, discuss ‘organic’ shapes and given students examples on the

whiteboard. They may like to include holes or ‘caves’ in their reef. Next students are to add coral and any plant life. Lastly, they may add a few sea creatures to live on the reef (eg.

Turtle, starfish, shark, stingray, fish), eel). Only a pencil sketch is required for Part A of this task. Students will add colour to their designs next term, whilst the

sculptures are in the kiln. Their design must include the front and back view of the reef.

Art Making Inquiry

TASK 2a/b:Reef DesignDUE BY T2/4 WK 3

Wk 4 TASK 3: COURTNEY MATTISON INTER-RELATIONSHIP Hand out the task sheet to students. Using contemporary artist Courtney Mattison as an example, discuss with students what art mediums are. They are

to write this definition onto their handout. Read to students the information regarding the background of Mattison’s artwork and have them highlight key

words that relate to purpose and materials used. Students are to use this information and the ideas discussed as a class to respond in a written manner to the

Art Responding Analysis Context Response

TASK 3:Courtney Mattison Inter-RelationshipDUE: T1/3 WK 5

remaining questions on the handout.

Wk 5-10 TASK 4A: REEF CONSTRUCTION Students are to participate in a clay techniques workshop. They will be taught how to make small samples of coral

and join clay properly. Techniques explored – coiling (for coral reef base), slab (for top of reef), pinch pot, coils and slabs for making

decorations. Score and slip technique for joining. Use a variety of tools to add patterns and textures to the reef. The sculpture should be completed by the holidays to ensure it can be fired over the break.

Art Making Practice

TASK 4a/b:ReefDUE: T2/4 Wk 10

TERM 1/3 HOLIDAY BREAK

Term 2/4

Wk 1-3

TASK 2B: REEF DESIGN Whilst the sculpture is being fired in the kiln, students are to return to their design sketches and add colour using

pencil. They are to consider light to dark gradients and introducing some tints and shades of their chosen colours. Students should label the names of glazes that correspond to their chosen colours on their design.

Art Making Inquiry Presentation


Term 2/4

Wk 4-10

TASK 4B: REEF GLAZING After work has been bisque fired, students will add glazes as per their design. Once their work is ready for glazing 2 even coats of each colour are to be completed, with the base of the structure

being avoided. Work is returned to the kiln for the second firing.

***The best sculptures from the Semester 1 Class are to be collected for the 2018 Creations Exhibition. ***

EXTENSION TASK – create a shell painting using complementary colours.

Art Making Practice Presentation


Year 8 PERFORMING ARTS - DRAMASemesterised Rotation Program 2019

‘Slapstick Comedy’

Year 8 Drama Program 1 Term Slapstick Comedy

Objective Teaching Focus Content Addressed Resources

W1:

To get to know each other as a class unit.

For the students to become aware of the teacher’s expectations of them in this class.

For students to gain an understanding of warm-up’s in Drama.

For students to consolidate their learning throughout the course.

For students to learn some skills on how to warm up their voice.

Class Bonding/ Getting to know each other. (Class sitting in circle)

Discuss Unit of Work Teacher to go through the unit booklet with students and explain the expectations of them and their tasks throughout the unit.

Warm up activities : Everyone Who..Everyone sits in a circle with a chair, one person in the middle without a chair. The person in the middle is “it” and calls out something that is likely to describe some in the class (eg: Everyone who has a brother?”). Everyone who fits the description must move a chair. The person left without a chair becomes the new “it”.

Introduction to Comedy Activity: In groups of 4 or 5, students are to create a simple scene/improvisation in which gibberish and gesture are the only modes of communication. The focus of the scene is to ‘learn how to…’ and it relies on an ‘expert’ and ‘apprentices.’ The expert (max 2 per group) must try to teach the apprentices how to make or build something. The scene should be action based. Groups can choose from the following list of suggestions:

- Making a cake- Building a boat- How to ski- Pitching a tent- Surviving in the wild- Making wine

Voice techniques (articulation, pace, pause, pitch, projection, tone and emphasis)

Movement techniques (facial expression, posture, gesture, weight, space, time, energy, and proxemics)

Drama conventions and Drama forms and styles: incorporates slips, trips, falls, double take and lazzi.

Approaches to characterization: Creates a believable character and incorporates use of status.

Effectively and creatively integrating design and technologies in performance to maximize dramatic meaning and audience impact. Self-Management and group management skills and processes

Charade cards.

For students to have an understanding of what slapstick comedy is.

For students to observe slapstick comedy.

Physical Warm Up

Slapstick: Physical Comedy‘Slapstick’ is a term used to describe a style of comedy that incorporates falling, hitting, tripping, balancing, breaking, chasing and hiding to create humour. It places emphasis on showing comedy rather than creating comedy through dialogue. TV programs that use home videos of people in situations where accidents occur are a good example of how slapstick humour still appeals to audiences today. Home videos are about real mishaps, slapstick is about creating the illusion of mishaps.

Discuss: What are some television shows that you have watched that use slapstick comedy. What has made

Year 8 PERFORMING ARTS - DANCESemesterised Rotation Program 2019

‘Slapstick Comedy’

Weeks Teaching Focus Content Addressed Assessment

Week 1 Lesson 1Introduction to course.

Expectations Hand out Year 8 dance policy/agreement. Discuss expectations and explain to

students, conditions outlined on the letter. Explain Scheme of Assessment. Talk through plan for this term. Discuss extracurricular opportunities. Students are to write in their planners what they need for next lesson and when

this terms assessments are due. Importance of hydration during class – water bottles.

What is dance? (Using a worksheet)Dance changes with time and is driven by culture.

3 types of dance:- Artistic- performed for an audience.- Social- Basic steps are simple and it is for everyone. Audience is casual.

Main function is participation. - Ritual-cultural meaning, all present are generally involved. Not generally

shared with outsiders.

Explain functions of dance/why people dance:- Entertainment (for enjoyment/wonder/awe). Example- Hip Hop/Musical

Theatre- Fitness/fun. Example- Zumba, social dance or dance classes.- To tell a story or reveal ideas. (Contemporary dance does this).

RespondingDance in Context: Differences in dance genres/styles and eras of dance (ACADAR019)

Making DanceWarm-up and cool down as part of a dance class (ACADAM015)

http://www.scootle.edu.au/ec/search?accContentId=ACADAR019

- Cultural dance - Ceremonial/ritual purposes - Creative expression- Relaxation- Career - To gain confidence- To confirm values or promote social change- Celebration E.G. (Maypole dancing: May Day Dance in Britain- It is the time of

year when warmer weather begins, and flowers and trees start to blossom. It is said to be a time of love and romance. It is when people celebrate the coming of summer with lots of different customs that are expressions of joy and hope after a long winter. On May Day, people used to cut down young trees and stick them in the ground in the village to mark the arrival of summer. Maypoles were once common all over England and were kept from one year to the next. Schools would practice skipping around the pole for weeks before the final show on the village greens. People danced around the tree poles in celebration of the end of winter and the start of the fine weather that would allow planting to begin.

- Coming of age/initiation ceremonies (Aboriginal culture does this)- To tell stories about culture/pass down knowledge and customs (Example:

Passing down dreamtime stories through dance in Aboriginal culture). - Before war (e.g. haka- New Zealand/Maoris)

Brainstorm all dance styles students can think of (with prompts). Then distinguish characteristics of each dance and how the styles differ.

Ballet Tap Jazz Acrobatics Contemporary Lyrical/slow modern Song and dance Demi character/character Hip Hop – popping/locking Breakdancing

Cultural- Irish/Spanish/haka etc. Ballroom- waltz/tango etc.

Warm up (Using worksheet)

Importance of warm up What it includes. Involves: Cardio (running/star jumps) and stretching. Why we participate in it.- To avoid injury, improve performance and increase

endurance 2 rules associated with safe stretching- no bouncing and no pain (only slight

discomfort).

Week 2 Choreography workshop

Introduction Roll/change. Recap information that the teacher feels is necessary from previous lesson. Explain importance of warm up.

Warm up

Choreography

Students will be creating their own dances this term so they will be learning about choreographic elements. Information learnt in Year 7 dance will be recapped.

The focus of learning how to choreograph is to create dance with meaning behind it.

To create dance that tells a story, investigates a theme or idea.

BEST The elements of dance are the building blocks for all choreography. The different

ways we use our bodies, the space in which we dance and the timing of movement, should always be unique and interesting. The more we use these elements of dance in different ways, the more interesting the dance becomes.

The four elements of dance are: BEST (Body, Energy, Space, Time).


Making DanceImprovisation skills to explore new movement ideas (ACADAM013)

Making DanceChoreographic Devices and Elements (ACADAM014)

Making DanceGroup work practices (ACADAM017)

RespondingDance reflecting and analysing (ACADAR018)

BODY Is used to make shapes which create interesting movement. To continually

change the shape of the body is an important part of choreography. You can make shapes individually or as a group to create interesting effects. Some shapes we use in dance are: symmetrical shape, asymmetrical shape, curved, angular, open and closed (give examples and explain each).

ACTIVITY

Students spread out in the space with a partner. Students will be asked to make a certain type of shape with a partner. Students

have 20 seconds to come up with their shape before they show the teacher. Teacher will give feedback if incorrect and will point out correct shapes and creative shapes. Shapes students are asked to make:

Closed shape open shape Symmetrical shape asymmetrical shapes Counter balance (explain what this is first)

Gestures. Videos and class discussion.

Using gesture is another aspect of ‘Body’ that is used in dance, especially contemporary dance.

Usually described as a movement or position of the hand, arm, body, head, or face that is expressive of an idea, opinion, emotion.

Examples: first 40 seconds of this video: https://www.youtube.com/watch?v=-CfdYcKY9sU

Brainstorm as a class: What emotions/ideas/mood are shown through these gestures?

Examples: first 40 seconds of this video: https://www.youtube.com/watch?v=MC_YSnXwUGY

Brainstorm as a class: What emotions/ideas/mood are shown through these gestures?

Examples: first 1minute40 seconds of this video: https://www.youtube.com/watch?v=9M9xvESndf8

Brainstorm as a class: What story/emotions are shown through these gestures?

Task 2: Using Gesture worksheet

Brainstorm ‘gestures’ that we use in everyday life, on the board. Think pair share activity.

Wave Salute Stretch Scratch Rub face/eyes. Dipping a tea bag Driving a car ‘Stop’ Asking a question in class Texting Typing Taking a selfie Peace Hot potato Jazz hands.

Then brainstorm gestures again using a theme for inspiration.

Definition of theme: The subject behind a dance. Also, described as the idea or story behind a dance/what the dance is about.

Our theme will be about ‘School’ or ‘Students in a classroom.’

Brainstorm gestures that fit with this theme. Think pair share activity.

Head on hands Falling asleep Asking question (hand up excitedly or lethargically) Tapping foot Typing Writing Turning a page Tapping a friend on the shoulder Checking the time Whispering to a friend Tapping/clicking pen Crossing arms Opening a laptop

Task 3: Create

Students move into groups of 4. Students must make a phrase using approximately 8-10 gestures that shows the

theme chosen as a class. Use Charlie XCX 'break the rules’ for music.

Task 4: Get students to show their dances to the class.

Allow 5/10 minutes to change

Week 3 Introduction Roll/change. Recap information that the teacher feels is necessary from previous lesson. Explain importance of warm up.

Warm up

ENERGY Write the following in their dance booklet- Energy can be used to describe the

way movement is performed. It is important in dance to use different energies to create variety and interesting differences in dances. NOTE- ‘The choreographic element of ‘energy’ is not the amount of energy or level of energy used.

Some energy states include: Freeze, shake, vibrating, attack, heavy, explosive, light, smooth, bouncy, sudden, flowing, tight, swinging, collapse [fall to the floor or a collapsing body part downward], fall or rebound.

Brainstorm as a class, which energy states fit certain emotions?

Activity Students learn a short dance phrase that the teacher has created. Once good movement retention is achieved, students then split into small groups. From the list of emotions given to them, students are to manipulate (slightly

change the quality) the phrase learnt to reflect a certain emotion. They need to think about what energy states will best fit this emotion.

Students then show another group and the other group are to guess which






emotion was chosen.

Repeat activity but this time perform for the class. Which emotions were the clearest/easiest to guess? What energies fit well with what emotions? Why do you think this is?

Week 3 Introduction Roll/change. Recap information that the teacher feels is necessary from previous lesson. Explain importance of warm up.

Warm up

Space as a Choreographic Element Using introduction to dance worksheet- students take notes on space. The notes

from energy will also help them today. Most dancers don’t remain in the same place for an entire dance but use as much

space as they can to create interesting visual images. Use of space:

- Levels (High Medium Low)- Formations dancers stand in (lines [windows or straight behind each

other], circle, shape, groups).- Direction faced. - Size (small/large)

ActivitySTEP 1:

They need to be standing in a position that is not a straight line. Students must create a phrase (minimum of 8 steps but can be longer) that is

inspired by energy states (brainstormed last lesson) they cannot use movements that the teacher choreographed last lesson, they need to be original.

They also need to think about SIZE when creating the moves. There should be a range of small/tiny and big/large moves to make the phrase interesting.

After this has been created, students need to manipulate their phrase in the






following ways:- LEVELS: Incorporate the use of LEVELS (low medium high). When

incorporating levels- the expectation is that at least one movement would be on the ground (or more) and they would have at least one jump (high level) in their phrase.

- DIRECTION: Students also need to make sure that at least two of their moves change direction (do not face the front)

EXTENSION TASK

As discussed,- space manipulation also includes the size of movements., Students are to add 3 small gestural movements to their phrase. These can be

moves that were created in their gesture lesson, or new moves they think of. They are then to repeat the movements but manipulate them to be

large/exaggerated movements. Revise/rehearse dance phrases.

PerformWhat did the group do that was interesting or made their phrase successful?Was it hard to incorporate levels?Did the use of direction make the dance more interesting? Or was it too much/not aesthetic? Recap all information at end of the lesson.

Week 4 Choreography workshop (Time)

Introduction Roll/change Recap of Elements of Dance.

Warm up and stretch (to music)

Create: In groups of 4, students are to create a 6-movement phrase. They can use



Making Dance

energies/body shapes/gestures or themes to inspire their movement, but they MUST use different levels (this will work well later). This is their base phrase.

Time as a Choreographic Element. Using time in dance can help the audience understand the story or idea behind

the dance and helps to make the dance more interesting. We use time in dance in the form of tempo (fast, slow and stillness) as well as

other ways such as ‘Cannon.’ This can sometimes be described as a Mexican wave.

Cannon A choreographic device or structure in which movements introduced by

one dancer are repeated exactly by subsequent dancers in turn. Once explained the teacher will create and perform a cannon with 3 students as a demonstration or show a video. https://www.youtube.com/watch?v=9pAU6j8LZ2U (ONLY SHOW THE FIRST TWO EXAMPLES IN THIS VIDEO)

Students then put their movement into a cannon. Student one begins the phrase, the following students begin the phrase a second later (and so forth).

Students should also think about how they are going to stand in the space- what will be an effective use of patterning?

Each group’s phrase is checked by the teacher for understanding.

Choreographic Devices and Elements (ACADAM014)



Week 4 Cannon Join In /Accumulation of people.

Students create a 6-step phrase or learn a phrase from the teacher.

Discuss Accumulation. A choreographic device or structure in which the movements introduced by

one or more dancers. After a pause, the second dancer (or multiple dancers) join in with the original dancer/s from the point in the phrase where the original dancer was up to.

EXAMPLE: https://www.youtube.com/watch?v=9pAU6j8LZ2U 1m15seconds Using the phrase, students practice applying this to their phrase. Think about- would as different spacial pattern work better here/be more

effective? Teacher can either have the whole class perform their phrase, or, choose a




Making Dance

https://www.youtube.com/watch?v=9pAU6j8LZ2U

https://www.youtube.com/watch?v=9pAU6j8LZ2U

group/groups that has completed the task successfully.

Choreographic device taught: Accumulation (of moves)

Performance and reflection

Group work practices (ACADAM017)RespondingDance reflecting and analysing (ACADAR018)

Week 5 Choreography workshop: Theme in dance

Give definition of ‘Choreographic Intent’- the idea/theme/story behind dance. Discuss choreographic structure- Narrative Choreographic Structure/Abstract

Choreographic Structure.

Activity: Using a worksheet, students will watch videos of dance works and using dance

terminology, will discuss the choreographic intent behind the dance and reasons for coming to these conclusions.

Answers will include use of design elements and manipulation of choreography. Students are then to get into small groups and choose one of these themes to

inspire their own movement phrase. Perform for the class and reflect.

Recap choreographic intent and structures.

Videos:

https://www.youtube.com/watch?v=NmqP_2TIRDw (answer- how a small act of kindness can go a long way)

https://www.youtube.com/watch?v=ag2sfN4g7Ns (a poker game where the winner is found out to have cheated (card in his pocket)

https://www.youtube.com/watch?v=do2vmsmdwlk (a son tries to support his mum who has cancer)

https://www.youtube.com/watch?v=m_BiJFmzHbA&list=RDm_BiJFmzHbA&start_radio=1 (a busy/stressful work environment)





Week 5 -7 Assessment Task

Introduction Roll/change Recap terminology.

- Gestures- Cannon- Accumulation- BEST

Assessment task introduced.

TASK OUTLINE- 6 lessons to create dance- 1 lesson to perform/assess.- 1 lesson to conduct interviews.

Choreography Task Students are to create a dance in groups of four that displays choreographic

intent. They are to use elements of dance (BEST) as well as devices learnt in class like

cannon, unison, accumulation. Students have six lessons to create the dance. The music is already chosen for them. Students should film their choreography at the end of every lesson to help with

movement retention.

Performance- Students will perform the dances in front of an audience.- Students will reflect on performances, specifically; whether the choreographic

intent was clear and how choreographic elements and devices were used to make the dance more interesting and display choreographic intent.

InterviewStudents will reflect on their performances and answer questions in a one on one





Making Dance Techniques that focus on developing retention of movement (ACADAM017)

Making Dance Performance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style (ACADAM017)


Making Dance Performance skills (expression, projection, focus) demonstrated to an audience

DUE WEEK 8

DanceChoreography

Task

DanceInterview

interview which will be assessed. and appropriate to the dance genre/style (ACADAM017)

Making Dance Techniques that focus on developing retention of movement (ACADAM017)

Week 8 ASSESSMENTWeek 8: Performances and Interviews.

Making Dance Performance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style (ACADAM017)


DanceChoreography Performance

DanceInterview

Weeks 9-10

Hip Hop

Explain the way classes will run and expectations of the class. Students will take part in Hip Hop Technique lessons which will include a focus on:

- Warm up (including general whole body warm up, isolations, coordination skills, core strength development and major muscle group stretches).

- Travelling skills (correct body position for dance whilst moving, weight transference, musicality, ability to travel through space and ability to apply corrections).

- Dance choreography (completing skills and dance steps that are sequenced that is correct to the style of dance, ways to remember movement, muscle memory, importance of practice/rehearsal, adding in personal style and performance qualities, musicality skills/accents.

Making DanceSkills and Techniques (ACADAM015)

Making Dance Safe dance practice of style-specific techniques (ACADAM015)

Making Dance Warm-up and cool down as part of a dance class (ACADAM015)

Making Dance Techniques that focus on developing retention of movement (ACADAM017)Making Dance

Performance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style (ACADAM017)

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