Years 9&10.
Years 9 to 10 – Developing pathways
In these years students increasingly specialise in arts forms and disciplines of interest to them. They are aware that ‘new media’, multidisciplinary and multimodal forms, with their notions of appropriation and connectivity, exist alongside traditional forms whose techniques need to be mastered.
Students develop independent ways of learning in and through the arts. Their involvement in arts learning may have a vocational focus or may involve developing understanding of ways arts forms and concepts impact on industries and other situations where visual, sonic and electronic cues form the basis of human interaction with machines. They explore and analyse the aesthetic qualities and contexts of other arts works and are able to explain the role of the arts in their own and other social, historical and cultural contexts. They become aware of the need to adopt a critical and analytic approach to meaning and message. Their emotional reactions to images, products and performances are enhanced by critical skills as insights and comparisons are explored, and social and universal concerns are combined with the exploration of individual and personal values.
Arts learning at this stage should involve student reflection on the processes they undertake and making judgments about both quality and use of relevant criteria for exploring and manipulating media, technologies, material and personal space. Students select and manipulate skills, tools, techniques and processes from across the curriculum and within specific arts disciplines to communicate ideas, concepts and feelings.
Students are involved in every aspect of the making and presentation of arts images, products and performances, working both individually and collaboratively. They model the practices of professional artists, experiencing and experimenting with innovative ways of using arts elements, principles and processes. This might involve developing creative ways of using vision and sound, experimenting with arts forms that combine traditional and digital media, and reflecting the transitory nature of contemporary arts performances and products.
At this stage, students should be making informed personal choices by applying thinking strategies, aesthetic awareness, meaningful use of language, ‘possibility’ thinking and the use of knowledge to arrive at original ideas by linking unrelated ideas and concepts.
Reference: http://ausvels.vcaa.vic.edu.au/The-Arts/Overview/Stages-of-learning
In these years students increasingly specialise in arts forms and disciplines of interest to them. They are aware that ‘new media’, multidisciplinary and multimodal forms, with their notions of appropriation and connectivity, exist alongside traditional forms whose techniques need to be mastered.
Students develop independent ways of learning in and through the arts. Their involvement in arts learning may have a vocational focus or may involve developing understanding of ways arts forms and concepts impact on industries and other situations where visual, sonic and electronic cues form the basis of human interaction with machines. They explore and analyse the aesthetic qualities and contexts of other arts works and are able to explain the role of the arts in their own and other social, historical and cultural contexts. They become aware of the need to adopt a critical and analytic approach to meaning and message. Their emotional reactions to images, products and performances are enhanced by critical skills as insights and comparisons are explored, and social and universal concerns are combined with the exploration of individual and personal values.
Arts learning at this stage should involve student reflection on the processes they undertake and making judgments about both quality and use of relevant criteria for exploring and manipulating media, technologies, material and personal space. Students select and manipulate skills, tools, techniques and processes from across the curriculum and within specific arts disciplines to communicate ideas, concepts and feelings.
Students are involved in every aspect of the making and presentation of arts images, products and performances, working both individually and collaboratively. They model the practices of professional artists, experiencing and experimenting with innovative ways of using arts elements, principles and processes. This might involve developing creative ways of using vision and sound, experimenting with arts forms that combine traditional and digital media, and reflecting the transitory nature of contemporary arts performances and products.
At this stage, students should be making informed personal choices by applying thinking strategies, aesthetic awareness, meaningful use of language, ‘possibility’ thinking and the use of knowledge to arrive at original ideas by linking unrelated ideas and concepts.
Reference: http://ausvels.vcaa.vic.edu.au/The-Arts/Overview/Stages-of-learning
Levels 9 and 10 Description
In Levels 9 and 10, students build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual arts practices. They refine their personal aesthetic through working and responding perceptively as an artist, craftsperson or audience. They identify and explain how artists and audiences interpret artworks through explorations of different viewpoints.
As they make and respond to visual artworks, students use conceptual explanations to critically reflect on the contribution of visual arts practitioners. They adapt ideas, visual images and practices from selected artists and use them to inform their own personal aesthetic when making artworks and presenting them to an audience.
As they experience visual arts, students draw on artworks from a range of cultures, times and locations. They reflect on the development of different traditional and contemporary styles of art works.
Students extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies.
Levels 9 and 10 Description
In Levels 9 and 10, students build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual arts practices. They refine their personal aesthetic through working and responding perceptively as an artist, craftsperson or audience. They identify and explain how artists and audiences interpret artworks through explorations of different viewpoints.
As they make and respond to visual artworks, students use conceptual explanations to critically reflect on the contribution of visual arts practitioners. They adapt ideas, visual images and practices from selected artists and use them to inform their own personal aesthetic when making artworks and presenting them to an audience.
As they experience visual arts, students draw on artworks from a range of cultures, times and locations. They reflect on the development of different traditional and contemporary styles of art works.
Students extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies.
Levels 9 and 10 Content Descriptions
Explore and Express Ideas
Explore the visual arts practices and styles as inspiration to develop a personal style, explore, express ideas, concepts and themes in art works(VCAVAE040)
Explore how artists manipulate materials, techniques, technologies and processes to develop and express their intentions in art works (VCAVAE041)
Visual Arts Practices
Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes (VCAVAV042)
Conceptualise, plan and design art works that express ideas, concepts and artistic intentions(VCAVAV043)
Present and Perform
Create, present, analyse and evaluate displays of artwork considering how ideas can be conveyed to an audience (VCAVAP044)
Respond and Interpret
Analyse and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by audiences(VCAVAR045)
Analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts to explore differing viewpoints(VCAVAR046).
In Levels 9 and 10, students build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual arts practices. They refine their personal aesthetic through working and responding perceptively as an artist, craftsperson or audience. They identify and explain how artists and audiences interpret artworks through explorations of different viewpoints.
As they make and respond to visual artworks, students use conceptual explanations to critically reflect on the contribution of visual arts practitioners. They adapt ideas, visual images and practices from selected artists and use them to inform their own personal aesthetic when making artworks and presenting them to an audience.
As they experience visual arts, students draw on artworks from a range of cultures, times and locations. They reflect on the development of different traditional and contemporary styles of art works.
Students extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies.
Levels 9 and 10 Description
In Levels 9 and 10, students build on their awareness of how and why artists, craftspeople and designers realise their ideas through different visual arts practices. They refine their personal aesthetic through working and responding perceptively as an artist, craftsperson or audience. They identify and explain how artists and audiences interpret artworks through explorations of different viewpoints.
As they make and respond to visual artworks, students use conceptual explanations to critically reflect on the contribution of visual arts practitioners. They adapt ideas, visual images and practices from selected artists and use them to inform their own personal aesthetic when making artworks and presenting them to an audience.
As they experience visual arts, students draw on artworks from a range of cultures, times and locations. They reflect on the development of different traditional and contemporary styles of art works.
Students extend their understanding of safe visual arts practices and choose to use sustainable materials, techniques and technologies.
Levels 9 and 10 Content Descriptions
Explore and Express Ideas
Explore the visual arts practices and styles as inspiration to develop a personal style, explore, express ideas, concepts and themes in art works(VCAVAE040)
Explore how artists manipulate materials, techniques, technologies and processes to develop and express their intentions in art works (VCAVAE041)
Visual Arts Practices
Select and manipulate materials, techniques, and technologies and processes in a range of art forms to express ideas, concepts and themes (VCAVAV042)
Conceptualise, plan and design art works that express ideas, concepts and artistic intentions(VCAVAV043)
Present and Perform
Create, present, analyse and evaluate displays of artwork considering how ideas can be conveyed to an audience (VCAVAP044)
Respond and Interpret
Analyse and interpret artworks to explore the different forms of expression, intentions and viewpoints of artists and how they are viewed by audiences(VCAVAR045)
Analyse, interpret and evaluate a range of visual artworks from different cultures, historical and contemporary contexts to explore differing viewpoints(VCAVAR046).
Program overview:
This semester relies on establishing personal working methods, exploring individual ideas and presenting a visual diary that supports the journey through researching, trialing materials, techniques, ideas and themes to produce artworks based on a theme. The purpose of the semester is to prepare any students who wish to continue into VCE Studio Arts, Visual Communication or Product Design Technology where process is just as important and assessed alongside resolution of ideas as artworks.
In each theme introduced, there will be common tasks and then room for personal exploration therefore you need to research each art type, art forms you might like to explore and what you may be trying to achieve including any limitations.
YOU MUST REFERENCE ALL MATERIALS SOURCED WITH THE WEB ADDRESS AT THE VERY LEAST. YOU CANNOT COPY BUT YOU CAN USE OTHER PEOPLE'S WORK AS A SOURCE OF INSPIRATION.
Assessment:
33% - Visual diary demonstrating a journal that records all ideas, themes, techniques and processes explored over the semester. This includes visual and written material. Please view samples on: https://www.pinterest.com/dianav30/visual-diary-ideas/ This is what you are aiming for in terms of your visual diary presentation.
33% - Completed, appropriately presented artworks that evolve from the explorations and research completed in the visual diary. These works must be fully planned via work in the visual diary.
34% - Research and presentation of extended investigation into 2 artists studied in the visual diary for influence on your own works. This is ongoing while the visual diary and artworks progress as it is part of your research into your own art.
Annotating and referencing:
Everything that you put in your visual diary must be annotated and include reference. Annotating means including an explanation on what this is, why you included and how it can be used to influence your own ideas. This might be the subject matter, the style, the media or the techniques used. Read some of the examples on my pinterest board.
This semester relies on establishing personal working methods, exploring individual ideas and presenting a visual diary that supports the journey through researching, trialing materials, techniques, ideas and themes to produce artworks based on a theme. The purpose of the semester is to prepare any students who wish to continue into VCE Studio Arts, Visual Communication or Product Design Technology where process is just as important and assessed alongside resolution of ideas as artworks.
In each theme introduced, there will be common tasks and then room for personal exploration therefore you need to research each art type, art forms you might like to explore and what you may be trying to achieve including any limitations.
YOU MUST REFERENCE ALL MATERIALS SOURCED WITH THE WEB ADDRESS AT THE VERY LEAST. YOU CANNOT COPY BUT YOU CAN USE OTHER PEOPLE'S WORK AS A SOURCE OF INSPIRATION.
Assessment:
33% - Visual diary demonstrating a journal that records all ideas, themes, techniques and processes explored over the semester. This includes visual and written material. Please view samples on: https://www.pinterest.com/dianav30/visual-diary-ideas/ This is what you are aiming for in terms of your visual diary presentation.
33% - Completed, appropriately presented artworks that evolve from the explorations and research completed in the visual diary. These works must be fully planned via work in the visual diary.
34% - Research and presentation of extended investigation into 2 artists studied in the visual diary for influence on your own works. This is ongoing while the visual diary and artworks progress as it is part of your research into your own art.
Annotating and referencing:
Everything that you put in your visual diary must be annotated and include reference. Annotating means including an explanation on what this is, why you included and how it can be used to influence your own ideas. This might be the subject matter, the style, the media or the techniques used. Read some of the examples on my pinterest board.
Examples of annotation on a page of student planning work.
"Study of face with Watercolour: "I tried to concentrate on the eyes for this drawing. The way in which the sketch lines aren't hidden but shown seem structural, and adds a mechanical type feel as if the head isn't human but virtual." ......and so on.........you can read the rest and other examples! |
Weeks 2&3.
Note: As there are clearly a variety of interests and talents in this class, I would really like to tap into this for your various tasks. As I am looking for individuality and diversity from you at this level, I am setting up a few tasks that have a variety of approaches and responses to a task. You can negotiate your own if you discover something you would like to explore - just make sure you sell me the idea via some research in your workbook.
The term ART encompasses a wide variety of media and techniques and combinations of these create some very interesting explorations! None of you have any problems communicating your ideas so let's hear them!
The term ART encompasses a wide variety of media and techniques and combinations of these create some very interesting explorations! None of you have any problems communicating your ideas so let's hear them!
Present a quick brain storm of areas of interest that I will add comments to for your individual explorations.
Visual Diary:
Week 4
Week 5.
Week 6.Week 7.No class - Labour day holiday.
Week 8.As a group, we are going to look at what a workbook page should look like.
On a large sheet of brown paper, we are going to do a brainstorming session on stencil art to include images, words, techniques, thoughts and ideas. It will include your research as a basis for the work so print off another copy of your research. Do a Google search for student art workbook and have a look what a workbook should look like...this is your goal.
Right throughout your visual diary, it is useful to have headings that introduce what the page(s) are about.
The importance of what you work on and with.
Student art guide. |
Art class ideas
Animation & ICT Elements of Art 7&8 Art Typography Printmaking Stencilling and Street Art Doll Patterns Textiles Needle felting Felting Photography Crochet Visual diary ideas Zentangles and patterns Drawing task ideas Mandalas Still Life Portraiture Weaving Dying techniques Continuous line Knitting Beading and Jewellery Appropriation Repeated fabric printing Cross Stitch |
Week 9.
Stencilling
Week 10.
Week 11.
Drawing skills - developing skills with different media and techniques.
Week 12.
Work was set during week 11 - complete pumpkin work.
Refer to your individual pages - using skills obtained from drawing tasks - apply to your own work.
Refer to your individual pages - using skills obtained from drawing tasks - apply to your own work.
Week 13.
Plan and present the outline for your own artworks determining the theme, media and techniques to be used. Hand in the sheet that will be later put into your workbook.
You must be specific - lots of details please. I will add to your personal pages when the work is planned.
There is information on your individual pages for today (Thursday).
Please make sure you use your time wisely and ensure that lights, heater etc. are off and that all the chairs are put up before you leave.
You must be specific - lots of details please. I will add to your personal pages when the work is planned.
There is information on your individual pages for today (Thursday).
Please make sure you use your time wisely and ensure that lights, heater etc. are off and that all the chairs are put up before you leave.
Week 18.
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Imogen - Deborah Kelly
Chrissy - Tim Burton Illustrations
Hayley - Juan Gris
Amber - Tim Burton Films
Chrissy - Tim Burton Illustrations
Hayley - Juan Gris
Amber - Tim Burton Films
2017.
Week 5.
Research and collect examples of street art that involves stencilling. Some that come to mind are:
ELK - Luke Cornish Banksy Blek Le Rat
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Term 2 - 2017.
Distorted Face
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Relief Printing.
Research:
Find examples of 6 different lino printing artists. Include:
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Major task:
Lino print demonstrating use of source material from drawings and photos of lillies and experimenting with hand colouring and chine colle.
Dye a piece of fabric, print a repeated pattern, create a small sewn item. https://au.pinterest.com/dianav30/dyeing-techniques/
Lino print demonstrating use of source material from drawings and photos of lillies and experimenting with hand colouring and chine colle.
Dye a piece of fabric, print a repeated pattern, create a small sewn item. https://au.pinterest.com/dianav30/dyeing-techniques/
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These Youtube videos are also on the Pinterest board along with others I find!
*We will explore a small still life drawing task as a source for your lino printing subject matter.
Lillies
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Printmaking (Photography) Focus Task.
Using a portrait of yourself, create a 3 layered stencil to stencil onto a prepared background. You may use the webcam but for better results, use either the small digital camera or the Nikon.
- Create/Photograph your backgrounds as appropriate. Again, research other artists works and include them via Pinterest and your visual diary. I have some examples on my Pinterest page in both Stencil and street art as well as portraits boards.
- Techniques for creating the stencils will be presented to you. *Watch this space for tutorials and you can also look into my Pinterest page and on line for how to do this as there are multiple ways to do this and we will be using Photoshop Elements to do this.
- Create a page that focuses on ONE street artist who uses stencils and their work along with reflective annotations about their work. (Banksy)
- Extension: Decorate a prepared canvas and stencil your portrait design along with other stenciled images onto the background. The background could involve textures, sponging, pastels and collage.
Multimedia Focus Task 1.
Using one of your inspirational quotes, create a stop motion animation that shows the quote emerging into an image with a background of a photograph you have taken. This may have been taken during the photography session for your stencil background. Make the saying come together and then move apart by reversing your insertion of images.
You tube videos: View on Smart board or Art laptop - Requires teacher log in as blocked for students.
You can do your own search for Animation using Lettering on Youtube as there are heaps of examples.
Save some of the animations that you like to Pinterest and make sure you share the board with me.
You can do your own search for Animation using Lettering on Youtube as there are heaps of examples.
Save some of the animations that you like to Pinterest and make sure you share the board with me.
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- Experiment with creating the animation in Photoshop Elements. Publisher can also be used as text boxes can be saved as .jpg images.....just save as and choose .jpg.
- Edit using Windows Movie maker. Adding sound and visual effects as appropriate.
Textiles Focus Task 1.
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Multimedia/Photography Focus Task.
- Using debut video capture software, create a 'how to' video on converting a self portrait into a layers image suitable for use as a stencil.
- Create a stencil for printing Photograph each stage of the creating and making of the stencil and then the printing and assemble using a program such as Prezi or windows movie maker. *As opposed to the more Art based task, create only small stencils.
- Include titles and credits.
Textiles Focus Task 2.
Creating a 3 dimensional form? Stay tuned!
(Researching and following a pattern then adapting the pattern to create a sculptural form that demonstrates a variety of materials and techniques.)
Needle felted picture. From a Photograph or image that you have created, transfer the image into a needle felted creation.
Stencil an image onto individually dyed fabrics.
(Researching and following a pattern then adapting the pattern to create a sculptural form that demonstrates a variety of materials and techniques.)
Needle felted picture. From a Photograph or image that you have created, transfer the image into a needle felted creation.
Stencil an image onto individually dyed fabrics.
Textiles/Photography Task.
- Print a photographic image that you have taken onto fabric. This is done as an iron on procedure and quite simple to do on basic calico - research this procedure.
- Trials can easily be done on paper and then placed into your workbook with reflective statements and annotations.
- Embellish the image with a variety of stitches and threads. The aim of the task is to create texture. Using the sewing machine may be a part of this task but should be used with various hand sewing techniques and a variety of threads.
*Please note - you will be required to submit a materials list for any special requirements you may
Multimedia Focus Task 2.
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TROPFEST is a short film festival that takes place in February. The 2016 finalists and winners were presented on February 14th. SHINY is a 3 minute example of a stop motion animation that won the festival this year.
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Task 3 (Term 4).
Still Life:
http://www.studentartguide.com/articles/still-life-drawing-ideas will give you a definition and ideas. You should do lots of research and find images you like. Pinterest, collect, and make interesting pages in your visual diary.
The aim of this task is to draw from observation in a variety of media and then use the drawings to create a design for a lino print. Therefore you need to know what still life actually is and also what the process of lino printing involves.
I will be setting up compositions for you to draw however one task will be to set up objects at home and do a series of drawings to include in your folio.
Include sourced images of a variety of still life artworks.....these should include photography, painting, drawing, printing examples and also annotated as to the art elements and discussion of the subject matter.
Again, refer to my pinterest visual diary board to see how to make your pages interesting without making them look messy.
Term 3 Holiday Homework:
You are to complete a series of 6 still life drawings of objects you have specifically arranged. These should include tone and shading but not be laboured. They should be quick sketches. Apply colour minimally and make sure you draw the surface that they are sitting on.....not just floating on the page!. Bring to class for refining. If possible, take multiple photos of the arrangements you draw for reference in the classroom - via phone or camera is fine. Bring via USB.
Some suggestions:
Try and be a little creative with your presentations.
http://www.studentartguide.com/articles/still-life-drawing-ideas will give you a definition and ideas. You should do lots of research and find images you like. Pinterest, collect, and make interesting pages in your visual diary.
The aim of this task is to draw from observation in a variety of media and then use the drawings to create a design for a lino print. Therefore you need to know what still life actually is and also what the process of lino printing involves.
I will be setting up compositions for you to draw however one task will be to set up objects at home and do a series of drawings to include in your folio.
Include sourced images of a variety of still life artworks.....these should include photography, painting, drawing, printing examples and also annotated as to the art elements and discussion of the subject matter.
Again, refer to my pinterest visual diary board to see how to make your pages interesting without making them look messy.
Term 3 Holiday Homework:
You are to complete a series of 6 still life drawings of objects you have specifically arranged. These should include tone and shading but not be laboured. They should be quick sketches. Apply colour minimally and make sure you draw the surface that they are sitting on.....not just floating on the page!. Bring to class for refining. If possible, take multiple photos of the arrangements you draw for reference in the classroom - via phone or camera is fine. Bring via USB.
Some suggestions:
- Kitchen implements. Cutlery, crockery or both.
- Plants/flowers in a vase. Tree branches with interesting seed pods.
- Bottles and jars. Crumpled soft drink cans.
- Soft toys.
- Bowl of fruit.
- Shoes.
- Skulls and bones.
- Tools and farm junk.
Try and be a little creative with your presentations.
Art 2015.
Improving and developing drawing from observation skills.
From arrangements given in the classroom, do a series of drawings exploring different media and techniques. These are to be quick drawings in fineliner, greylead, texta, charcoal, colour pencil, ink and brush.
PVA glue over A3 continuous line.
- Flowers
- Skulls
PVA glue over A3 continuous line.
Week 2.Complete POP art work!!!! Print before leaving on Monday! These will be presented on coloured paper so file but do not stick in your visual diary.
***Save files to be printed and they can be printed when I return to be stuck into visual diary. Make sure they are A4*** |
Week 3.*Print out pages created last week for adding to visual diary. Present pages in visual diary completed last Tuesday.
Tuesday double session:
Begin thinking about skull designs for lino printing. |
*All work set must be completed to the best of your ability and reflect expected levels of completion for this level of study. Lunchtimes are available or be prepared to do homework. Put headings on your pages that demonstrate each requirement so there is no confusion.
Check list so far of completed work required:
Check list so far of completed work required:
- Front page including quote that has been trialled, small photos, background.
- Page of reference for Pop art.
- Completed pop art piece.
- Torn in half portrait.
- Distorted portrait.
- Holiday homework - Still life.
- Series of observational drawings - flowers.
- Series of observational drawings - skulls. Various media and techniques. Pencil, texta, continuous line, scratch board, pva, etc. (Double session Week 2)
- Reflection page on skull drawing session - including photos.
- Still life examples - annotated and sources quoted.
- Monoprint - one page of research.
- Lino print still life - one page of research with sources quoted.
- Lino print process - one page demonstrating knowledge of process.
- Chine Colle - one page demonstrating knowledge of technique.
- Further studies of skulls on coloured papers with a variety of media and techniques.
- Continuous line drawing to be stitched on sewing machine in contrasting thread. To be done on thick cartridge. (Next Monday)
- Mono print of skull.
Stitched Skull Drawings.
Week 4. |
Week 5. |
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NO CLASSES MONDAY or TUESDAY.
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Paper curls.
Week 6.
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Weeks 7 & 8. (Total of 4 sessions over 2 weeks.)
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Chine Colle.
Lino Print Reduction Process - Artist: Anne Smith, Dookie.
Week 9.
- Absolute final presentation of work - refer to assessment at the top of the page. Look at check list - all work needs to be attempted. Reports finalised!
Week 10.
Week 11.
Portraits:
- The aim of this task is to use a portrait of yourself, distort and manipulate in Photoshop Elements (use one of the shots taken for your front page) then print, enlarge and create an oil pastel image of your distorted portrait on brown paper.
- Research POP art......Pinterest has heaps of stuff. Create a POP art portrait of yourself. Look for Photoshop tutorials on line......there are heaps. Look at my portraits page on Pinterest for a start. Remember, put anything of interest into your visual diary and annotate! Print final images on quality paper and present mounted on coloured paper.
- Tear a portrait of yourself in half and draw the missing half. This can be done with a range of greylead pencils in black and white. Go for A3 and make the portrait fill the page when you take the photo....very little if any background! Do some little shading tests on a page in your visual diary to ensure you can manipulate the greyleads and use tone correctly. Present on a piece of coloured paper.
- Front page
- POP art
- Half portrait
- Distorted portrait
Still life drawing leading to lino prints - 2013.