Subject DANCE DRAMA MEDIA MUSIC VISUAL ARTS

Unit Title: Where the Sky Meets the Land Prep Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6

Achievement Standard

By the end of Year 6 students

● explain how ideas are represented in artworks they make and view.● describe the influences of artworks and practices from different cultures, times and places on their art making.● use visual conventions and visual arts practices to express a personal view in their artworks.● demonstrate different techniques and processes in planning and making artworks.● describe how the display of artworks enhances meaning for an audience.

Achievement Standard

By the end of Year 6 students

● explain how ideas are represented in artworks they make and view.● describe the influences of artworks and practices from different cultures, times and places on their art making.● use visual conventions and visual arts practices to express a personal view in their artworks.● demonstrate different techniques and processes in planning and making artworks.● describe how the display of artworks enhances meaning for an audience.

Learning Intention● Learners will develop an understanding of the genre of landscape● Learners will explore the conventions of drawing in relation to form● Learners will choose their most successful work to display

Success Criteria

● Learners are able to develop their landscape skills in an abstract style with a variety of mediums and materials.● Learners are able to create a landscape based line, movement, repetition and rhythm● Learners are able to make a judgement on the success of their own art works● Learners are able to recognise and appreciate the visual conventions of landscape in artist’s work

Core Content Elements Principles Medium Skills Techniques Processes

Selecting and Combining

LineShapeColourTextureForm

BalanceEmphasisMovementPatternRepetition

ProportionRhythmVarietyUnity

DrawingPaintingFibreSculpturePhotography

CollageCeramicsPrintmakingDesign

GripPressure and speedBrush marks

Mark makingScrumblingFrottageCollageContinuous line

PersonalAudience

Viewpoints Style

Wholly abstract artworks free the viewers, from real life. So we are not distracted by anything outside the painting and can concentrate on the line, shape, colour, texture, brushwork etc.

1. How does the artist divide up the canvas?2. How does the artist direct our eye, and where does it

linger?3. How does the artist use colour to create depth, attract

attention, or endow certain shapes with particular significance or meaning?

4. What specific forms does the work contain, and what do you think they mean?

5. In general, abstract paintings need to be treated like a puzzle. The viewer needs to work out what the artist is aiming at.

The term 'landscape' - from the Dutch word 'landschap', a patch of ground - describes any painting or drawing whose "principal subject" is the portrayal of a scenic view. The view may be that of a real place, or it may be an imaginary or idealized scene. Most artistic traditions were totally redefined, if not swept away by Cubism, two world wars and the atomic bomb.In the twentieth century land art/earth works and other forms of environmental art permitted artists to express their

feelings for nature's grandeur and size. Landscape painting has developed in diverse directions.

Learning Framework

Community ContributorLeader and Collaborator

Active InvestigatorEffective Communicator

Designer and CreatorQuality Producer

Cross Curricular Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

General Capabilities

LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication Technology

Personal and Social Competence

Content Descriptors Elaborations

Making:

Exploring ideas and improvising with ways to represent ideas6.1 Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)

selecting and manipulating combinations of materials and techniques exploring cross-media effects and characteristics of representation when

making artworks inspired by observation or imagination

Making:

Developing understanding of practice6.2 Develop and apply techniques and processes when making their artworks (ACAVAM115)

making informed choices about using various combinations of representational elements appropriate for a concept, theme or subject matter, for example, combining realistic drawing skills with an appropriated image from the past to create new meaning

Responding:Sharing artworks through performance, presentation or display6.3 Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)

reflecting critically on how effectively their ideas or feelings have been expressed in their own artworks, and that of others

Responding:

Responding to and interpreting artworks6.4 Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks (ACAVAR117)

considering viewpoints – critical theories: For example – Compare these paintings (one from India, one Australian). What do you recognise? What do you understand? What is new?

Knowledge and Skills Learning and Teaching Activities Resources Vocabulary Assessment

1-3 Taking a line for a walkMind and Body Relaxation exercise from Ways of Seeing resource

Line can be:● a mark● suggest motion● be continuous or

broken● be expressive● be directional● describe 2D and 3D

shapes● create patterns● divide space● create tone● simulate texture

Line can be used in varying directions to express visual moods:Horizontal lines give a sensation of stillness, calmnessVertical lines give a sensation of alertness, upward movementOblique or diagonal lines give a sensation of motion. tensionFreeform lines give a sensation of action, storminess, upheavalContour lines describe a surface, areas which are raised and lowered. They make shapes more interesting because they provide information about an object or an environment. Contour lines in nature describe how an object is structured

Making:Introduce line as a moving point in space.A line starts with a dot and grows into a line and the line forms into shapes.

Art Cards-A line can beStraightCurvedZig ZagSpiralWavyBrokenDotted

What lines can we see around us?1. Use the Artist Toolkit online resource to record lines that are:same-repetitionsimilar-in harmony-different- in contrast

Responding: Lines can help us to imagine things.Display the work of indigenous artist Peter Mackay known as ‘Judda’‘Along The Murray Darling River’

Art Talk● This is an artist who paints the environment in a figurative

manner (Figurative art refers to any form of art that clearly represents an image from the real world)

● Looking at the artwork● Do you like this artwork? What about it appeals to you?● Why do you think the artist has used lines to enclose all the

symbols?● What do you think the circular patterns represent?

The turtle and the fish images are patterned . What kind of lines has the artist used?

Use lines and patterns to create a bank of examples. Complete on art card size stock .Learners can display or exchange visual ideas.

http://artsconnected.org/toolkit/create_types_line.cfm

Image ‘Along The Murray Darling River’Art TalkBased on ‘Visible thinking’ approach

Indigenous Art Picture Kit-CES library

Physical and abstract line vocablong, parallel, radiatingshort, concentric, taut,thin, intertwining,thick, horizontal, spindly, elastic, tense,curved, coiling, graceful, wandering,straight, undulating,angular, swingingvertical, unraveling,oblique, delicate,smooth, jagged,flat, cracked, crinkled, bumpy, fragile, stiffrough, tangled, tight, trotating, tapering,friendly, peaceful,haughty, nervous, angry, squiggly,sad, rhythmical,ordinary, harmonious,grating, hard, soft,proud, vague, stark, brittle, flexible, tough, meandering, dull, dominating, oozing, dissolving, nonsensical

Scumbling is sometimes used to describe a random, scribbled texture, with figure-eight and concave shapes used to create a spiky texture, rather than the common circular scribble

Formative●What lines

can we see around us?

Toolkit create and save

✓ Summative●Art Cards

Line is capable of infinite possibilities

4-6 Lines describe spacesAbstract design warm up 1activity

Compositional LinesActual: obvious and can vary in weight or characterImplied: imaginary one that gives direction between two pointsContour: follows the internal or external edges of a form to describe its shape. Can give a 3D effect by separating an area from its surroundingsGesture: drawn quickly and spontaneously to indicate form

Activate prior knowledge: class discussion on previous work.Who can tell me what a line is?Can we think of another subject that uses lines?Make the link to mathematical definitions of line and line segments.

Making:Introduce the idea of framing. and using a ‘Frame’ for seeing. Remind learners about how Peter Mackay framed his shapes in ‘Along The Murray Darling River’Discuss how framing can be used within the picture or be used by artists to isolate composition. Ask learners to look around and find examples of ‘frames’ for views eg windows, our eyes, lens of a camera.

Display several examples of landscapesAsk learners to observe and describe the different lines, shapes and contours that are present in the sample gallery using view-finders to isolate elements in the pictures.

Demonstrate to assist discovery. Choose one Ansel Adams landscape example to create a simple contour drawing. showing the horizon (where sky meets land).

http://www.photographyicon.com/anseladams/

Discuss the drama created by the contrast and balance of light and dark areas. The repetition and rhythm of the wind patterned sand. Explain that Adams demonstrated a great ‘eye’ for capturing the moment of the most heightened visual intensity. He also captured nature's most intimate details, those aspects of form and texture, as realized through light and shadow, which parallel actual experience in nature. Contrast this with further examples of work by Christo, Van Gogh and Grant Wood.

Responding:

Art Talk: Model a think aloud labelling of a sample landscape and ask learners to work in a group to complete a I see, I think I wonder activity to make thoughtful and careful observations. Share and display result

Do Artist have a individual style that makes them unique?• Ansel Adams black and white photos

http://www.photographyicon.c

om/anseladams/

• Cardboard frames• iPads with• Line Vocab cards• Technique Vocab cards

I see, I think I wonder activity.

RepetitionChristo ‘Umbrella Project’

PatternVan Gogh ‘Vento’

Landscapeall the visible features of an area of land, often considered in terms of their aesthetic appeal.pattern is a combination of elements or shapes repeated in a recurring and regular arrangement;rhythm- is a combination of elements repeated, but with variations. balance -symmetrical and asymmetrical

contrast difference in elements eg light and dark

RiverbedStep 1 wash of colour

Step 2 draw a frame and divide rectangle into sections

Formative● I see, I think I

wonder activity X 2

Summative1. Create a

patterned riverbed A6 size-this can be done on a painted background

2. Create a patterned Landscape●use elements

of line shape, pattern, and visual texture

●use drawing tools appropriately

●draw a stylized landscape using contour lines

●use size and texture to show depth

3. Use art vocabulary to reflection on personal work

Art Criticism: Personal

Making: Divide an A5 piece of paper into 9 equal sections using two vertical lines and two horizontal lines(explain how an iPad can use this same grid as an aid for composition)-use a viewfinder or iPad to identify:

● the foreground -the section of the picture that appears closest to the viewer. Objects in the foreground are large and low on the page.

● the middle ground -the section of the picture that appears to be a medium distance from the viewer. Objects in the middle ground are medium sized and in the middle area of the page.

● the background -the section of a picture that appears to be furthest away from the viewer. Objects in the background are small and usually high on the page.

In this view the horizon is at eye level. Landscape artists explore this notion of view. In the works of Christo, Wood and Van Gogh the horizon is in different level within the plane.Not all views are the same. Seen from above.The painting shown in painting country, provide examples of the symbols used in Indigenous Australian art, of which there are several traditions and each has its own distinct visual language, icons and symbols that Indigenous people believe were passed down from the ancestral beings; for example, a circle or concentric circles may represent a waterhole, while spiral lines show running water; symbols are used in combination to tell complex stories; today, Indigenous Australian paintings often include an 'outside’ story for the public to see, and an 'inside’ story that is understood by those with the right knowledge and dreaming tracks.

The paintings shown depict Dreaming tracks that trace the journey of ancestral beings who travelled across the unshaped world during the Dreaming or creation time – on these journeys they made the landscape and laid down the laws of social and spiritual behaviour; an intricate web of ancestral tracks covers Australia; much Indigenous Australian art concerns stories about the ancestral beings who are present in the features of the landscape, in natural species and within individuals, and who continue to sustain their human descendants; Dreaming refers to a creation time and also to an ongoing belief system.

Another Indigenous artist Maingka Baker uses the traditional Desert style of dotting as a basis for her work. Dots stand alone or are combined into lines, circles and patterns. They fill the surface space completely. In her work Kura Ala’ she paints her ‘country’ as seen from

RhythmGrant Wood ‘Young Corn’

Maingka Baker

White card postcard sizeWatercolurBlack fine line markers

Link-ACMMG113 - Use a grid reference system to describe locations. Describe routes using landmarks and directional language.

Painting Countryhttp://aso.gov.au/titles/documentaries/painting-country/clip2/This clip shows full-screen shots of

Step 3 add lines to the design

Interpretation1.What is the subject matter of your artwork?2.What is the subject genre of your artworkPortrait Landscape Still Life3.Is your artwork based on the art of a famous artist?5.What is your artwork about?6. How does your artwork reflect what you have been learning about in art?7.What is the title of your work?

Peer Assessment: Gallery Walk

above. The whole work forms a grid of rectangles, each filled with a different pattern. Every mark is significant. Her view is referred to as’ bird’s eye’

Art Talk: Using the I see, I think, I wonder activityAsk learners to look for the places indigenious artists describe in the examples provided? The creeks, rock holes, trees, hills, water holes etc What does the work of Aboriginal artists tell us? Is it more symbolic than than real (for example, an object or person that stands for or represents something else and often can express multiple meanings)Do all paintings have a story? In what ways are the paintings of the Euroepean artists we have looked at and the work of the Indigenous artists the same or different?

Making:Learners divide the space on their page into these three area and using previously designed Art Cards as a starting point add a variety of lines treatments to pattern the spaces they have created, while leaving at least one blank as a form of contrast and balance. Remind learners that they can a variety of line effects eg. lines closer together create an area of darker value, potentially creating contrast and interest.Optionally a watercolour wash may be applied to the paper surface

prior to patterning work, as a starting point

Indigenous Australian paintings that are maps of the artists’ country or homeland. These paintings trace the land’s topography, but also contain personal history, mythology and the Dreaming tracks that crisscross this country.

7-8 Activate prior knowledge: class discussion on previous week’s activity.Key Question. Is the world real or imagined?How do artists represent their world. Artists feel free to interpret reality rather than reproduce it.‘The artist does not draw what he sees, but what he has to make others see’ (Edgar Degas (1834-1917)

Making:A modern artist who would agree with this viewpoint is Ton Schulten Ton Schulten is a Dutch landscape painter who uses bright blocks of colour to express his ideas about nature.

Watch uTube clip (in Dutch but ask learners to read subtitles)

Ask learners to watch it a second time and think about the artists statement

https://www.youtube.com/watch?v=WAnpIrS1WpE

http://www.tes.co.uk/teaching-resource/Ton-Schulten-Landscape-artist-6096489/

http://www.theartstory.org/artist-klee-paul.htm

Connect, Extend, Challenge activity (viewpoint)

Colour

abstractrelating to art that does not attempt to represent external reality, but rather seeks to achieve its effect using lines, shapes, colours, and textures.repetition refers to one object or shape repeated;

SummativeArt Critisism Personal Reflection

● Experience level with this medium before project:

● Familiarity with subject/art style before project:

● How comfortable do you feel

‘I translate reality in my own way which makes painting an adventure’Show further examples of his work and discuss what they themselves see in his work.

Slide show is available from http://www.tes.co.uk/teaching-resource/Ton-Schulten-Landscape-artist-6096489/The slideshow can then be adapted to include a perspective on geometry reasoning.Use the sentence stem-Ton Schulten uses………..They should notice:His landscapes are semi-abstract (a style of painting, in which the subject remains recognizable although the forms are highly stylized). There is a strong sense of visual texture about his work.He uses a bright, rich colour palette that look like building blocks of colour intersecting vertically and horizontally, which create angles which are often greater than 90 degrees.

-Ask learners to contrast this with the work of Ansel Adams. Connect, Extend, Challenge activity• Connect- How is the arwork of Ton Schulten connected to what you already know about Ansel Adams work• Extend- what new ideas about landscapes have you developed?• Challenge- What questions do you have now?(This activity is about making the connections between new ideas and prior knowledge)

Step through slideshow

• Ask learners to create a semi abstract style landscape using either Ansel Adams or Ton Schulten for inspiration

White paper A4 sizePastels

Links:Mathematics Yr 5Estimate, measure and compare angles using degrees. Construct angles using a protractor (ACMMG112)

Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries(ACMMG114)

with this medium after the project?

● How familiar do you feel with the art subject/style after the project?

Art Talk

Question Starters to consider

s• What is the Artist Trying to Say?This general question involves everything you have discovered or decided about the work.• How Does the Artwork Make you Feel?This focuses exclusively on your subjective reaction to the work.• Is the Impact of the Artwork Mostly Visual, or Mostly makes you think?This means you have to think about your reaction to the work.

• Would You Like to See it Hanging on a Wall in your house?This allows you to consider the work from a different angle.• Would you Like to See More Examples of Similar Types of Artworks?You might not be wild about this work, but you might like the style.

Where the Land Meets the Sea - TasksTask 1 2 3 4 Students Name:

Type of Task: ☐Artwork ☐ Self Evaluation ☐ Exhibition

Task Conditions ☐ ☐ In Class

Task Description:

Date:

Above

1

Art CardsThree examples of lines must display repetition, harmony, contrastCards to be named with a descriptor from vocabulary bank eg. undulating

Criteria

Below

Date:

Above

2

River BedCreate a framed patterned river bed which displays the use of line, shape, pattern and visual textureCriteria

Below

Date:

Above

3Patterned Landscape

Draw a stylised asymmetrical, patterned landscape using balanced rhythmic contour lines andCriteria

Below

Date:

Above

4

Painting AdventureCreate a semi abstract landscape using either Ansel Adams or Ton Schulten as your inspirationCriteria

Below

Assessment Criteria - Year 5 - Where the Land Meets the Sea

Name: Imagining and creating new

works

Imagining and creating new

works

Using skills, techniques and

processes

Using codes and conventions

Interpreting and appraising the

works of others

Interpreting and appraising the

works of others

Presenting with purpose

Developing strategies

Influences Understanding how materials work

Structuring Art Intention Vocabulary Annotating

EXCEEDS CRITERIA ▲ ▲ ▲ ▲ ▲ ▲ ▲

MEETSCRITERIA

☐ experiments with & explores the potential of materials

☐ uses the work of familiar artists to inform their art making

☐ develops an understanding of how art materials and processes work

☐ identifies some elements and principles of art in art works

☐ asks questions about why art works are made and the meaning behind them

☐ develops a vocabulary that acknowledges the differences between materials, techniques and processes

☐ explains why they have chosen particular materials and design elements

TOWARDS CRITERIA ▼ ▼ ▼ ▼ ▼ ▼ ▼

Australian Curriculum

MaterialsUnderstanding of possibilities and restraints (qualities) of a range of materialsInvestigating, conceiving, experimenting, etc.

ViewpointsContexts – Refer to artists and audiences from different cultures, particularly Aboriginal and Torres Strait Islander Peoples, and from Asia

SkillsConceptual – developing a thought or idea into a visual representationPractical – using visual arts materials, equipment and instruments

Visual conventionsidentifying, using, and interpreting a selection of design elements and design principles

SkillsExpressive – interpreting subject matter through various contexts and/or viewpoints to enhance understanding and create a personal response to stimuli

SkillsExpressive – interpreting subject matter through various contexts and/or viewpoints to enhance understanding and create a personal response to stimuli

Visual conventions-

Identifying, using and interpreting a selection of design elements and design principles

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum addressed

Learning and Teaching Strategies Assessment Strategies

Reflection on Unit Identify what worked and how it worked during the unit

● Learning activities that worked well and why● Learning activities that could be improved and how● For, Of and As assessment that was effective and why● For, Of and As assessment that could be improved and

how● Common student misconceptions that need, or needed, to

be clarified.