visual arts 710 syl brief

Visual Arts Years 7-10Syllabus: 

Visual Arts Years 7-10 Syllabus

Evaluation – Broad directions: 

Evaluation – Broad directions a core based on the conceptual framework, frames and practice indication of the breadth of artmaking across 2D, 3D and 4D forms explicit articulation of artmaking and critical and historical studies including weightings investigate developing three new electives with a greater degree of depth and specialisation in Photography/Digital imaging, Visual Design, and Ceramics

Aim: 

Aim The aim provides a statement of the overall purpose of the syllabus by indicating the general educational benefits The aim of the Visual Arts Years 7–10 Syllabus is to enable students to: ·     develop and enjoy practical and conceptual autonomy in their abilities to represent ideas in the visual arts ·     understand and value the different beliefs that affect meaning and significance.

Objectives: 

Objectives Students will develop knowledge, understanding and skills:    to make artworks informed by their understanding of practice, the conceptual framework and the frames    to critically and historically interpret art informed by their understanding of practice, the conceptual framework and the frames.

Values and Attitudes: 

Values and Attitudes Students will value and appreciate: their engagement in the practice of the visual arts and understand how the visual arts, as a field of practice and understanding, is subject to different interpretations.

Outcomes: 

Outcomes Syllabus outcomes express the specific intended student learning that results from the teaching of the syllabus. They are derived from the objectives and content of the syllabus. Outcomes are statements of the knowledge, understanding and skills expected to be gained by most of the students as a result of effective teaching and learning of a subject by the end of a stage.

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12 outcomes in each stage 10 outcomes organise content 2 additional outcomes represent values and attitudes and are not used for formal assessment Reduced number of outcomes allow for greater manageability Strengthened K-12 continuum Higher order skills evident in outcomes Clear, observable and assessable

Outcomes continuum example: 

Outcomes continuum example Artmaking - Practice Stage 4 A student: uses a range of strategies to explore different artmaking conventions and procedures to make artworks Artmaking - Practice Stage 5 A student develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks

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Critical and Historical Studies - Conceptual Framework Stage 4 A student: explores the function of and relationships between the artist – artwork – world – audience Critical and Historical Studies - Conceptual Framework Stage 5 A student: uses their understanding of the function of and relationships between the artist – artwork – world – audience in critical and historical interpretations of art

Organisation of content: 

Organisation of content In the Visual Arts Mandatory and Elective courses content is organised in three broad areas as it connects with artmaking and critical and historical interpretations and explanations of art. These areas are: Practice the Conceptual Framework the Frames The syllabus also provides information on: making artworks in 2D, 3D, 4D forms Visual Arts Diary

What is similar?: 

What is similar? Students will continue to: engage with practice and the frames in artmaking and critical and historical studies make artworks using a range of materials and techniques and various investigations of the world explore, enjoy and respond to a wide range of artists and artworks

What is different?: 

What is different? The conceptual framework has been introduced as a way to understand and investigate the function of and relationships between the artist – artwork – world – audience The building of a body of work has been introduced in Stage 5 to provide opportunities for students to make artworks in a sustained way Specific requirements have been introduced for students to make artworks in a range of 2D, 3D and 4D forms

Essential and Additional content: 

Essential and Additional content For both the mandatory and elective courses the syllabus identifies Essential Content – that is, content that all students must study. For both the mandatory and elective courses the syllabus identifies Additional Content – that is, content that broadens, deepens and extends student learning. Stage 4 is offered as a 100-hour course. The Stage 5 elective course can be implemented as a 100-hour or 200-hour course.

Essential ContentMandatory Course: 

Essential Content Mandatory Course practice - artmaking, critical and historical studies the conceptual framework at least three of the four frames at least two of the broad areas of 2D, 3D, 4D forms/time-based works some sustained drawing opportunities to engage with Information and Communication Technologies (ICT) Visual Arts diary

Essential ContentElective Course: 

Essential Content Elective Course practice - artmaking, critical and historical studies the conceptual framework the four frames a body of work, developed over time Visual Arts diary

Additional ContentMandatory and Elective Courses: 

Additional Content Mandatory and Elective Courses Additional content refers to further experiences with forms and investigations using the conceptual framework and the frames to make and interpret art. Teachers will routinely make decisions about the complexity of investigations into relationships between practice, the conceptual framework and the frames to assist students in broadening, deepening and extending learning.

Content Overview: 

Content Overview In the mandatory and elective courses students must be provided with opportunities to engage in each of the areas of content. Explanations of practice, the conceptual framework and the frames provide specific advice about how these areas can be understood as Visual Arts content.

Practice : 

Practice Practice relates to students’ artmaking and critical and historical studies of art. Practice describes artistic activity – conventions, strategies and procedures - demonstrating the ability to make suitable choices from a repertoire of knowledge and skills. Practice respects the different views that circulate and are exchanged in and about the visual arts.

Conceptual Framework: 

Conceptual Framework The Conceptual Framework identifies the functional and intentional relations of the artist, artwork, world and audience as the agencies of the artworld.

Frames: 

Frames The Frames – subjective, cultural, structural and postmodern – account for different points of view, values and belief in and about the visual arts. Subjective – imagination, intuition, personal experience Cultural – cultural and community identities and social perspectives Structural – codes, signs and symbols to communicate meaning Postmodern – modify, interpret, appropriate, question traditions and conventions

Content for Stage 4 and Stage 5: 

Content for Stage 4 and Stage 5 Content describes the knowledge, skills, understanding and values to be studied by students over a stage or stages in a syllabus. Content is expressed in syllabuses in the form of: Students learn about….. Students learn to…..

Examples of content: 

Examples of content Content for Stage 4 Objective Students will develop knowledge, understanding and skills to make artworks informed by their understanding of practice, the conceptual framework and the frames. Outcomes A student: 4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks 4.2 explores the function of and relationships between the artist – artwork – world – audience 4.3 makes artworks that involve some understanding of the frames 4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts 4.5 investigates ways to develop meaning in their artworks 4.6 selects different materials and techniques to make artworks. Link to objectives Link to outcomes

Stage 4 Artmaking – Practice : 

Stage 4 Artmaking – Practice   Students learn about: the field of visual arts and design as comprising conventions, activities, traditions and customs shaped by different values and beliefs   the pleasure and enjoyment in making artworks artists working individually, in groups and in collaboration with others Students learn to: investigate the field of visual arts and design and approximate some conventions, activities, traditions and customs of the field to make art   reflect on and interpret actions and choices, and document these in their diaries   make informed personal choices to shape meaning Content – what students learn about and learn to do Link to content overview and specific advice about how practice, the conceptual framework and the frames can be understood as visual arts content

Cross-curriculum content: 

Cross-curriculum content Cross-curriculum content addresses issues, perspectives and policies that will assist students to achieve the broad learning outcomes of the K-10 Curriculum Framework All syllabuses contribute to the development of cross-curriculum perspectives The syllabus includes an overview of how Visual Arts incorporates areas of cross curriculum content Cross-curriculum content is embedded in the learn to and learn about statements

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Information and Communication Technologies (ICT) Work, Employment and Enterprise Aboriginal and Indigenous Civics and Citizenship Difference and Diversity Environment Gender Key Competencies Literacy Multicultural Numeracy

Examples of cross-curriculum content: 

Examples of cross-curriculum content Students learn about: Australian and international artists, designers, architects from different times and places with a focus on those with an iconic status and others who are relevant to the cultural and personal interests of students. Consideration should be given to: contemporary artists and modern artists    artists from different times and cultures     Aboriginal and Indigenous artists    female and male artists    those who use conventional and/or more contemporary technologies

Information and Communication Technologies: 

Information and Communication Technologies Included in all syllabuses as one of the cross curriculum content areas are embedded within content to provide opportunities to enhance the teaching and learning process are a tool used to enhance learning and assists students to more effectively achieve outcomes

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Students learn about: the material, physical and virtual forms of artworks intentionally made by artists Students learn to: make artworks using a range of 2D, including drawing, 3D and/or 4D forms, materials and techniques and various investigations of the world

Stage Statements: 

Stage Statements Provide an overall description of student achievement typically expected at the end of a stage Show where students are coming from and where they are headed

Visual Arts Years 7-10 Syllabus Package: 

Visual Arts Years 7-10 Syllabus Package

Included in the syllabus package:A Guide to the New Years 7–10 Syllabus: 

Included in the syllabus package: A Guide to the New Years 7–10 Syllabus What is similar ? What is different ? The features of the content pages How can the syllabus be used to program ? How does the syllabus cater for all students ? What support is the Board providing to assist with initial implementation of the syllabus ?

Draft Descriptions of Levels of Achievement (DLAs): 

Draft Descriptions of Levels of Achievement (DLAs) Levels of achievement are summary statements describing the quality of performance in relation to the outcomes for a stage They replace Course Performance Descriptors for reporting student achievement in the 2006 School Certificate There are 4 levels of achievement for Stage 4 and 6 levels for Stage 5

Assessment for Learningin a standards-referenced framework: 

Assessment for Learning in a standards-referenced framework Revised board syllabuses advocate assessment for learning in a standards-referenced framework. Assessment for learning is good assessment practice it is not new it occurs as a regular part of classroom activities it informs, monitors and promotes student learning

Standards are defined in Board syllabuses in the following way: 

Standards are defined in Board syllabuses in the following way A Standards-referenced Approach Syllabus Standards Performance Standards What is learned What is reported Intentions and Expectations Clarified by: Aims Objectives Outcomes Content Achievement Clarified by: Stage Statements Levels of achievement Assessment activities Annotated student work samples ASSESSMENT

Designing assessment activities: 

Designing assessment activities Outcomes are central to teaching and learning. Assessment should focus on gathering evidence of student learning, in relation to the outcomes, in a manageable way.

1. What evidence of learning is required?: 

1. What evidence of learning is required? What is it that you want students to know, understand and be able to do as they work with syllabus outcomes and content? What evidence might they show as they engage in learning?

2. How will this evidence be gathered?: 

2. How will this evidence be gathered? Decide how and when you will provide particular learning experiences Build into the design of these activities a focus on strategies to demonstrate evidence of learning related to the outcomes and content

3. What learning experiences allow students to demonstrate achievement?: 

3. What learning experiences allow students to demonstrate achievement? Teachers identify opportunities for students to demonstrate their achievement The evidence provides a point for reflecting on what has been learnt It provides a basis for adjusting the teaching and learning program

4. How will feedback be provided?: 

4. How will feedback be provided? Teachers gather evidence of student achievement and communicate this information clearly in various ways to: indicate how performance could be enhanced and support deeper learning clarify misconceptions

5. Is there sufficient evidence that students have made progress?: 

5. Is there sufficient evidence that students have made progress? Evidence gathered will indicate whether a student is ready to move onto the next step in their learning Teachers may modify teaching and learning activities to: support deeper understanding help students progress in their learning

Support materials include: 

Support materials include scope and sequence samples sample units of work for Stage 4 and Stage 5 sample assessment activities that relate to these units of work related student work samples (two per assessment activity) with annotations feedback that would be given to students Together, the components of the support materials illustrate the integrated nature of teaching, learning and assessment

Scope and sequence : 

Scope and sequence Map and identify the focus of content, including forms, frames and conceptual framework Provide examples of key artworks and artists Stage 4 100 hour model by term 100 hour model by semester Stage 5 100 hour and 200hour model Organised in terms and semesters

Sample Units of Work: 

Sample Units of Work Include outcomes, specific content focus as learn about and learn to statements Teaching, learning and assessment activities are represented as artmaking and critical and historical studies Provide examples of evidence of learning and feedback

Are all outcomes included?: 

Are all outcomes included? The units of work in the support document address all outcomes for Stage 4 and for Stage 5 Some outcomes may be more dominant and be highlighted in the units of work you plan for your students. All units of work provide activities in artmaking and critical and historical studies

Specific Content Focus: 

Specific Content Focus Identify what students will learn about from within the selected unit outcomes and include it in the unit in a logical learning sequence. Ensure the content is manageable in the allocated time.

Evidence of learning and feedback: 

Evidence of learning and feedback Each unit of work, and the planned teaching, learning and assessment activities include evidence of learning – what students are required to know, understand and be able to do as a result of planned activities Examples of feedback to students that teachers and peers may provide, over a unit, are also included. These examples acknowledge a range of strategies that are both formal and informal.

Teaching, learning and assessment activities: 

Teaching, learning and assessment activities these activities include practice, the conceptual framework and the frames in both artmaking and critical and historical studies the frames are identified as underpinning investigations of content in artmaking and critical and historical studies

Assessment for learning activityContext: 

Assessment for learning activity Context Students in Year 7 have explored how artists use signs, symbols and text to communicate meaning in artworks. The purpose of this activity is for students to represent a portrait of themselves, developing a visual language by rearranging and reconstructing their personal signs and symbols to reveal more about themselves and their individual traits.

Outcomes: 

Outcomes A student: 4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks 4.2 explores the function of and relationships between the artist - artwork - world – audience 4.3 makes artworks that involve some understanding of the frames 4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject matter in the visual arts 4.5 investigates ways to develop meaning in their artworks 4.6 selects different materials and techniques to make artworks

Description of Activity: 

Description of Activity Students make a portrait of themselves by tearing or cutting up their personal signs and symbols and rearranging and reconstructing these pieces onto a new background. Students consider how the organisation of composition, shape, colour and scale can communicate aspects of their personality to an audience. Students link aspects of their personality to particular visual qualities in the work and keep a record of these for later critical analysis and peer assessment. The suggested duration of this assessment for learning activity is 2-3 lessons (80 minutes each).

Criteria for assessing learning: 

Criteria for assessing learning Teachers need to provide clear details of what is expected of a student. These criteria would normally be communicated to students with the task or activity Students will be assessed on their: investigation of different material techniques and procedures to develop a portrait in words employing painting and collage techniques through the use of a range of painting techniques such as wash, impasto, resist, sgraffito manipulation of text, shapes, colours and textures in a unified composition

Guidelines for marking: 

Guidelines for marking

Feedback: 

Feedback Peer Assessment Exchange your portrait in words with another artist in the class. ‘Read’ their portrait and answer the following questions about the work. Name of artist: Write a list of the symbols and compositional devices that have been used in the portrait in words and what the artist wanted to communicate about their personality, to you, the audience. ………………………………………………………………………… ………………………………………………………………………… Compare your list and findings with the artist’s list. Was the meaning you interpreted the same as the artist’s intention? Explain these interpretations. ………………………………………………………………………… ………………………………………………………………… Write a general comment about the work for the artist, including successful parts of the work. …………………………………………………………………………

How is feedback used?: 

How is feedback used? The teacher provides informal oral feedback to students in the planning phase of the activity and at the completion of the paper work. Written feedback is also provided through the peer assessment sheet. This oral and written feedback will provide students with ways to refine their works for their painting.

Future Directions: 

Future Directions As a result of this activity students have developed an understanding about how artists can communicate through signs and symbols. Skills developed early in the unit can be used to enlarge and paint a section of the portrait in words using a variety of material techniques and procedures focusing on composition, colour and paint techniques.

Assessment for Learning in a Standards-Referenced Framework: 

Assessment for Learning in a Standards-Referenced Framework CD ROM distributed in Term 1 Assessment activities Annotated samples of student work Guidelines for marking Examples of recording methods Examples of feedback to students All materials relating to the syllabus including the syllabus, the guide and Draft DLAs, Advice on Programming and Assessment

Photographic and Digital Media and Visual Design Syllabuses : 

Photographic and Digital Media and Visual Design Syllabuses Available to schools in August 2004 for implementation in Year 9 in 2005 These courses build on the Stage 4 Visual Arts Mandatory course and provide opportunities for students to investigate these fields in greater depth and breadth than through the Visual Arts elective course

Stage 6 Visual Arts: 

Stage 6 Visual Arts Official Notice 64/03 - Board Bulletin November 2003 Volume 12 No 6 Updates to the information on submitted works in Film and Video, Digital Animation and Interactives expressive forms to accommodate developments in technology Effective HSC 2004

Contact Details – Visual Arts: 

Contact Details – Visual Arts Rhonda Clarke Senior Curriculum Officer Creative Arts (Visual Arts) Ph 9367 8161 Fax 9367 8476 rclarke@boardofstudies.nsw.edu.au www.boardofstudies.nsw.edu.au