art - spn sow year 9 & 10 - 2 years

8/14/2019 ART - Spn Sow Year 9 & 10 - 2 years

1/17

PAINTING

( JUNGLE ARTPROJECT )

2B, 4B and 6Bpencils, cartridgepaperRuler, eraserWater ColourBrushOil pastelCrayon

PenAcrylicGouacheColoured PaperGeometricalinstrumentTracing PaperComputerCamera or anyother relevantmaterials

Natural objectsaround us

Students will be introduced to Art as a process. They will learn toresearch visually through and drawing from observation and learn how todevelop this in a creative way > Link the project to Wildlife Conservationin Borneo so that they will begin to see how Art is related to the worldaround them. They will both individually and as a group at different stagesof the project. They will also be introduced to the work of relevant artistsfrom different time and places.

TASK 1 AND 2Students should go out and collect a selection of variegated leaves andflower

Teacher: Demonstrate:

1. look closely at the subject and anlyse the colours

2. Choose a small area of colour on the leaf and try to match it bymixing at least two hues

3. mixing colour in the palette as you proceed, paint the leaf orflower. The colour should be as close as possible to the original.Paint patch by patch, colou by colour. As long as the colours andshapes are accurately observed and painted the shapes should

joint up to look like object.

Students will make carefully observed colour studies of their subject usingthe method demonstrated.

TASK 3

Students will make enlarged copies of their earlier painting and cut themout. Arrange these and stick them down on enlarge sheet of paper.Imagine it as a zoomed in picture of the canopy. Discuss what otherthings a jungle contains that could be added to the scene. For homeworkask the students to find pictures of Borneo and birds and to bringdrawings of them to the next lesson.

The Students should be able to:

1. Students will learn to mix anmatch colour from observatvariegated leaves and flowe

2. Students will make colour ppainting their subject withouprior drawings.

3. develop the painting by copin full colour onto a bigger s( minimum size to fill A$ size

paper. If you like you could sto another medium such asmarker pen )

4. Look at examples of paintinjungle such as by Henri RouClass discuss the interestinthings in the painting which be included in the class pain

5. Cut out the paintings leaves

flowers and arrange on largpaper to make a jungle friez

6. Students discuss what else need to make their junglecomplete. ( Such as insectsbirds, animals etc )


2/17

UNIT /TOPICS

TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNING OBJECTIVESASSESSMENT

PAINTING

( JUNGLE ART

PROJECT )

TASK 4

Show students examples of painting of jungle scenes. Any relevant artistswork will be suitable. Try to find examples of at least two different styles,

example: Henri Rousseau and Tintin or any other local artists.Students discuss in small group what they like and dislike about theexample paintings. Each group should come up with five things they likeand their should be included in their jungle frieze.

Look at the images of Borneo animals brought in by the children and askthem to talk about the creatures. What they look like, where they live, whatthey eat etc.

A s class the students must agree on the idea want get over: cute andcuddy, fierce and dangerous, endangered, colour and pattern.

TASK 5 AND 6

Students may continue with paint or could switch to oil pastels if they areavailable

Look at any one of the Van Gohs painting which show strong mark makingeffects with pastel to show direction and expressive energy

Students draw up and paint the faces of large animals or whole bodies ofsmaller creatures like insects, spider, snakes birds etc.

Include the creatures in the Jungle Frieze. Tuck them in between theleaves to make them like they are hiding

FURTEHR IDEAS FOR DEVELOPMENT AND EXTENSIONSimplify and stylize plants and animals into pattern. Look at the

Indonesian batik and henna painting.

7. Use any practical source,as books, internet, dead indrawing from pets as hometc, and make drawings /

paintings


3/17

UNIT /TOPICS

TOOLS / MEDIA RESOURCELESSON DESCRIPTION / SUGGESTED ACTIVITIES

( Compulsory to do research )LEARNING OBJECTIVE

ASSESSMENT

Drawing anddesign:

( Designing a

Dream House )

- Rulers

- Graph

- Lead

Pencil

- Eraser

- SketchBook /DrawingPaper

Research, Art & Culture

Asks students to observe houses and homes in the local environment,including the main features and building materials. Goes on to explore and

make comparisons with houses around the world, e.g. similarities anddifferences.

Art ideas, Art skill and process

When students are investigating different types of homes in the localenvironment they could be asked, in addition to practical questions ofstructure, whether they think the homes or houses would be good to live inand why. Students could consider features that make home pleasantplaces, including appreciation of gardens and local surrounding as well asfeatures of the houses themselves.

By the end of the lesson studwill be able to:

1. Successfully integrate th

own imaginative ideasconvention to develop acreative and originalarchitectural design

2. Identify and use theconventions of aerialperspective architecturadrawings both in their owwork and in the work of

3. Demonstrate their knowland understanding of keyfeatures in the work of anprofessional through gro

discussion and the use tfeatures in their own creaactivity.

Model making

( My dreamHouse )

A house plandrawing ( layoutdrawing andelevation drawingplans,cardboards,PolystyrenesFoam, Soft Wood,etc,Cutter orcutting tools,Pliers, Rivet,Ruler, glue, tapes,

Electrical equip.glue gun, saw (etc)

Research, Art & Culture

Students should be able to identify basic features that make housesenvironmentally sustainable. These might include obvious features such assolar panels, double glazing, types of building materials ( e.g. in keepingwith the local area; local materials ), whether the buildings are old or new oruse for other ( local materials such as thatch They can go to the museumfor study visit.

Art ideas, Art skill and process

During the model making activity children could be encouraged to bring use

recycled materials from home such as a cardboard boxes or tubes Students are required to be as creative as possible.

By the end of the lesson studenbe able to:

1. Transfer the 2D drawing3D model

2. Distinguish the materialsthey use for their purpos

3. Use most of the equipmstated in tools columnindependently and confi


4/17

UNIT /TOPICS

TOOLS /MEDIA

RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNING OBJECTIVESASSESSMENT

STILL LIFE

Teachers are

recommendedto incorporatelocal fruits orproducts as thestill life set up.

Duration: Classcontacts 4-7hours forresearch, 4-7hours for ideasand mediatesting, 4-7hours for final

studio piece

Students will beexpected towork outsideclass time (i.e.work as homeassignment )

- Drawing paper

- Colour Papers

- Drawing Pens- Colour Pens

- Charcoal

- Colour Pencils

- Water Colour

- Arcylic Paint

- Poster Paint

- Painting

- Brushes

Optional:

- Lamps

- Fabrics

- Boxes

- Easels

Still Life AHistory, ElbertS-Schiffere

The AcrylicArtists bible,Scott M

Artwise-visualarts 7-10,Isreal G., Pg64-75

A-Z of Art,Craft &Design-ResourcesBook ForTeachers,

Brown.Ian, Pg142-218

Research, Arts and Culture:

Research artworks from a variety of Art movements ( post Impression,Expressionism, contemporary etc ). Look into work of Paul Cezanne,

Vincent Van Goh, Max Duplin, Magaret Olley, etc.

1. Student to find at least 3 examples of work that have a still life theme. Photocopy the work, and write information about each toaccompany the picture ( teachers may supply worksheets ).

2. Students to comment on their final work ( i.e. did a particular artist ormovement influence their design or style? ).

Art ideas, Art Skills and Processes:

1. Student to plan a still life composition, experimenting with differentformats.

2. Student to produce a series of contour drawing of a range ofdifferent media.

3. Student to produce a verity of observed drawings that shows: line,texture, pattern, form, volume, space, shadow, scale.

4. Student to draw the objects from different angles / viewpoint.

5. Student to draw the objects from different techniques using a widerange of media ( e.g. using white chalk on black paper to expressthe quality of light on the forms ).

6. Having explored a range of media techniques and subject matter,student is to choose those he/she have had the most success withand enjoyed, and develop a studio piece that further develops theirdrawing ability

Students will be able to:

1. Recognise few artist anthe art movement

2. Recognise some famouStill Life artist.

3. Appreciate the local culand product.

4. Evaluate, discuss and wabout their own art wor

5. Identify space and goodcomposition

6. Sketch and draw in a raof different media.

7. Paint using different me

8. recognize their bestcapability among the mtested

Outcome Statements:

1. Produce inquiry and stuwork communicatingoriginal ideas.

2. Interpret the ideas ofothers, values arts

3. Develops and exploresideas through problem

solving


5/17

UNIT /TOPICS

TOOLS /MEDIA


Screen Printing Wooden Frame

Cloth

Organdie

Photo emulsion

Fabric Dye

Paper Roll Gum

Staples Gun

Squeeze

Blanket

Hair Dryer

Spot Light

100W

Black sugarpaper

Transparency

Film

Spoon

Agent

In this unit students are encouraged to come up with their own fabric

design, using a specific design, using a specific motif, an interestingarrangement and a pleasing colour scheme. Students will required totake the following points for consideration

1. The source of their design: include photographs or sketches ofwhat inspired their design, as well as sketches that illustratehow they modified their design

2. The colour schemes: photographs or paint the different colourschemes that they tried out

3. A step-by-step record of the process used in the printing andPainting of the fabric. Show in the form of photographs orSketches.

4. Show through the slide show how to manipulate and developideas

5. Explain to students on how to:1. Stretching the mesh2. Masking the screen3. Transferring the design onto the screen4. Registration of the fabric5. Marking the frame6. Printing the fabric

6. Tasks : BannerPosterBook coverT shirt

In Menengah lima the students will have the opportunity tocreate an individual project, based on the examination outline in

a set timeframe (PAPER 6 BCGCE O LEVEL).

The Students should be able to

1. The student will be creative,experiment and choose whensolving practical problems withvariety of media and technique

2. The demonstration of knowleand understanding both visualland verbally of relevantterminology

3. Processes in completing DeProblem

4. The student will start to devean increasing awareness of theenvironment

5. The student will begin todevelop knowledge of andunderstanding of the applicatiothe elements and the principlesdesign.


6/17

UNIT /TOPICS

TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNING OBJECTIVESASSESSMENT

Sculpture andinstallation

The area of studyin Sculptureprovides studentswith a range ofskills andtechniques asthey pursueindividualexpression insculpture.Exposure totraditional andcontemporaryphilosophies,class critiques,

and discussionshelps studentsformulate anartistic direction.In beginningstudents willexplore theories,contexts andmethods of objectmaking and areencouraged toexperimentthrough problemsolving studioassignments.

Following basiccourse work,students are

Papier mache,different grades ofwires and wiremesh. Whitecement, plaster.PVA glue.Non art media eg.found objects etc.Clay, assorted paperetc

Bending, cutting andcarving tools.

These items willvary depending onthe intention of thestudents plan indeveloping their own

individual sculpture.

A sketch book orvisual diary (forpersonalobservation,recording,scribbling, sketchesimages, descriptionson the subjectmatter, relatedideas anddevelopment) is amust.

Book,magazines,DVDs and the

internet.

Introduction to sculpture and installation Art. The history, form, purpose,meaning and medium.

Visual presentation, handouts on the local and well known internationalsculptures from the old to the present day.

Stage 1.

Translating and analysing a given basic 2D drawing of an object or a figure toa 3D form using appropriate media.(getting to know the media)

Stage 2.Imitating and documenting on a chosen piece of work done by a famoussculpture.

Stage 3.Making a proposal and developing individual project, based on the chosensubject and theme.

Stage 4.Extending project 3 to more possible outcomes. More manipulation andexaggeration through further research.

In Menengah lima the students will have the opportunity to create anindividual project, based on the examination outline in a set timeframe( PAPER 6 BCGCE O LEVEL).

The students should be able to:

1. prepare a proposal,discussing their action plans forinvestigating aTarget area in sculpture.

2. show some investigation andmanipulation of the SculptureProcesses

3. Successfully carry out the acplans to create a completesculpture.

Refer to inset notes:SAMPLE OF COMPLETEDPROJECT 1 AND 2


7/17

UNIT /TOPICS

TOOLS /MEDIA


expected todevelop a criticaland theoreticalanalysis

appropriate totheir ownprocesses andactivities

POTTERYandCERAMIC

Periodsschedule9 weeks

PencilClaykilnWire

WoodModelingtools

Referance

*The pottery

handbook of

clay, glaze andcolour,C,tinling

& Co.Ltd,

Liverpool,

London and

Prescot.

*The Practical

POTTERY

BOOK,

Blandford

Press. London

*POTTERY,

Pan Books Ltd.LONDON

*http://en.wikipe

dia.org/wiki/pott

ery

*Art ForUpperSecondary

Part A=APUSPart A

ANCIENT HISTORYCeramic art has an extensive prehistoric development in the Chinese,Cretan, Greek, Roman, Persian, Mayan, and numerous others cultures.The origin of the word is the ancient Greek koromikos, from keramos,

meaning potters clay (http://en.wikipedia.org/wiki/pottery)

The identification of a specific pottery pieces as a work of art is not alwaysclear. Ceramic art usually, but not always, was intended by the maker asart. It may have a signature, designer name or brand name stamp on thebottom.Ceramic articles were prepared by shaping the clay body, a clay richmixture of various mineral, into the desired shapes before beingsubjected to high temperatures in a kiln. However ceramics now refers to avery diverse group of materials which, while all are fire to high temperature,may not have been shaped from material containing any clay.(*http://en.wikipedia.org/wiki/pottery)

SUGESTED ACTIVITIES

1. Wedginga) The first approach called cut and slammethod -Cut the clay in half,either by posing it against a sledging wire stretched across table top or byholding a wire tout in your hand and push in through the clay. Put one halfon table and other half on top of the first. Cut and slam again and continuethis procedure until all the air has been driven out of the clay.b) The second approach called kneading method- The clay is cut andthrown as above but then worked and pressed with your hands untilsmooth, much like working bread dough.

2. Pottery shape and form-Before student going to make a real pottery,they will make a plan or design a pot on paper. This is to reconsideration ofa pottery growth, contrast, balance, proportion, rhythm and movement andcombine these with the element of design such as shape, form, colour, and

texture, in order to create an aesthetically pleasing design.(APUS Part Apg 112)

At the end of the lesson,hopefully the student;

Know that

the nature material also can usa home decoration.

the material from nature also hpotential in commercial value.

CanEnrich their knowledge in craft.

be able;

To apply various technique foproducing a new types and unipotteries.


8/17

UNIT /TOPICS

TOOLS /MEDIA


Referance

*The potteryhandbook ofclay, glaze andcolour,C,tinling& Co.Ltd,Liverpool,London andPrescot.

*The PracticalPOTTERYBOOK,BlandfordPress. London

*POTTERY,Pan BooksLtd. LONDON

*http://en.wikipedia.org/wiki/pottery

*Art ForUpperSecondaryPartA=APUS

Part A

3. Making of pottery-

A) Using joining technique between pieces of slap. Two method how tomake a slabs.

a) Two guide stick are placed, on a piece of Hessian, as far apart as theslab is to be wide. Put a large ball of clay on the Hessian between thesticks and roll it out with a rolling pin or dowel, resting which ever you useon two piece of wood. This will give you slabs of even thickness.b.) take a big hunk of prepared clay and on a flat surface., pound into arectangle shoe box. Slabs can then be sliced off the squared piece of claywith a wire.

B) Using joining technique between coils. Two method how to get a coils.a) Even one roll out ball of clay on a freshly dampened table, so that theyremains moist and does not break. Larger coils can be made by squeezing.

C) Making Pottery Using WheelStepsI- Centering and coning the clay- Make a ball-put the clay at centre ofthe wheel. Wet the clay by dripping little water on it Start the well, work clayup to a cone-shape form. Push the cone down to ensures that any trappedair is removed.Press both thumbs into middle of clay, push down the centre to form ahollow. Open up the clay pushing out with the thumbs Pull the wall up byapplying pressure on the outside with the fingers of the right hand until thedesired height is reached. Steps ii- Shaping the cylinder-Keep the left handinside and gently push the wall out/up using forefinger of right handtogether to control the shaping. As the top is reached, puss less with theleft hand from the inside to make the shape wide. Trim the top with a cuttingwire to remove unwanted clay.


9/17

UNIT /TOPICS

TOOLS /MEDIA



10/17

Steps iii- Collaring-Gently press the neck with the fingers of left hand. Therim of the pot supported by the other hand. Shape the neck by gentlypushing with fingers of both hands.

Trim the base of excess clay using wet sponge. After the pot a bit dry, freethe pot using tout cutting wire, pull under the base, drawing it toward you.Before place it on a bat for drying, create TEXTURE on a surface body ofpottery.

D)Applied the Texture-The soft and plastic nature of clay makes itsuitable for creating textures. With impression and incised patterns, formthe textures on the body of this pot while it was still wet.

E) Harder Pottery or Ceramic Using KILNSet a right temperature and time to burned the pottery or ceramic-refer theguide line book in KILN procedure.All the activities, task and type of the pottery/ceramic will be set anddiscuss among teacher and student

Reminder to student: Always follow the Safety Precaution referon APUS Part A pg 120

UNIT /TOPICS

TOOLS /MEDIA



11/17

Products ofWeaving / Knot::

1. Mat

2. Basket

3. Handbag

4. Placed Mat

5. hat

6. Macrameincluding theflower pothanger

Palm leaves

Rattan

Cotton Thread

Nylon string

Paper strips ornews paper

Coloured

buttons

Handicraft wire

Beads formakingdecorations

Any suitablewaste materials

Art paper forSecondary part A

( Pg 153 )

Free arts & Craftwebsite resources*Craft Site Medic*

WWW.artcraftmarketing.com

Kingskountry.com.The MacrameWholesale war

The art of CreativeDrawing

Mandales andcultural designs

1. Discuss with students the definition of weaving

2. Make visit to the local Traditional Handicraft Centre / Museumor any individual who are well recognized and expert in thearea of weaving.

3. Explain to students with regard the material that a suitable tobe used

4. Show students some different motives of design which can beincluded in the weaving or knot such as flowers, animals,

insects, free patterns, traditional pattern etc.

5. Teachers may supply handout as an examples of weavingand knot for their guidance. Ask them to copy and do practicalactivities from examples.

6. Show students the more advanced techniques of weaving orknot work (e.g. using paper strips, cotton cord or nylon string,palm leaves ) ask them to apply this techniques.

7. Ask student to cut the paper or cotton cord, practice theweaving or knot work .

8. Produce the flower pot hanger

In Menengah lima the students will have the opportunity tocreate an individual project, based on the examination outline ina set timeframe ( PAPER 6 BCGCE O LEVEL).

Students will be able to:

1. to explore the use of anmaterials which can bechanged to any usefulobjects such as basketshandbags, mats, shoestissue box, hats etc.

2. to give opportunity to b

creative and skillful inmaking various types ofprojects

3. to create high quality ofhandicraft through wea

4. encourage students tobecome good designer the future.

UNIT / TOPICS TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNING OBJECT

ASSESSMENT
http://www.art/http://www.art/


12/17

GRAPHICDESIGN

LOGO

2B, 4B and 6Bpencils, cartridgepaperRuler, eraserWater ColourBrushOil pastelCrayonPen

AcrylicGouacheColoured PaperGeometricalinstrumentTracing PaperComputerCamera or anyother relevantmaterials

Slide showusing powerpoint of logo,poster, repeatpattern,packaging,maps, logo thatappears on( vehicle,

stationery, tshirt and otherrelevantdocuments orsources )

Textbook calledArt is Making,Creating andAppreciation 1and 2

Magazine,newspaper,leaflet, business

card, menu,photographsetc.

ART for UpperSecondary partA and B

LOGOA logo is a graphic corporate image representing a company or anorganization. Some school and educational institutions these days preferand distinctive logo to the former emblem.

CHARACTERSTICS OF A GOOD LOGOLogos create an identity and an image for organizations, big or small. Alogo therefore must be meaningful and unique. No two logo representingtwo different organization can be alike.

SIMPLICTY IN DESIGNWhether the motif is a letterform or a picture, a stylized representation ismost desirable.

LEGIBILITYIn logo designing, letter are frequently modified to achieve individuality.When modify letter, ensure that they are still identifiable and the word islegible.

RETENTION VALUEA logo that is easy to remember will be the one that is different, simpleand impressive.

COLOURA logo does not represent an organization. It embodies its philosophyand values. Colour which play an important symbolic role, must becarefully chosen.

The Students should be

1. The student will be crExperiment and choosSolving practical probVariety of media andTechniques.

2. The demonstration of

knowledge and underboth visually and verbrelevant terminology

3. Processes in completdesign

Problem

4. The student will start develop

an increasing awareneenvironment

5. The student will begin

Develop knowledge ofUnderstanding of theApplication of the elemThe principles of desi

6. The demonstration of Development of mediaprocesses, presentatfinish

UNIT / TOPICS TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNING OBJECT

ASSESSMENT


13/17

GRAPHICDESIGN

LOGO

( continue )

TASKDesign a holiday resort

This activity allows student to imagine that they are both designer andowner of their own holiday resort. Things they will need to consider are:What kind of features do they want to include in their holiday

Resort.Where will every one stay and where will they eatWhat games or outdoor activities will be provided for everyone

to do ( examples are water skiing, scuba diving, horse riding,walking, boating, paragliding, mountain climbing and surfing )Where will you resort be located in the snow? on an island? In

the mountain? In the tropics?how will students advertise and promote their resort to ensure

That is successful?

1. Design the location of the resort and how the buildings andother main feature will be organized. Look through someholidays brochures and other resort advertisements to getinspiration for the design.

2. Used colured pencils, inks, fineliners or even a computer toDraw everything will be included. Draw resort as it might beSeen from air ( Pretend that students are looking at their resort

from above from helicopter. Students can make this part of theirdesign as realistic as they wish3. Use their coloured design as a guide to help them to produce

a labeled map or a flow chart which guest could use to findtheir way around resort. Look at some maps of city andcountry areas to give them ideas of how professionals

ASSESSMENT

1. Evidence of thedevelopment of thprocess from preto the final produ

2. Originality3. Competence with4. Ability to aesthet

functional proble5. Ability to criticalland discriminate

6. The completed wbe assessed usinobjectives outlinescheme. Studentsevaluate their ow

UNIT / TOPICS TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNING OBJECTIVASSESSMENT


14/17

GRAPHICDESIGN

LOGO( continue )

Communities important information. If possible, also viewsimilar maps of resorts, shopping centers or business areasThey may like to use a coloured key to help people find itemsEasily on the map, include, roads, pathways, walking tracks,Building, gardens, eating place, transport and recreation andleisure areas. Finelines and colured pencils could be used forthis tasks.

ADDITIONAL TASKS

1. Design a logo that can be easily recognized as a symbol of yourholiday resort.

2. Design a set of writing paper, envelopes and business cardwhich display the logo and other relevant information about theholiday resort, such as address, telephone no, fax no and e-mail.

3. Design and make a poster which could be used to advertise theresort

4. Design a motif which could be used on a T shirt for resort5. Design a motif and how logo appears on the vehicle6. Design a motif and how logo appears on the on the resort

( signage )7. Design a motif and how logo appears of the container and paper

bags for resort

8. Design a repeat pattern for the wrapping paper to be use in thisresort9. Design a pattern of bed sheets, curtain and table-cloths to be

used in this resort

UNIT /TOPICS TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNING OBJECTIVEASSESSMENT


15/17

Drawing andPainting

Flora andfauna

Time Scale10 weeks

2B, 4B and 6Bpencils, cartridgepaperRuler, eraserWater ColourBrushOil pastelCrayonPenAcrylicGouacheColoured PaperGeometricalinstrumentTracing PaperComputerCamera or anyother relevantmaterials,ComputerSoftware, PC,printer

The assignment is to produce a colour study based on flora and faunafound in the country.

Students will help then develop knowledge, skills and understandingby:

Analyising the work of artist such as Georgeia O Keeffe, HenryMatisse, Claude Monet, Seraphine Louis, Henry Rousseau and otherswho have worked on the theme of Flora and fauna.

Developing a series of preparatory and observational studies based

on flora and fauna. Produce a series of drawings of the formalelements.

Developing skills with a verity of media, pastel, watercolours,gouche, pencils and ink wash etc.

Students should be able to:

1. Exploring and developin

ideas: Record observatioexperiences, ideas informand insight in visual andform, appropriate to inte

2. Investigating and makingcraft and design: Analysevaluate critically source

as images, objects artifatexts, showing understaof purposes, meanings acontexts.

3. Evaluating and developin

work: Develops ideas thrsustained investigationsexploration, selecting anusing material, processeresources, identifying aninterpreting relationshipanalyzing methods andoutcomes.

4. Knowledge and understa

Presents a personal coheand informed response,realizing intentions andarticulating and explaininconnections with the woothers.

Other learning Outcome:

ICT Students will have theopportunity to take a digital


16/17

UNIT /TOPICS

TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNING OBJECTIVEASSESSMENT

Drawing andPainting

Flora andfauna

Time Scale10 weeks

2B, 4B and 6Bpencils, cartridgepaperRuler, eraserWater ColourBrush

Oil pastelCrayonPenAcrylicGouacheColoured PaperGeometricalinstrumentTracing PaperComputerCamera or anyother relevantmaterials,Computer

Software, PC,printer

The assignment is to produce a colour study based on flora and faunafound in the country.

Students will help then develop knowledge, skills and understandingby:

Analyising the work of artist such as Georgeia O Keeffe, Henry

Matisse, Claude Monet, Seraphine Louis, Henry Rousseau and otherswho have worked on the theme of Flora and fauna.

Developing a series of preparatory and observational studies basedon flora and fauna. Produce a series of drawings of the formalelements.

Developing skills with a verity of media, pastel, watercolours,gouche, pencils and ink wash etc.

EXTENSION TASKS:

Media Project and exploration1. Mono Print2. Stencil Techniques

3. Collage4. Photo Printing5. Sculpture / modeling6. Batik7. Produce a series of digital images of flowers form8. Produce a poster, for example a poster to be used in Biology

department which analyses plant structure etc.

Photograph, of their chosen flowStudents will then enhance the using computer software such aAdobe Photoshop.

Opportunities for group work

Information Processing: Findingrelevant information.

Reasoning: Giving reasons for omaking informed judgments

Enquiry: Asking questions, planand research

Creative thinking: generating iddeveloping ideas, applying imag

Evaluation: applying evaluationjudging the value of informationideas

Cross Curricular

Biology, structure of a flower, pstamen, node stigma etc.

Cultural / Social/ Moral spiritualethical issues

Students will be able to developknowledge and understanding orole and achievements of artist past in contemporary society. Swill be able to reflect on the cultcontext in which the work wasproduced. And also can reflect gender stereotyping and socialconditions and conventions of t


17/17

UNIT /TOPICS

TOOLS / MEDIA RESOURCE LESSON DESCRIPTION / SUGGESTED ACTIVITIES LEARNING OBJECTIVEASSESSMENT

BATIKPAINTING

- Hotplate

- Wax

- Tjanting

- Dye

- Wooden Frame

Slide showusing powerpoint ofsamples ofstudents workand otherrelevantdocuments orsources )

Textbook calledArt is Making,Creating andAppreciation 1and 2

Magazine,newspaper,leaflet,business card,menu,

Lesson Description

In this unit students are encouraged to come up with their own fabricdesign, using a specific design, using a specific motif, an interestingarrangement and a pleasing colour scheme. Students will required totake the following points for consideration

1. The source of their design: include photographs or sketches ofwhat inspired their design, as well as sketches that illustratehow they modified their design

2. The colour schemes: photographs or paint the different colourschemes that they tried out

3. A step-by-step record of the process used in the printing andPainting of the fabric. Show in the form of photographs orSketches.

Suggested ActivitiesFollowing the guidelines given in this unit, use the batik paintingmethod to paint all-over design on apiece of fabric. Bear in mind thefunction of your fabric when you design the motif.

Take notes and make sketches of the entire process. Assemble theminto a booklet to be handed in with your painted fabric. In the bookletyou should record the following:

1. sketches in various stages of modification leading to your finaldesign

2. the various colour schemes that you experimented with yourdesign

3. a sketches of the intended used of the painted fabric

Students should be able to:

1. The student will be creative

experiment and choose whsolving practical problems variety of media and techni

2. The demonstration of knowand understanding both visand verbally of relevantterminology

3. Processes in completing DProblem

4. The student will start to devincreasing awareness of theenvironment

5. The student will begin to deknowledge of and understathe application of the elemethe principles of design.

NOTE:

In Menengah lima the students will hopportunity to create anindividual project, based on theexamination outline in a set timefram(PAPER 6 BCGCE O LEVEL).

art - spn sow year 9 & 10 - 2 years

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