Creative Arts Stage 3 Overview of Outcomes Visual Arts
Stage 3 Making VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world. VAS3.2 Makes artworks for different audiences assembling materials in a variety of ways. Appreciating VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of artworks. VAS3.4 Communicates about the ways in which subject matter is represented in artworks.
Music
Stage 3 Performing MUS3.1 Sings, plays and moves to a range of music, individually and in groups, demonstrating knowledge of musical concepts. Organising Sound MUS3.2 Improvises, experiments, selects, combines and orders sound using musical concepts. MUS3.3 Notates and discusses own work and the work of others. Listening MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles.
Drama
Stage 3 Making DRAS3.1 Develops a range of in-depth and sustained roles. DRAS3.2 Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama forms. Performing DRAS3.3 Devises, acts and rehearses drama for performance to an audience. Appreciating DRAS3.4 Responds critically to a range of drama works and performance styles.
Dance
Stage 3 Performing DAS3.1 Performs and interprets dances from particular contexts, using a wide range of movement skills and appropriate expressive qualities. Composing DAS3.2 Explores, selects, organises and refines movement using the elements of dance to communicate intent. Appreciating DAS3.3 Discusses and interprets the relationship between content, meaning and context in their own and others audiences.
Stage 3 Creative Arts: VISUAL ARTS Term 1
Week 2 Outcomes: VAS3.1, VAS3.2, VAS3.4 Subject Matter: Other Living Things Forms: Drawing and Painting Learning Experiences Appreciating Stimulus pictures of cherry blossoms. The cherry blossom (Sakura) is Japans unofficial national flower. It has been celebrated for centuries. The cherry blossom flowers usually fall from the tree within a week. Sakura is a common girls name in Japan. o Paint with bright blue watercolour / wash. Set aside to dry. o Demonstrate how to cut tissue paper strips into squares and how to use tissue squares to make tufting (Gently place tissue over the flat end of a pencil, rub over glue stick and press onto tree limbs. Squeeze corners of tissue paper squares close to pencil to make them stand up.) Emphasis gluing of flowers close together. o Continue tufting technique using green tissue for the grass. Set aside to dry. Resources Making Cherry Blossoms - Japan o Using a brown oil pastel, students draw a tree on art paper, following the below step-by-step drawing. Create texture by drawing light lines of black oil pastel shadows. Art paper Pencils Paintbrushes Oil pastel (brown and black) Blue wash Glue Pink and green tissue paper/crepe paper
Week 4
Outcomes: VAS3.1, VAS3.2, VAS3.4 Subject Matter: Other Living Things Forms: Sculpture / 3D
Learning Experiences Appreciating The work Origami means folding paper in Japanese. Origami started in the 17th century AD at the latest and was popularised outside of Japan in the mid-1900s. It has since then evolved into a modern art form. The goal of this art is to transform a flat sheet of paper into a finished sculpture through folding and sculpting techniques. The crane in Japan is one of the mystical or holy creatures and is said to live for a thousand years. An ancient Japanese legend promises that anyone who folds a thousand origami cranes will be granted a wish by a crane.
Resources Making Origami paper Origami Paper Crane - Japan http://www.origami-fun.com/support-files/origami-crane-print.pdf
Week 5
Outcomes: VAS3.1, VAS3.2, VAS3.3, VAS3.4 Subject Matter: Other Living Things Forms: Drawing and Painting
Learning Experiences Appreciating
Resources Making Art paper Pencils White oil pastel Watercolours / dyes Paintbrushes
YouTube clip (7.09) Batik Tropical Parrot - Indonesia http://www.youtube.com/w atch?v=wylWYSHkzoQ o Using a lead pencil lightly, draw the outline of a parrot onto art paper. Section parts of the body to feature different colours. Batik is a traditional o Include a decorative background of flowers and leaves. Indonesian cloth printing technique. o Using a white rubber, lightly erase pencil drawing so that it is still visible. To make a batik, selected areas of the cloth are o With the white oil pastel, draw over the faint lead pencil lines blocked out by brushing with strong solid lines. This forms a resist and enables colours or drawing hot wax over to be kept separate. them, and the cloth is then dyed. The parts o Paint the sections of the drawing with different bright colours covered in wax resist the and allow artwork to dry. dye and remain the original colour.
Week 6
Outcomes: VAS3.1, VAS3.2, VAS3.4 Subject Matter: People and Objects Forms: Drawing and Painting
Learning Experiences Appreciating Examine the pictures of Japanese Kimonos. Discuss the history of the kimono. The kimono is a Japanese traditional garment worn by men, women and children. The word kimono, which literally means a thing to wear has come to denote these full-length robes.
Resources Making Kimono Doll - Japan o Students will examine pictures of kimonos and consider the design detail on the fabric. Using a pencil, students draw their own design for a kimono on the Kimono Doll template. Pictures of Japanese kimonos Japanese doll template enlarged onto A3 or A4 Pencils Fine black markers Watercolours or oil pastels Paintbrushes Scissors Glue
Kimono are T-shaped, straight-lined robes worn so that the hem falls to the ankle, with attached collars and long, wide o When complete, students trace over pencil with felt tip pen / sleeves. Kimono are black marker. wrapped around the body, o Using watercolours or oil pastels (or a combination) students always with the left side will colour their drawings. Encourage student to leave no white over the right, and spaces and to use bright vivid colours. secured by a sash called o Allow artwork to dry before cutting out and gluing onto coloured an obi, which is tied at the card. back. Discuss possible designs for a kimono. Traditionally, plants, animals and insects have been used.
Week 7
Outcomes: VAS3.1, VAS3.2, VAS3.4 Subject Matter: Objects Forms: Sculpture / 3D
Learning Experiences Appreciating The Lantern Festival has been celebrated in China since the Han Dynasty (206 BC - 221 AD). It marks the end of light and spring. During this time, lanterns are hung in the marketplaces for about two weeks. On the 15th day of the Chinese New Year, lanterns are made and carried through the streets to a public square or place.
Resources Making Chinese Paper Lanterns - China http://www.youtube.com/watch?v=4pXKeqQiRsc (1.25) o View about short video clip about Chinese Lantern Festival, Shanghai 2012. o Cut a 2cm wide strip across short edge of paper to be used as a handle later on. o Fold paper lengthways pressing firmly to make a crease. Cut slits evenly spaced apart from the folded side about three-quarters the way up the paper. Unfold the paper. A4 coloured paper Glue stick Stapler Sequins Rhinestones
o Lay paper flat and decorate using sequins, rhinestones, gems etc. Allow glue to dry. o Make paper into cylinder shape and staple the top and bottom. Add the handle. Yellow strips of cellophane can be placed in the middle of o Students may have the opportunity to create more than one lantern.
Week 8
Outcomes: VAS3.1, VAS3.2, VAS3.3, VAS3.4 Subject Matter: Places and Spaces / Other Living Things Forms: Drawing and Painting
Learning Experiences Appreciating Google search images of Renee Magrittes The Human Condition.
Resources Making Rene Magritte - The Human Condition (1933) Art paper Pencils Fine black marker Paint / Watercolours / Oil pastels.
o Introduce the artist Rene Magritte to students. Rene Magrittes paintings always challenge the viewer to think What is an illusion? about what they are seeing and whether it is real or What is the illusion in possible. Rene Magrittes artworks? o For this artwork, the teacher could choose to add an Asian List them on the board theme by allowing the student to select an Asian themed easel legs, canvas edges, background (famous landscape, house, plants etc) or by continuation of the adding an Asian animal (Panda, Bengal Tiger etc) to background scene across canvas picture. the background. o On art paper, draw the outline of the canvas, including the Do you think the painting stapling along the edge of one side. Add the easel legs and is real or is the back the top securing clip. ground real? o Draw a window frame or a doorway if desired. o Fill in the canvas background detail with a chosen scene. Why did Magritte make There should be no break in the scene from the canvas to this artwork? the background. o Apply colour with medium of choice (paints, water colours, What things are in the oil pastels). Allow to dry. canvas picture on the easel? What things are outside the canvas picture on the easel?
Week 9
Outcomes: VAS3.2, VAS3.4 Subject Matter: Objects / Other Living Things Forms: Drawing
Learning Experiences Appreciating What features of a dragon make it appear frightening? What shape are the dragons eyes and nose? How could teeth be drawn to appear scary? What colour and shape could you use? When artworks are completed, identify the creatures with the meanest eyes, sharpest teeth and scariest expressions.
Resources Making Fierce Dragons - China o Students will choose a shape for the eyes of their fierce dragon. Eyes can be curved and pointed up at the ends, round, oval or pointing down in the middle. Encourage students to draw features quite large to utilise the whole art paper. o Noses can be pointed, have nostrils flaring, or be like that of an animal. Students will draw a nose for their dragon. o Teeth could be pointed and curved, zigzag shaped or broken. They could be clenched or gaping open. Students will create teeth and mouth for their fierce dragon. o Students will decorate monster to emphasise its fierceness. Students could choose radiating lines, zigzag lines or curved lines to fill remaining space on page. Ensure student use solid, heavy lines with oil pastel to make features stand out. o Paint the remaining white space with dark blue wash. Art paper Oil pastels Pencils Blue wash
Week 3
Outcomes: VAS3.1, VAS3.2, VAS3.4 Subject Matter: Other Living Things Forms: Sculpture / 3D
Learning Experiences Appreciating In China, in ancient days, the dragon was regarded as a most sacred animal, and used to be the imperial emblem of Chinese emperors. It is the first of the four Divine Creatures to Chinese, the others being the unicorn, the phoenix and the tortoise.
Resources Making Egg Box Chinese Dragon - China http://www.youtube.com/watch?v=LORoV7Ep_Zw (9.12) o View part of above video clip of Chinese Dragon Dance displayed at Chinese New Year celebrations. o Paint the egg boxes in brightly coloured paint. When the paint is dry, cut out two of the egg compartments from one of the boxes and glue these to the lid of the other egg box the form the eyes (see the photo below). o Students will draw a mane, eyes, nose and mouth and other decorations on coloured paper, cut them out and glue these onto the dragons head. 2 egg boxes per student Paint Coloured paper Scissors Glue Pencils Crepe paper / Tissue paper Stapler
Unlike the evil dragon the West, the Chinese Dragon is a beneficent and gracious creature and o Draw some scales on the tissue paper. Finally staple the is worshipped as the tissue paper to the back of the head to form the tail of your divine ruler of Lakes, dragon. Rivers and Seas. It is the powerful yet gentle Loong" that brings rain to the earth, hasten the crops and cools the toiling framer. It is a symbol of good fortune.
Week 10
Outcomes: VAS3.1, VAS3.2, VAS3.3, VAS3.4 Subject Matter: Other Living Things Forms: Painting
Learning Experiences Appreciating Google search: Chinese brush art snake
Resources Making Chinese Brush Art: Snake - China A4 paper Art paper Paintbrushes of various sizes Watercolour / dye
o Teacher will demonstrate Chinese Brush Art technique by painting a variety of curvy, straight, zigzag lines in a range of thicknesses. http://www.youtube.com/w Emphasise the use of different sized brushed to create a different atch?v=SWAWoXBTSUA effect. Also highlight the free-hand style, no drawing in pencil is (1.09) done first. o Students will experiment with Chinese Brush Art techniques. ^This is an amateur clip During experimental period, allow students to use any colour they using similar style. It wish. needs sound off o Students will be provided with clean white art paper for their (conversation in artwork. Using black paint, students will be asked to use the background). Chinese Brush Art technique to create a snake (Chinese New Year - 2013 Year of the Snake). o Students will view YouTube clip and examine other images of snakes to gain ideas for the shape of their snake.
Week 11
Outcomes: VAS3.1, VAS3.2, VAS3.3, VAS3.4 Subject Matter: Other Living Things Forms: Drawing
Learning Experiences Appreciating Making http://www.abc.net.au/sch Sally Morgan / Bronwyn Bancroft landscape - Australia oolstv/australians/morgan. htm o Look at and discuss the art work of Sally Morgan and Bronwyn Bancroft, in particular her use of decorative borders, colour, shapes Google search: and lack of sharp, jagged lines. Sally Morgan art Bronwyn Bancroft art o Students then draw their own landscape picture in the style of Sally Tracey Gibb art Morgan / Bronwyn Bancroft, making sure they include a border design. Sally Morgan books o Students will trace over their design using black permanent marker. Sallys Story o Using oil pastels, students will colour the picture with heavy, solid, Dans Grandpa bright colour. Students will ensure there are no white gaps. The Flying Emu Similar artists: Bronwyn Bancroft Why I Love Australia Big Rain Coming Patterns of Australia The Outback Tracey Gibb Lilli and her shadow Emu and the water tree
Resources Art paper Pencils Oil pastels Black markers
