Learning area : Art and Design Level: Year 7

Description

3D CERAMIC

Students will engage in an activities that related to the outcome of the Museum visit and applied

the knowledge in the vase making by using the coiling techniques and design the pattern

referred to their experience and interest, on the materials; clay and present the ending product

in a simple oral presentation before they display it in the school mini gallery.

The success criteria for the completed assessment task are:

An ability to relate ideas from what they observe from outside learning into their artwork.

Ability to show ideas on process of making their artwork through sketches and

observational drawing.

An ability to structure an oral presentation.

Effective skills of oral presentation.

State and Districts Curriculum Connections

Problem solving skills

Communication skills

Social skills

Aesthetic skills

Activities leading up to the assessment task involve the students in aspect of what is highlighted

based on the skills mentioned above. Skills are develops based on stages of students;

development for years 7; strengthen the skills, attitude interest and value.

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HANDYCRAFT

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Prior teaching and learning

For this task, students need to have an understanding of:

The relation between the museum field trips and the learning content

Different techniques, shapes of vase making. (Ceramic)

Produce an artwork related to the visit using the coiling technique.

Oral presentation (journal of artwork process making)

In addition, students should have had experience of:

With the materials; clay

Making oral presentation

Teacher preparation

Teacher provided three stages of preparation:

Before:

a) Explanation on the learning intentions for the visit and it’s relation to the assessment

task.

b) Procedure of the visit and assessment task.

c) Questions for students (P1)

d) Material preparations for the assessment task.

During:

a) Journal guidelines

b) Ongoing guidance throughout the visit and process making.

After:

a) Class discussion: Group discussion

b) Preparation of materials i.e tools and reading

c) Assessment rubrics

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PREPARATION

Student Resources:

Suggested materials and product that have been produces before.

Pictures of exhibited objects

The student rubrics (P2) can be used:

a) To make certain that students are aware of the success criteria against which they will

be assessed by the teacher. Teachers should make certain that students fully

understand the terminology.

b) To assist students in the process of self and peer assessment.

Teacher Resources:

Teacher rubrics for assessment task (P3)

The teacher rubric will be used to provide feedback to students on completion of the

task.

Preparing students for the task:

Explain to the students what they have to do throughout the visit to the museum where

they have to:

1. Make simple journal of their visit

2. Create a sketches of the vase

3. Aware of the assessment task or clarify the criteria against which they will be

assessed.

Activity One

Discussion regarding the importance of museum visit and how it is relate to their

assessment task.

Distribute the journal guidelines and explanation on what teachers’ expect students to

learn during the fieldtrip.

Activity Two

Trip to the museum where they need to write a mini journal and draw sketches of the

vase.

Activity Three

Discussion about their findings during the visit.

Materials preparations.

Activity Four

Vase making by coiling techniques and coloured by using acrylic

Activity Five

Oral presentations , self and peer assessment sheet for the students and presentations

and assessment task rubrics for teacher.

Feedback form

Activity 6

Display artwork at mini-gallery

The Task

Introduce the task to the class by showing them the example of the vase or model and the

techniques used. Explain to them that they are going to produce a vase by using coiling

techniques and referred to their sketches that they had made during the visit to the museum.

When it is dry enough they will coloured the vase by using acrylic and then present it to the

group or class before they exhibit it in the school mini gallery.

As a class, they are allowed to brainstorm on how to do the task before they will do it individually

by referring it to the criteria they going to be assessed. Encourage the students to referred to the

rubrics and remind them that in their oral presentations they will need to highlight the

persuasive techniques and simple explanation on their vase.

Specify the time for the oral presentation and rubrics will be used to assess students’

performance. Where facilities permit, teachers could also consider videotaping the oral

presentations, as this would provide a useful tool for self/peer assessment.

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PROCESS MAKING

Using assessment to improve student learning

The information gained about student skills, knowledge and understanding can be used by

teachers to shape future learning and teaching. Teachers could use the diagnostic grid to record

students’ performance on each of the expected qualities to obtain a snapshot of those areas in

which students will need further instruction. The teaching and learning activities that follow the

grid are also related to each of the expected qualities and suggest some ways in which teachers

could consolidate or extend student performance.

Ability to give ideas and express the concepts.

1. If students performed at a low level on this aspect of the task, teacher needs to assist them to

further communicate ideas with representational artworks. Teacher might assist them orally

or by showing them pictures or by drafting sections or by helping them to use the media,

materials, techniques and approaches through one-on-one demonstration. Remind them that

proportion and realism are not really necessary considerations in this task.

2. If students performed at a medium level on this aspect of the task, teacher needs to develop

their ideas and assist them to represent their artwork. Provide ideas and expose them on

using varieties of techniques and design.

3. If students performed at a high level on this aspect of the task, ask them to consider using

further media, materials, techniques and approaches. With regard to media, this could

include mixing clay with paint to create textures, or layering one medium over another (eg

drawing over paint). The students could also experiment with painting or colouring

photocopies of their earlier drawings to explore multiple effects over the one image. Have the

students discussed with the class the effects that they have created and how they achieved

them.

Ability to develop creativity and originality

1. If students performed at a low level on this aspect of the task, suggest different ways of

placing together the shapes and images that they have drawn. Suggest omitting or adding

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FORMATIVE ASSESSMENT

sections, or varying the scale of the shapes. Talk about the media, techniques and approaches

that they liked and ask them to consider which they would like to use in the final work. Show

them more successful designs and explain why they are more visually effective.

2. If students performed at a medium level on this aspect, assist them on to developing their

creativity by trying different approaches in their artwork and explore it. Referred to art

sample or further research.

3. If students performed at a high level on this aspect of the task, ask them to consider further

ways of resolving the work. Encourage them to complete a range of design options that might

consider two- and three-dimensional completed artworks. Have them suggest alternative

purposes and placements for the artwork beyond the classroom, eg a public sculpture in a

park, a piece of jewellery etc.

Ability to communicate the plan for the proposed artwork

1. If students performed at a low level on this aspect of the task, ask the student how they

propose the artworks would look and if they believe that this is clear through the design.

Suggest options for more clearly communicating their design – eg annotations, further

drawings, more discussion, cutting up and reassembling or rearranging previous drawings etc.

Examine work by other students that appear successful in how the proposed designs are

communicated and ask students why they think this is.

2. If students performed at a medium level on this aspect, ask them to consider on trying

another approaches and discuss it with their peer to gain ideas. Consider also on the usage of

different media and apply it to their artwork.

3. If students performed at a high level on this aspect of the task, ask them to consider making a

further design that incorporates media or techniques that they hadn't considered in their

existing designs – eg formats that include industrial materials and scale such as billboards,

neon lights, steel etc – and propose an alternative design if they were able to use these media

and techniques. Have them identify where they might display their final artworks and why.

Oral presentation

(a) Relevant and appropriate content

1. If students performed at a low level on this aspect of the task, teacher may consider

'adjusting' or redesigning presentation so that the content match the target audience,

encourage student to refer to his sketches as they do process of making. If students

performed at a high level on this aspect of the task, provide them with opportunities to

discuss the concept of 'appropriate content'.

(b) Awareness of the audience of the presentation

1. If students performed at a low level on this aspect of the task, provide them with more

opportunities to speak in pairs, small groups and class. Use their own ceramic as a basis for an

informative talk. Students could move on to 'explain' ceramic.

2. If students performed at a high level on this aspect of the task, provide them with

opportunities to speak about more complex material. Give them an opportunity to persuade

small groups or the class about specific products or ideas. The material could be from any

subject area. Teacher may also consider challenging students with impromptu talks.

(c) Appropriate structure of the presentation

1. If students performed at a low level on this aspect of the task, consider using a variety of

examples to assist them with planning and structuring of their presentation.

2. If students performed at a high level on this aspect of the task, ask them to consider other

ways in which they might structure presentations, particularly in order to appeal to the

interests and concerns of different audiences.

(d) Effective oral presentation skills

1. If students performed at a low level on this aspect of the task, provide them with

opportunities to speak in front of a small group of friends. Model effective non-verbal

language or role-play inappropriate non-verbal language and discuss its impact.

2. If students performed at a high level on this aspect of the task, set them challenging fun

scenarios in which they must use both verbal and non-verbal language to explain and to

persuade.

Task description

Students will engage in a series of teacher- and self-directed activities exploring media), techniques (ways of using the media) and approaches, on different materials (eg different papers, cardboard) before completing a preliminary plan for an artwork (or artworks) depicting their special place.

Although a completed artwork is not required for this task, it is envisaged that students will go on to complete the artwork following feedback on their experiments and plans.

The success criteria for the completed assessment task are:

ability to experiment with media, materials, techniques and approaches ability to develop and refine ideas informed by experimentation into a plan for a

proposed artwork ability to communicate the plan for the proposed artwork. Ability to present their artwork through the oral presentation.

Task conditions

This task was produced under the following conditions:

in class individually with teacher feedback.

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ANNOTATED WORKSAMPLES

Worksample 1 Worksample 2 Worksample 3