Lessons
Before each lesson begins, remind students of safe practices in the classroom and on the internet. Use an appropriate hook for the beginning of each lesson; for example, from the site choose a YouTube, R, E, S, P, E, C, T or Mini Lesson, this may vary depending on the students' prior knowledge. You may already have art hooks you prefer in your own bank of lessons.
Link to the following:
Student wiki
Artwork Planning Page
Link to the following:
Student wiki
Artwork Planning Page
Printable poster for classroom "Mistakes in ART are just creative opportunities"
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Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8,9 and 10
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Introduction &
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Introduce students to Visual Art unit, explore weebly and wiki platforms succinctly to entice students to want to participate in art tasks.
TASK 1 In groups of three take at least 10 images of each other, portrait, profile, full length, different angles. Students may use digital cameras, iPads or phones for this task. Tell students, they may take more images if it does not suit their work. Students save the images to their own USB. Fractured Face link
Students take portrait image of themselves to create a more creative self portrait. Encourage collaborative work to create these images. Students may work in groups of two, three or four, depending on cohort. Show example and scaffolded steps on the weebly using an interactive whiteboard. Variations · You may like to use other peoples images as a trade to mix up end result. · Try taking the photos from different angles to give a more cubist appearance. · Encourage students to think (three minute pause) of a completely different variation, discuss it with the class or group. All About Me link
This lesson is conducted in computer lab if students do not have personal laptops. Students create an art piece using digitally altered images of themselves, hobbies and/or interests. Encourage students to use images that reflect, explain or portray their individuality. Show scaffolded example in the weebly link. Elaborate on appropriate images, acknowledgement of sites, images or artists. Remind students to save their work. Create a set seating plan to allow for peer teaching with students requiring more assistance near teacher or aides. Remind students to consider positive, negative space, colour lines and shapes. Silhouette Portrait link
This lesson may be more suitable with a recess break in the middle to allow for paint to dry. Students create background using recycled products. Encourage students to explore techniques for the background. Silhouette Portrait link
This lesson may be more suitable with a recess break in the middle to allow for paint to dry. Students create silouette from a digital image, cut and paint on the reverse side and paste onto their background. Mix Me Up link
Begin lesson with a Skyped conversation with a local mixed media artist to hook students in to the lesson. This lesson may be more suitable with a recess break in the middle to allow for paint to dry. Students create a layered art piece using many shapes, mediums, images and techniques. To complete the art piece, students may add a famous quote that resonates with their personality. Encourage students to personalise their artwork with their imagination and creativity. This lesson is suitable for a more informal setting.
Encourage students to plan collaboratively the exhibition for final artwork. Pose questions regarding the following; WHEN: day, time, WHERE: venue, HOW: email invitations with an e-poster. Include invitations to local artists that have previously skyped with students. WHO: guest list, AND: refreshments Final Art Work link
Students create their final piece for assessment. Encourage their research and reflective processes to construct a professional art piece for exhibition. Students write and record artist statement and email to themselves. Criteria sheet for final piece. |
Exhibition Day
Before viewers arrive, walk around slowly to admire and make comment of art works. Encourage students to model this behaviour with guiding questions. Allow students time to admire their work collectively and fill in appraisals with guiding questions and sentence starters. When viewers arrive encourage students to be proud of their art work.