EDAR516: VISUAL ARTS LESSON PLANS

The following lesson plans are developed for year 7, however they can be used for year 8, 9 and 10. You may need to tweak the lessons to meet each level. For example if you wanted to use this project for year 10,  you may choose to specify the 3D mask must related to a global issue or a current event happening in your country or a different country. (e.g.World cup). So feel free to change and/or use in your own teachings.

 

EDAR516: VISUAL ARTS LESSON PLAN ONE

 

PROJECT TITLE Making 3D Masks.
LESSON TITLE: Introduction to Masks
SEQUENCE: This is the first of sixth lessons.
SUBJECT: Visual Arts
YEAR LEVEL: Year 7
DURATION: 50 min
OBJECTIVES:

Students will be able to:

Understand the application of Masks.

Identify different types of masks related to different cultural background.

Recognize the relationship of masks to personal or group identity.

Identify art elements and principles used in creating 3D masks.

Sketch ideas using art supplies provided in the classroom.

Use the available template to trace over and create 2D mask.

AUSVels LINKS: Making and Responding
PREPARATION: -Setting up the PowerPoint presentation and projector before students arrive to class.

-Arrange for 3D Masks to display as visual examples during this presentation.

– Clearly write on the board the Learning intention, Tasks and Success measures of the lesson.
– Prepare art materials and mask templates for students before the class starts.

RESOURCES and /or MATERIALS: Materials required for this lesson are:

– Computer, PowerPoint presentation, Whiteboard, Whiteboard marker, projector, 3D masks, internet.

-Art supplies (pencils/grey leads, papers, mask template, Gouache Paint, Marker pens.

LESSON PROCEDURES AND/OR STEPS: What are the students expected to do?

Students will be able to listen, observe, write notes and ask questions (if needed).

How will students know what to do?

Student tasks will be written on the board at the start of the lesson.

– PowerPoint Presentation to cover the theory part of this lesson.

– Students will be instructed to utilize the art supplies to develop ideas.

– Students will be able to use the available resource to explore some concepts.

Are there images or work samples required?

After presenting the topic on masks,Students will spend some time to explore using art supplies to produce sketches and develop some simple idea for the next class.

Steps to the lesson:

  1. Presentation: Power point presentation and/or http://youtu.be/q2q3RiYMLpQ
  2. Key questions to create thinking process:

–       Have you used a mask before?

–       What is considered a mask? Face painting, body painting, headwear, etc.

–       Can you think of countries that use masks?

–       What are some different types of masks?

–       What Art elements might be used to develop a mask?

  1. Teacher Task: explain what art elements and principles are. List down key words on the white board.
  2. Students will write notes and ask questions for further clarification on the topic.
  3. Students will utilize the art supplies to start developing 2D sketches.
THINKING DOMAIN: How / are these areas incorporated into the lesson?

Student will be exposed to the concept of masks in different cultures and the relationship between the wear of masks to identity and background.

LITERACY: This is a class theory class; students will be able to create notes relating to Masks. Also students will be introduced to new vocabulary of words related to this topic.
ICT: Computer/laptop, MS-PowerPoint.
DIFFERENTIATON: How will you adapt the tasks to allow for different needs within the class?

–       For ESL students: provide a list of key words with definitions and images to make the theory easier to understand. E.g. elements and principles.

–       Behavioral issues: Will be addressed on individual basis; however the overall lesson must engage all students. For example if behavioral issues happen due to lack of intellectual development, students may be give a simple list of things to do: step-by-step or a check list to follow to maintain concentration throughout the lesson.

EXTENSION: What will students who complete tasks quickly do?

Student will have the option to start the homework task using the computer lab to:

Task1 To research the different masks used in your cultural background or other cultures. Students will be asked to answer 5 basic questions. (see attached)

Task 2: To complete the class handout in relation to art elements and principles.(see attached)

PACKDOWN: How long will you need to pack down and clean room ready for the next class?

As this is mostly theory lesson, 10 min to pack down and clean the room will be sufficient.

ASSESSMENT: How will you know if learning has occurred?

Questions such as the following will be asked throughout the lesson to check if students are listening and understanding the topic.

1. Why do/did people use masks? To hide identity, change identity, emphasize on identity etc.?

2. Which cultures/countries still use masks?

3- What materials do we need to make 3D mask? Can you suggest any?

How will you assess this work?

This will be assessed through student’s engagement in class tasks and answering Teacher’s questions. Also through there in-depth understanding of the concept of masks which will lead to development of minimum of 2 mask design ideas.

How will you provide students with feedback?

-By encouraging them to complete at least 2 design ideas for a mask.

-Teacher will provide students will verbal achievement when responding to the questions.

INDEPENDENT PRACTICE: Will you set homework?

Task 1: To research the different masks used in your cultural background or other cultures. To be reviewed the following lesson.

Students will be asked to answer 5 basic questions:

  1. What is a mask?
  2. List five countries that use/used masks?
  3. Name three different masks and the countries they come from?
  4. Choose one mask and write down why was this mask made? What is/was the purpose of this mask? How was it worn?
  5. What elements and principles have been used when making this mask?

Task 2: Students will be given a class handout of the art elements and principle which will need to be completed also for the following class.

 

 

EDAR516: VISUAL ARTS LESSON- EXCURSION

 

PROJECT TITLE Making 3D Masks.
LESSON TITLE: Excursion to Melbourne Museum: AZTECS exhibition, Date: 9April- 10 August 2014.
SEQUENCE: Art Excursion
SUBJECT: Visual Arts
YEAR LEVEL: Year 7
DURATION: 100 min
OBJECTIVES:

Students will be able to:

Visit the Melbourne Museum

View the new collection- AZTECS

Understand different cultures (Mexico) and their ways of living

Recognize the relationship of masks to personal or group identity.

Select and evaluate an art work of choice.

Use camera phone to take some images of the artwork.

Or draw/sketch the artwork.

Identify the art elements and principles used in the selected artwork.

To answer 5 basic questions related to this chosen artwork.

AUSVels LINKS: Making and Responding
PREPARATION: –       To obtain an approval from schools and primarily care givers for an Art excursion.

–       To print out the 5 basic questions. Excursion activity.

–       To arrange transport from and to school.

–       To arrange with the Museum’s Education team regarding this visit.

–       To clearly communicate the task required during this excursion.

RESOURCES and /or MATERIALS: Materials required for this lesson are:

– School pass/confirmation letter for arranging this visit to the museum.

– Art supplies (pencils/grey leads, papers).

– Class handouts.

– Camera( if needed to take photos of an artwork)

LESSON PROCEDURES AND/OR STEPS: What are the students expected to do?

-Students are expected to attend the school excursion- Aztec collection

-At the start of this excursion, students will be given instruction of what is expected from this visit and what is allowed and not allowed inside the exhibition (museum rules and restrictions).

-Students to be attentive when the museum educator is giving an introduction to the exhibition.

-Students will evaluate 2-3 artworks with the teacher to understand what needs to be done before they are to conduct the task on their own.

-Students will choose an artwork and answer 5 questions related to the Aztec.

– Teacher will collect the homework task before the tour.

How will students know what to do?

The task will be explained to them at the start of the excursion. Students will be given a handout to follow step by step. ( see attached handout)

Are there images or work samples required?

After evaluating few artworks as a group, students will spend some time to tour the exhibition, to further understand the culture and look for appealing artwork for evaluation.

Steps to the lesson:

  1. Using the school bus, students will be taken to the museum to view the Aztec collection from Mexico.
  2. Students will be given instructions/tasks before starting the tour. Also a class handout to follow/complete for the next lesson.
  3. Students will be taken around the exhibition and to understand and evaluate an artwork or painting, etc.
  4. Students will be given individual time to explore the entire collection and choose one artwork/painting/art insulation/etc. Take a photograph for folio documentation.
  5. Students will use the handout to answer 5 questions about the chosen artwork.
THINKING DOMAIN: Students will be thinking about the artwork, explore different techniques and applications used throughout the Aztec collection e.g. sculpture, paintings, crafts, drawings, sound, lightings, materials and objects.
LITERACY: How / are these areas incorporated into the lesson?

Students will be able to observe and evaluate the chosen artwork/painting. Read about the Aztec culture and the use of mask. Choose an artwork and answer 5 basic questions related to the chosen artwork.

ICT: Computer/laptop to document student’s attendance and participation in this excursion.
DIFFERENTIATON: How will you adapt the tasks to allow for different needs within the class?

–       For ESL students: provide a list of key words with definitions and images to make the theory easier to understand.

–       Behavioural issues: Will be addressed on individual basis; however the overall lesson must engage all students. For example if behavioral issues happen due to lack of intellectual development, students may be give a simple list of things to do: step-by-step or a check list to follow to maintain concentration throughout the lesson.

EXTENSION: What will students who complete tasks quickly do?

-After completing the task, the teacher will check and give feedback. This will allow students to revisit the artwork and include/remove information as needed.

– Student may choose to view the complete collection.

PACKDOWN: How long will you need to pack down and clean room ready for the next class?

As this is an excursion lesson, 15 min to gather and ensure all students are there before leaving the museum.

ASSESSMENT: How will you know if learning has occurred?

Questions such as the following will be asked through the tour of the museum to ensure students know what needs to be done and what elements to look for when choosing the artwork.

  1. Why did the Aztec people wear the headpieces in such a way?
  2. What are the main symbols in this artwork?
  3. What is the theme of this artwork?
  4. Can you see any form of mask in this section of the exhibition?
  5. What is this artwork trying to tell us?

How will you assess this work?

This will be assessed through student’s engagement in trying to evaluate what they are observing and critically thinking about the Aztec culture and the use of masks.

How will you provide students with feedback?

Teacher will provide students will verbal achievement when responding to the questions.

INDEPENDENT PRACTICE: Will you set homework?

To finalize the museum task and type it up for the next class.

How will you monitor it?

The homework task will be collected and marked.

 

 

 

 

EDAR516: VISUAL ARTS LESSON PLAN TWO

 

LESSON TITLE: Developing 2D Sketches
SEQUENCE: This is two of six lessons.
SUBJECT: Visual Arts
YEAR LEVEL: Year 7
LESSON DURATION: 50 min
OBJECTIVE: Students will be able to:

–       Identify the type of mask they would like to develop. (Possibly related to identity, cultural background or any other theme).

–       Utilize the available art supplies, books and handouts for ideas and inspirations.

–       Explore different art elements and mediums: Using minimum of 2 element & 2 principles.

–       Develop new ideas (2D sketching). Minimum of 3 sketches during this class

AUSVels LINKS: How is this lesson linked to the curriculum?

Exploring and responding.

–       Plans, recorded in a visual diary, exploration of selected design elements and design principles.

–       Development of technical skills for using selected media, materials.

PREPARATION: What do you need to get ready before students arrive?

–       The art materials will be prepared before the class.

–       The learning intentions, Tasks and success measures will be clearly written on the white board, so students are aware of what they will be working on this lesson.

RESOURCES and /or MATERIALS: What materials or information is required for this lesson?

Art books, images, paper, Gouache paint, Marker pens, pencils, templates. Rulers and student sketchbooks.

LESSON PROCEDURES AND/OR STEPS: Recap of the previous lesson.

-Students will be asked few questions about their latest visit to the Museum, what they learned, what was appealing to them, what do they know about the Aztec culture and the use of Masks.

– The homework task will be collected for marking.

What are the students expected to do?

Students will collect their sketchbooks from the art room to start developing 2D sketches.

Students will utilize the art supplies such as books & printouts, pencils and colours)

Students will need to develop minimum of 3 sketches/ideas for the final mask.

How will students know what to do?

The instructions will be written on the board as follow:

Step by step task:

–       Collect you sketchbooks

–       Use the art books and handouts to develop some ideas

–       Use minimum of 2 art elements and 2 art principles.

–       Develop minimum of 3 sketches by the end of this lesson.

Are there images or work samples required?

3 sketch/ideas of masks are required by the end of this lesson.

THINKING DOMAIN:  
LITERACY: How / are these areas incorporated into the lesson?
ICT: Students will write down the instructions for this lesson. Students will be able to use appropriate terms throughout the lesson. Teacher will display images of different masks on the projector.
DIFFERENTIATON: How will you adapt the tasks to allow for different needs within the class? For ESL students: Demonstrate what needs to be done for this lesson. Draw min of 2-3 mask ideas.

Behavioural issues: Will be addressed on individual basis; however the overall lesson must engage all students. For example if behavioral issues happen due to lack of intellectual development, students may be give a simple list of things to do: step-by-step or a check list to follow to maintain concentration throughout the lesson.

EXTENSION: What will students who complete tasks quickly do?

Student will be able to start on thinking about different methods of creating 3D masks. e.g. paper Mache, foil, mesh, available template etc.

PACKDOWN: How long will you need to pack down and clean room ready for the next class?

15 min will be sufficient time to pack up and clean room ready for the next class.

ASSESSMENT: How will you know if learning has occurred?

Learning will occur when students have completed and/or attempted to complete the 3 sketch designs and ideas.

How will you assess this work?

Student’s work will be assessed based on the use of different art elements and principles, the completion of three sketches and the quality of presentation.

How will you provide students with feedback?

Feedback and support will be verbally given to students throughout the lessons when developing sketches/ideas.

INDEPENDENT PRACTICE: Will you set homework?

The homework task will be to finalize the three sketch design/ideas for the next class and to think of different methods to be used for 3D masks.

How will you monitor it?

Sketches will be checked first thing the following class.

 

EDAR516: VISUAL ARTS LESSON PLAN FOUR

 

LESSON TITLE: Continuing with the development of 3D Masks
SEQUENCE: This is third of sixth lessons.
SUBJECT: Visual Arts
YEAR LEVEL: Year 7
LESSON DURATION: 100 min
OBJECTIVE: Students will be able to:

– Explore different methods of creating 3D masks e.g. paper Mache, foil, mesh, template etc.

– Use different art elements, mediums and principles in the designing of mask.

– Explore resources to incorporate text, lettering, numerals and background for the mask.

– Overlay further details and decoration.

AUSVels LINKS: How is this lesson linked to the curriculum?

Exploring and responding.

– Exploration of selected design elements and design principles

– Development of technical skills for using selected media, materials and/or technologies

– Exploration of how presentation formats are used to present visual messages

PREPARATION: What do you need to get ready before students arrive?

The learning intentions, Tasks and success measures will be clearly written on the white board, so students are aware of what they will be working on this lesson.

The art materials are ready out for student’s use to complete project.

RESOURCES and /or MATERIALS: What materials or information is required for this lesson?

Art books, images, paper, paint, Pencils, etc., recycled materials, found objects, etc.

LESSON PROCEDURES AND/OR STEPS: Recap of the previous lesson.

Students will be asked few questions about the pervious lesson and the stage of the project they are at, what they have learned so far about masks and their use in different cultures, how masks relate to identity and backgrounds, etc.

What are the students expected to do?

Students will continue working on the selected method of making masks, utilizing available art materials.

Students will incorporate personal materials/found object in the mask making project

How will students know what to do?

The instructions will be written on the board as follow:

Step by step task:

–       Continue with the process of mask making

–       Use available resources and personal objects to create the 3D mask

–       Use art elements and principles when designing the mask. (The appearance of the mask)

Are there images or work samples required?

Student to work toward finalizing and presenting their 3D Mask.

THINKING DOMAIN: How / are these areas incorporated into the lesson?
LITERACY: Student will explore and design the 3D mask, focusing of the
ICT: Students will write down the instructions for this lesson. Students will be able to use appropriate terms throughout the lesson. Teacher will display images of different masks on the projector (inspiration purposes).
DIFFERENTIATON: How will you adapt the tasks to allow for different needs within the class?

For ESL students: provide a list of key words with definitions and images to make the theory easier to understand. Provide extra assistance to ensure ESL students understand the tasks required to complete this project.

Behavioural issues: Will be addressed on individual basis; however the overall lesson must engage all students. For example if behavioral issues happen due to lack of intellectual development, students may be give a simple list of things to do: step-by-step or a check list to follow to maintain concentration throughout the lesson.

EXTENSION: What will students who complete tasks quickly do?

Students will be able to continue with the next stage of mask development-> to design/decorate/paint/overlay etc. the appearance of the mask. Students may also start thinking of ways to finalize and present 3D masks.

 

PACKDOWN: How long will you need to pack down and clean room ready for the next class?

15 min will be sufficient time to pack up and clean room ready for the next class.

ASSESSMENT: How will you know if learning has occurred?

Learning will occur when students are progressively developing the 3D mask, the use of art elements and principles and use of the appropriate techniques to apply to form the mask.

How will you assess this work?

Student’s work will be assessed based on the stage in which the students are at, how far have they developed the 3D mask, are they using a variety of materials in this project.

How will you provide students with feedback?

Feedback will be verbally given to students throughout the lessons when developing the 3D mask.

INDEPENDENT PRACTICE: Will you set homework?

Homework task is to research different ways for the final presentation of the 3D mask. Also to catch up with project (if needed).

How will you monitor it?

This will be checked at the start of the next lesson; students will need to work of the presentation of the masks in the following lesson.

 

EDAR516: VISUAL ARTS LESSON PLAN THREE

 

LESSON TITLE: Developing 3D masks.
SEQUENCE: This is fourth of sixth lessons.
SUBJECT: Visual Arts
YEAR LEVEL: Year 7
LESSON DURATION: 50 min
OBJECTIVE: Students will be able to:

– Explore different methods of creating 3D masks e.g. paper Mache, foil, mesh, template etc.

– Explore resources to incorporate text, lettering, numerals and background for the mask.

– Overlay further details and decoration.

– Decide on the method of creating masks and materials used for the making process.

AUSVels LINKS: How is this lesson linked to the curriculum?

Exploring and responding.

– Plans, recorded in a visual diary, that develop ideas for visual communications from given stimulus material

– Exploration of selected design elements and design principles

– Development of technical skills for using selected media, materials and/or technologies

– Exploration of how presentation formats are used to present visual message

PREPARATION: What do you need to get ready before students arrive?

–       All materials are ready and set out for students to start using when they arrive.

–       The learning intentions, Tasks and success measures will be clearly written on the white board, so students are aware of what they will be working on this lesson.

RESOURCES and /or MATERIALS: What materials or information is required for this lesson?

Art books, images, paper, paint, Pencils, recycled materials, found objects student sketchbooks, etc.

LESSON PROCEDURES AND/OR STEPS: Recap of the previous lesson.

Students will be asked few questions about the pervious lesson and their 3 basic sketches, what they have learned so far about masks and their use in different cultures, how masks relate to identity and backgrounds, etc.

What are the students expected to do?

Students will start exploring different methods of making masks, utilizing available art materials.

Students will select a method (e.g. paper Mache, mesh, template, etc.)

Students will use constructing techniques to develop the 3D masks; this may include incorporating the use of wire to form the 3D shape, etc.

How will students know what to do?

The instructions will be written on the board as follow:

Step by step task:

–       Explore the process of mask making

–       Select a method and develop the foundation of your 3D mask.

–       Use available resources to create the 3D mask.

Are there images or work samples required?

The first sample of the mask will need to be finalized for the next class.

THINKING DOMAIN: How / are these areas incorporated into the lesson?
LITERACY: Students will write down the instructions for this lesson. Students will be able to use appropriate terms throughout the lesson. Students will utilize the available resources to develop ideas and create masks.
ICT: Teacher will display images of different masks on the projector for inspiration or ideas if students are unsure.
DIFFERENTIATON: How will you adapt the tasks to allow for different needs within the class?

For ESL students: Assist student to select a method of mask making e.g. Paper Mache. Demonstrate the task to ensure ESL students understand what is required to complete this project.

Behavioural issues: Will be addressed individually; however the overall lesson must engage all students. For example if behavioral issues happen due to lack of intellectual development, students may be give a simple list of things to do: step-by-step or a check list to follow to maintain concentration throughout the lesson.

EXTENSION: What will students who complete tasks quickly do?

Students will be able to continue with the next stage of mask development-> to design/decorate/paint/overlay etc. the appearance of the mask.

PACKDOWN: How long will you need to pack down and clean room ready for the next class?

15 min will be sufficient time to pack up and clean room ready for the next class.

ASSESSMENT: How will you know if learning has occurred?

Learning will occur when students have completed and/or attempted to complete the first step in developing the 3D mask.

How will you assess this work?

Student’s work will be assessed based on the use of the materials provided to create a mask.

How will you provide students with feedback?

Feedback will be verbally given to students throughout the lessons when developing the 3D mask.

INDEPENDENT PRACTICE: Will you set homework?

The homework task will be to bring any recycled/found objected to incorporate into the process of 3D mask making. Objects can be anything related to cultural background, specific themes or personal interest.

How will you monitor it?

It will be check at the start of the following class, teacher will ask students to place objects/items on the table to indicate research efforts were put in developing their 3D mask.

 

 

EDAR516: VISUAL ARTS LESSON PLAN FIVE

 

LESSON TITLE: Finalizing the 3D Mask and preparing for presentation.
SEQUENCE: This is fifth of sixth lessons.
SUBJECT: Visual Arts
YEAR LEVEL: Year 7
LESSON DURATION: 50 min
OBJECTIVE: Students will be able to:

–       Add the final finishes to the 3D mask e.g. decorating using feathers, mesh, wood, wire, etc.

–       Create text/titles for the presentation, using art supplies such as, cardboard, paper, pencil, paint, colours, glue, scissors, etc.

–       Research different ways to present the final 3D mask.

–       Discuss with the teacher when preparing for the presentation.

–       Evaluate their 3D mask and answer 5 basic questions for the presentation.

AUSVels LINKS: How is this lesson linked to the curriculum?

Exploring and responding.

– Understanding of ways that designers from different times and places have presented visual communications.

Contributions to discussion about ways of presenting visual messages.

-Awareness of design language to describe how visual messages can be varied to communicate to different audiences.

PREPARATION: What do you need to get ready before students arrive?

–       The art materials are ready out for student’s use to complete project.

–       The learning intentions, Tasks and success measures will be clearly written on the white board, so students are aware of what they will be working on this lesson.

 

RESOURCES and /or MATERIALS: What materials or information is required for this lesson?

Art books, images, paper, paint, Pencils, etc., recycled materials, found objects, etc.

LESSON PROCEDURES AND/OR STEPS: Recap of the previous lesson.

Students will be asked few questions about the pervious lesson and the stage of the project they are at, what they have learned so far about masks and their use in different cultures, how masks relate to identity and backgrounds, etc.

What are the students expected to do?

Students will work to finalize project, adding the final touches such as color, object arrangement etc.

How will students know what to do?

The instructions will be written on the board as follow:

Step by step task:

–       Finalize your 3D masks.

–       Use available resources and personal objects to add the final touches before submission.

–       Think about your presentation.

Are there images or work samples required?

Student to work toward finalizing and presenting their 3D Mask for the next lesson.

THINKING DOMAIN: How / are these areas incorporated into the lesson?
LITERACY: Student will be working on the final stage of the 3D mask, by adding finishing touches and designs creation for submission.
ICT: Students will write down the instructions for this lesson. Students will be able to use appropriate terms throughout the lesson. Teacher will display images of different masks on the projector (inspiration purposes).
DIFFERENTIATON: How will you adapt the tasks to allow for different needs within the class?

For ESL students: Assist student to select a method of mask making e.g. Paper Mache. Demonstrate the task to ensure ESL students understand what is required to complete this project.

Behavioural issues: Will be addressed individually; however the overall lesson must engage all students. For example if behavioral issues happen due to lack of intellectual development, students may be give a simple list of things to do: step-by-step or a check list to follow to maintain concentration throughout the lesson.

EXTENSION: What will students who complete tasks quickly do?

Students will be able to continue with the final stage of mask development-> to design/decorate/paint/overlay etc. the appearance of the mask. Students will be able to prepare for the presentation task in the next lesson.

PACKDOWN: How long will you need to pack down and clean room ready for the next class?

15 min will be sufficient time to pack up and clean room ready for the next class.

ASSESSMENT: How will you know if learning has occurred?

Learning will occur when students are progressively developing the 3D mask, the use of art elements and principles and use of the appropriate techniques to apply to form the mask.

How will you assess this work?

Student’s work will be assessed based on the stage in which the students are at, how far have they developed the 3D mask, are they using a variety of materials in this project.

How will you provide students with feedback?

Feedback will be verbally given to students throughout the lessons when developing the 3D mask.

INDEPENDENT PRACTICE: Will you set homework?

Homework task is finish and prepare presentation for the next class.

How will you monitor it?

Presentation will take place in the sixth lesson, which is the final lesson to this project.

 

 

 

 

 

 

 

 

EDAR516: VISUAL ARTS LESSON PLAN SIX

 

LESSON TITLE: Finalizing the 3D Mask and preparing for presentation.
SEQUENCE: This is sixth of sixth lessons.
SUBJECT: Visual Arts
YEAR LEVEL: Year 7
LESSON DURATION: 100 min
OBJECTIVE: Students will be able to:

–       Finalize (if needed) their 3D Mask.

–       Present their project/3D mask.

–       Explain the concept and the stage development of the final 3D mask.

–       Answer 5 basic questions relating this project.

AUSVels LINKS: How is this lesson linked to the curriculum?

Exploring and responding.

– Understanding of ways that designers from different times and places have presented visual communications.

Contributions to discussion about ways of presenting visual messages.

-Awareness of design language to describe how visual messages can be varied to communicate to different audiences.

PREPARATION: What do you need to get ready before students arrive?

The learning intentions, Tasks and success measures will be clearly written on the white board, so students are aware of what they will be working on this lesson.

The projector is ready for student who may wish to have a PowerPoint presentation.

The assessment sheets printed and ready to be used.

RESOURCES and /or MATERIALS: What materials or information is required for this lesson?

The Projector and laptop.

LESSON PROCEDURES AND/OR STEPS: What are the students expected to do?

Students are expected to present their work, explain the stages and elements used to create the 3D mask.

Students may wish to set up a stand or a holder to present the mask.

How will students know what to do?

The instructions will be given to students in the previous lesson. The instructions will also be written on the whiteboard at the start of the lesson as follow:

Step by step task:

–       Set up your mask (if applicable)

–       Present your work and answer the following five questions

  1. Name of your project?
  2. What inspired you to make this mask?
  3. What method did you use to create this mask? (Mesh, template, paper Mache, etc.)
  4. What art elements and principles were used? Why?
  5. What did you like or dislike about this project?

Are there images or work samples required?

After this presentation, students will be asked to leave their folio for assessment.

THINKING DOMAIN: How / are these areas incorporated into the lesson?
LITERACY: Student will analyze and explain what steps were taken to develop this project.
ICT: Students will be expected to use appropriate terms throughout the presentation. Student may wish to use the PowerPoint when answering the 5 questions.
DIFFERENTIATON: How will you adapt the tasks to allow for different needs within the class?

For ESL students: Before the final lessonà provide a list of key words with definitions and images to make the theory easier to understand. Provide extra assistance to ensure ESL students understand what is required for the final presentation.

Behavioural issues: Will be addressed individually; however the overall lesson must engage all students. For example if behavioral issues happen due to lack of intellectual development, students may be given a simple list of things to do: step-by-step or a check list to follow to maintain concentration throughout the lesson.

EXTENSION: What will students who complete tasks quickly do?

N/A

PACKDOWN: How long will you need to pack down and clean room ready for the next class?

15 min will be sufficient time to pack up and clean room ready for the next class.

ASSESSMENT: How will you know if learning has occurred?

When students can/attempt to explain their final product using appropriate terms when describing the details.

How will you assess this work?

Student’s work will be assessed based on the completion of the project and the final presentation.

How will you provide students with feedback?

Feedback will be verbally given to students after each presentation.

INDEPENDENT PRACTICE: Will you set homework?

N/A

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Basic Steps to Illustrator.

This handout was prepared for my year 11 Visual Communication/Design students.

This handout was given out to  help students create some very basic design using illustrator. These steps can be use to trace over an image, object or shape and adapted/change it. Feel free to use 🙂ImageImage

 

 

Lesson Sequence Proposal

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3D Mask making

Standards Subject Level Project Title  Duration
Making and Responding Visual Arts Year 7  3D Mask making 6 Lessons + Art excursion

Overall Objectives: (Students will be able to….)

o    Analysis and understand the different types of masks related to different cultural background.

o    Recognize the relationship of masks to personal or group identity.

o    Identify art elements and mediums used in creating a mask.

o    Analyze the use of masks in their own cultural background or other cultures.

o    Apply different art elements and mediums to effectively develop 2D mask sketches.

o    Explore different methods of creating 3D masks.

o    Develop and document work progression.

o    Create and present a final 3D mask using a variety of art elements, mediums principles and methods.

Overall Resources (but not limited to): Projector for YouTube clips visual examples, 3D mask, Materials such as: Cardboard, paper, Foil, Firm tape, Scissors, ribbon or string,  glue, wood, yarn, paint and paint brushes, fabric, recycled materials and found objects.

Lessons Weekly proposal
Lesson1 50 min Introduction to Masks (theory / PP presentation) -History of masks, the use of masks in different cultures.Mask in different cultures. [YouTube]: http://youtu.be/AfYIFSixO0ITask: To listen and observe à Ask questions such as e.g. Have you used a mask before? What is considered a mask? Can you think of countries that use masks? Does it relate to culture, identity performance, etc.?What Art elements might be used to develop and create a 3D mask?

2D sketches/ideas using art elements and medium provided to explore the mask concept.

Homework: To research the different masks used in your cultural background or other cultural.

Excursion rationale Excursion to Melbourne Museum: AZTECS exhibition, Date: 9April- 10 August 2014.Task: To analyze the selected artwork/collectionStudent will be asked a variety of questions such as: What is this art/artist trying to tell the viewers? What are some different types of masks? (e.g. face masks, face/body paint, eye and face cover etc.. ) How does a mask relate to identity? (e.g. Gender, power, belonging, religion, transforming)What art elements and principles are used to create artwork/mask? Task: To select and sketch an artwork, to list down all the art elements, principles, mediums and methods used to create the selected artwork.Homework: To create an A3 collage using images, texts etc. relating to their identity or a culture.
Lesson2 100 min Recap of the pervious lesson- Check the A3 collage.Task: Developing 2D sketches.Student will explore different art elements and mediums.Student to think about the type of mask that they would like to develop (related to identity, cultural background or any other themes.)

Homework: To finalize 2D Mask Sketches/ideas. To collect other (optional) resources for the 3D mask.

Lesson3 50 min Recap of the pervious lesson. Check the 2D sketch development process.Task: Explore different methods of creating 3D masks. e.g. paper mache, foil, mesh, available template etc.Developing 3D mask using available resources.Homework: To finalize the Mask concept that they would like to develop.

To look for other methods (optional) in creating a masks.

To find other resources (optional) for their final project.

Lesson4100min Task: (Ongoing) developing 3D mask using a variety of different art elements, mediums and principles.In this lesson: Students will be given the instructions for the final presentation. This will include five basic questions about final 3D mask.
Lesson550min Task: (Ongoing) Developing and Finalizing the 3D mask using own and/or available resources.Homework: To finalize the mask and to prepare for the presentation.To think of ways that would like to present the mask. E.g. Frame, or hang it up, wear it, act it out, etc.
Lesson6 100 min Assessment: Folio and 3D Mask presentation- 3 min per student.Student will be answering the following questions:Name of your project, Inspirations/ background, Art elements and principles used, Method applied to create the mask, Likes and dislikes about this project? Areas of improvements?Examples of Masks

 

 

Evaluating Contemporary Art- NGV Visit

My overall experience when visiting the NGV was very much enjoyable. Specifically the ‘Melbourne Now’ exhibition, with so many amazing artworks, installations, creative spaces one cannot simply have sufficient time to explore and reflect. It’s very important to visit art galleries and exhibition as you create this relationship with the artist through their artwork. This is how I felt when I first stepped into the colourful and playful space the ‘Malarky’ by Slow Art Collective. I wanted to observe, touch, feel, and explore every corner of that space. This is my evaluation of this art work.

One:

Artist name: Group of Artist including Tony Adams, Chaco Kato and Dylan Mortorell.

Title: Malarky, by Slow Art Collective, part of Melbourne Now Exhibition.

Date: 10.03.2013

Two:

This artwork is installed in a way that is related to our world in terms of size and scale. It is created as a living space which allows you to walk in and become part of this display. As the viewers can walk around the space and interact with the elements, become part of something that operating.

Constraints: The artwork was made out of big space; however the small sections within the artwork were created smaller than the average room space which did not allow freedom of movement.

Interactivity: The playfulness of the space allowed the individual to touch, sit, and create and hear sound within the space. This artwork incorporated artificial and natural light.

Three:

The materials and media that have been utilised in the creation of this artwork were Recycled materials and objectives, Yarn, wood, plastic, metal, fabric, food, paper, lighting, paint, tape and glue.

The artists used suspending method, using interlacing of yarn method, creating knots, placements of matters, displaying objects, and taping of music instruments.

The things that you can see in this artistic space are recycled and found and objects, house hold materials (kitchen and house ware) food, Textiles, Yarn, colours, patterns, hand weaving tool, pipes, tines, wood, sticks, symbols, shapes (square, circle, triangle, 3D) boxes, stickers, metals, plastic bottles and other objectives, lights, wire, dream catcher, glass, tubes.

Some of these materials such as yarns are over passing, interlacing to hold the grand yarn structure. Most of these yarns have a purpose to hold the structure or an object in place. The yarns are creating a pattern that looks like a stable structure but in reality is a decorative element.

Four:

The story, the whole space looks at first inviting, playful and the yarn gives a feeling of softness and delicacy. When you stand inside to observe the artwork there are many objects, mediums, colours, shapes and patterns are easily placed which don’t give a sense of firm structure. The total space may feel like a trap or a net, an observer needs to find their way through it. After further observations the viewer will be able to notice the space is divided into smaller sections resembling rooms such as, kitchen, dining area, bedroom and entertainment area. The flashing lights in the entertainment area give a feeling of a hazard or alertness.

Five:

There are multiple art elements in this artwork such as colour, texture, shape, line, etc.

Texture: the artwork is interactive; it allows individuals to feel and touch different objectives and to explore different surfaces. From the warm, fuzziness and softness of the yarn to coarseness of timber, to the smoothness of the glass and plastic objects to rigidness of metal and other found objects. All these elements are placed to allow the viewer to have a sense of belonging and sense of familiarity these textures have in our daily life.

Line: Was the most dominant and obvious element in this artwork. The line is what created this large structure. The line resembled the textile loom (Jacquard machine) or a grand music instrument. Also the line was used to create shapes, different patterns and forms.

Six:

Movement and Pattern: There are two types of movements in this artwork, one that is intensely created through the use of lines and lights by artists. The second movement; is intuited by the viewers through their movement and interaction with the artwork.  The line in the space creates patterns that moves viewers gaze to different directions. It allows the viewer to follow the pattern into different corners of the room. The movement is created through the lines and suspended objects hanging from the top part of this instillation.

Seven:

This collective art piece captures different moods; at first you see a happy playful space with the excitement and rush to explore. However when you get closer and observe each part of the room the mood changes for example the footprints on the flour that lead to the musical room alert you to take you shoes off before entering therefore it slows the viewer interaction and also creating awareness of the flashing lights which gives a sense of fear and alertness.

On the other side the artist created a spaced for the individuals to utilized, a space that incorporated soft textiles, fixed shelter and the sounds of nature installed. These elements give a sense of calmness, belonging and peace.

Eight:

This MARLARKY (2013) artwork reminds me of the work of the Japanese Textile artist Toshiko Horiuchi Macadam. Horiuchi uses Yarns and knit structure to develop ‘sculptures’ that are playful and colourful which allow kids to explore, feel, play and interact in the spaces that she creates. She creates her artwork using yarns and knitting structures which are strong but yet very responsive to the movement within the spaces.

Also MARLARKY, 2013 maybe inspired by the ‘Yarn bombing movement ‘as it involves heavy use of Yarns, Colours and shapes.

Nine:

There are three artist involved in this artwork Tony Adams, Chaco Kato, Dylan Martorell. Each artist brings his own art styles and touch. Together they create an artwork that involves Yarns, recycled materials and colour.

Ten:

This art instillation is a collaboration projects between three artists who are trying to create awareness for the viewer to think about the waste that human create and how it could be transformed into functional objects to eliminate waste, reduce masted produced products, to recycle and recreate waste into functional or decorative objects.

I went back and revisited this artwork/installation and the experience was as wonderful as the first time.

Bibliography.

1. Melbourne Exhibition (2013, November 22- 23 March 2014) Melbourne Now.

Retrieved from https://www.ngv.vic.gov.au/melbournenow

2. Toshiko Horiuchi Macadam ( 2014, March 09). Net Play Works. Retrieved from:

http://netplayworks.com/NetPlayWorks/Home.html

3. Victorian Government Department for Youth Central (2013, March 10) The Art and Craft of Yarn Booming. Retrieved from

http://www.youthcentral.vic.gov.au/News+&+Features/ViewPage.action?&repositoryName=&siteNodeId=515&CurrentFolderID=1966&ItemID=16370&BackToFolderID=1966

4. Chaco Kato ( 2013. October 09) Light Box for Mildura Palimpsest Biennale.

http://www.chacokato.com/

5. Tony Adams, Chaco Kato,Dylan Martorell. (2012 February 08) Slow Art Collective

Retrieved from http://slowartcollective-sac.blogspot.com.au/2012/02/slow-art-collective-tony-adams-chaco.html

6. Shaun Kardinal. ( 2013 October 13) embroidered vintage postcards.

https://lefilconducteurinenglish.wordpress.com/2013/10/13/shaun-kardinals-embroidered-vintage-postcards/