Trinity Bay SHS Class Course Planner – 2019...Trinity Bay SHS Standard of Practice – Course...

Trinity Bay SHS Standard of Practice – Course Planner

Class Course Planner – 2019

Trinity Bay SHS Hoare Street

PO Box 5071 Ph. 40 375 222

www.trinitybayshs.eq.edu.au Class: Year 7 Art (Representations) Teacher/s:

Term Week 2 Lessons a week for 8 weeks…. Assessment x 3 Feedback x 3

Wk 1

I DO and WE DO: Introduction to Realism in Portraiture This Week’s success criteria are: 1. Compare and contrast realistic portraits and abstract portraits. 2. Critically analyse representations of the human face by exploring the

expressive works of key artists and movements. 3. Critical language: Realism, abstraction, proportion, tone, texture,

expression. 4. Examining how representations of people have changed over time - a

chronology (timeline) of key artists / movements. 5. Learn how to draw a realistic eye using proportion and tone. 6. Be able to critically analyse techniques used by key artists to draw a

realistic eye.

Homework: With the help of others, take some individual portraits shots of yourself. You can use props and costumes to enhance a mood or emotion. You need one straight-on ‘mug shot’ photo and one more expressive photo.

Wk 2

WE DO: Draw a mouth using proportion and tone

This Week’s success criteria are: 1. Learn how to draw a realistic mouth using proportion and tone.

2. Be able to critically analyse techniques used by key artists to draw a realistic mouth.

3. Carefully observe the work of a key portrait artist and discuss the elements of design that they use to make the image successful.

4. Complete a simple critical analysis exercise

Homework – complete the simple critical analysis exercise.

Continuous verbal feedback to all students

Wk 3

YOU DO: Draw an expressive, realistic self portrait using proportion and tone

This Week’s success criteria are: 1. Begin to draw your own realistic self portrait in proportion using

lead pencil as a key medium.

2. Use techniques discussed in class to check your proportion and scale.

3. Use tone to create contrast and focal point in the work.

4. Carefully simulate texture in your work.

• Critical analysis exercise DUE

Homework: Carefully take your portrait home and continue to work on it.


Wk 4

YOU DO: Resolve an expressive, realistic self portrait using proportion, tone and texture.

This week’s success criteria are: 1. Resolve an expressive, realistic self-portrait using proportion, tone

and texture.

• Resolved realistic portrait in lead pencil DUE.


Feedback on resolved realistic self-portrait.

Wk 5

I DO and WE DO: Critically analyse colour, media and techniques used by key artists in expressive, realistic portraits.

This week’s success criteria are: 1. Use your more expressive self portrait photo and do a simple rough

planning sketch.

2. Experiment with techniques used by key artists to create realistic portraits in colour.

3. Begin to create tone using colour in a new realistic self portrait.



Wk 6

YOU DO: Create expression, tone and texture using colour on a realistic self portrait.

This week’s success criteria are: 1. Create tone, texture and expression using colour on a realistic self

portrait.


Wk7

YOU DO: Resolve a realistic, expressive self-portrait in colour.

This week’s success criteria are: 1. Resolve a realistic, expressive self portrait in colour.


Wk 8-10 YOU DO: Resolve a realistic, expressive self-portrait in colour.

This week’s success criteria are: 1. Resolve a realistic, expressive self portrait in colour.

2. Demonstrate your knowledge and understanding of Art language and terminology by analysing a portrait created by an artist studied in class.

• Resolved realistic portrait in colour DUE.

• In class test

Move on to next rotation.


Class Course Planner – 2019

Trinity Bay SHS Hoare Street PO Box 5071

Ph. 40 375 222 www.trinitybayshs.eq.edu.au

Class: Year 8 ART Teacher:Tennyson/Mudge/Jackman Term Week

Assessment x 3 Feedback x 3

WK 1 What’s abstraction? 1. To identify ‘abstract’ portraits versus ‘realistic’ portraits. 2. To complete a word web of your identity. 3. Work in pairs to take 3 high resolution photos of yourself. 4. To be able to log on the computers/laptops 5. To successfully navigate to Arts Shared (smb://10.25.20.2) and

create a folder for yourself 6. To confidently launch Photoshop 7. To identify basic tools of the software you are using

3 high resolution photos

Course Planner distributed

WK 2

Abstract collage self portrait. 1. Crop and adjust levels in your high resolution photo. 2. Make copies of your background portrait layer. 3. Save your photoshop document in to the right folder using

correct file naming conventions. 4. Cut and paste images to your high resolution portrait. 5. Adjust the size of your pasted selection (Edit>Transform>Size and

Scale) 6. Use a soft brush eraser to improve the edges of a selection you

have pasted into your portrait. 7. Understand the importance and be able to move and order

different layers in the layer palette. 8. Apply filters and/or layer adjustments. 9. Submit your flattened jpeg to your teacher.

Homework – Come and use the computers or laptops to progress your classwork at morning tea or second lunch.

Verbal feedback on abstract self portrait collage.

Wk3

Abstract portraits in art history

1. Placing key artists who have used both “Realist” and “Abstract” approaches to portraits on an historical timeline.

2. Defining the difference between “Realism” and “Abstraction” in Art.

3. Discussing the reasons why artists throughout history have used Abstraction.

4. Looking at a variety of approaches to Abstraction – simplification, stylisation, distortion.

5. Identifying key mentor artists eg: – Jean-Michel Basquait, Pablo Picasso, Henri Matisse, Francis Bacon, Edvard Munch, Joy Hester.

Wk 4

Analysing artworks 1. Help list new vocabulary encountered in the unit so far. 2. Revise and define new vocabulary 3. Words should include examples of techniques (Eg: layers,

feathering, adjustments, selection, line, tone, texture, shape, size, colour, abstraction, realism)

4. Write and classify or link words and definitions 5. Look at the work of two key artists and analyse their use of

techniques and elements of design by making an experimental portrait.

Key artist 1

6. Looking more closely at the abstract portraits of an inspirational key artist __________________________

7. Look at the lines, colours and shapes (elements and principles of design) used by this key artist.

8. Experiment with how this artist has used simplification, stylisation and distortion to create this work.

9. Use a specific media to ‘recreate’ the work of mentor artist For example PICASSO, Watercolour pencils, Nikkos etc to recreate a

Homework – Complete a simple analysis task of an artist’s work to show your teacher your understanding of art vocabulary. Submit this to your teacher next week.


version of Weeping Woman 10. Write in your visual diary notes and key vocab. 11. Put in your visual diary the planning and development of your

artwork.

Wk 5

Key artist 2

• Looking more closely at the abstract portraits of an inspirational key artist __________________________

• Look at the lines, colours and shapes (elements and principles of design) used by this key artist.

• Experiment with how this artist has used simplification, stylisation and distortion to create this work.

• Use a specific medium to ‘recreate’ the work of mentor artist. For example, ink, pens and brush to recreate Joy Hester’s technique.

• Write in your visual diary notes and key vocab.

Put in your visual diary the planning and development of your artwork.

Hand in your collaged portrait and your analysis of a digital artist’s work.

WK 6

Resolving a final abstract self portrait

• Choose one of the styles used by an artist we have studied. • Plan and create an abstract self portrait that represents a

part of your identity using the techniques you have researched.

Folio of experimentation with key artists DUE

Verbal feedback on abstract self portrait plan.

Ongoing verbal feedback on abstract self portrait.

WK 7 Continue to resolve abstract self portrait

WK 8

Continue to resolve abstract self portrait

Wk 9 Finalise your resolved abstract self portrait Resolved abstract self portrait DUE

Wk 10 Test and displaying your work.

• In a multiple choice test you will be asked to identify the elements of design and ways artists create abstract portraits.

• Celebrate the display of your work in our school gallery.


Class Course Planner – 2019 Semester 2 (Term 3)



Class: 9 ART Printmaking Teacher/s: Ms Lloyd/ Mrs Jackman

Term Week

Curriculum Intent Assessment x 3 Feedback x 3

T2 Wk1 ( Introduction to printmaking: etching onto acetate: What is printmaking? What is etching? Creating tone and texture using hatching and crosshatching. Research images suitable for etching.

Term 2 Achievement Ladders Published

T2 Wk 2 Finalize image selection and develop design for etching Transfer image to acetate. Begin etching acetate plate.

T2 Wk 3 Continue to etch plate.

Ongoing individual conferencing and verbal feedback

T2 Wk 4 Completed a test print and reflect on any adjustments needed. Resolve etching.

Etching DUE

T2 Wk 5 Introduction to printmaking: Lino printing What is lino printing? Research and critically analyse artist mentors. Develop a composition for lino printing using tone and texture.

T2 Wk 6 Refine and develop designs for your print. Transfer image to lino block. OHS brief – How to be safe when lino carving . Begin lino carving .

Visual diary review

T2 Wk 7 Continue to carve.

T2 Wk 8 Complete a test print and reflect on any adjustments needed. Extend through chine-colle and other alternatives.

Feedback on linoprinting design.

T2 Wk 9 RESOLVE lino print Lino print DUE

T2 Wk10 Analytical exposition of artist mentor/s Analytical exposition DUE

School Holidays


Class Course Planner – 2019 Term 3



Class: 9DDA (Digital Art and Design) Teacher/s: Tennyson & Whittaker

Term Week

Curriculum Intent Homework Assessment

Wk1 Continue on with SMA on commercial production - Introduce adding sound bites to timeline - Students complete SMA by end of week one

Introduce SMA Task 1 for Term 3: A picture paints a thousand words…

• Introduction to the way images can be used symbolically • Looking at examples of paintings, photographs or

advertisements to explore how still images can contain codified meaning and messages.

• Looking at examples of poetic documentaries and the way montages of images can communicate meaning through metaphor.

• The basics of semiotics (signs, symbols and codes)

Group Commercial SMA due

Wk2 Still image as metaphor – Group (Making) Task# 1 • Students work to source a range of still images that respond

to a theme or concept set by the teacher eg: “Time’, “Spring”, “Global Warming”, “Pollution”, “Plastic Waste”

• Students import and sequence the still images to develop a one minute sequence in Final Cut or Premiere.

• The sequence should have a definite Beginning, Middle and End. REVIEW THIS WITH CLASS – place images into separate folders that would mark this.

• The sequence should show how the students have explored the theme through the use of images that stand for or are a metaphor for the topic.

Each student collects at least 20 images on the set concept

Place images into separate folders one for beginning, one for middle and one for end.

Wk3 Still image as metaphor – Group Task# 1 (finalisation) • Looking at further exemplars of short video works (poetic

documentary style) that have montages with sound that complement, enhance or exaggerate the meaning being communicated in messages.

• Students work to source copyright free sound tracks and special effects sounds (or sound they create themselves) to add to their Final Cut or Premiere project.

• Students export their projects to artshare. • Showcase their 1 minute productions that use image and

sound to create meaning through metaphor.

For homework:

Find copyright free sound track to add to your group production.

Task 1 –A video which is a montage of images which are signs and symbols related to the theme set in class.

Wk 4 Moving image as metaphor – Individual (Responding) Task# 2 • Students critically analyse a short film sequence that uses

image and sound to provoke a change of behaviour or create a mood or emotion in viewers.

• They describe the sequence, analyse the way the film maker has used Camera Angles, Camera Movement, Lighting, Editing and sound effectively.

• They identify the codes and symbols being used.

For homework:

Work on your draft analysis.


WK 5 Moving image as metaphor – Individual (Making) Task # 3 • Students are given a new ‘design brief’ that challenges

them. • Students are given explicit training in how to edit to the beat

and rhythm of their soundtrack. • Students are shown further exemplars.

Task# 2 – An individual analysis of a video work (400 words).

Wk6 Moving image as metaphor – Individual Making Task# 3 • Students complete a treatment for their own 60 second • The treatment includes evidence of research in to the types

of images and video segments that they propose to find for their montage and details of the types of sound track they wish to find.

• Students should be able to articulate in the treatment the feeling or emotion or message that they want to communicate to an audience.

For homework:

Draft your Treatment using the template provided in class.

Wk7 Moving image as metaphor – Individual (Making) Task# 3 • Students get feedback on your draft treatment. • Students begin sourcing images (still and moving) for their

production.

Task 3 – An individual treatment

Wk8 Moving image as metaphor – Individual (Making) Task

• Laying down soundtrack

• Sequencing images to match soundtrack.

For homework:

Source your stock images and copyright free soundtrack.

Wk9 • Continuing on with individual production

Wk10 • Exporting and showcasing individual productions. Task 3 – An individual 1 minute montage with sound.





Class: 9 PRT Teacher/s: Tennyson, Tuxworth & Mudge

Term Week


Wk 1

“Sense of Place” • Learn about this unit, the emphasis is on place • Look at examples of different printmaking techniques (Mono,

Etching and Lino) • Research of theme and inspirational artists for experimental

prints (final task for your folio, a series of experimental etching plate prints and a lino print) GLEN SKEIN & BRIAN ROBINSON

• Begin brainstorming. Look at our current surroundings and what images represent the place where you live.

Begin drawing # 1 of your favourite place - LANDSCAPE • Consider your favourite places in Cairns • Students develop skills with drawing and composition • Differentiation: Students take photos and print to fit etching

plate size.

Students create a drawing of a landscape to trace onto etching plate.

Term 2 Achievement Ladder

Task and Criteria Sheets handed out

Skill set & Literacy: Printmaking techniques, theme of ‘place’, using image to create composition.

Students introduced to etching – use original artwork to trace landscape onto plate.

Wk 2 Etching plate # 1 Students begin tracing their drawing onto etching plate

- Show correct use of etching tools and tape down method to get image onto plate.

- Students do a test run of etching. - Students change and alter plate to get best result for their print.

Begin drawing #2 of your sense of place – ANIMAL or PERSON (portrait)

• Consider the place you chose, what animal or person exists in that chosen environment.

• Students continue to develop skills with drawing and composition.

• Differentiation: Students can bring in a family photo or take a photo and print to fit etching plate size.

Etching #1 due (2 good prints)

2nd drawing for etching plate #2

Further exploration of composition and image gathering.

Wk 3 Etching plate # 2 Students begin tracing their drawing onto etching plate #2

- Demonstrate collage technique onto etching plate. Inspirational artist – Glen Skein (show video)

- Students experiment with collage images, maps, and rice paper with text onto plates.

Begin Collage of your sense of place – Mapping, Text & Image (same size as a postcard fit as it is for the etching plates)

• Consider the place you chose, find its aerial perspective or longitude and latitude, include elements of map imagery, text that describes the place and a single or few images (object, person or animal) as a mixed drawing work.

• Students can collage and/or draw these elements. • Students continue to develop skills with drawing, work with

collage and composition.

Etching #2 due (2 different collage prints)

Students start their collage.

Ongoing verbal feedback on ideas and how to add collage to plates.

Wk 4 Photo transfer collage onto paper using printing press - Demonstrate photo transfer technique onto paper using printing

press. - Photocopy students collages - Transfer collages onto paper, using transfer method

Collage due


Wk 5 Review photo transfer technique. Catch up on Prints not completed. Begin working on Lino Print Design – “My favourite place in Cairns”

• Ensure that you have captured all of the different things that makes this particular place your favourite place in Cairns, using experimental techniques to create an interesting composition.

Photo transfer collage through Printing press due

Wk 6

Introduce Lino cutting and printing techniques (Brian Robinson)

• Ensure that you have captured all of the different things that makes this particular place your favourite place in Cairns, using experimental techniques to create an interesting composition.

Drawing for Lino Due Verbal feedback on printing

Wk 7

Carve Lino • Transfer image onto lino • Carve Lino

Transfer image and carve lino Ongoing verbal feedback throughout the printing process

Wk 8

Print Lino Lino finished ready to print

Wk 9

Finalise all printing • Ensure that your lino print is completely finished • Catch up on resolving any prints – can stich, sew, add collage,

etc.

Lino Print due (2 good ones)

Wk 10

Write Artist’s Statement • Follow correct format for writing an Artist’s Statement about

your sense of place prints.

Artist’s Statement DUE Teacher feedback (written and verbal) on prints and Artist’s Statement





Class: 10 ART Teacher/s: Jackman and Williams

Term Week

Curriculum Intent Homework and Assessment

Feedback

Wk1 Continue resolving Art as Code – See Term 2 Course Planner Ongoing verbal feedback on media, techniques and approaches.

Wk2 Continue resolving Art as Code – See Term 2 Course Planner

Wk3 Resolve your 2D work and artist’s statement Resolved 2D work DUE

Artist’s statement DUE

Semester 1 ladder results published.

Wk4 Introduction to ‘Art as Knowledge’ • Unpack task sheet. • Research, reflect on and engage in making tasks to build an initial experimental

folio. • Experiment with formal and cultural approaches to site inspired by Judy Watson

and Piranesi/Vik Muniz.

Wk5 • Continue to research, reflect on and engage in making tasks to build an initial experimental folio.

• Experiment with personal and contemporary approaches to site inspired by Jacqueline Scotcher, John Wolseley, Mandy Martin and Candy Jernigan

Wk6 • Finalise initial experimental folio. • Unpack ‘boarding pass’ task. • Apply a selection of experimental techniques and approaches to create a lanyard

‘boarding pass’. The boarding pass should communicate what students anticipate or hope to find and reflect one of the approaches

Experimental folio DUE

Wk7 • Tuesday 8 August - Complete boarding pass • Wednesday 9 August, 3.15pm until approximately 8pm - Excursion to McLeod St

Pioneer Cemetery. • Students display and reflect on a selection of experiments from the excursion.

Boarding pass DUE Feedback on ‘boarding pass’

Wk8 • Unpack approach to and expectations for primary and final response. • Begin developing primary response. The primary response should communicate

what context (approach), key artist/s and media the student is inspired by create their first response to site.

• Continue planning primary response. • Begin making primary response

Ongoing feedback on media, techniques and approaches.

Wk9 • Continue making primary response

Wk10 • Complete and display primary response. • Unpack ‘artist’s statement’ scaffold. • Write and artist’s statement for primary response.

Primary response for display in the gallery DUE with artist’s statement.

Feedback on primary response from teacher and peers.

Wk1 • Engage in supportive peer feedback and reflection on primary response. • Unpack ‘statement of intent’ scaffold. • Begin developing plan for final response through ‘statement of intent’

Discussion with teacher, artists and peers regarding statement of intent and plan for final response.

Wk2 • Write draft for statement of intent.





Class: Year 10 Film, Television & New Media Teacher: Mr Weston UNIT TITLE: AUDIENCES

Term Week Curriculum Intent Assessment Feedback

Week1 Exploring multi-platform campaigns • New media v old media comparison • Investigation of new media platforms and opportunities • Investigation of prominent or successful change campaigns

Term 2 Course Planner Distributed Hand out task sheet for this unit

Week2 Mini-case study investigation • #changethedate campaign - teacher intro • Research and response for a mini-case study

Verbal feedback and conferencing during mini-case study construction.

Week3 Mini-case study investigation • #changethedate campaign - teacher intro • Research and response for a mini-case study

Verbal feedback and conferencing during mini-case study construction.

Week4 Deconstruction and examination of media design documents

• Pitch proposals, treatments

Verbal feedback in readiness for assessment task.

Week5 COMMUNITY CAMPAIGN DESIGN - ASSESSMENT TASK Construction of original media design instruments.

• Plan, draft and complete a design suite for a real world community campaign.

Written feedback during design drafting process.

Week6 COMMUNITY CAMPAIGN DESIGN - ASSESSMENT TASK Construction of original media design instruments.

• Plan, draft and complete a design suite for a real world community campaign.

ASSESSMENT TASK 1: COMMUNITY CAMPAIGN DESIGN SUITE DUE

Formal written feedback of assessment draft.

Week7 COMMUNITY CAMPAIGN PRODUCTION - ASSESSMENT TASK • Begin shooting community campaign video.

Informal verbal feedback based on footage and draft sequence.

Week8 COMMUNITY CAMPAIGN PRODUCTION - ASSESSMENT TASK • Continue shooting community campaign video • Edit community campaign video and submit for feedback.

Informal verbal feedback based on footage and draft sequence.

Week9 COMMUNITY CAMPAIGN PRODUCTION - ASSESSMENT TASK • Continue shooting community campaign video • Edit community campaign video and submit for feedback.

Formal written feedback of sequence.

Week10 COMMUNITY CAMPAIGN PRODUCTION - ASSESSMENT TASK • Complete editing of community campaign video • Submit video for assessment

ASSESSMENT TASK 2: COMMUNITY CAMPAIGN PRODUCTION DUE




Ph. 40 375 222 www.trinity bayshs.eq.edu.au

Class: 10 PGY “Portrait Photography” Teachers: Jackman/Lloyd

Term/wk Curriculum Intent Assessment x 3 Feedback x 3

Wk1 Portrait Photography

• Create a TERM 4 PORTRAIT folder in Arts Shared

• Survey of Master Portrait Photographers

• What makes a great Portrait?

• What is an analysis?

• Choose a photographer and follow the ANALYSIS STRUCTURE to complete a written essay about this photographer. Include an image and hand into arts shared folder TERM 4.

Term 1 Ladder Distributed

Term 4 Course Planner distributed


• Learn about and use the DSLR cameras and tripods

• Learn and use Lights and backdrops to take a GOOD portrait

• What is a SELFIE? Look at examples and take some interesting shots to add to your folio

Analysis of a portrait photographer


• Working in groups, Use DSLR cameras, lights and backdrops to take some clean portrait shots.

• What is a SELFIE? Use the small digital cameras or your phones to complete some SELFIE shots. This can be homework (part of minor folio)


• Working in groups, Use DSLR cameras, lights and backdrops to take some clean portrait shots. (part of minor folio)

Wk5 • Working in groups, Use DSLR cameras, lights and backdrops to take some clean portrait shots.

• Manipulating the portrait in Photoshop. Learn some ways to create a themed portrait based on one of the elements….fire, wind, water, earth. Look at examples and discuss.

• Learn photoshop skills – fade, layer, crop, mask, using .png files. To create a themed portrait for the final folio.

Minor folio due in

Complete a proposal for resolved portraits

Teacher feedback and responses to Minor Folio

Wk6/7 • Manipulating portraits using photoshop

Wk8 • Finalising portraits using photoshop Hand in final folio of 3 themed portraits





Class: 10 PRT“Carve It Up” Teachers:

Term Week


Wk1 Introduction to lino printing (techniques and surfaces) • Consolidate knowledge of line, shape, pattern, positive and negative space. • Develop understanding of the printmaking process - design, carve, print • Complete experimental drawings using stylised line and shape to create effective

patterns.

TERM 2 Achievement Ladders published and TERM 3 course planner distributed.

Wk2 Research Indigenous lino print artists and traditional stories, myths and legends • Explore a variety of Torres Strait and Aboriginal lino print artists (Brian Robinson, Alick

Tipoti, Glen Mackie, Teho Ropeyarn, Badu Art Centre Artists, Darnley Island Art Centre Artists, Daniel O’Shane, Lisa Michl)

• Focus on narrative and story-telling in lino print designs (what types of stories are told, how are these stories captured in imagery etc)

• Research a story, myth or legend from own culture

Wk3 Select a story/myth/legend, begin designing lino print • Select a story/myth/legend and type it up in a word document • Begin designing lino print (things to consider include: character/s, setting, climax of

story, moral of story, mood and emotion, how much of the story are you actually going to tell in your deisgn…)

• Learn about composition and how to use effective composition to tell your story and even the sequence of your story

•

Typed Story / Myth / Legend DUE

Wk4 Story/myth/legend lino print design • Continue working on design

Wk5 Finalise lino print design • Consolidate techniques of cutting the lino and understand how different tools and cuts

can enhance / improve the finished result. • Reflect on effective lino prints to further understand positive and negative space and

patterns. Refine design if required. • Transfer design onto the lino and commence cutting, start printing

Lino Print Design DUE Ongoing verbal feedback on lino cutting techniques

Wk6 Learn how to transfer design onto lino and how to cut lino • Learn about lino tools and the correct usage to avoid cutting self and/or slipping on lino

Wk7 Continue cutting lino • Cutting lino • Using the printing press to make an artist’s proof sample. • Reflect whether further cuts need to be made in order to improve the composition

(line, shapes, positive & negative space and patterns.)

Wk8 Learn how to print lino • Make a registration • Learn about inking up lino and also how to use the printing press

Wk 9 Final lino print • Make sure final print has good registration, clean and presentable with effective ink

coverage. • Understand good presentation quality & how to achieve this. • Can produce a hand coloured print as well, if time allows

Lino Print DUE

Wk10 Learn how to write an artist’s statement • This is the written component of this project. Min. 300 words.

Artist statement due Teacher feedback (written and verbal)





Class: 10 PRA “Ceramic Hybrids” Teacher/s: Haywood/ Lloyd

Term Week


T2 Wk1 Introduction to this unit of work • Learn about this unit of work • Research Jenny Orchard and other ceramic artists (Vipoo Srivilasa and

Fleur Schell) • Compile inspirational images, looking at hybrids

Criteria sheets marked and handed back to students

Achievement Ladder

Term 2 Course Planner Distributed

T2 Wk 2 Begin designing your ceramic creature • Brainstorm possible ideas (eg. design a creature that is part

animal/human/plant) • Undertake research on the internet or in books/magazines/photographs

to help you formulate possible designs • Begin drawing thumbnail sketches of the parts of your ceramic creature

Task and criteria sheet handed out

Verbal discussions with all students

T2 Wk 3 Complete your design for your ceramic creature • Focus on completing your design • Ensure that it is coloured in exactly as you would like to glaze/paint each

part of your ceramic creature • Ensure that you have used a variety of shapes and textures in your work

Hand-drawn and coloured design DUE

Written feedback on designs

T2 Wk 4 Begin constructing your ceramic creature • Learn how to use clay • Learn the key hand building techniques needed for this task • Begin using clay

T2 Wk 5 Continue working with clay • Continue developing your ability to work with clay • Ensure that you are following the design that you have planned to make

Continuous verbal feedback with all students

T2 Wk 6 Finalise all of the parts of your ceramic creature • You must ensure that all of the parts of your ceramic creature are made

by the end of this week so that your clay work can be left to dry over the weekend and next week

Last week to work with wet clay – all of the parts of your ceramic creature DUE

T2 Wk 7 Assemblage of the ceramic creature • By end of the second lesson the ceramic creature is complete and drying

for firing.

(Possible ceramics test if there is time between drying and firing of clay)

T2 Wk 8 Firing of clay / Paint your ceramic creature • Learn different painting techniques to paint the clay • Experiment with acrylic paints • Begin painting your designs onto your ceramic creature

T2 Wk 9 Continue painting your ceramic creature

Continuous verbal feedback with all students

T2 Wk11 Resolve your ceramic creature and write an Artist’s Statement • Finish painting your ceramic creature • Learn how to write an Artist’s Statement • Type and print out your Artist’s Statement to submit with your ceramic

piece

Ceramic creature and Artist’s Statement DUE

Verbal feedback on resolved artwork

June/July School Holidays





Class: 10 VVA - Printmaking Teacher/s: Lloyd

Term Week


Wk1 • Ladders and Term 3 Goals • Course Planners and Introduction to Dry Point Etching

*Term 3 Course Planner Distributed

Wk2 Experimental Design folio development • Introduction to Photoshop • Collecting digital Images for Hybrid designs

Wk3 Creating a Hybrid design in Photoshop

Wk4 Mark making techniques. • Transferring designs onto etching plates from digital designs.

Formative assessment review of experimental design folio

Review experimental design folio

Wk5 Introduction to Printmaking-Process and Materials Etching designs onto plates.

Hand in digital designs

Wk6 Finalise etching

Feedback on digital designs

Wk7 Print Artists Proof • Make adjustments.

Hand in Artists Proof

Wk8 . Printing – Review materials and process

Hand in Final Print Folio

Wk 9 Final Prints

Summative assessment review of final Printmaking folio.





Class: 10 Graphic Design Teacher: Mr Whittaker

Term/Week Curriculum Intent Assessment x 3 Feedback x 3

T3 Wk1

“Character development” unit

• Watch and discuss historical examples of cartooning and animation from Australia and around the world.

• Identify key characteristics of each and consider how this reflects the society that each originated in.

Introduce written task: identify characteristics of cartooning or animation from two different societies, and consider what each reflects from the society where it was generated.


task sheet distributed

Results from term 2 folio assessments

T3 Wk2 Draw figures from observation Look carefully at how movement is affected by anatomy Identify anatomical structures and pivot points.

T3 Wk3

Continue drawing, but begin to focus on gesture and structure of the body and breaking bodies into segments Allocate lessons for classwork and research on written assignment as necessary.

T3 Wk4

Draw and design a range of character types. Explore features, representation, abstraction, simplification and distortion

T3 Wk5 Sculpt figures (sculpting clay such as ‘super sculpey’ and wire?) based on drawn characters

Written research task due.

T3 Wk6

Scan and reproduce drawings with vectors

T3 Wk7 Rig a character to enable movement of limbs in Adobe Flash or Animate.

T3 Wk8

Experiment with animating movement. Create a step cycle and tween.

T3 Wk9

As time permits, insert backgrounds and sound effects. Final Character animation due

T2 Wk10 Finalise work / introduce term 4 work

Reviewing and improving submissions

Holidays begin Sat 20 September


Class Course Planner – 2018 Term 3 - Commercial photography



Class: 10 PGY Teacher/s: Mudge/Lloyd

Term Week


T2 Wk1 • You have been asked to submit a folio of shots to a graphic design company who are about to launch a new product campaign.

• Research and reflect on how particular products tend to be advertised in print and online.

• Green Apple/Red Apple Challenge

T2 Wk2 • Research and reflect on commercial photographers that specialise in a field such as food styling etc.

• Select one of the design briefs. • Research and develop ideas to create a mood board

that will inspire your use of lighting, colour, composition, demographic appeal, product placement and text.

Feedback on commercial appeal of mood board images.

T2 Wk3 • Plan your approach to your chosen brief for print. • Photo shoot your product, experimenting with

lighting, composition, colour and demographic appeal.

• Introduction to Food Photography – Tips and Tricks.

Commercial images DUE

Feedback on commercial photography images.

T2 Wk4 • Choose your best product shot. • Adjust and improve the image in Photoshop. • Begin developing advertising image for print.

Plan for print and web images DUE.

Ongoing feedback on print and web images.

T2 Wk5 • Continue creating advertising image for print

T2 Wk6 • Finish advertising image for print

T2 Wk7 • Plan your approach to your chosen brief for online publication.

• Edit and scale images for online publication. • Begin developing advertising image for online

publication.

T2 Wk8 • Finish creating advertising image for online publication.

T2 Wk9 Submission of final commercial photography assignment.

Commercial Photography Assignment DUE

T2 Wk10 Research into National Photographic Portrait Prize and experimentation with photographic portraiture.

Achievement Ladder distributed

June/July Holidays

Trinity Bay SHS– Course Planner

Class Course Planner – 2019 Term 3 (11ART)



Class: 11 ART Teacher/s: Ms Jackman

T2 Wk6 Introduction to Art as code • Learn about the course and the types of learning experiences and assessment tasks you

will undertake for Unit 2. • Reflect on about the ways formal or cultural contexts create a lens in which to examine

a concept. • Research, reflect on and experiment with how key artists have used a formal or cultural

context to investigate their subject. Artists include Ai Weiwei, Brian Robinson, Tony Albert, Marian Drew, Joachim Froese, Julie Poulsen, Glen Skein, Judy Watson, Isabel and Alfredo Aquilizan.

• Unpack the Art as Code ISMG for making. • This weekend, independently revisit the iconic site from Unit 1: Art as Code. In your

Visual Diary annotate what you observe formally and culturally at the site. How does this differ from the personal and contemporary observations you made on your first visit?

Ladder results distributed.

Course planners distributed.

T2 Wk7 Reflect on the iconic site: • Reflect on your initial visit to the site. • Review visual, sensory, qualitative and quantitative information about people, place

and objects at the site through formal and cultural lenses. • Brainstorm site through formal and cultural lenses. Begin developing an experimental folio by: • Researching and reflecting on approaches used by key 2D, 3D and time-based artists. • Researching, developing and reflecting on approaches that use a formal or cultural

context. • Experimenting with ways of responding to people, place and object.

Ongoing verbal feedback on initial experiments.

T2 Wk8 Through teacher-directed experiments, continue to create a folio of experimental works that demonstrate inquiry into the site by … • Exploring 2D, 3D and time-based approaches to people, place and object found at site. • Ways of making art in response to site excursion that use a formal and cultural context. • Critically exploring approaches and coded visual language used by key artists.

T2 Wk9 Develop a primary response that indicates how you will use formal or cultural signs, codes or symbols to communicate your focus from Unit 1.

T2 Wk10 Finalise your primary response. Primary response and artist’s statement DUE

T3 Wk1

Begin report • Report task distributed and unpacked. • Students reflect on two key artists.

T3 Wk 2

• Continue writing report

T3 Wk 3

Begin major artwork • Finalise intent for major work. • Engage in teacher and peer critique of intent for major work. • Ensure reflection, development and further research are evidence in Visual Diary.

Report DRAFT DUE Teacher and peer verbal critique.

T3 Wk 4

Continue major artwork

T3 Wk 5

Continue major artwork Report DUE

T3 Wk 6


Trinity Bay SHS– Course Planner

T3 Wk 7


T3 Wk 8

Finalise major artwork for display in the school gallery and write artist’s statement Major artwork and artist’s statement DUE

T3 Wk 9

Finalise assessment submission including annotated Powerpoint. Annotated Powerpoint DUE


Class Course Planner – 2019 (Term 1)



Class: 11 Film, Television & New Media Teacher/s: Mr Weston

Term Week


T1 Wk1 SHORT FILM DESIGN • Students drafting treatment documents

Draft feedback conferencing

T1 Wk2 SHORT FILM DESIGN • Students drafting treatment documents


T1 Wk3 SHORT FILM DESIGN • Students drafting storyboards

Formal draft feedback

T1 Wk4 SHORT FILM DESIGN • Students drafting storyboards

FA3: SHORT FILM DESIGN: DUE FRIDAY

T1 Wk5 SHORT FILM PRODUCTION • Students planning and carrying out initial stages of production. • Students collecting footage.

T1 Wk6

SHORT FILM PRODUCTION • Students collecting footage for production.


T1 Wk7 SHORT FILM PRODUCTION • Students collecting footage for production. • Students commencing editing sequences.


T1 Wk8 SHORT FILM PRODUCTION • Students finalising collection of footage for production. • Students cconitining editing sequences.


T1 Wk9 SHORT FILM PRODUCTION • Students finalising edit sequences ready for submission.

Formal draft feedback

T1 Wk 10

SHORT FILM PRODUCTION • Students submit final shirt film production.

FA4: SHORT FILM PRODUCTION: DUE MONDAY

Easter Holidays





Class: 11 Arts in Practice (Year 11 Media Arts) Teacher: Mr Whittaker/ Ms Tennyson

Term/Week Curriculum Intent Assessment x 3 Feedback x 3

SEMESTER2-Digital skills for storytelling : Students explore and develop skills and techniques for generating digital stories. These could include 2d or 3D animation skills, animated GIFs, stop frame animation, film sequences, products from phone apps, sound tracks or scripts that record digital drawing. They will initially learn techniques through workshopping and explore those techniques to produce experimental sounds and imagery. They will develop a brief script and storyboard and develop these into a resloved brief animation. T3 Wk1

The structure of Adobe Animate documents: • Timeline • Scenes • Layers • Keyframes (Frame by frame and other sequences) • Poses • Tweens

Start to build a structure to contain your animation sequence that will play as an animatic.

Introduce Animatic task

.


Discuss outcomes from term 1 (Achievement ladder and feedback)

T3 Wk2

Introduce Written Task Present an analysis of a 10 to 20 second animation snippet by professional animators. Identify your snippet. Start taking screenshots.

Introduce Written Task

T3 Wk3

Creating content Use the results of the year so far to start building an animatic structure, then add in new backgrounds, sounds, sound effects, music, digital symbols etc.

Individual Conferencing with teacher on development of animatic

T3 Wk4

Working on animatic

T3 Wk5 Finalise animatic structure Checking the test screen plays a workable sequence of events.

Scene-by-scene structure DUE

T3 Wk6

Working on written analysis Present a series of annotated screen shots that identify all the features you are creating in your practical work.

T3 Wk7 Finalise written analysis Written assignment: Analysis and evaluation of a segment of professional animation. DUE Friday

T3 Wk8 In Betweens: Adding in the action and detail by using tweens, frame by frame drawings, poses armatures etc.

T3 Wk9 Adding spoken segments: Synching mouths to speech.

T3 Wk10 Finalise your time line as much as possible. Timeline sequence in progress DUE Friday

Holidays begin Sat 21 September





Class: 11 VAP “Functional vs Decorative” Teacher/s:

Term Week


Wk1 Introduction to ceramics – techniques and process • Examine examples from artists. • Explore design possibilities • With clay, experiment with different techniques for constructing and

decorating

*Term 2 Achievement Ladders Published


Wk2 Begin designs for a decorative clay piece • Explore slab construction and decoration • Create a design for a slab built decorative piece (at least 1 piece,

maximum of a series of 3 pieces) • Ensure you incorporate decorative elements (addition, subtraction,

surface)

Individual feedback during design process.

Wk3 Begin making decorative clay piece

Ongoing individual feedback during construction.

Wk4 Continue working on decorative clay piece • Consider whether your work needs to be bisque fired in preparation for a

glaze

Wk5 Finalise decorative clay piece • Glaze if necessary

Decorative Ceramic DUE Feedback on decorative ceramic piece.

Wk6 Begin designs for a functional clay piece • Explore coil construction and decoration • Create a design for a functional ceramic piece (could be a cup, teapot,

plate, bowl, vase, plant pot holder etc.) • Ensure you incorporate decorative elements


Wk7 Begin making functional clay piece

Ongoing individual feedback during construction.

Wk8 Continue working on functional clay piece

Wk9 Continue working on functional clay piece • Consider whether your work needs to be bisque fired in preparation for a

glaze

Wk 10 Finalise functional clay piece • Ensure that your work has been glazed

Functional Ceramic DUE Feedback on functional ceramic piece.

Wk 11 Start preparing for the next unit of work • Researching printmaking – different techniques and artists • Researching the money making potential of artworks





Class: MAP11 – Year 11 Photography Teacher/s: Wagner/Weston

Term Week


Wk1

Introduce Photographic Elements Used in Commercial Advertising – images of a commercial product, business name, slogan and logo. .

Term 3 Ladders Task Sheets

Wk2

Tutorials, equipment, tricks, preparation and planning. Using soda water; dropping into liquid; using oil and spray; lighting. Infinity table and lighting. Making a logo.

Wk3

Making a logo Researching product photography online. Finalising product plan.

folio of experimental photography

Wk4

Product shoots Slogan development – typography in illustrator and photoshop. Editing photographs in lightroom

Wk5

Discuss advertising products – magazines, online, banners, billboards

Finalise slogan, company title and logo.

Wk6 Developing final advertising products

Wk7 Refining final advertising products

.

Wk8 Working on Advertising Products

Wk9 Working on Advertising Products

WK10 Presentation of final folio Hand in Final advertising products

Assess final advertising products





Class: 11 VAP “Imprint” Teacher/s:

Term Week


T3 Wk1 Introduction to creating and selling artistic products / Introduction to the written component for this unit – Sales Application Form • Look at the variety of artistic products that can be produced for sale

(refer to websites such as Etsy, The Finders Keepers, Madeit, The craft gallery etc.)

• Unpack what it means to be a creative entrpeneur • Explore the ways that artists sell their creations (online, markets,

galleries, pop up shops etc.) • Invite Makin’ Whoopee (Cairns based pop up shop for local artists and

designers) to give a presentation on how artists can sell their products • Possible visit to CIAF to see how artists sell their artwork and the types

of products that they make

*Term 2 Achievement Ladders Published


T3 Wk2 Introduction to printmaking – techniques and process • Examine examples from artists, especially products that have been

made using different printing techniques • Explore printmaking techniques and design possibilities Begin creating own designs for 2 printed products • Create a design for a lino print that can be printed onto paper and onto

a calico bag (consider theme / story / meaning) • Consider how your design will appeal to potential customers (who is

your target audience?)

T3 Wk3 Continue working on a marketable design • Ensure you have a unique and meaningful design that will capture the

attention of paying customers


T3 Wk4 Finalise design

Lino Print Design DUE Feedback on designs.

T3 Wk5 Learn the process of Lino Printing • Begin cutting out your lino

T3 Wk6

Lino Print cont.

Feedback on lino cutting technique.

T3 Wk7 Print your lino onto paper Lino Print on Paper DUE Feedback on printing technique and product.

T3 Wk8 Print your lino onto your calico bag Lino Print on Bag DUE Feedback on printing technique and product.

T3 Wk9 Focus on Sales Application Form

T3 Wk10 Finalise Sales Application Form Sales Application Form DUE Feedback on Sales Application Form.

Holidays





Class: 12 FTM Teacher/s: Mr Weston

Term Week


Wk 1 MUSIC VIDEO DESIGN Students will:

• finalise conceptualisation of music video • pitch concept and receive feedback • revise and review treatment generic conventions • begin drafting treatments

*Term 2 Achievement Ladders Published FB *Term 3 Course Planner Distributed FU *Concept pitch review FF

Wk2 MUSIC VIDEO DESIGN Students will:

• finalise treatment draft • revise and review shot list generic conventions • begin drafting shot lists

DESIGN DRAFT FEEDBACK FF

Wk3 MUSIC VIDEO DESIGN Students will:

• finalise shot list draft • learn and understand digital storyboard generic conventions • collect photographs for digital storyboards • build digital storyboards

MUSIC VIDEO DESIGN DUE DESIGN DRAFT FEEDBACK FF

Wk4 MUSIC VIDEO PRODUCTION Students will: • collect video footage

Wk5 MUSIC VIDEO PRODUCTION Students will: • finalise collection of video footage • begin editing sequence

Wk6 MUSIC VIDEO PRODUCTION Students will: • continue and finalise editing sequence

MUSIC VIDEO PRODUCTION DUE

SEQUENCE FEEDBACK SHEETS FF

Wk7 FILMMAKING AND THE MASS MARKET Students will: • learn about the history of the Hollywood system • learn about the stylistic features of mass appeal films – genre, narrative,

star appeal, the spectacle • learn about distribution and marketing strategies – traditional promotion,

cross-industry promotion, new media marketing

Wk8 FILMMAKING AND THE MASS MARKET Students will: • revise and review analytical essay generic conventions • begin drafting critique task

PRODUCTION CRITERIA SHEETS FB

Wk 9 FILMMAKING AND THE MASS MARKET Students will: • continue drafting critique task

HOLLYWOOD CRITIQUE DUE

CRITIQUE DRAFT FEEDBACK FF

Wk10 FILMMAKING AND THE MASS MARKET Students will: • Finalise critique and submit

CRITIQUE DRAFT FEEDBACK FF





Class: 12 ART “Art as Cultural Networking” Body of Work 2 (BOW 2) Teacher/s: Mrs Williams

Term/Week Curriculum Intent Assessment Feedback

T3 Wk1

• Revisiting the big picture for BOW2. • Explore BOW2 making task exemplars. • Planning for primary response including discussing ways

of moving the BOW 1 focus to the concept of BOW 2 • Begin making – primary response.

Achievement Ladders distributed. Feedback given on BOW 1.

T3 Wk2

• Continue making primary response.

T3 Wk3

• Writing statement of intent for BOW2

Primary response DUE Feedback on primary response.

Feedback on statement of intent.

T3 Wk4

• Begin developmental work for BOW 2. • Students participate in discussions with teachers, peers

and artists regarding their making.

Statement of intent DUE On going in class feedback from peers, artists and teacher.

T3 Wk5

• Continue developmental work for BOW 2.

T3 Wk6

• Continue developmental work for BOW 2. • Begin resolving work for BOW2

T3 Wk7 • Continue making resolved work for BOW 2.

T3 Wk8 • Continue making resolved work for BOW 2.

T3 Wk9 • Written Exam on Collaborative Art Practice

During Exam Block

T3 Wk10 • Taking photographs of your resolved work installed • Submitting your visual diary showing evidence of the decision

making, research and processes you used in the resolution of your work.

• Teachers placing you on the R6 Rank Order sheet.

BOW 2 Resolved work and artist’s statement DUE

Visual Diary must be in class box. All other supporting evidence must be in Arts Shared and/or black folder.

NO EXTENSIONS

School Holidays


Class: MAP122A (Year 12 Media Art) Teacher/s: Mr Wagner GOALSForTerm3,ACCORDINGTOOURAPPROVEDSCHOOLSTUDYPLAN:Unit7:PersonalPortfolio:Inthisunitstudentswillproduceadocument,websiteordigitalportfoliothatshowcasestheirworkacrossthetwoyearsofthecourse.Theywillbeinvolvedintheselectionandcurationoftheimagestheywishtodisplaytorepresentthemselvesasyoungphotographers.Theymayproduceadditionalworkstocoveranygapstheyperceiveintheirportfoliosandtohelpdemonstratetoprospectiveemployeestheirabilityacrosstraditional,commercialandexperimentalphotography.Theywillbeencouragedtodevelopaprofessionalbusinessnameforthemselvestosupporttheirtransitionintoworkinginthisfieldpostschool.Theirportfolioshouldincludeawrittenstatementabouttheirinterestsandpassioninthefield,listanyrelevantworkexperienceorinvolvementinexhibitionworktheyhaveparticipatedinaswellasshowcasethebestexamplesoftheirworkinthefield.Term Week Curriculum Intent Assessment x 3 Feedback x 3

Wk1

Hand out ideas list. Discussion – producing new work: 1. What type of photographer are you? 2. What is missing from your portfolio? 3. Structure and style of a successful portfolio (in print).

Goal setting for new work.

*Term 2 Achievement Ladders Published *Term 2 Course Planner Distributed

Wk2

InDesign introduction. • Creating a multi-page document. • Creating the structure. • Inserting flowing text boxes. • Inserting images. • Trouble-free filing.

Requirements for the written component.

.

Wk3 Portfolio building and working on new images.

Wk4 Portfolio building and working on new images.

Wk5

Portfolio building and working on new images. Individual feedback on developing design folio

Wk6

Extension activity / challenge: Web building: transferring developed content

Written component Due: Statement,Resume,interpretivetexts.

Wk7

Creative rendering: approaches in different software. New images due.

Wk8

Principles of design: emphasis; repetition; leading lines; contrast; isolation; Layers; filters; textures; gradients.

Wk9

Developing a media campaign: designing and setting goals Portfoliodue.

Wk10

Developing a media campaign: designing and setting goals Assessment of developmental folio

Term 3 Class Course Planner – 2019







Class: 12 VAP “Making Public Art” Teachers: Mrs Tuworth & Ms Lloyd

Week Curriculum Intent Assessment x 3 Feedback x 3

Wk1

10 – 14 July

Begin “Making Public Art”

• Go back to Design Folio and begin making your intended design

Achievement Ladder distributed

Feedback on Design Folio

Wk2

17 – 21 July

Continue working on artwork (painting)

Wk3

24 – 28 July

Continue working on artwork (painting)

Continual teacher feedback on development of student work

Wk4

31 – 4 Aug

Continue working on artwork

Wk5

7 – 11 Aug

Continue working on artwork

Wk6

14 – 18 Aug

Resolved artwork due

Public Artwork DUE Teacher feedback on resolved artwork

Wk7

21 – 25 Aug

Introduction To Final Artwork. • Students begin developing Final Artwork Contract. • Students research design and media ideas, communicate with possible

artist mentors, develop design alternatives and experiment with media.

Task and Criteria sheets handed out

Wk8

28 – 1 Sept

Writing Final Artwork Contract

Contract DUE Teacher feedback on contract

Wk9

4 – 8 Sept

Yr 12 Exam Block

Wk 10

11 – 15 Sept

Begin making Final Artwork

School Holidays

Trinity Bay SHS Class Course Planner – 2019...Trinity Bay SHS Standard of Practice – Course...

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