Years 7/8.
Years 5 to 8 – Building breadth and depth
During Years 5 to 8 students broaden and deepen their understanding of arts disciplines as an area of human activity across cultural, historical, and technical traditions. They are usually engaged by, and respond with enthusiasm to, social and experiential learning that provides opportunities to explore aesthetic qualities. Such engagement fosters personal expression, critical and creative thinking, and communication skills.
As they progress through this stage of learning, students increasingly understand the advantages of using a range of problem-solving strategies when considering options to make considered choices about arts ideas and ways of communicating meanings and messages. They develop awareness of the role that emotions, motivation, technical skills and beliefs play in exploration and production, and can describe how others in their society and other cultures have different perspectives, values and solutions to problems. Arts learning at this stage should provide opportunities for students to plan, monitor, analyse and evaluate their perceptions, ideas and solutions through reflecting on the effectiveness of their thinking strategies and output, and how they might make productive changes.
Students are beginning to adopt a critical and analytic stance. They can make connections between traditional, experimental, technological and contemporary arts forms – developing an understanding of the elements, principles, conventions and processes that may be applied in a range of contexts. Classroom activities should be creatively and cognitively demanding and build on the intensity of student interest in experiences.
During Years 5 to 8 students broaden and deepen their understanding of arts disciplines as an area of human activity across cultural, historical, and technical traditions. They are usually engaged by, and respond with enthusiasm to, social and experiential learning that provides opportunities to explore aesthetic qualities. Such engagement fosters personal expression, critical and creative thinking, and communication skills.
As they progress through this stage of learning, students increasingly understand the advantages of using a range of problem-solving strategies when considering options to make considered choices about arts ideas and ways of communicating meanings and messages. They develop awareness of the role that emotions, motivation, technical skills and beliefs play in exploration and production, and can describe how others in their society and other cultures have different perspectives, values and solutions to problems. Arts learning at this stage should provide opportunities for students to plan, monitor, analyse and evaluate their perceptions, ideas and solutions through reflecting on the effectiveness of their thinking strategies and output, and how they might make productive changes.
Students are beginning to adopt a critical and analytic stance. They can make connections between traditional, experimental, technological and contemporary arts forms – developing an understanding of the elements, principles, conventions and processes that may be applied in a range of contexts. Classroom activities should be creatively and cognitively demanding and build on the intensity of student interest in experiences.
Levels 7 and 8 Description
In Levels 7 and 8, students make and respond to visual artworks. They design and create visual expressions of selected themes and concepts through a variety of visual arts forms and styles. Students develop an informed opinion about artworks based on their research of current and past artists. They examine their own culture and develop a deeper understanding of their practices as an artist.
Students build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual expressions. They extend their thinking and use of perceptual and conceptual skills and continue to use and apply appropriate visual language and visual conventions with increasing complexity.
Students extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies.
Levels 7 and 8 Content Descriptions
Explore and Express Ideas
Explore visual arts practices as inspiration to explore and develop themes, concepts or ideas in artworks(VCAVAE033)
Explore how artists use materials, techniques, technologies and processes to realise their intentions in art works (VCAVAE034)
Visual Arts Practices
Experiment with materials, techniques, technologies and processes in a range of art forms to express ideas, concepts and themes in artworks(VCAVAV035)
Develop skills in planning and designing art works and documenting artistic practice (VCAVAV036)
Present and Perform
Create and display artworks, describing how ideas are expressed to an audience (VCAVAP037)
Respond and Interpret
Analyse how ideas and viewpoints are expressed in art works and how they are viewed by audiences(VCAVAR038)
Identify and connect specific features of visual artworks from different cultures, historical and contemporary times (VCAVAR039)
Levels 7 and 8 Achievement Standard
By the end of Level 8, students identify, analyse and evaluate how other artists use materials, techniques, technologies, processes and visual conventions to express ideas and convey meaning.
Students plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists. They demonstrate the use of materials, techniques, processes, visual conventions and technologies to express ideas and convey meaning in their artworks.
Students identify and describe artworks and exhibitions from different cultures, times and places and how ideas are interpreted by audiences.
In Levels 7 and 8, students make and respond to visual artworks. They design and create visual expressions of selected themes and concepts through a variety of visual arts forms and styles. Students develop an informed opinion about artworks based on their research of current and past artists. They examine their own culture and develop a deeper understanding of their practices as an artist.
Students build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual expressions. They extend their thinking and use of perceptual and conceptual skills and continue to use and apply appropriate visual language and visual conventions with increasing complexity.
Students extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies.
Levels 7 and 8 Content Descriptions
Explore and Express Ideas
Explore visual arts practices as inspiration to explore and develop themes, concepts or ideas in artworks(VCAVAE033)
Explore how artists use materials, techniques, technologies and processes to realise their intentions in art works (VCAVAE034)
Visual Arts Practices
Experiment with materials, techniques, technologies and processes in a range of art forms to express ideas, concepts and themes in artworks(VCAVAV035)
Develop skills in planning and designing art works and documenting artistic practice (VCAVAV036)
Present and Perform
Create and display artworks, describing how ideas are expressed to an audience (VCAVAP037)
Respond and Interpret
Analyse how ideas and viewpoints are expressed in art works and how they are viewed by audiences(VCAVAR038)
Identify and connect specific features of visual artworks from different cultures, historical and contemporary times (VCAVAR039)
Levels 7 and 8 Achievement Standard
By the end of Level 8, students identify, analyse and evaluate how other artists use materials, techniques, technologies, processes and visual conventions to express ideas and convey meaning.
Students plan and make their art works in response to exploration of techniques, technologies and processes used in the work of other artists. They demonstrate the use of materials, techniques, processes, visual conventions and technologies to express ideas and convey meaning in their artworks.
Students identify and describe artworks and exhibitions from different cultures, times and places and how ideas are interpreted by audiences.
FilesWhat you must bring to class and class expectations.
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WebsitesThe Student Art Guide is created just for art students with some excellent links and ideas for art students. It includes a great link on how to improve your Observational Drawing skills.
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Starting points
At the beginning of each double session, there will be a 10 to 15 minute exercise based mosty on drawing skills to be completed in your visual diary. The task will be presented both here on the website and at times a hard copy of instructions fixed into your book.
"Since the dawn of time drawing has played a significant role in the life of every human. From the early cave dwellers images have given us an insight into their behaviour as hunter gatherers.
Drawing predates the written language which in itself is a form of mark making. Drawing and mark making is at the root of all visual communication. Through this practice we are able to organise the world visually and to see and understand."
"Let whoever may have attained to so much as to have the power of drawing know that he holds a great treasure."
Michelangelo 1452 – 1519 ‘
"Since the dawn of time drawing has played a significant role in the life of every human. From the early cave dwellers images have given us an insight into their behaviour as hunter gatherers.
Drawing predates the written language which in itself is a form of mark making. Drawing and mark making is at the root of all visual communication. Through this practice we are able to organise the world visually and to see and understand."
"Let whoever may have attained to so much as to have the power of drawing know that he holds a great treasure."
Michelangelo 1452 – 1519 ‘
Semester 1, 2019
Monday sessions 5&6. Thursday session 5.
10 weeks per term = 20 weeks.
Week 4 Thursday - Swimming Sports
Week 7 Monday - Labour Day Holiday
Week 8 Monday - Athletics Sports
Week 11 Monday - Easter Monday
Week 11 Thursday - ANZAC Day
Week 14 NAPLAN week
Week 14 Thursday - Ms v absent @ VCAA arts assessment
Week 18 Monday Queen's Birthday
Week 19 Monday, Tuesday Wednesday - I am absent @ VCAA arts assessment.
Week 20 Thursday - Netball/Football? I am absent @ VCAA arts assessment.
Week 4 Thursday - Swimming Sports
Week 7 Monday - Labour Day Holiday
Week 8 Monday - Athletics Sports
Week 11 Monday - Easter Monday
Week 11 Thursday - ANZAC Day
Week 14 NAPLAN week
Week 14 Thursday - Ms v absent @ VCAA arts assessment
Week 18 Monday Queen's Birthday
Week 19 Monday, Tuesday Wednesday - I am absent @ VCAA arts assessment.
Week 20 Thursday - Netball/Football? I am absent @ VCAA arts assessment.
Week 2
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10 - 15 minute tasks
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Weekly tasks
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Week 3
Drawing exercises 3.1 & 3.2
Distorted Face.
Credit to http://www.artpromotivate.com/ via Pinterest
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Web linksYou tube video - drawing with 2 hands in time lapse. Simple character.
You Tube video - 2 detailed portraits.
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Complete twisted rope drawing.
Files Use a variety of greylead pencils for rendering. Lighter areas are HB working to 6B where darkest. Keep your lines parallel. Rest your hand on paper towel to keep your page clean. Limit the use of the eraser. (VCAVAV035)
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Web linksYou tube video - tangled rope drawing
You tube video - speed drawing of a rope
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Week 4
Drawing Exercise 4.1
- Tone & Form
Week 5
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WeblinksYou tube video - various techniques for creating form.
You tube video - an explanation of drawing a form such as an egg, complete with shadows. Drawing task - using a light touch. Drawing eggs.
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Complete your tangled rope picture this week.
Week 6
You can always make your lines darker when you decide you’re happy with them, but erasing a line completely can be impossible if you’ve pressed too hard to begin with.
Major drawing task:
You will be expected to clean the window properly afterwards!
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FilesYou tube video - drawing basic shapes.
Sporkforge image editing uses an on line program to edit your work. Shape - 2 dimensional.
Form - 3 dimensional. |
Week 7 (Thursday Only)
Drawing Exercise 7.2
Try drawing with both hands at once. Try to copy the character!
(VCAVAE033) |
Week 8
Week 9 (Thursday only.)
Sorry lovely people, but I am away today. I have put some worksheets into your workbooks for you do do. They should be done neatly and carefully. If they are not done properly, you will do them again!
Declan, I hope you have your book with you.
Aidan, your book needs organising. Glue in the loose sheets and catch up on work missed please. Use your time wisely. A bit of homework might be in order for you.
See you Monday and we will start scratch art! (See below).
Declan, I hope you have your book with you.
Aidan, your book needs organising. Glue in the loose sheets and catch up on work missed please. Use your time wisely. A bit of homework might be in order for you.
See you Monday and we will start scratch art! (See below).
Scratch art.
- First – place your picture over the scratch board..
- Second – use a pen (not pencil – it’s too soft) and trace the image, including some of the DETAILS, all white and grey areas (all value changes). The more accurate your tracing – easier it will be to scratch. Press hard enough to leave indents on the board but without ripping the paper.
- Next – take the picture off the scratch board and grab your scratch stick.
Week 10
Scratch art
Term 2.
It is an expectation of this class that ALL set work is attempted and presented for assessment and reporting. This includes making sure work is stuck into visual diaries, labels added and it should be your best effort.
Week 11 (No Classes)
Week 12
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Drawing Exercise 12
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You will be finished when I am happy with your results. If you complete your scratch art, go and have a look at other tasks you need to complete and go back to them.
Continue Scratch art.......Complete this week.
If you complete your scratch art, check for any other work you have not finished. You can always add to your front page collage!
If you complete your scratch art, check for any other work you have not finished. You can always add to your front page collage!
Week 13
Drawing Exercises 13.1 & 13.2
- Pencil blending
- Water colour blending
Task - Geometric shapes in colour pencil. (See image) (VCAVAV035)
Task - Geometric shape with watercolour. (VCAVAV035)
Demonstration to be given.
You are painting with WATERCOLOUR.......you are not painting a house. The image is printed on proper watercolour paper.
Task - Geometric shape with watercolour. (VCAVAV035)
Demonstration to be given.
You are painting with WATERCOLOUR.......you are not painting a house. The image is printed on proper watercolour paper.
- Respect the materials and equipment
- Keep your brush and the individual colours clean.......use clean water.
- Clean up any spills. Not that there should be any - you know better.
- Do not over wet the pigments. Most of the water should be on your paper!
- The aim is to get a SUBTLE variety of tones into each shape within the image. This does not mean that you use every single colour!
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Drawing task - Render Geometric shapes in greylead (VCAVAV035)
Do each triangle individually and each one should be light to dark evenly....no distinct lines. |
Watercolour geometric shape. (VCAVAV035)
Watercolour flowers
Week 14 (NAPLAN week....Ms v absent Thursday 16th May)
Drawing Exercises 14.1 & 14.2
Fineliner on last week's watercolour. (VCAVAV035)
NO...not texta, pencil, pen or otherwise.........FINELINER!
Optical Art
For more examples, Google optical design colour pencil in Images.
There will be a demonstration.....please watch carefully!
You will need YOUR OWN fineliner and colour pencils. IF ALL ELSE FAILS........LOOK AT THE EXAMPLES AND INSTRUCTIONS. |
Week 15
- Colour pencil wavy line drawings - these should be nearly finished! Remember to use the colour pencils heavily and thickly giving good colour coverage. Keep in your visual diary.
Week 16
Do this small test: https://color.method.ac/
Finishing Optical art.
- Trim up and glue neatly on black paper when finished.
- Glue in and sort out work in workbook and pocket folder ready for assessment.
Week 17Exercises 17.1
Thursday - I went home sick yesterday.
If I am not here today you are all to do your research......NO PRINTING. Research MUST be done in the single session today so that you can prepare and print over the next few weeks to end the term. No research - no printing. We will work like crazy next Thursday, watch the videos and get our Collagraphs done to print the following week. Make sure you read EVERYTHING below! Especially read the timeline for the final few weeks of this term as I have some assessments at other schools so will be absent at various times. Some of you also have a lot of incomplete work to present and should take your workbooks home to get this done by Tuesday so I can include a far better comment on your reports than currently. Declan, Mia and Alex
Leaf prints are done......excellent!
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Cody, Emily, Aidan, and Wilson
Leaf Prints ........you may need to quickly do these when we do our collagraph printing later on.
Collagraph research and planning your own Collagraph as outlined below.
Collagraph research and planning your own Collagraph as outlined below.
Leaf print. (VCAVAV035)
View youtube video on leaf printing first.
View youtube video on leaf printing first.
Demonstration - correct use of ink and rollers.
Week 18 (see below)
Collagraphs.......making then printing.
Construct your collagraph plate using the items you have bought from home as well as paper, card, string etc. for your design.
Think LAYERS......
Construct your collagraph plate using the items you have bought from home as well as paper, card, string etc. for your design.
Think LAYERS......
Introduction to Collagraphs. (VCAVAE033)
You will be working to the theme of Animals so it is important you research and plan the image you are going to use. It can be all or part of an animal. Remember to use texture and think of the different materials you can use to create your plate.
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There is an expectation that you will bring to class, objects to include in your collagraphs so please start thinking about this now.
Collagraphs
Collagraph plates are created by sticking materials like textured paper or fabric onto the plate and then coated with varnish or acrylic medium afterwards to protect the materials. (VCAVAE033) On a page in your visual diary, find, print and present 10 examples of collagraphs. ***Do not put your work on any more than 2 A4 pages in Publisher**** Include the following information with each image like the examples>>>>>>>>>>>>>:
Creating Collagraphs.
Your Collagraphs MUST be completed and ready for printing as a group - the whole class. Remember, it MUST have items you have bought from home and involve shapes and textures beyond just a random collection. |
Example of research:
Vocabulary List and Printmaking Concepts
Registration Transparent Reverse Image Plagiarize (copyright) Brayer Pulling a Print Documentation (signing) Opaque Relief Print Printmaking Proof Edition Monoprint / Monotype Overlapping Printmaker Mirror Image Positive Areas Negative Areas Collagraph Plate |
Finish Collagraphs.......must be sealed today ready for next week printing.
Inspiration.
Then.......
Week 18 (Thursday only)
Print research and stick in book.
Watch collagraph videos (as a group)
Making Collagraph plates.
Watch collagraph videos (as a group)
Making Collagraph plates.
Week 19
****I will be absent on the Monday, Tuesday and Wednesday doing arts assessment at other schools. You will be able to create your collagraph plates but do not waste time. I will leave out the equipment but you MUST be prepared to do the right thing and act responsibly and make sure you pack up and leave everything neat and tidy.
You must also complete any work you still need to do and get your workbooks in order.
I TRUST you to do the right thing! I do not want to come back on Thursday to find a teacher complaining or a mess in my room!****
Do not make me angry - I am not nice when I am angry!
It is the end of term and I want to be happy to go on holidays!
You do NOT want to spend the single session on Thursday cleaning - I would rather you were printing!
You must also complete any work you still need to do and get your workbooks in order.
I TRUST you to do the right thing! I do not want to come back on Thursday to find a teacher complaining or a mess in my room!****
Do not make me angry - I am not nice when I am angry!
It is the end of term and I want to be happy to go on holidays!
You do NOT want to spend the single session on Thursday cleaning - I would rather you were printing!
Week 20 (Monday only if you are doing Netball/Football on Thursday)
Thursday - I am absent @ VCAA arts assessing.
- Printing Collagraphs on Monday.
- Thursday, collect prints and put in plastic folder. not sure how many of you will be here so basically, just behave yourselves and get ready for Media next semester.
- Have a great holiday.
Printing Collagraphs.
Things to remember:
Things to remember:
- Handle your plate with care....do not wash it between prints...there will be some colour contamination on the rollers so be careful of this and considerate of other people!
- Ink up your plate thoroughly. There is no need to press hard or apply too much ink......your work will not benefit from either of these.
- Wait your turn.........
- Print multiple copies of your work in a variety of colours.
- Clean up your own mess.......work on newspaper.
- Place your prints neatly on the drying rack.
- Do NOT waste time.
End of session. (10 minutes)
- Work goes onto the rack. Do not put your work on top of any other person's work or it will stick.
- Work area gets cleaned up - tables wiped, rubbish away.
- Check the floor.
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Download and complete the reflection sheet.
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End of term 2.
....a slightly different version....
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Drawing task - Crayon Blending
Page provided. Trim and glue onto page. (VCAVAV035) (VCAVAE033) Drawing task - Finish the picture Stuck in book. |
- Extension: Print another of your distorted images in black and white, remove part of the image and draw in the missing part.
- Extension: As above but in colour and use layers of colour pencil to fill in the missing part.
- Extension: Print a black and white version, remove the background, paste onto page and create an image with black texta outline of what the image would indicate you are doing! Draw a frame. Add colour with coloured pencil.
- Extension: Print a colour version of one of your photographs and then proceed to cut apart into squares. Glue down onto black paper then fill in the gaps with coloured pencil to join the image back up again.
The examples and the instructions presented on this web page are to give you a visual example of what is required. Refer to it, look carefully. The aim is to BLEND from one colour to the next - not just make bands of colour.
10 Minute task 11.1
Watercolours.........Theme........FLOWERS. (VCAVAV035)
Watercolours.........Theme........FLOWERS. (VCAVAV035)
Today is a catch up session - time to work on your overdue work, tidy up your workbook and check to see that you have completed everything up to this date.
Simple Paper Relief Print:
Find a definition of chine colle, include an example of chine colle with artist and title details, and include all web references. (Publisher is the easiest format)
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Example:
Tuesday:
Small Paper collagraph trial. (VCAVAV035)
Have a look at the following website for ideas and instructions on how your trial collagraph will be made.
http://www.incredibleart.org/lessons/middle/Woody-collagraph.htm You will be provided with a piece of heavy cartridge to do your work on. This is just a short one of a kind print to introduce you to layers and using the inks and rollers.
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Aluminium tape printmaking.
https://www.thecuriousprintmaker.co.uk/printing-plates-aluminium-tape/
https://www.thecuriousprintmaker.co.uk/printing-plates-aluminium-tape/
MONDAY......
Files
TUESDAY......
10 minute task 14.2
Group leaf printing.
10 minute task 15.1
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Process:
The idea behind printing is that you can use the same plate for multiple prints but there are ways of creating effects to vary your print such as chine colle and hand colouring.
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Finished your printing?
- All labels on pages for 10 minute tasks.
- All work stuck in book that needs to be.
- Make a note in your diary of what you still have to do......it is homework and must be done. Refer to this web page to find out what you are missing or still need. Also look at the whiteboard!
Tuesday 23/5
Demonstration of taking photos with laptop.
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Week 16
10 minute task 16.1
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Demonstration.
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Tuesday:
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Week 17
Complete yarn and tissue paper portrait.
Follow instructions and create a collage acetate portrait. Cut out neatly. Fill the entire background with images and colour. The aim of the task is to carefully plan and cut out a variety of images, not just a single page.
Week 18Tuesday only.
Continue with your collage and acetate layer of your face. Make it interesting - fill ALL the white space.
Check your progress sheet - have you completed everything? Look at the checklist page. Week 19Monday.
Finish your collage and acetate layer of your face. Make it interesting - fill ALL the white space.
Check your progress sheet - have you completed everything? Look at the checklist page. When you are sure you have finished everything, begin the following task. I will give you a piece of firm cartridge paper but do a trial first with paper from your workbook.
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Using irfanview (if Photoshop elements does not work on your laptop)Using Photoshop ElementsIf you would prefer to use another filter other than photocopy, you may do so but make sure there is a lot of transparent area in the final image.
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Tessellations.
Tuesday.
Continue tessellation.
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Week 20
Monday 26/6. Yes, I am absent but that is NOT an excuse to do no work. Instructions have been left with the teacher in charge.
EVERYONE is to be working on tessellations please. Nothing else!
EVERYONE is to be working on tessellations please. Nothing else!
See you tomorrow (Tuesday)........to finish off tessellations.
From Previous years.
Drawing task - colour pencil blending - making the bigger picture! You will receive a piece of a bigger picture to colour pencil render and place back together.
Thursday: Drawing task - Observational drawing - Instructions in Visual Diary. (Pine cones)
PLEASE DO NOT DEMOLISH THE PINE CONES!!!!!! Pine cones are on the window sill, put one per group of students so you can see clearly. Put back when finished! Give yourself about 10 to 15 minutes on this task. |
Note that the background has been shaded to make the pine cone stand out from the page. |
Week 18
- Metamorphosis: a change of the form or nature of a thing or person into a completely different one.
- Using a simple object such as a pair of scissors, make the simple object transform into an animal. Use the various grades of greylead and shading. You should show at least 4 stages in the transformation. Have a look on the internet for more ideas.......do not copy - I can google search images and have probably seen it somewhere before so I will know!!!!! After all, the images below came from a search. By all means use google to help you find suitable images to transform.
Weeks 19&20
There are plenty of colouring in pages to do - plastic pocket above your workbooks. Please replace when you have taken work out.
- Investigate and complete a drawing technique you research - not a copy, use the technique to make your own work!
- Create a page of original tessellations based on a 50mm square. (Do a google search for instructions.)
- Have a look at Pinterest examples of tesselations.
- DO NOT WASTE TIME.
- Leave the room neat and tidy.
- Keep all work neat in pocket folder and visual diary as I want to see it for assessment.