trinity bay shs class course planner – 2020 · experiment with how this artist has used...

Trinity Bay SHS Standard of Practice – Course Planner

Class Course Planner – 2020

Trinity Bay SHS Hoare Street

PO Box 5071 Ph. 40 375 222

www.trinitybayshs.eq.edu.au Class: Year 7 Art (Representations) Teacher/s:

Term Week 2 Lessons a week for 8 weeks…. Assessment x 3 Feedback x 3

Wk 1

I DO and WE DO: Introduction to Realism in Portraiture This Week’s success criteria are: 1. Compare and contrast realistic portraits and abstract portraits. 2. Critically analyse representations of the human face by exploring the

expressive works of key artists and movements. 3. Critical language: Realism, abstraction, proportion, tone, texture,

expression. 4. Examining how representations of people have changed over time - a

chronology (timeline) of key artists / movements. 5. Learn how to draw a realistic eye using proportion and tone. 6. Be able to critically analyse techniques used by key artists to draw a

realistic eye.

Homework: With the help of others, take some individual portraits shots of yourself. You can use props and costumes to enhance a mood or emotion. You need one straight-on ‘mug shot’ photo and one more expressive photo.

Wk 2

WE DO: Draw a mouth using proportion and tone

This Week’s success criteria are: 1. Learn how to draw a realistic mouth using proportion and tone.

2. Be able to critically analyse techniques used by key artists to draw a realistic mouth.

3. Carefully observe the work of a key portrait artist and discuss the elements of design that they use to make the image successful.

4. Complete a simple critical analysis exercise

Homework – complete the simple critical analysis exercise.

Continuous verbal feedback to all students

Wk 3

YOU DO: Draw an expressive, realistic self portrait using proportion and tone

This Week’s success criteria are: 1. Begin to draw your own realistic self portrait in proportion using

lead pencil as a key medium.

2. Use techniques discussed in class to check your proportion and scale.

3. Use tone to create contrast and focal point in the work.

4. Carefully simulate texture in your work.

• Critical analysis exercise DUE

Homework: Carefully take your portrait home and continue to work on it.


Wk 4

YOU DO: Resolve an expressive, realistic self portrait using proportion, tone and texture.

This week’s success criteria are: 1. Resolve an expressive, realistic self-portrait using proportion, tone

and texture.

• Resolved realistic portrait in lead pencil DUE.


Feedback on resolved realistic self-portrait.

Wk 5

I DO and WE DO: Critically analyse colour, media and techniques used by key artists in expressive, realistic portraits.

This week’s success criteria are: 1. Use your more expressive self portrait photo and do a simple rough

planning sketch.

2. Experiment with techniques used by key artists to create realistic portraits in colour.

3. Begin to create tone using colour in a new realistic self portrait.



Wk 6

YOU DO: Create expression, tone and texture using colour on a realistic self portrait.

This week’s success criteria are: 1. Create tone, texture and expression using colour on a realistic self

portrait.


Wk7

YOU DO: Resolve a realistic, expressive self-portrait in colour.

This week’s success criteria are: 1. Resolve a realistic, expressive self portrait in colour.


Wk 8 YOU DO: Resolve a realistic, expressive self-portrait in colour.

This week’s success criteria are: 1. Resolve a realistic, expressive self portrait in colour.

2. Demonstrate your knowledge and understanding of Art language and terminology by analysing a portrait created by an artist studied in class.

• Resolved realistic portrait in colour DUE.

• In class test

Move on to next rotation.


Class Course Planner – 2020

Trinity Bay SHS Hoare Street PO Box 5071

Ph. 40 375 222 www.trinitybayshs.eq.edu.au

Class: Year 8 ART Teacher: Term Week

Assessment x 3 Feedback x 3

WK 1 What’s abstraction? 1. To identify ‘abstract’ portraits versus ‘realistic’ portraits. 2. To complete a word web of your identity. 3. Work in pairs to take 3 high resolution photos of yourself. 4. To be able to log on the computers/laptops 5. To successfully navigate to Arts Shared (smb://10.25.20.2) and

create a folder for yourself 6. To confidently launch Photoshop 7. To identify basic tools of the software you are using

3 high resolution photos

Course Planner distributed

WK 2

Abstract collage self portrait. 1. Crop and adjust levels in your high resolution photo. 2. Make copies of your background portrait layer. 3. Save your photoshop document in to the right folder using

correct file naming conventions. 4. Cut and paste images to your high resolution portrait. 5. Adjust the size of your pasted selection (Edit>Transform>Size and

Scale) 6. Use a soft brush eraser to improve the edges of a selection you

have pasted into your portrait. 7. Understand the importance and be able to move and order

different layers in the layer palette. 8. Apply filters and/or layer adjustments. 9. Submit your flattened jpeg to your teacher.

Homework – Come and use the computers or laptops to progress your classwork at morning tea or second lunch.

Verbal feedback on abstract self portrait collage.

Wk3

Abstract portraits in art history

1. Placing key artists who have used both “Realist” and “Abstract” approaches to portraits on an historical timeline.

2. Defining the difference between “Realism” and “Abstraction” in Art.

3. Discussing the reasons why artists throughout history have used Abstraction.

4. Looking at a variety of approaches to Abstraction – simplification, stylisation, distortion.

5. Identifying key mentor artists eg: – Jean-Michel Basquait, Pablo Picasso, Henri Matisse, Francis Bacon, Edvard Munch, Joy Hester.

Wk 4

Analysing artworks 1. Help list new vocabulary encountered in the unit so far. 2. Revise and define new vocabulary 3. Words should include examples of techniques (Eg: layers,

feathering, adjustments, selection, line, tone, texture, shape, size, colour, abstraction, realism)

4. Write and classify or link words and definitions 5. Look at the work of two key artists and analyse their use of

techniques and elements of design by making an experimental portrait.

Key artist 1

6. Looking more closely at the abstract portraits of an inspirational key artist __________________________

7. Look at the lines, colours and shapes (elements and principles of design) used by this key artist.

8. Experiment with how this artist has used simplification, stylisation and distortion to create this work.

9. Use a specific media to ‘recreate’ the work of mentor artist For example PICASSO, Watercolour pencils, Nikkos etc to recreate a

Homework – Complete a simple analysis task of an artist’s work to show your teacher your understanding of art vocabulary. Submit this to your teacher next week.


version of Weeping Woman 10. Write in your visual diary notes and key vocab. 11. Put in your visual diary the planning and development of your

artwork.

Wk 5

Key artist 2

• Looking more closely at the abstract portraits of an inspirational key artist __________________________

• Look at the lines, colours and shapes (elements and principles of design) used by this key artist.

• Experiment with how this artist has used simplification, stylisation and distortion to create this work.

• Use a specific medium to ‘recreate’ the work of mentor artist. For example, ink, pens and brush to recreate Joy Hester’s technique.

• Write in your visual diary notes and key vocab.

Put in your visual diary the planning and development of your artwork.

Hand in your collaged portrait and your analysis of a digital artist’s work.

WK 6

Resolving a final abstract self portrait

• Choose one of the styles used by an artist we have studied. • Plan and create an abstract self portrait that represents a

part of your identity using the techniques you have researched.

Folio of experimentation with key artists DUE

Verbal feedback on abstract self portrait plan.

Ongoing verbal feedback on abstract self portrait.

WK 7 Continue to resolve abstract self portrait

WK 8

Continue to resolve abstract self portrait

Wk 9 Finalise your resolved abstract self portrait Resolved abstract self portrait DUE

Wk 10 Test and displaying your work.

• In a multiple choice test you will be asked to identify the elements of design and ways artists create abstract portraits.

• Celebrate the display of your work in our school gallery.


Class Course Planner – 2020 Term 1


Ph. 40 375 222 www.trinity bayshs.eq.edu.au

Class: 9 ART – Mutant Toys! Teacher/s:

Term Week

Curriculum Intent Assessment x 3 Feedback x 3

Wk1

Introduction to Mutant Toys and artist mentors. • Reflect on artist mentors to develop a collaged mutant toy using

photocopied images. • Draw design of mutant toy.

Term 1 Course Planner distributed.

Verbal feedback on collage

Wk2 Introduction to working with clay and ceramics techniques • Test construction of pinch pots, slabs, coils and joining. • Plan how to use clay and modelling techniques to create the drawn

mutant toy – translating a 2D drawing into a 3D sculpture.

Collage and clay test construction DUE.

Review visual diary for sculpture plans

Wk3 Create clay mutant toy • Mould forms and shapes.

Ongoing verbal feedback for sculpture.

Wk4 Continue to create mutant toy sculptural form. • Analyse artist mentors’ use of forms, shapes, pattern and texture. • Refine forms and shapes. • (Bisque fire test constructions)

Description and analysis of artist mentors in Visual Diary.

Wk5 Continue to create mutant toy sculptural form. • Refine pattern and texture.

Wk6 Finish resolving mutant toy sculptural form • Allow finished work to dry for bisque firing

Wk7 Introduction to painting techniques • Explore colour theory and painting techniques Introduction to writing an artist statement Apply knowledge of descriptive and analytical words to write an artist’s statement.

Colour theory and painting techniques practical test.

Review knowledge of painting techniques.

Wk8 Resolve mutant toy • Plan colour scheme for mutant toy • Paint and embellish mutant toy with textiles and/or found objects

Artist’s Statement DUE Ongoing verbal feedback on colour selection, painting techniques and embellishment.

Wk 9 Resolve mutant toy

Wk10 Resolve mutant toy Mutant toy sculptural form DUE.


Class Course Planner – 2019 (Term 1)



Class: 9 Digital Art and Design (DDA) Teacher:

Term Week

Unit 1 – Cartoon Character Design and Illustration Assessment x 3 Feedback x 3

T1 Wk1 Unit Introduction • Establishing class routines and expectations • Unit overview. • Viewing & discussing examples of famous Cartoon and Character

Illustration. • Looking in depth at Manga and Japanese Character Design. • Analysing the features of a promotional poster.

T1 Wk2 Movie poster analysis and beginning to draw

• Finalising draft of the manga movie poster analysis. Draft due with a single lesson to make amendments.

• Looking at the basics of how to develop a character design.

• Purposes and Uses for character design

Draft of Movie Poster Analysis Due

T1 Wk3 Learning to draw • Learning basics of animation drawing techniques. • Stylisation and simplification - Drawing eyes, faces and heads of animals

or primary characters • Developing your own unique drawing style

Written analysis of Movie Poster Analysis Due

T1 Wk4 Body up • Creating and designing the full body of your character, designing its

clothes and attire. • Developing the final pose of your character and preparing it for

digitalisation.

Review conference of drawing folio (FF) Feed into Digital unit. HW to complete for those behind.

T1 Wk5 Analogue to Digital • Finalising our drawing for scanning of photographing into Photoshop.

Drawing Portfolio Due (final)

T1 Wk6

Using Photoshop • Introduction to basic functions of Photoshop. • Adding colour with the brush tool, adding an accurate base colour layer. • Adding a clipping mask and developing a colour scheme. Adding new

layer for each colour added.

T1 Wk7 Putting it all together – independent work • Completing colour scheme for character. • Adding shadows with blending modes and opacity. • Adding a background.

T1 Wk8 Branding it – Giving our character a purpose! Exploring adding text, packaging elements and symbols to our design.

Draft Due

T1 Wk9 Branding it – Producing a promotional poster Exploring adding text, packaging elements and symbols to our design.

Draft Due

T1 Wk10 Putting it all together – independent work • Students completing assessment – assembling poster design.

Final Poster Design using student developed character Due (AOL)

Review conference of assessment progress (FF)


Class Course Planner – 2020 Semester 1 (Term 1)



Class: 9 Practical Art Teacher:

Term Week

Curriculum Intent Assessment x 3 Feedback

T1 Wk1 ( Intro to Prac class and unit overview.

Introduce pattern designs from different cultures, eg. Moko, Torres Strait Island, Indian, Celtic, Greek….

T1 Wk2 Investigate the significance/meaning of patterns within different cultures.

Use template to explore different design features

T1 Wk3 In class written assignment reflecting cultural practices and significance of patterning

Begin creating a design influenced by your research into different cultures

MANDALA / FACE

Formative task due #1

T1 Wk4 Continue the design and transfer onto Mendhi hand template.

Use black permanent marker to emphasise positive shapes/lines.

T1 Wk5 Continue the design and transfer onto Mendhi hand template.

Use black permanent marker to emphasise positive shapes/lines. Students begin a second hand (photocopy their finished black and white work) adding colour.

T1 Wk6

Introduce second summative task, using pattern and image. Theme: Connection to Land.

Students are to research key images and pattern relevant to the theme. Pattern can be inside or outside image.

Introduce artist inspiration: Brian Robinson, Shepard Fairey and Sam Tupou.

Hands Due

Summative task for term due. #2

T1 Wk7 Students to finalise design for poster on wood panel. Use laptops to print images if required.

Students finalise design.


Formative task # 3

T1 Wk8 Students begin wood panel using carbon transfer or direct drawing onto wood in PENCIL.

T1 Wk9 Continue transferring onto wood panel. This task will continue into Term 2.

Easter Holiday

Trinity Bay SHS– Course Planner

Class Course Planner – 2020 Term 1 (10ART)



Class: 10 ART - Art as lens – Who is Archibald? Teacher/s: Ms Jackman

Term Week


T1 Wk1 Art as lens - Who is Archibald? • Introduction to portraits as a way of communicating personal information or creating new

and unusual ideas about yourself. • Research and reflect on key artists who use a personal or contemporary context including

David Noonan, Christian Thompson, Candy Jernigan, Laith McGregor, Kathe Kollwitz, Del Kathryn Barton and Cherry Hood.

• Begin researching and developing materials, technologies, techniques and processes to experiment with ways of creating a portrait.

Course planners distributed.

Ongoing verbal feedback on painting experiments

T1 Wk2 Development of experimental folio • Research and reflect on how approaches and techniques can be used as a way of

communicating ideas. • Investigate how to use personal and contemporary contexts to develop artworks. • Experiment with different media, techniques and approaches to communicate personal

information or create new and unusual ideas about yourself.

T1 Wk3 Further development of experimental folio through teacher-directed inquiry into key artists. Ongoing feedback on techniques, media and processes.

T1 Wk4 Finalise experimental folio

T1 Wk5 Develop a focus statement for major portrait. • Reflect and develop ideas for the major portrait, noting possible influence of artist

mentors and how to communicate personal information or create new ideas about them. • Write a ‘Focus statement’ outlining intent for the portrait and how materials,

technologies, techniques and processes will be used to communicate personal information or create new ideas.

Experimental folio DUE

Focus statement DUE.

Feedback on plan for major portrait.

T1 Wk6 Begin major portrait. • Take photographic portraits of the chosen subject to research lighting, pose and

gestural options.

T1 Wk7 Continue working on major portrait. • Manipulate and exploit materials, technologies, techniques and processes to

communicate ideas about the subject.

T1 Wk8 Continue working on major portrait. • Participate in peer review and feedback.

Peer feedback on major portrait.

T1 Wk9 Continue working on major portrait.

T1 Wk 10 Finish portrait and display. • Reflect on areas requiring a refined resolve and adjust resolved portrait in gallery as

needed. • Write artist’s statement

Major portrait and artist’s statement DUE.

Ladder results.




Ph. 40 375 222 www.trinity bayshs.eq.edu.au

Class: 10 CVA - Printmaking Teacher/s:

Term Week


Wk1 • Ladders and Term 3 Goals • Course Planners and Introduction to Dry Point Etching

*Term 3 Course Planner Distributed

Wk2 Experimental Design folio development • Introduction to Photoshop • Collecting digital Images for Hybrid designs

Wk3 Creating a Hybrid design in Photoshop

Wk4 Mark making techniques. • Transferring designs onto etching plates from digital designs.

Formative assessment review of experimental design folio

Review experimental design folio

Wk5 Introduction to Printmaking-Process and Materials Etching designs onto plates.

Hand in digital designs

Wk6 Finalise etching

Feedback on digital designs

Wk7 Print Artists Proof • Make adjustments.

Hand in Artists Proof

Wk8 . Printing – Review materials and process

Hand in Final Print Folio

Wk 9 Final Prints

Summative assessment review of final Printmaking folio.





Class: Year 10 Film, Television & New Media Teacher: Mrs Williams

Term Week

Curriculum Intent Assessment Feedback

T Wk1 Course Introduction • Introduction to course structure, class routines and expectations. • Brief Introduction to 4 elements of film style: cinematography, editing,

sound, mise-en-scene. • Further exploration of principles of cinematography and editing.

Term 1 Course Planner Distributed Hand out task sheet for this unit

T Wk2 Analysing Film Texts o Detailed exploration of codes and conventions of mise-en-scene.

Teacher led analytical discussion and deconstruction of various film scenes.

T Wk 3 Analysing Film Texts o Deconstruct language features and structure of analytical

responses. Apply language of film codes and conventions to describe symbolic meaning in a film scene (practice).

Student conferencing to check for understanding of required language features and structure.

Wk 4 Analysing Film Texts Apply language of film codes and conventions to describe symbolic meaning in a film scene (test).

ASSESSMENT TASK 2: ANALYSIS OF FILM SCENE

Standards awarded to assessment task and specific written feedback.

T Wk5 Cinematography Workshop 1 • Camera Operation

o Viewing and analysing examples of camera operation techniques –panning, tilting, shot sizes, depth of field.

o Getting to know the camera; basic functions and operation. o Practicing camera operation techniques.

Verbal feedback to guide development of camera skills.

T Wk6 Editing Workshop • Introduction to Premier Pro

o viewing and learning basic functions of Premier

Shot collection checklist to monitor coverage of skills.

T Wk7 Production Skills in Practice • Scene recreation experiments: Use pre-production documents, video cameras and digital editing software to recreate a scene from an existing film/television text.

IN CLASS TASK: Rough edit of workshop footage

Verbal feedback to guide development of editing skills.

T Wk8 Production Skills in Practice • Scene recreation experiments:

o Use pre-production documents, video cameras and digital editing software to recreate a scene from an existing film/television text.

Verbal feedback in readiness for assessment task.

T Wk9 Production Skills in Practice • Scene recreation assessment:

o Apply codes and conventions of moving image media texts to construct storyboards that re-create an iconic film scene.

T Wk10 Production Skills in Practice • Scene recreation assessment:

o Apply codes and conventions of moving image media texts to construct storyboards that re-create an iconic film scene.

o Use digital film making equipment to produce a refined recreation of a film scene.

ASSESSMENT TASK 1: RECREATION OF FILM SCENE

Standards awarded to assessment task and specific written feedback.

Easter Holidays





Class: 10 Graphic Design Teacher: Mr Whittaker

Term/Week Curriculum Intent Assessment x 3 Feedback x 3

T1 Wk1

What is Graphic Design? What is included in this course? Basic Organisational stuff: Room management, filing, contact details, handing in work .

Term 1 Course Planner distributed

task sheet distributed

T1 Wk2

Brief 1 – Profile Pictures • Design brief • Idea generation and brainstorming • Photo shoot – how to take a good portrait • Editing in Lightroom

.

T1 Wk3

• Background photoshoots • Editing in Photoshop • Saving, Exporting and printing

Finalising profile pic

T1 Wk4

Brief 2 – Drawing with vectors • Design brief • Brainstorming techniques • Design process • Drawing with vectors: tools and skills

T1 Wk5 • Working on character • Saving and exporting

Finalising Vector Character

T1 Wk6

Brief 3 – Holiday Brochure • Copyright issues • Design process • Cutting out images • Text and images in Adobe InDesign

T1 Wk7 • Working on brochures • Saving, Exporting, Printing

Finalising Brochure page

T1 Wk8

(

Brief 4 – Web Banner • Design Process • Tricks for banner design • Text and fonts

Conferencing with students on work progress and possible improvements

T1 Wk9

• Working on Banners

• Saving, exporting

T1 Wk10 Catch up time

Revisit any unfinished work. Handing in 4 files for assessment

Reviewing and improving submissions

Easter Holidays Saturday April 4





Class: Year 10 MPH “Photo Production” Teacher/s:

Term Week


T1 Wk 1

Introduction to Photography • Learn about the course and the types of assessment tasks you will

undertake this year • Learn about ‘Arts Shared’ and how to save and manage your work • Begin “Photos I Like” task - compile a digital folio of photographs that you

like using a word document with text and images • Undertake internet research looking at websites such as QCP, National

Portrait Gallery, Stills Gallery

Term 1 Course Planner Distributed

T1 Wk 2

Complete “Photos I like” task • Ensure that you have found 10 photographs and labelled each photo

with: title, photographer, and a sentence or two explaining why you like the photo

“Photos I Like” due in your folder in Arts Shared

T1 Wk 3

Begin learning about Elements of Photography – Subject Matter • Unpack the task sheet – what is the photo-essay? • Learn about subject matter in photography looking at and discussing

examples and past student work. • Read through and understand the subject matter worksheet • Take photographs that use the 3 different types of subject matter Can

work in groups but hand in individual photos. • Upload your photos to ARTS SHARED, ensure they are labelled

3 x Subject Matter photos DUE

Hand out task sheet for this unit

Subject Matter Worksheet

T1Wk 4

Begin learning about Lighting • Learn about lighting in photography • Read through and understand the lighting worksheet • Take photographs that use the 4 different types of lighting

Lighting Worksheet

T1 Wk 5

Continue working on your lighting photographs • Continue taking photographs and experimenting with different types of

lighting • Upload your photos to Arts Shared, ensure they are labelled

8 x Lighting photos DUE Continuous verbal feedback with all students

T1 Wk 6

Begin learning about Composition • Learn about the importance of composition in photography • Read through and understand the composition worksheet • Take photographs that use the different types of compositional elements

to be aware of when taking photographs

Composition Worksheet

T1 Wk 7

Continue working on your composition photographs • Continue taking photographs and experimenting with different types of

compositions • Upload your photos to Arts Shared ensure they are labelled

11 x Composition photos DUE

T1 Wk 8

Begin working on your Photo-Essay • Read back over the task sheet and ensure you understand the task • Read through the “A” student exemplar, read through the ‘B or C

exemplar (this could be done as a class using discussion and focus on important points of essay writing and in particular a photo essay.

• Begin compiling your photo-essay, perhaps start by choosing your best photographs from your current folio, then do your introduction and then follow through with the rest of the essay

• Use the blank structural exemplar to take notes, construct sentences and finally put together paragraphs for your photo essay

Go through the task sheet with all students

“A” student exemplar

and structural proforma

T1 Wk 9/10

Continue working on your Photo-Essay

Photo-Essay DUE





Class: Year 10 Practical Art “Drawing Upon Reality” Teacher/s:

Term Week


Wk1 Introduction to Portraiture and Drawing • Looking at a variety of portrait artists and their styles of representation

(from realism to abstraction) • Looking at drawing in all of its forms and possibilities • Key artists (drawing): Vernon Ah Kee, Sophie Cape, Richard Lewer, Dobell

Prize for Drawing Introduction to the commercial potential of artworks • Exploring different arts careers (illustrator, designer etc…) • Exploring the different ways that an artist can make money including

understanding the term ‘commission’ and how it relates to the sale of an artwork (Numeracy)

• Online research of Custom Portrait Illustration (etsy, frankie magazine, pinterest, design websites like emmiebean.com, inklingdesign.com.au)


Task and Criteria Sheet Distributed

Wk 2 Begin compiling the necessary images, skills and techniques for your realistic portrait • Choose a portrait subject (yourself, a classmate, a friend, a family

member, an idol or someone important in your life) • Obtain 1 or 2 clear photographs/images of this person • Learn about tone and texture, experiment with these drawing techniques • Explore different drawing mediums

Wk 3 Begin drawing your realistic portrait • Use the grid technique for drawing (Numeracy) or another technique as

guided by your teacher • Begin with outlines and shapes of the face

Wk 4 Continue working on your realistic portrait

Wk 5 Begin adding tone and resolving your realistic portrait • Reminder of how to use tone and how to create texture in drawings

Realistic Portrait DUE

Wk 6 Research custom portrait illustrations • Compile research of different custom portrait illustrations, choose 3 that

are most inspirational • Undertake a variety of experiments with other drawing media (pens,

textas, crayons, watercolours, inks and gouache, mixed media and collage)

• Explore simplification and stylisation, as well as the use of projection and tracing to transfer images

Wk 7 Plan your transformation from realistic portrait to a custom portrait illustration • Interview your portrait subject (What kind of portrait would they like to

see of themselves? How can you capture their personality? Are there any personal symbols you can include in your work? Are there other people who you could include in the portrait? What pose will they be in? etc.)

• Draw some rough sketches • Choose appropriate mediums

Wk 8 Begin drawing your custom portrait illustration

Wk 9 Continue drawing your custom portrait illustration

Wk 10 Resolve your custom portrait illustration

Custom Portrait Illustration DUE

School Holidays


Class Course Planner – 2019 Term 1 (11ART)



Class: 11 ART - Art as lens Teacher/s: Mrs Williams Term Week


T1 Wk1 Introduction to Art as lens • Learn about the ways art can communicate personal insight or creating new and unusual ideas

about a subject. • Learn about the PERSONAL and the CONTEMPORARY contexts that we will be exploring in Unit 1. • Brainstorm potential Personal responses to a single subject matter – eg: A Leaf • Collaborate with others to produce a group Contemporary response to the subject matter.

Course planners distributed.

T1 WK2 • Resolve your group’s Contemporary response to a Leaf. • Document the outcome by photographing it installed in the gallery • Write a simple artist’s statement to accompany the work.

T1 WK3 • General housekeeping – The 4 tools we will be using over the next 2 years: o Visual diaries o Arts Shared o Class One Note o Black art folders to store large works.

• Research, reflect on and develop experimental with approaches to the Leaf using inspiration by key artist Janet Laurence.

• Resolve an individual work with a personal and contemporary context that will become part of a larger group installation. Your individual contribution to our group “Wunderkammer” style installation could be 2D, 3D or time-based.

T1 Wk4 Introduction to our SITE – Iconic Rusty’s Markets • Brainstorming connections to site from personal and contemporary contexts. • Anticipating potential people, places and objects that will be encountered. • Researching and reflecting on the work of key artists who have responded to sites using 2D,

3D and time-based approaches. • Create an incursion artwork using the influence of key artists and a personal or

contemporary context. This incursion artwork will be taken with you when we travel to Rusty’s and form part of the artwork and research you conduct on site there.

Ongoing verbal feedback on initial experiments.

T1 Wk 5 Excursion to Iconic site • Document your incursion into the site. • Collect visual, sensory, qualitative and quantitative information about people, place and objects at

the site. • Brainstorm site. With teacher support, create a folio of 3 experimental works that demonstrates inquiry into the site

by … • Exploring 2D, 3D and time-based approaches to people, place and object found at site. • Ways of making art in response to site excursion that use a personal or contemporary context. • Influence of key artists.

Incursion artwork DUE

T1 Wk 6 Continue to create a folio of 3 experimental works (1 x 2D, 1 x 3D and 1 Time based) that demonstrates: • Research into and reflection on key artists. • 2D, 3D and time-based approaches to people, place and object found at site excursion. • Development of a focus through a personal or contemporary context.

Ongoing verbal feedback on approaches to site.

T1 Wk 7 Continue to create a folio of 3 experimental works (1 x 2D, 1 x 3D and 1 Time based)

T1 Wk8 Finalise a folio of 3 experimental works (1 x 2D, 1 x 3D and 1 Time based) Experimental folio DUE

T1 Wk 9 Create a PRIMARY RESPONSE which takes one of your experiments to a more resolved response. This PRIMARY RESPONSE should further explore a specific direction in relation to: • People OR place OR object • Personal OR contemporary context • 2D, 3D OR time based media • A Key artist

T1 Wk 10 • Finalise your PRIMARY response. • Draft a 500 word Statement of Intent that describes how you wish to further develop this primary

response in to a resolved work after the holidays.

Primary Response DUE

500 word Statement of Intent

Easter Holidays





Class: 11 Film, Television & New Media Teacher/s: Mr Weston

Term Week

Curriculum Intent Assessment Items Feedback Strategies

T1 Wk1 Course Introduction • Introduction to course structure, class routines and expectations • Introduction to key concepts: production, design, critique • Introduction to 4 elements of film style: cinematography, editing, sound,

mise-en-scene

Course Planner (FU)

T1 Wk2 Cinematography Workshops 1 • Camera Operation

• viewing and analysing examples of camera operation techniques – panning, tilting, shot sizes, depth of field

• practicing camera operation techniques

T1 Wk3 Cinematography Workshops 2 • Screen composition

• viewing and analysing screen composition techniques – rule of thirds, leading lines, depth staging, light and shadow

• practicing screen composition techniques

T1 Wk4 Editing Workshops • Introduction to Final Cut Pro

• viewing and learning basic functions of FCP • Learning to use effects, transitions and chroma-keying • completing basic editing jigsaw task

T1 Wk5 Scene Recreation Workshop 1 • Design, shoot and edit a simple film scene.

Teacher/student conferencing based on workshop productions.

T1 Wk6

Scene Recreation Workshop 2 • Design, shoot and edit a simple film scene.

Teacher/student conferencing based on workshop productions.

T1 Wk7 Original Film Scene: Project • Investigate and interpret and apply narrative theory. • Investigate and interpret generic and symbolic codes of montage

editing technique.

T1 Wk8 Original Film Scene: Project • Commence drafting storyboards for original film scene.

Informal, verbal feedback on film scene concept.

T1 Wk9 Original Film Scene: Project • Continue drafting storyboards for original film scene. • Commence shooting and editing for original film scene.

Formal written feedback based on storyboard designs.

T1 Wk 10

Original Film Scene: Project • Submit storyboards for original film scene. • Commence shooting and editing for original film scene.

Original Film Scene Project: storyboard component due.

Easter Holidays





Class: 11 Visual Arts in Practice (VAP) “Foundations” Teacher/s:

Term Week


T1 Wk1 Introduction to drawing unit • Overview of unit, past student examples, visual elements (colour, tone,

shape, form, line, perspective • Understand that visual elements are the language we use in art to

communicate with an audience. • Principles of design (PARC) Definitions in visual diaries; draw, magazine

example • Complete tonal exercise/s based on teacher provided images using

monotone palette, pencils, charcoal, pastel


Hand out task sheet for this unit

T1 Wk2 Object drawing – dots and stipple (shape, form, tone, perspective)

• A4 tracing of object selected by student (e.g. magazine image or print from the web) using tracing paper and Fineline pen

• Create background using coloured paper to provide form

Drawing folio checklist handed out to students

T1 Wk3 Still life - natural forms (colour, shape, form, tone, perspective)

• A3 drawing of natural still life (provided by teacher) using pencil under sketch, pastel/ charcoal to provide colour

• A3 drawing 2nd natural still life (provided by teacher) using pencil under sketch, Texta fill and Texta/Nikko outline, water to blend

Continuous verbal feedback to all students on experimental drawing process

T1 Wk4 Still life – manufactured forms (colour, positive and negative shape, form, tone, perspective)

• Drawing of manufactured still life (e.g. bottles, buckets, balloons provided by teacher) on card using pencil under sketch, pastel/ charcoal/ink

• Combine card drawings on A3 to form collage. Work back in to collage using Texta, watercolour paints and pencils, water to blend

Experimental drawing folio due

T1 Wk5 Development of Major resolved drawing or drawing series based on works in class

• Identifying strengths and weaknesses from experiments so far • Observe a still life and start developing an individual response to it.

T1 Wk6

Work on major resolved drawings.

T1 Wk7 Work on major resolved drawings.

T1 Wk8 Work on major resolved drawings.

Progress work / Visual art diary due

Written feedback on experimental drawing folio and visual art diary

T1 Wk9 Finalise resolved art work

• Work on major resolved drawings. • Finalise resolved art work

Resolved art work due

T1 Wk10 Write Artist Statement Artist statement due Written and verbal feedback on resolved artwork and artist statement

Easter Holidays





Class: 11PHT – Introduction to Photography & Composition Teacher/s:Ms Mudge and Mr Madsen

Term Week


T1 Wk1

(Tues 29 Jan-1 Feb)

Introduction to:

The class and program

Camera function and mechanics, types of camera.

Arts Shared, File management, Housekeeping

COURSE PLANNER (FU)

HANDOUT ASSESSMENT TASK (FU)

T1 Wk2 DSLR camera workshops:

Basic Settings, Functions and Focus

Focus on Aperture, ISO, Shutterspeed

Intro to Lightroom & PS

Camera License

test (AAL)

T1 Wk3 (4 – 8 Feb)

Image composition theory and techniques

Focus: Shot sizes (extreme close up, close up, mid shot, long shot)

Intro to Lightroom & PS

Shot sizes due x4

T1 Wk4 (11 – 15 Feb)


Focus: Camera Angles (high, low)

Focus: Light & Shadow

Editing

Camera Angles

due x2

Due x 2

T1 Wk5 (18- 22 Feb)


Focus: Composition (lines, framing, rule of thirds, symmetry)

Editing

Composition due

X 4

T1 Wk6 (25 Feb – 1 March)


Focus: Depth of Field & Shutter Speed

Editing

DOF due x2

Shutter Speed due

x2

Review conferencing (FF)

T1 Wk7 (4 March – 8 March)

Written Task


Focus: Essay

T1 Wk8 (11 – 15 March)

Folio Production

Folio Due (AAL)

T1 Wk9 (18 – 22 March)

Folio Production – independent work

Folio construction feedback

conferencing (FF)

T1 Wk10 (25 March – 28 March

Folio Production – independent work

Term 2: Marking sheet review

(FB)





Class: 11 Arts in Practice (Year 11 Media Arts) Teacher: Mr Whittaker / Mrs Williams


SEMESTER1-TheElementsofVisualStorytelling:Students experiment and explore the media, skills and knowledge needed to create original characters and stories. They use traditional Visual Arts techniques including drawing, sculpture and modelling to explore the human form, and ways to represent and interpret the human form. They use storytelling, storyboarding and recording techniques to generate soundtracks. They explore how characters are likely to speak and move by acting and reading out scripts. They use digital techniques to generate moving image sequences. Students individually and/or in groups, produce exploratory and resolved elements of digital storytelling productions. T1 Wk1

Establishing expectations; group/team building activities; term planner and assessment overview; skills audit and revision sessions. ASSESSMENT PART 1: ARTWORK Understanding the human form: figure drawing

Introduce practical folio: A folio of 2 & 3D artworks that explore the human form. Life drawings, observational drawings, wire sculpture, putty sculpture, clay sculpture,


T1 Wk2

Human figure drawing: Understanding anatomy Look at skeletons, muscles, joint and proportions. Gesture drawing, figure studies in a range of media.

T1 Wk3

Figure drawing: Principles of cartooning and caricature. Distortion, exaggeration, emphasis and simplification. Students produce drawn caricatures. Historical and international styles of cartooning.

T1 Wk4

Human figure Modelling: Producing a quick wire, clay or putty sculpture on an armature.

Start 3D modelling

T1 Wk5 Human figure Modelling

T1 Wk6

Character design final piece Produce a drawn or painted full figure or bust.

Start final piece

T1 Wk7 Finalise character final piece. Finalise Final piece Display and peer review

T1 Wk8 ASSESSMENT PART 2: MULTIMODAL COMPONENT Watch principles of Animation video Produce a bouncing ball animation to explore timelines, tools, stretch and squeeze, easing in, easing out.

Discuss Multimodal response task: Defining and providing original examples of elements of digital storytelling.

Commence developing digital designs

T1 Wk9

Drawing in animate Drawing sets of eyes and mouths. Documenting for inclusion in multimodal pages.

T1 Wk10 Producing first multimodal pages NOTE: this unit continues into term 2.

Easter Holidays





Class: 12 Arts in Practice (Year 12 Media Arts) Teacher: Mr Whittaker / Ms Mudge


SEMESTER3-Module 3: Storytelling in Context Students will work with community collaborators who will help them to develop themes and stories to tell. They will identify one or more persons in the community who have an interesting idea, history, skill or achievement that they would like to explore and promote. They will interview, document, record and research a story or stories that will form the basis for animated or digital storytelling products. Using these collected stories as a starting point, they will develop characters, sets, backgrounds, scripts, titles, storyboards and sequences to communicate aspects of the stories they have identified. They may seek feedback through the creative process from their community collaborator and others to refine the product. T1 Wk1

ASSESSMENT ITEM 1: PRODUCT (ARTWORK) (A folio of sketches, models, still images and moving images- physical and digital - that could end up being elements in a digital storytelling production). Exercise 1: Stop frame animation. In a group of two or three, take a series of photographs and present them as a stop frame animation. Brainstorm, plan, shoot, edit and export as a mov file.

Introduce practical folio: Project: Product (Artwork) A folio of sketches, models, still images and moving images (physical and digital) that could end up being elements in a digital storytelling production.


Task sheet distributed – folio of artworks

T1 Wk2

Finalise stop frame animation. Exercise 2. Flip a clip animation on phone or iPad. Exercise 3. Tween exercise. Bouncing ball.

T1 Wk3

Exercise 4. Building a face from animated symbols. Exercise 5. Building a gesture with armatures.

T1 Wk4

Exercise 6. Walking across the screen using movie clips.

T1 Wk5 Research and Development: what story can I tell? Who is my collaborator? What styles, approaches, characters, sequences can I use?

Task sheet distributed – multimodal presentation.

T1 Wk6

Research and Development: Towards a proposal -Discuss: ASSESSMENT ITEM 2: PRODUCT (ARTWORK) Multimodal component — nonpresentation A proposal of a planned workflow to generate a resolved animation or digital story including research, summary, script, storyboard, and an analysis and evaluation of the proposed workflow.

Multimodal component — nonpresentation A proposal of a planned workflow to generate a resolved animation or digital story including research, summary, script, storyboard, and an analysis and evaluation of the proposed workflow. Maximum: 8 A4 pages

T1 Wk7 Breakdown of presentation: Page 1 & 2 – introduce collaborator, theme, story, style, brainstorming processes

T1 Wk8 Page 3 & 4 – script, storyboard, elaborations and inspirations

Individual review and discussion

T1 Wk9

Page 5 & 6 List of keyframes, elements and animation …continued


T1 Wk10 Page 7 & 8 Sound track: recordings, voices, sound effects music. List of sources and credits. Titles and credits frames.

Finalise folio of artworks

And

Finalise multimodal presentation

NOTE: this unit continues into term 2.

Easter Holidays Saturday April 4





Class: 12 ART Teacher/s: Ms Jackman

Week

Assessment Feedback

2019

T4 Wk4

Introduction to Unit 3: Art as Knowledge • Review the course for Year 12 and the types of learning experiences you will undertake

for Unit 3 and Unit 4 • Review IA1 and IA2 assessment for Art as Knowledge. • Reflect on the way contexts create lenses in which to examine the concept. • Experiment with media and approaches key artists have used to investigate their

subject. Artists include Patricia Piccinini, Mella Jaarsma, Nick Cave, John Wolseley, Judy Watson, Rachel Whiteread, Jacqueline Scotcher, Craig Walsh, Cracking Art Group, Rosemary Laing, Antony Gormley, Fiona Hall.

T4 Wk5 Through teacher-directed experiments, create a folio of experimental works that demonstrate inquiry into the concept Art as Knowledge by … • Exploring 2D, 3D and time-based approaches to people, place and object. • Ways of making art in response to site that use specific contexts. • Critically exploring visual language, media, technologies, techniques and processes used

by key artists.

Ongoing verbal feedback on initial experiments.

T4 Wk6 Incursion artwork • Create an incursion artwork inspired by key artists to install on site at Daintree

Rainforest Observatory.

T4 Wk7 Unit 3 IA1 Excursion: Daintree Rainforest Observatory 22-23 November 2019 • Brainstorm the site through the four contexts (formal, personal, cultural,

contemporary), reviewing visual, sensory, qualitative and quantitative information about people, place and objects.

• Develop an initial focus/inquiry question

Incursion work DUE Wednesday 20 November.

2020

T1 Wk1

Primary response artwork • Unpack IA1 Report task, scaffold and exemplar • Review your brainstorm of the site through the four contexts (formal, personal,

cultural, contemporary), • Review initial ideas for a focus/inquiry question • Research key artists who will support or challenge your inquiry. • Develop a primary response that indicates how you will approach your inquiry question

and what visual language and media you will use to communicate this to an audience.

Feedback and individual discussion about initial inquiry question/focus for IA1.

T1 Wk2 Resolve and display primary response • Review IA1 task requirements • Research and further reflect on key artists. • Use your inquiry question to drive further targeted research, development and

reflection on media, techniques and visual language.

Primary response and artist’s statement DUE

T1 Wk3 Develop secondary response • State your intent for a secondary response to site • Research and further reflect on key artists. • Use your inquiry question to drive further targeted research, development and


Ongoing feedback on use of media, techniques and visual language to respond to inquiry question.

T1 Wk4 Draft your IA1 report • Write your IA1 draft under open-book exam conditions during class time on Tuesday

and Thursday. • Thursday 20 February 3pm – 6pm - after school IA1 session in N Block.

T1 Wk5 Continue working on secondary response • Further research and reflect on key artists. • Use your inquiry question to drive further targeted research, development and


IA1 Draft DUE

9am Tuesday 25 February

T1 Wk6 Continue working on secondary response Homework: Reflect on draft feedback and edit IA1.

IA1 draft feedback


T1 Wk7 Continue working on secondary response

IA1 REPORT DUE

11.59pm Tuesday 10 March

T1 Wk8 Resolve secondary response Refine use of media, techniques, visual language etc... Engage in peer critique

T1 Wk 9 Resolve secondary response

T1 Wk10 Resolve secondary response and artists statement. Secondary response and artist’s statement DUE





Class: 12 Film, Television & New Media Teacher/s: Mr Weston Term Week

Curriculum Intent Assessment Items Feedback Strategies

T1 Wk1

UNIT 3: PARTICIPATION: COURSEWORK Technologies & Participation:

• Emergence of new media paradigm • Participatory culture • Platforms and participation • Interactivity and interactive textual features

Course Planner (FU)

T1 Wk2 UNIT 3: PARTICIPATION: COURSEWORK Audiences & Participation:

• Audience contexts • Agency and control • Audience gratification and satisfaction • Demographic market theory

T1 Wk3 UNIT 3: PARTICIPATION: COURSEWORK Viewing and decoding case study genre:

• Language conventions • Structural conventions • Exemplars • Guided practice

T1 Wk4 UNIT 3: PARTICIPATION: ASSESSMENT DRAFTING Researching and drafting case study written response.

Teacher conferencing

T1 Wk5 UNIT 3: PARTICIPATION: ASSESSMENT DRAFTING Researching and drafting case study written response.

Assessment draft due Formal written feedback based on submitted draft

T1 Wk6

UNIT 3: PARTICIPATION: ASSESSMENT DRAFTING Researching and drafting case study written response.

IA1: Case Study Investigation due on Friday

T1 Wk7 UNIT 3: PARTICIPATION: COURSEWORK Viewing and decoding multi-platform media texts:

• Narrative conventions. • Technical codes and conventions. • Symbolic codes and conventions.

T1 Wk8 UNIT 3: PARTICIPATION: COURSEWORK Viewing, decoding and using design instruments:

• Treatments • Storyboards

T1 Wk9 UNIT 3: PARTICIPATION: ASSESSMENT DRAFTING Planning and drafting project design.

T1 Wk10 UNIT 3: PARTICIPATION: ASSESSMENT DRAFTING Planning and drafting project design.

Teacher conferencing

Easter Holidays





Class: 12 Media Arts in Practice - Photography Teacher: Mr Wagner & Mr Weston


Unit 5: The Scape: Students explore the work of photographers and photo-media artists who have responded to the diverse range of both traditional landscape photography as well as urban or suburban 'scapes' as records of the land and environment we live in. Students are taken on excursions to two distinctly different 'scapes' and asked to respond to the scapes in a diverse range of ways. They investigate how professional photographers have approached and responded to the landscape around them both within an Australian and International context. They explore the use of lenses, tripods, lighting and editing software to produce a portfolio of images. T1 Wk1

Establishing expectations; term planner and assessment overview; skills audit and revision sessions.


T1 Wk2

Topic 1 – Fundamentals • Composition, camera angles, contrast. • Artist research: Adams; Cartier-Bresson; Kimber, Veasey • Build a folio of research notes.

T1 Wk3

• Digital fundamentals: shutter speed; aperture, sensitivity. Understanding settings then applying them.

• Onsite shooting session • Using Adobe Lightroom Libraries • File management fundamentals

Class task – research journal – sight and comment

Conferencing with teacher on development of research portfolio

T1 Wk4

Topic 2 – Macro world and focal effects • Choosing lenses • Extreme close ups in the landscape • Visit an in-school location and shoot

Observe Adobe lightroom library under construction for every student.

Individual feedback on file management procedures

T1 Wk5 Topic 4 – Digital merging; colour manipulation; Lightroom editing • Peter Jarver, Peter Lik • HDR and Bracketing

T1 Wk6

• File management • Photoshop photomerge panoramas • Lightroom processing • Bracketing and layering

T1 Wk7 Workshops • Building landscape portfolios • In school shooting

Worshop Folio due (formative)

T1 Wk8

(

ASSESSMENT TASK 1 - LANDSCAPE FOLIO • All students working on collecting, managing and editing

landscape folio for assessment.

T1 Wk9

ASSESSMENT TASK 1 - LANDSCAPE FOLIO • All students working on collecting, managing and editing


T1 Wk10 ASSESSMENT TASK 1 - LANDSCAPE FOLIO • All students working on collecting, managing and editing


FINAL LANDSCAPE FOLIO DUE (summative)





Class: 12 VAP “Skate Decks” Teacher/s:

Term Week


Wk1 Introduction to skatedeck unit • Researching designs • Introduction to principles of design (PARC principles) and purpose of

design • Student as designer and client, design brief • Learn about the different types of media, materials and techniques that

you can use on your skatedeck (stencil & sponge, paint, poscas, lino, burnishing, carving, layering etc.)

• Generating quick, rough skatedeck designs • Collecting imagery to inspire and inform original designs


Task Sheet handed out

Written Task handed out

Wk2 Part A Research and Written Task • Look at the local exhibition of Sea Walls and topics covered by artists • Look up images and text that express ideas about environmental and

political • Understand what you are required to do for Part A, look at exemplar and

scaffold • Focus on planning your design and writing the first 150 words of this task

Verbal feedback on student progress

Wk3 Part A Research and Written Task • Focus on artist research • Aim to write 100 words for both of your chosen artists

Wk4 Finalise Part A Research and Written Task • Ensure that you have fully completed Part A • Ensure that you have a full coloured design and plan for your skatedeck

Part A Written Task DUE Written feedback on Part A

Wk5 Begin working on actual skatedeck – possible workshop with practicing artist • Draw large full sized design • Transfer full sized design to skatedeck

Continuous verbal feedback on the development of skatedeck

Wk6 Continue working on skatedeck • Continue hand crafted design in nominated technique/s

Wk7 Development of resolved product design • Continue hand crafted design in nominated technique/s

Wk8 . Development of resolved product design • Continue hand crafted design in nominated technique/s

Wk 9 Resolve skatedeck • Finalise all work on skatedeck and varnish

Skatedeck DUE Verbal feedback on skatedeck

Wk 10 Part B Written Task • Understand what is required for Part B, look at exemplar and scaffold • Write the 150 words required for Part B

Part B Written Task DUE Written and verbal feedback on results for this Project (Product and Written Component)

trinity bay shs class course planner – 2020 · experiment with how this artist has used...

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