Mirror Effects
Mirror Effects has been created for a CQUniversity Assignment by Deb Jacobson, Jo Larsen & Kat Howat
The aim of this site is to facilitate teachers and students through several art practices. The combination of these will allow students to present an art work in their own exhibition, complete with artist statement.
Mirror Effects has been chosen as the name of this package of work to encourage students to reflect their identity, their community, the society they exist in and their internal achievements and struggles. "Mirror Effects; The actions you take are reflected around you"
The facets of their lives can be chosen, incorporated and expressed in many ways. The main aim for the teacher will be to provide flexibility within constraints. The students will make decisions and choices, both conscious and subconscious, which provides an opportunity for examination by the individual and the cohort alike.
Year Level focus: Year 6
Item focus: Mixed media
The links to the curriculum are as follows:
By the end of Year 7...
Ways of working; students will be able to...
* select and develop ideas for arts works, considering intended audiences and intended purposes, and make decisions about arts elements and languages
-> Throughout the class discussions regarding the inchys and the construction of their whole class mural, the students will be considering who will be at the exhibition and the colour, line, shape and texture that each inchy has and how it impacts on the ones they place near it. The design of a brochure and invitation will also work through a similar process
* create and shape arts works by modifying arts elements to express purpose and to include influences from their own and other cultures and times
-> The 'Mirror Effect' project asks students to consider their actions and the impact on everything around them.
* modify and polish arts works, using interpretive and technical skills
-> Students will be working through three distinct art methods and will have a chance to produce an inchy (small sample size piece to contribute to mural) and a larger piece to be presented as individual artist's work. The duration, practice and repetition of such activities will be at the learning manager's discretion as to how well each student and the whole class are progressing with each technique. Students will be evaluating and appraising art works through discussion and research using their personal interpretation together with the technical skills that they learn.
* present arts works to informal and formal audiences for intended purposes, using arts techniques, skills and processes
-> The formative assessment of their whole class mural and artist's individual presentation with statement reflects the process that would occur for professional artists that exhibit their work in a gallery or exhibition event. The students will construct a brochure and invitations which will be issued to parents/guardians and may also go to the local gallery staff (or the gallery visited for an excursion) inviting them to attend. The layout and presentation will reflect the format of a professional event.
* identify, apply and justify safe practices
-> Discussion will occur explicitly with relation to safety aspects of particular activities
Consider personal safety with using materials, the tools that are used, consideration for students around you, consideration with any reactive materials, structural safety, allergic reactions and any other risks that may exist with location of activities.
* respond by analysing and evaluating arts works in social, cultural, historical and spiritual contexts, using arts elements and languages
-> The class will be addressing social and cultural contexts within this project of 'Mirror Effect' exploring colour, line, shape and texture through three different art techniques, using different mediums as well as having visited a local gallery or explored art works of different kinds whether that be with the assistance of the internet and computers or a local artist may visit the school and exhibit their work for the class or school as a whole. Students will research artists and different techniques, refining their knowledge of the different movements that existed. They will complete an artist movement template sheet having been allocated a movement by the learning manager. The completed sheets can then be erected on a wall within the classroom in period/time order to form an art timeline. The students could have their sheets and put themselves into order. During the exhibition that is held for their class mural and final inchy pieces, the students will need to complete an art passport (art evaluation) on three of their peers' works.
* reflect on learning, apply new understandings and identify future applications
-> Some of this will occur when the students complete their art passport individually for their peers' art works. Discussion would take place with regards to what will happen with the inchy whole class mural; whether it be constructed by gluing together in a 2D presentation, made into individual 3D shapes, hung, arranged, stacked, glued onto a larger 3D item and whether its a temporary or permanent installation; perhaps kept in the library or administration block of the school for presentation.
Knowledge & Understanding: Visual Art
* visual art involves modifying visual arts elements, concepts, processes and forms (2D, 3D etc) to express ideas, considering intended audiences and intended purposes, through images and objects.
* blended, controlled and symbolic colour is used to create depth, representation and symbolism
* descriptive and emotice lines are used to create abstraction, proportion and symbolism
* negative space and positive shape are used to create abstractions, non-representations and proportion
and
* actual, invented and simulated textures are used to create depth, representation and non-representation
(Queensland Government, 2007. Queensland Curriculum, Assessment and Reporting Framework: Art Essential Learnings by the end of year 7. Queensland Studies Authority retrieved from www.qsa.qld.edu.au)
The aim of this site is to facilitate teachers and students through several art practices. The combination of these will allow students to present an art work in their own exhibition, complete with artist statement.
Mirror Effects has been chosen as the name of this package of work to encourage students to reflect their identity, their community, the society they exist in and their internal achievements and struggles. "Mirror Effects; The actions you take are reflected around you"
The facets of their lives can be chosen, incorporated and expressed in many ways. The main aim for the teacher will be to provide flexibility within constraints. The students will make decisions and choices, both conscious and subconscious, which provides an opportunity for examination by the individual and the cohort alike.
Year Level focus: Year 6
Item focus: Mixed media
The links to the curriculum are as follows:
By the end of Year 7...
Ways of working; students will be able to...
* select and develop ideas for arts works, considering intended audiences and intended purposes, and make decisions about arts elements and languages
-> Throughout the class discussions regarding the inchys and the construction of their whole class mural, the students will be considering who will be at the exhibition and the colour, line, shape and texture that each inchy has and how it impacts on the ones they place near it. The design of a brochure and invitation will also work through a similar process
* create and shape arts works by modifying arts elements to express purpose and to include influences from their own and other cultures and times
-> The 'Mirror Effect' project asks students to consider their actions and the impact on everything around them.
* modify and polish arts works, using interpretive and technical skills
-> Students will be working through three distinct art methods and will have a chance to produce an inchy (small sample size piece to contribute to mural) and a larger piece to be presented as individual artist's work. The duration, practice and repetition of such activities will be at the learning manager's discretion as to how well each student and the whole class are progressing with each technique. Students will be evaluating and appraising art works through discussion and research using their personal interpretation together with the technical skills that they learn.
* present arts works to informal and formal audiences for intended purposes, using arts techniques, skills and processes
-> The formative assessment of their whole class mural and artist's individual presentation with statement reflects the process that would occur for professional artists that exhibit their work in a gallery or exhibition event. The students will construct a brochure and invitations which will be issued to parents/guardians and may also go to the local gallery staff (or the gallery visited for an excursion) inviting them to attend. The layout and presentation will reflect the format of a professional event.
* identify, apply and justify safe practices
-> Discussion will occur explicitly with relation to safety aspects of particular activities
Consider personal safety with using materials, the tools that are used, consideration for students around you, consideration with any reactive materials, structural safety, allergic reactions and any other risks that may exist with location of activities.
* respond by analysing and evaluating arts works in social, cultural, historical and spiritual contexts, using arts elements and languages
-> The class will be addressing social and cultural contexts within this project of 'Mirror Effect' exploring colour, line, shape and texture through three different art techniques, using different mediums as well as having visited a local gallery or explored art works of different kinds whether that be with the assistance of the internet and computers or a local artist may visit the school and exhibit their work for the class or school as a whole. Students will research artists and different techniques, refining their knowledge of the different movements that existed. They will complete an artist movement template sheet having been allocated a movement by the learning manager. The completed sheets can then be erected on a wall within the classroom in period/time order to form an art timeline. The students could have their sheets and put themselves into order. During the exhibition that is held for their class mural and final inchy pieces, the students will need to complete an art passport (art evaluation) on three of their peers' works.
* reflect on learning, apply new understandings and identify future applications
-> Some of this will occur when the students complete their art passport individually for their peers' art works. Discussion would take place with regards to what will happen with the inchy whole class mural; whether it be constructed by gluing together in a 2D presentation, made into individual 3D shapes, hung, arranged, stacked, glued onto a larger 3D item and whether its a temporary or permanent installation; perhaps kept in the library or administration block of the school for presentation.
Knowledge & Understanding: Visual Art
* visual art involves modifying visual arts elements, concepts, processes and forms (2D, 3D etc) to express ideas, considering intended audiences and intended purposes, through images and objects.
* blended, controlled and symbolic colour is used to create depth, representation and symbolism
* descriptive and emotice lines are used to create abstraction, proportion and symbolism
* negative space and positive shape are used to create abstractions, non-representations and proportion
and
* actual, invented and simulated textures are used to create depth, representation and non-representation
(Queensland Government, 2007. Queensland Curriculum, Assessment and Reporting Framework: Art Essential Learnings by the end of year 7. Queensland Studies Authority retrieved from www.qsa.qld.edu.au)