9th Grade Art Blog

Pattern project

2009-01-13T09:12:00.004+01:00

During the second term we will be working to develop a lesson for grade 6 students based on "Pattern".

I am going to add loads of documentation here that will help you during this project.

It's very wordy I know but thats unavoidable unfortunately!

ok, here goes... happy reading....

Pattern -An introduction.

Pattern can be defined in a number of ways. Can you describe what a pattern is?

Broadly speaking a pattern is an arrangement in which similar, not necessarily identical, motifs appear many times. A motif is, for example, the spot on a leopardskin. The spots in the leopard skin are similar not identical. There are many spots clustered together to form a random pattern.

Pattern can be simply decoration, which is something that is applied to a surface to prevent it from being plain, to embellish it. An example of this would be wall paper, where a design had been made and transferred onto a surface.

Pattern also applies to things such as brick walls or pavements. A pattern has been made in these cases because the materials used to make them have been arranged in such a way as to make most effective use of them. Both of the above are examples of repeat patterns.

Pattern can also be formed naturally, for example the ripples of water on sand, the rings in a cross section of a tree or the stripes of a zebra.

Some of this you will have in your sketch book. Its here as well incase you lose it...

Pattern.

Challenge. Invent an hour-long lesson for an class of grade 6 children based on pattern.

The lesson must be set to the level of the children to be taught. Smaller children may not have fine motor skills (ability to use tools and equipment). Think about what equipment you will need them to be able to use! Make a list. Would using cutting tools be a good idea? You must come up with a selection of Ideas and related tasks for a lesson based on pattern. The lesson must be based on real pattern, for example Celtic, African or Egyptian pattern for example.

Prepare a visual resource in your sketch book on pattern. What is it? Who uses it? Where does it come from?

For your lesson you must produce a hand out showing examples of pattern from different historical periods, from different cultures and countries.

You must also produce a handout telling the “history” of how pattern developed. This handout must include an activity.

After the project you will reflect on how succesful you have been. Have a look and see what kinds of questions you may be answering.

My art lesson based on pattern.

Evaluation sheet.

Name………………………………………… Form……………

Title of lesson planned. ………………………………………………………………

Objective(s) (= what you want them to achieve at the end.) of lesson

Aim(s) (= how you will help them achieve the objective.) of lesson

Materials needed.

Reflection.

Write a brief reflection of your lesson and how it went. Take into consideration the following questions.

· Did you achieve your objective?
· How can you tell?
· Did the pupils seem to enjoy your lesson?
· Did they remain on task and seem enthusiastic?
· Did you manage to achieve everything you set out to?
· How did you deal with unexpected occurrences?
· Were you able to answer all student questions?
· How was your time management?

The Areas of Interaction (A.O.I.).

You will have to look at the areas of interaction during this project and decide which one your lesson will focus on.

Here is a list to help you...

Approaches To Learning "Learning How to Learn"

Students will explore how to best use their own learning strengths. They will also focus on developing good study habits as well as investigate a variety of learning, reading, study, and test taking strategies.

Community and Service "Moving from 'I' to "We"

Students will participate in a variety of activities with a community and service focus. Students will begin to look outward, beyond themselves, toward their family, peers, and community. As they participate, they will reflect on the impact individuals can make. Community and service activities will offer and encourage a wide variety of opportunities. Some will be school wide, while others may involve specific teams or classes. Community and service activities can also be completed in the family or neighborhood community.

Environment "Developing an Appreciation and Responsibility"

Students will be encouraged to see all sides of complex environmental issues and their impact on society, ecology, and economy. They will explore a variety of situations in the school environment in which they can make an impact.

Homo Faber (Latin to describe mankind as a creative being) "Creating Products and Making an Impact on Society"

Students will develop their creative nature across the curriculum. Homo Faber is interwoven through every subject area, wherever creative thinking, artistic expression, invention, and innovation are addressed. Homo faber is not taught. It is highlighted to help students understand that throughout time, history and society have been changed by man's creative genius.

Health and Social Education "Becoming Healthy, Happy, and Informed"

Students will be encouraged to make physically and mentally healthy life decisions as well as develop a sense of responsibility for their own well-being and their physical environment. They will participate in a school wide initiative, which encourages community spirit and builds self-esteem and personal character.

Marlene Dumas

2008-11-25T09:53:00.004+01:00

Grade 9 students will soon start to look at the work of South African artist marlene Dumas as part of our Portraiture project.

We will look at techniques this artist uses in her paintings.

For more information on this artist follow this link...

http://en.wikipedia.org/wiki/Marlene_dumas

Banksy

2008-10-15T10:59:00.002+02:00

Grade 9 students will start looking at controversial British artist Banksy.

Students will look at his use of stencils and see if they can make a portrait stencil of a muscian of their choice.

Check out these sites for more information about Banksy.

http://en.wikipedia.org/wiki/Banksy

http://www.banksy.co.uk/

http://banksy.skyrock.com/

Optimistic about nothing.

2008-10-01T09:42:00.002+02:00

Are you optimistic about nothing like Francis Bacon?

Homework is to draw your mouth in a Francis Bacon style. check out the link below.

http://www.francis-bacon.cx/themes/scream.html

Francis Bacon

2008-09-25T15:07:00.003+02:00

We will soon start examing the art work of one of the most famous artists of the 20th century. Francis Bacon. Check out the link to find out some information about this artist. print out a few of the images for your sketch book.

http://en.wikipedia.org/wiki/Francis_Bacon_(painter)

http://artchive.com/ftp_site.htm

On the artchive site look for other artists that have worked with portraiture. Who is your favourite?

Collage and Photomontage

2008-09-15T16:04:00.003+02:00

Grade 9 students are using collage and photomontage techniques to make art based on portraiture.

Above is an example of art made in this fashion by the artist Raoul Hausmann called "The Art Critic"

Portraiture

2008-09-02T09:56:00.003+02:00

What is a portrait?

Well thats what we are going to be learning about this term. We will be looking at different artists who make portraits and try to make a portrait of our own.

Home work :-(

Bring in a photograph which shows your face from the front, no profiles or pictures of you when you were a baby please!!! Also, bring in a glue stick.

Still Life and the Vanitas.

2008-04-17T09:31:00.003+02:00

As part of our study of the still life students are looking at examples of the "vanitas" still lifes.

"In the arts, vanitas is a type of symbolic still life painting commonly executed by Northern European painters in Flanders and the Netherlands in the sixteenth and seventeenth centuries. The term vanitas itself refers to the arts, learning and time. The word is Latin, meaning "emptiness" and loosely translated corresponds to the meaninglessness of earthly life and the transient nature of vanity. Ecclesiastes 1:2 from the Bible is often quoted in conjunction with this term. The Vulgate (Latin translation of the Bible) renders the verse as Vanitas vanitatum omnia vanitas. The verse is translated as Vanity of vanities; all is vanity by the King James Version of the Bible, and Utterly meaningless! Everything is meaningless by the New International Version of the Bible.
Paintings executed in the vanitas style are meant as a reminder of the transience of life, the futility of pleasure, and the certainty of death, encouraging a sombre world view.
Common vanitas symbols include skulls, which are a reminder of the certainty of death; rotten fruit, which symbolizes decay like ageing; bubbles, which symbolize the brevity of life and suddenness of death; smoke, watches, and hourglasses, which symbolize the brevity of life; and musical instruments, which symbolize brevity and the ephemeral nature of life."

http://en.wikipedia.org/wiki/Vanitas

For homework students need to bring to school an object which they believe says something about them as a person, like a trophy they won for something or a personal object, such as a teddy bear. Please do not bring in ear pods, mobile phones or something taken from your pencil case!!

In class we will set up a still life to paint and draw.

Still life and Cubism.

2008-03-14T10:11:00.004+01:00

Braque, Georges Glass, Carafe and Newspapers

In the 3rd term grade 9 will look at one of the classic themes in art, the still life. We will look at a variety of still life paintings and will concentrate on still life within the cubist movement. We will be looking at artists such as Pablo Picasso, Georges Braque, Juan Gris and Fernand Leger

To find out more about cubism click on the links below.

http://en.wikipedia.org/wiki/Cubism

http://www.tate.org.uk/collections/glossary/definition.jsp?entryId=80

HOMEWORK

What is Cubism?

How could you draw or paint a Cubist still life?

Write the answers in your sketch book.

"OH LA LA" Grade 9 Paris trip

2008-03-04T13:25:00.005+01:00

Grade 9 are off on a visit to Paris. The city not the heiress!!

We are hoping Paris will be able to cope with them!!

Have a look at the Louvre web site. It's amazing.

http://www.louvre.fr/llv/commun/home.jsp?bmLocale=en

Here is another web site which will keep you up to date on whats happening in the paris art scene.

http://www.parismuse.com/artnews/

Enjoy your trip!

Criterion D: Artistic awareness and personal engagement.

2008-02-28T11:51:00.001+01:00

Adapted assessment criteria for Year 3 MYP.Assessment in Art in the ISM

Criterion D: Artistic awareness and personal engagement. Maximum 8

You are expected to develop an aesthetic, cultural and critical awareness and to engage with the Arts.
This criterion includes:
Showing sensitivity to your own and to different cultures.
Inviting and accepting views from others.
Showing self motivation, initiative and a willingness to take artistic risks.
Supporting and encouraging peers towards a positive working environment.

Below is a description of the grade levels for this criterion.

Level of achievement
Descriptor
1-2 Poor
You take part to some extent in activities associated with tasks yet show little interest and personal engagement in the work.
3-4 Acceptable
You take part to some in activities associated with tasks and show some self discipline and motivation in the work.
5-6 Good
You are fully engaged in the work and show a willingness to further develop your potential.
7-8 Great
You demonstrate a high level of interest and personal engagement in your work. You show initiative, enthusiasm and commitment.
Your assessment for this criterion will reflect a holistic judgment to the degree to which the above qualities are evident in the processes of art, the end product of projects and in your reflections.

Criterion C Reflection.

2008-02-28T11:50:00.000+01:00

Adapted assessment criteria for Year 3 MYP.Assessment in Art in the ISM

Criterion C: Reflection and evaluation. Maximum 8

You are expected to reflect on themes and issues encountered during your lessons, and to evaluate creative development and processes.
This criterion includes:
Using the developmental workbook (your sketchbook) throughout the creative process.
Reflecting on, evaluating, assessing and appraising work to support and promote creative development.
Use feedback and discussion on artwork to support creative development.

Below is a description of the grade levels for this criterion.

Level of achievement
Descriptor
1-2 Poor
Your use of feedback and reflection on themes and processes is minimal. You make rudimentary evaluations of your level of skill.
3-4 Acceptable
You find it difficult to take feedback into account when working. You provide an evaluation of your development as well as evaluating themes and issues. Some aspects of the evaluation may be unrealistic or incomplete.
5-6 Good
You reflect on themes and issues and take feedback into account when working. You give an evaluation of your development and working processes. Your evaluation includes an appraisal of quality of produced work and identifies areas which could be improved.
7-8 Great
You give a considered response to feedback and provide a thorough reflection and evaluation of your development and of the process of working. Your evaluation includes an accurate analysis of the quality of work produced and details of improvements which could be made.

Assessment for this criterion will be based on written work in your sketch book, in your process journal and on oral presentations. Assessment will be based on your ability to reflect and evaluate.

Criterion B Application.

2008-02-28T11:48:00.001+01:00

Adapted assessment criteria for Year 3 MYP.Assessment in Art in the ISM

Criterion B: Application. Maximum 10

For this criterion you need to apply knowledge, understanding, skills, and strategies to develop and elaborate ideas, themes or art works. This criterion includes:

Planning and organizing effectively to define and set goals, negotiate and make decisions.
Experimenting through spontaneous and structured activities.
Choosing appropriate forms for the expression of ideas, thoughts and feelings in a creative manner.
Demonstrate a range of techniques and skills.
Finding original and inventive solutions
Developing and elaborating ideas, themes and art works to a point of realization.
Presenting work through formal or informal exhibitions and performances.

Below is a brief description of the grade levels for this criterion.
Level of achievement
Descriptor
1-2 Poor
You have shown limited abilities to use skills and strategies. Your work is of poor quality.
3-4 Acceptable
You have had success with basic skills and strategies. The work reaches a point of realization and shows some proficiency in technique(s).
5-6 Good
You have applied skills and strategies needed to produce creative work showing reasonable proficiency in technique(s).
7-8 Excellent
You have shown competence in applying skills and strategies needed for the realization of work which shows creativity and proficiency in technique(s).
9-10 Great
You are highly competent in choosing and applying a range of skills and strategies for the realization of work. Your progress and finished artwork reflect a high level of proficiency and creativity.

Assessment for this criterion will be based on your finished art works, your sketch book and classroom observation.

Assessment criteria

2008-02-28T11:41:00.004+01:00

The information below is all about how you are assessed or graded in art. Assessment is all about helping you make better progress and you can be a part of the process if you understand it better.

Assessment in art uses four criteria;

A. Knowledge and understanding.
B. Application.
C. reflection.
D. Artistic awareness and personal engagement.

Below you will find the rubrics which will help you understand how you will be graded for each.

If you have any problems in understanding these rubrics speak to Mr. Kerr and he will explain them to you :-)

Adapted assessment criteria for Year 3 MYP.Assessment in Art in the ISM

Criterion A: Knowledge and understanding. Maximum 8

You are expected to have a knowledge and understanding of the art forms you have studied. This criterion includes:

Knowing and understanding the theoretical basis of the art forms studied.
Developing an understanding of themes and issues studied in/through art.
Using subject specific terminology to show aesthetic and critical awareness when talking about your work or the work of others.
Understanding how history and cultural differences might have influenced the production or direction of art.
Understanding how a range of artists and people who work in the arts have contributed to its development.

Below is a description of the grade levels for this criterion.

Level of achievement
Descriptor
1-2 Poor
You have a limited theoretical knowledge and a little understanding of the topic being studied.
3-4 Acceptable
You have acquired a basic theoretical knowledge and understanding of the topic being studied. You have used some subject specific terminology to show critical awareness.
5-6 Good
You have shown a broad understanding of the topic being studied and have applied theoretical knowledge and subject specific terminology to identify some of the complexities of the materials studied.
7-8 Great
You have shown a thorough understanding of the topic being studied. You have confidently applied theoretical knowledge and subject specific terminology to identify clearly the complexities of the materials studied.

Assessment for this criterion will be based on written work in your sketch book, in your process journal, on oral presentations and discussions with your teacher.

2008-02-26T16:20:00.002+01:00

Term 2: Pattern lesson.
A.O.I. Community and service.

You will prepare, plan and deliver a lesson based on pattern at the elementary school. Your lesson must;
Be based on a recognizable style of pattern.
Have a clear learning objective.
Use an area of interaction
Focus on an element of the learner profile
Have extension activities
You should;
Make a visual resource in your sketch book on pattern
Have 5 ideas to choose from.
Deliver your lesson in a clear and coherent manner
Below is a brief description of the grade levels for this project.

Level of achievement
Descriptor
1-2 Poor
You have produced very basic pattern lesson. Your lesson was poorly planned and you did not prepare equipment needed. Your lesson idea was unoriginal. Your lesson is not based on an appropriate area of interaction. You have no extension activities. Your learning objectives are unclear. Your delivery is poor with basic instructions. Help for your students is basic.
3-4 Acceptable
You have produced, planned and delivered a basic pattern lesson. Your lesson was reasonably well planned and you had all equipment needed. Your lesson idea is interesting. Your lesson is based on an area of interaction. You have some extension activities which are linked to the main lesson. Your learning objectives were mostly met. Your lesson is delivered reasonably well with clear instructions and help for your students.
5-6 Good
You have produced, planned and delivered your pattern lesson. Your lesson was thoroughly planned and you had all equipment needed. Your lesson idea is original and interesting. Your lesson is based on an appropriate area of interaction. You have appropriate extension activities which are clear and linked to the main lesson. Your learning objectives were met. Your lesson is delivered well with clear instructions and help for your students who are fully engaged.
7 Great
You have produced, planned and delivered your pattern lesson. Your lesson was well planned and you had all equipment needed and backup plans for a variety learners. Your lesson idea is original and interesting. Your lesson is based on an appropriate area of interaction. You have appropriate extension activities which are clear and linked to the main lesson. Your learning objectives were met. Your lesson is delivered well with clear instructions and help for your students who are thoroughly engaged.

Patterns

2006-11-10T15:24:00.003+01:00

Challenge. Invent an hour-long lesson for an elementary school class based on pattern.

The lesson must be set to the level of the children to be taught. Smaller children may not have fine motor skills (ability to use tools and equipment). Think about what equipment you will need them to be able to use! Make a list. Would using cutting tools be a good idea?

Prepare a presentation on pattern. What is it? Who uses it? Where does it come from?

You must produce a hand out showing examples of pattern from different historical periods, from different cultures and countries.

You must also produce a handout telling the “history” of how pattern developed. This handout must include an activity.
For example;

“One day a stone age woman making a pot discovered that if she used a twig to scratch lines into the surface it made a pleasing effect.
Try to make a pattern similar to the one made by the Stone Age woman on this pot.”

The lesson must be fun!!