The Process:
View the following powerpoint presentation with the class and discuss the movements and links to artists...
Ask students to pick a piece they see and then they can write about what they see and why they like it - ask students to volunteer sharing them with the class
1 - 2 - 4 - share might be strategy to use...
This takes some time to download - hint: download before class...
or use the embedded version (links don't work in gallery view though)
Ask students to pick a piece they see and then they can write about what they see and why they like it - ask students to volunteer sharing them with the class
1 - 2 - 4 - share might be strategy to use...
This takes some time to download - hint: download before class...
or use the embedded version (links don't work in gallery view though)
![](http://www.weebly.com/weebly/images/file_icons/xls.png)
Art Timeline | |
File Size: | 4131 kb |
File Type: | pptx |
View the Art Glossary to assist writing artist statement and appraising other works.
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Art Glossary | |
File Size: | 182 kb |
File Type: |
View and analyse the three main 'Artists Works' contributed on this site
Ask students to interpret what the final works represent and why they might've been constructed in a certain way
Why have the artists chosen the materials they have and arranged them the way they are...
Ask students to interpret what the final works represent and why they might've been constructed in a certain way
Why have the artists chosen the materials they have and arranged them the way they are...
Students will need to research art. The students will need to be allocated an art movement (this can be at the discretion of the learning manager)
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Research Sheet | |
File Size: | 64 kb |
File Type: | docx |
Once they have conducted their research, they will need to choose a particular artist to hone in on and research them further using the following template...
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Artist Movement Template | |
File Size: | 47 kb |
File Type: | docx |
By now:
* the class will have viewed the power point slide show with images and links for western art movements
* learning manager will have shared the pecha kucha with the students
* students will have viewed three pieces of art works by the contributing artists for 'Mirror Effect'
Get students to have a go at replicating one of the three images that they have chosen for their particular movement and artist.
Have students communicate with each other holding up their artist movement template sheet and arrange themselves into an art movement timeline in the classroom. Once they have completed that successfully by date, have the students arrange the timeline on the classroom wall with blue-tac and then add their imitation images that they have constructed along the timeline.
LM Resource: http://art.pppst.com/elements.html (View these power points as a resource to discuss the elements within art that can be evaluated; colour, line, shape and texture.)
Have students communicate with each other holding up their artist movement template sheet and arrange themselves into an art movement timeline in the classroom. Once they have completed that successfully by date, have the students arrange the timeline on the classroom wall with blue-tac and then add their imitation images that they have constructed along the timeline.
LM Resource: http://art.pppst.com/elements.html (View these power points as a resource to discuss the elements within art that can be evaluated; colour, line, shape and texture.)
Appraising/Evaluating Arts Works: (resources retrieved from Central Queensland University EDCU11021 Term 1 - 2011)
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Example Appraisal | |
File Size: | 641 kb |
File Type: | doc |
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
Appraising Template | |
File Size: | 35 kb |
File Type: | doc |
By now:
* the class will have an art movement timeline
* each student will be building their knowledge and understanding about the art movements and some artists
* each student will have completed an imitation of an art work by their particular artist
* students will be familiar with appraising/evaluating arts works
If possible, make a trip to a local gallery or museum to access exhibited art works and artist statements to expose students to the professional art world. If this isn't an option perhaps using ICT and internet or invite a local artist to come to the classroom and present a small exhibition. Discuss or ask students to complete an appraisal or evaluation of the arts works.
Work through the tasks with printing, ICT/mixed media and drawing to complete a main piece for each student and an inchy
Remind students that the mirror effect applies. Encourage them to consider themselves and their community when designing their art works.
Remind students that the mirror effect applies. Encourage them to consider themselves and their community when designing their art works.
Encourage students to write an artist statement using the template for each piece of art work they do so that they are able to construct a more detailed artist statement for their final pieces.
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Artist Statement Template | |
File Size: | 36 kb |
File Type: | docx |
By now:
* each student will have completed a PRINT, a MIXED MEDIA and a DRAWING piece
* each student will have completed an inchy in PRINT, MIXED MEDIA and DRAWING
* each student will have practiced writing artist statements and have completed one for each of their final pieces
* students will be prepared to complete their art passport evaluations on their peers' art works at the exhibition
Resources:
The items required for this learning experience are as follows:
* A copy of an artists work in a style that they like
* Printing 'How it Works' task
* ICT/Media 'How it Works' task
* Drawing 'How it Works' task
1x main/large piece completed by each student for the four items above
1x inchy/small piece completed by each student in the same style but their own choices applied for the three items above (excluding the copy of an artist's work)
Each student will arrange/present their main pieces of each style (4 items) in their own way having researched how artists show their works including an artist statement.
The class will use their knowledge of composition, contrast, line, shape, colour and texture to discuss and construct the whole class mural of their Inchys. At this time a summative assessment may take place as the teacher listens to the students conversations and guides them through the experience of putting together their mural. This is open for creativity as to how this is put together whether it be a flat arrangement, hung arrangement, constructed arrangement with inchys stuck on objects; the options are endless and should reflect the choices made by the students.
A teacher's resource page: http://art.pppst.com/movements.html
* A copy of an artists work in a style that they like
* Printing 'How it Works' task
* ICT/Media 'How it Works' task
* Drawing 'How it Works' task
1x main/large piece completed by each student for the four items above
1x inchy/small piece completed by each student in the same style but their own choices applied for the three items above (excluding the copy of an artist's work)
Each student will arrange/present their main pieces of each style (4 items) in their own way having researched how artists show their works including an artist statement.
The class will use their knowledge of composition, contrast, line, shape, colour and texture to discuss and construct the whole class mural of their Inchys. At this time a summative assessment may take place as the teacher listens to the students conversations and guides them through the experience of putting together their mural. This is open for creativity as to how this is put together whether it be a flat arrangement, hung arrangement, constructed arrangement with inchys stuck on objects; the options are endless and should reflect the choices made by the students.
A teacher's resource page: http://art.pppst.com/movements.html
![](http://www.weebly.com/weebly/images/file_icons/rtf.png)
How it works Template - Create one yourself! | |
File Size: | 721 kb |
File Type: | docx |
The Exhibition
Ask students to design a brochure for the exhibition and as a class have students write an invitation to their parents/guardians. This could be a great opportunity to create discussion around a whole class project about colour, line, shape and texture, considering their audience and break down the information they want to portray. Small groups can be given a section on a tri-fold brochure/invitation.
Throughout the 'classroom experiences' of the four styles of art, the students will have several pieces of art work to exhibit. Each lesson comprises of a main piece and a small (inchy) piece (excluding their copy of their artists piece; this will just be one main piece - no inchy). The four pieces will be put together for presenting at the exhibition and the 'Inchy' pieces will be put together as a whole class to form a mural piece which will be the feature of the event.
During the exhibition event, the students will use their Art Passport to walk around and evaluate three of their peers' works. These passports and their art works will combine to complete their formative assessment.
Throughout the 'classroom experiences' of the four styles of art, the students will have several pieces of art work to exhibit. Each lesson comprises of a main piece and a small (inchy) piece (excluding their copy of their artists piece; this will just be one main piece - no inchy). The four pieces will be put together for presenting at the exhibition and the 'Inchy' pieces will be put together as a whole class to form a mural piece which will be the feature of the event.
During the exhibition event, the students will use their Art Passport to walk around and evaluate three of their peers' works. These passports and their art works will combine to complete their formative assessment.
Art Passport (for individual students to complete 3 evaluations on other students' works at the exhibition
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Art Passport | |
File Size: | 891 kb |
File Type: | docx |