MYP Task SheetUnit title Elements of Art

Teacher(s) SK SinghSubject and grade level Visual Arts MYP 7 ( Quarter 4)

Time frame and duration 8 weeks

Stage 1: Integrate significant concept, area of interaction and unit question

Area of interaction focusWhich area of interaction will be our focus?Why have we chosen this?

Significant concept(s)What are the big ideas? What do we want our students to retain for years into the future?

Human ingenuity Why and how do we create? What are the consequences? to explore in multiple ways

the processes and products of human creativity, and to consider their impact on society and the mind.

Human ingenuity allow students to focus on the evolution, process and products of human creativity and their impact on life and society.

Human ingenuity provides opportunities for students to appreciate and develop in themselves the human capacity to create, transform, enjoy and improve the quality of life.

In particular, human ingenuity: stresses the way humans can

initiate change, whether for good or bad, and examines the consequences

How can the principles and elements of art help us to create and evaluate art.

emphasizes both the importance of researching the developments made by people across space, time and cultures, and the importance of taking time to reflect on these developments.

In this way, human ingenuity goes beyond the act of creation alone, leading students to examine, experience and reflect on the creative process.

ATLThinking - Planning – Selecting appropriate graphic organizersIdentifying problems - Deductive and reasoning, evaluating solutions to problemsCreating solutions - The combination of critical and creative strategies,Considering a problem from multiple perspectives.

Transfer - Make connections - Use knowledge, understanding and skills across subjects to create solutions and in unfamiliar situations.Inquire in different contexts-changing the context of an inquiry to gain various perspectives

MYP unit question

What makes art attractive?

(Elements of Art: Line, Colour, Value, Shape/Form, Space, Texture)(Principles of Art: Balance, Contrast, Proportion, Pattern (Repetition), Rhythm/Movement, Emphasis, Unity, Variety) AssessmentFormative:

The Elements of Art worksheet (week 1) (Criteria A) The Principles of Art worksheet (week 2) (Criteria A) "What is Abstract Art?" worksheet (week 3) (Criteria A) All practice tasks done in class (Criteria A) Planning phase (including research) (Criteria A) 

 Summative:

Your final abstract piece (Criteria B) Reflection (Criteria C) Personal Engagement & Interaction in class (Criteria D)

 Key vocabulary: Abstract, Aesthetic, Asymmetrical, Balance (1, 2), Colour (1, 2), Composition, Contrast, Emphasis (1), Line (1), Movement (1), Repetition, Rhythm, Space (1), Shape (1), Symmetry, Symmetrical, Texture (1)(Bold text=Principle or Element of Art) Task Specific Clarification (Rubric) here Resource: The Golden Age of Abstraction: Right Now (via ArtNews): Riffing on the past as it comments on our own time, contemporary abstraction evokes landscapes, bodies, signs, buildings, and much more

1. Begin your first page with a cover page

NAME : CLASS:

AOI :

SIGNIFICANT CONCEPT(S): How can the principles and elements of art help us to create and evaluate art.

MYP UNIT QUESTION: What makes art attractive?

TEACHER’S NAME : Mrs. SK Singh

 2. The second page has to be completed with a mind map

3. Page three will have to carry the content of your development workbook

*Activities are subject to change at teacher's discretion

Week 1 - IntroductionDistribute cover sheet and outline general overview of unit and assessment (Task Specific Clarification hereYou may download it from here if lost: Art 8.1 Cover Sheet-Abstract Art.pdf

Individually, how would you complete this sheet?

In small groups:

In small groups, or as a whole class, discuss or brainstorm, "What is art?" Be prepared to share your answers as a class. All students should document their notes in their Developmental Workbooks.

Share answers as a class. Students are encouraged to add to their brainstorm. Then watch the following video and continue adding to brainstorm:

http://www.youtube.com/watch?feature=player_embedded&v=gZXOL-HUfWM

Look at this piece of artwork by French artist Marcel Duchamp (1917) pictured below.

In groups, discuss "Is it art? Why or why not?" Be prepared to share and defend your answers to the class.

*NOTE: The artist did not create this. It is a found object, which he signed.

Look at No. 5/No. 22. (1950) by Mark Rothko. This is an abstract piece of work.

"Is it art? Why or why not? Is it attractive? Why or why not? How does it make you feel?"

Optional at home: Listen to what experts say about the above painting (note: extremely slow loading):

In your opinion, "What makes art attractive?" (Unit Question). Write down your answers in your Developmental WB and share them as a class. As students share their answers, students should add to their list. (Dictionary definition of abstract art here) (Do students understand aesthetics?)

In this unit, our significant concept is ’The principles and elements of art help us to create and evaluate art’. Therefore, we will investigate some of the elements and principles of art.

The Elements of Art: Form, Line, Shape, Color, Texture, Space, Value

The Principles of Art: Emphasis, Balance, Harmony, Variety, Movement, Rhythm, Proportion, Unity

Several activities will be done in class exploring some of these ideas. Students are encouraged to experiment, explore and take risks! Sometimes the best results will be accidental. All work should be saved neatly! These pieces will all be formative assessments and will be used to help plan your final, summative piece.

Activity: (Teacher to decide which activity to do below)

Exploring Balance and Equilibrium

A4 paper size, paints are encouraged but markers may also be suitable.

OR,

The Art Critic Activity

Homework:

Complete The Elements of Art worksheet, which is pictured below. (Formative Assessment-Required) Due next class.

Task Description:

The Elements of Art are the ingredients of art (line, colour, value, shape/form, space, texture).

You are required to do some research on the elements of art. You may use books or search the web. When done, simply draw a symbol or picture for each of the elements in the boxes provided below to help you remember what they mean. Do not include text. YOU ARE ENCOURAGED TO USE COLOUR. This will be a formative assessment as part of the Knowledge and Understanding area on the unit rubric.

You may download the worksheet here if you have lost it:

MS Art Gr8U2-The Elements of Art task sheet.pdf

Week 2- Pattern and Repetition

Collect & review homework task.

Patterns can be found anywhere. Surface patterns can be found everywhere in the design world. Pattern can also be used for inspiration in abstract work. By understanding how patterns work, artists can produce work for decoration, ornament, illustration, interior design and for works of art, amongst others. By delving into pattern, artists can utilise elementary designs or create more complex systems for artistic purposes.

View these examples how pattern can be used: Finding Inspiration for Pattern Painting

Activity: One Element, Many Patterns

Using half of an A4 card & marker:

1. Devise a single element, such as a dot, diamond, squiggle, or square.

2. Copy and repeat the element in columns or rows to make an overall pattern.

3. Vary the spacing of the elements in the rows to create variation.

4. Continue to create new variations by varying the size of the elements, by creating overlapping rows of elements, and changing the color, size, and orientation of elements.

Depending on time, we may use tempera paint, watercolour or marker.

Activity idea from here .

Student examples:

Can you see the transformations? Why or why not are they successful?

Homework:

Complete The Principles of Art worksheet, which is pictured below. (Formative Assessment-Required) Due next class!

The Principles of Art help artists plan their work and think how viewers will react to it.

Following on from the previous task on The Elements of Art, do some research taking notes or writing definitions/explanations on the principles below. This will be a formative assessment as part of the Knowledge and Understanding area on the unit rubric.

You may download the worksheet here if you have lost it:

MS Art Gr8U2-The Principles of Art task sheet.pdf

Week 3 - Variations in Tone (Value)

Review & collect homework task.

Review & collect homework task.

Look at the painting "Chief" (1950) by Franz Kline. How does it make you feel?

(MOMA link)(Painting techniques video from MOMA).

Use the Critical Analysis of an Artwork (in your folders) to make statements regarding this work.

If Critical Analysis of an Artwork is unavailable, open this page in another window as well, and place the two windows side by side on your screen if needed.

Optional background info:

Franz Kline (1910-1962) "...was an American painter mainly associated with the Abstract Expressionist painters who were centered, geographically, around New York. He was labeled an "action painter" (alongside Jackson Pollock) because of his seemingly spontaneous and intense style, focusing less, or not at all, on figures or imagery, but on the actual brush strokes and use of canvas."

You can look at the work of Franz Kline via Google images here.

(If you find this interesting, you may also look at the work of Robert Motherwell via Google Images here.)

Activity: Black & White

As an activity, we will experiment with tone, contrast and composition.

We will use elements such as shape, tone, texture, contrast, equilibrium and composition.

We will focus on brush technique.

You will need paper or card. Depending on your brush size, paper size will also vary.

Steps:

1. With your brush and black paint, draw thick lines on the paper so that a free and spontaneous composition results.

2. Fill in the rest with black and white paint. Take care that some grey tones are used besides the white and black in order to make the contrast tighter between the black and white.

Be careful not to overdo it so that your work turns muddy.

If time, feel free to do another one with a palette knife or, use analogous, complementary or monochromatic colours.

Homework:

Watch the video below entitled, "What is Abstract Art?" Complete the worksheet that was distributed to you in your unit packs (pictured below). You may also download the PDF here if you have lost or forgotten it. (Formative Assessment-Required) Due next class!

Week 4 - Going Abstract

Collect and review homework.

View the pieces of artwork below by musician Karl Hyde. What elements or principles of art are utilised?

Week 5 - Hard-Edge Painting

Activity: Abstract Number Painting

Intro to Abstract Painting-Number Painting Activity

Homework: Preview next week's activity and bring a full page magazine photo. (Required)

Week 6 - From Reality to Abstraction (Sept. 26-30)

We may also use reality as a source of inspiration for abstract work. Artist Georgia O'Keeffe used flowers as inspiration for her work (as pictured below).

Activity: From Reality to Abstraction

Using a photo from a magazine etc., zoom in one section of the picture to create an abstract piece. You may focus on one principle or element of art if you wish.

Don't forget, you can also work via pattern. Here is how one student created a piece based on an apartment building

Another student took inspiration from Q-tips to create a piece. This was then used as a painting.

Homework:

You will begin planning your final composition next week. You may consider some of these artists below as inspiration, or one of your own. Each link directs you to a YouTube video on the artist. You are required to do some basic research on an artist that interests you. You may wish to include basic background information, but more importantly, you

are to take notes on their style and/or technique. What was their subject matter? How did they find inspiration? What were their painting techniques? Did they use a colour scheme? etc.

You are also required to gather images to use as reference/inspiration and make documented annotations explaining why they have been included. Reference your works (Record the web address or book title). Record this information in your Developmental Workbook. This is assessed. (Required)

Note: You are not simply copying an artist, but are gathering influence and inspiration.

Week 7 - Planning

How can we find inspiration for abstract work? (Elicit answers from students)

Students share homework research with a partner.

Finding inspiration is sometimes difficult because we are painting from imagination. You could start with a simple idea and then brainstorm ideas and ways of interpreting them. If you have a vision of a warm summer day, how could we interpret that into an abstract piece?

Approach:

What colours could you use to express it? Color Harmonies: Basic techniques for combining colors

What shapes might we use?

What kind of line work might we use?

What painterly technique could we use?

You may also take influence from an element or principle of art.

In small groups, you will be given a poster of an element or principle of art. In your groups, consider how you might approach the idea "A walk on a rainy night" using the principle or element assigned to you. Be prepared to share your ideas with the class.

View the following slideshow (teacher to decide whether to watch in class or assign as homework):

Painting using Balance, Pattern, Repetition, Shape & Colour

View more presentations from Frank Curkovic.

It is now time to plan your own abstract piece. You should consider the elements and principles of art, especially composition, focal point, balance, rhythm, pattern and colour.

As an artist creating abstract paintings, ask yourself the following questions:

Do I simply want my abstract painting to be beautiful?

Do I intend this abstract painting to convey something specific to the viewer?

Do I want people to extract their own meaning from it?

What in the abstract painting is going to do this?

How will the elements (or principles) interact?

Do I want to guide the viewer's interpretation with my choice of title?

Do I want to write a statement to accompany the painting explaining how I created it, what my thoughts were while I made it, or what I see it conveying?

Does it matter to me if they don't "get it"?

Plans can change, don't worry. It is important though that you have some idea of what you are going to do. Once complete, share your ideas with at least 2 partners. You will need to submit your plan for assessment. You need to create a series of drafts or thumbnail sketches to experiment and further develop your plan. With these sketches, you should record some type of annotation/comment regarding the piece. Time management is essential!

Feel free to view previous student work:

Task Specific Clarification (Rubric) here.

A level 7/8 on Knowledge & Understanding indicates:

-You have gathered multiple images for your research (for reference & inspiration) and made in-depth annotations/comments explaining why they were included.

-You have made a series of draft/thumbnail sketches exploring composition and colour experiments, which reference your research.

-You have correctly referenced all information, both visual and written.

-You have used both formal and informal writing styles, including notes, bullet points, long and short paragraphs appropriately.

Homework:

Continue to think about your plan. Are there any artists that you can take inspiration from? The key to this is inspiration, not to simply mimic or copy. It is recommended you gather photos for reference and inspiration. These should be ready for the next class. You will not have time to gather resources in class next week. ALL RESOURCES SHOULD BE BROUGHT TO THE NEXT CLASS. Review any necessary videos/slideshows as needed. (Required)

Week 8 - Summative Assessment

Before you begin, share your plan with 2 different students to get feedback on your decisions. Students may then begin working

on their final project.

Review Application Indicators. A level 9/10 states:

-You have thoroughly followed and implemented your plan in an excellent manner.

-You have an excellent ability to incorporate and balance element(s) and principle(s) of art into your painting.

-You have been able to incorporate and apply brush and paint techniques in an excellent manner. This could include hard-edge, splatter, wet-on-wet blending, dry brush etc.

-You have an excellent ability to judge and implement various coats of paint as deemed necessary and applied it in a consistent and uniformed manner.

-You have an excellent ability to create and mix your own colours as necessary. (This includes value and hues etc.)

-Overall, the composition/harmony of your painting is excellent.

Homework: as required

Week 9, 10, 11 - cont'd

Students work on final project.

Homework: as required

Week 12 - Presentation and Self-Reflection

You are required to submit a final reflection as part of your overall grade.

Review (10mins):

Unit Question: What makes art attractive?

Significant Concept: The principles and elements of art help us to create and evaluate art.

-Review your elements and principles of art worksheets.

-Review your planning sheets/thumbnails

-Review rubric

-Consider any influences/art movements, artists, styles, colour theory and principle/element of art you used.

In small groups, present your painting (25mins).

Please answer the following and use specific terminology/vocabulary taught in class:

2. Describe the standard(s) (the principles and/or elements of art) you used to plan and create your art.

3. Describe the progress have you made so far.4. What are the strengths and weaknesses in your summative piece of work?5. Is your artwork successful? Why or why not? (Consider composition, colour,

painterly techniques)6. What could you do to further improve your artistic process? (Please provide

details or examples for this)

When complete begin writing your reflection (30-40 minutes).

Unit: Elements of Art 2012/2013 Unit Question: What are patterns and how can they influence my decisions?

Start Date: Due Date:

Class: MYP 7 Subject: VISUAL ART

Name of Student:

Criterion Maximum Achievement level

Criterion A: Knowledge and understanding 8

Criterion B: Application 10

Criterion C: Reflection and evaluation 8

Criterion D: Personal engagement 8

Student Comment & Signature

Teacher Summary & Signature

Parent Comment & Signature

Criterion & BenchmarksDescriptors Task Indicators

Knowledge and understanding (Criterion A)

(Max 8)

Students should be able to:

Develop an awareness and understanding of the individual desire to create, develop or change things. Reflection on why people create, change and improve the areas in which we can create, change and improve. Taking action to create solutions and products to solve own problems and develop communication

0:

The student does not reach a standard described by any of the descriptors below.

1-2

The student shows limited knowledge and understanding of the art form

studied in relation to societal or cultural or historical or personal contexts.

The student is able to demonstrate limited knowledge and understanding

of the elements of the art form studied.

The student is able to communicate a limited critical understanding of the

art form studied, in the context of his or her own work.

Student demonstrates a limited level of knowledge and understanding of how to document and record their learning progression and growth as an IB Visual Arts Student. There is little evidence of chronological progression in their design workbook.

Student has a limited understanding of the purpose of documenting and reflecting through their design workbook,.

Student rarely documents their feelings, opinions and emotional growth in a legible format.

Student design workbook does not proceed in chronological order or show progression of learning.

MYP Command Terms:

Use: Apply knowledge or rules to put theory into practice.

Demonstrate: Prove or make clear by reasoning or evidence illustrating with examples or practical application.

Explore: Study, analyze and examine systematically through a process of discovery.

3-4

The student is able to demonstrate satisfactory knowledge and

understanding of the art form studied in relation to societal or cultural or

historical or personal contexts.

The student is able to demonstrate satisfactory knowledge and

understanding of the elements of the art form studied.

The student is able to communicate satisfactory critical understanding of

the art form studied, in the context of his or her own work although some

opportunities are not pursued.

Student demonstrates a satisfactory level of knowledge and understanding of how to document and record their learning progression and growth as an IB Visual Arts Student. There is evidence of chronological progression in their design workbook however it does not appear in chronological order.

Student has a satisfactory understanding of the purpose of documenting and reflecting through their design workbook, however the student utilizes the design workbook less frequently.

Student documents their feelings, opinions and emotional growth in a satisfactory format which may not be chronological.

Criterion Specific Comments:

5-6

The student is able to demonstrate good knowledge and understanding

of the art form studied in relation to societal or cultural or historical or

personal contexts.

The student is able to demonstrate good knowledge and understanding of

the elements of the art form studied.

The student is able to communicate a good level of critical understanding

of the art form studied, in the context of his or her own work.

Student demonstrates good knowledge and understanding of how to document and record their learning progression and growth as an IB Visual Arts Student. There is evidence of chronological progression in their design workbook.

Student has a good critical understanding of the purpose of documenting and reflecting through their design workbook.

Student somewhat regularly documents their feelings, opinions and emotional growth in a sequential and chronological format.

7-8

The student is able to demonstrate excellent knowledge and

understanding of the art form studied in relation to societal or cultural or

historical or personal contexts.

The student is able to demonstrate excellent knowledge and

understanding of the elements of the art form studied.

The student is able to communicate a well-developed critical

understanding of the art form studied, in the context of his or her own

work.

Student demonstrates excellent knowledge and understanding of how to document and record their learning progression and growth as an IB Visual Arts Student.

Student has a well developed critical understanding of the purpose of documenting and reflecting through their design workbook.

Student frequently documents their feelings, opinions and emotional growth in a sequential and chronological format.

Criterion & BenchmarksDescriptors Task Indicators

Application

(Criterion B)

(Max 10)

Students should be able to:

0:

The student does not reach a standard described by any of the descriptors below..

1. Elaborate an idea, theme or personal interpretation to a point of realization,

2. skills and techniques ability to apply the artistic processes.

1-2

There is very limited expression and communication of artistic intentions

in the student’s work, which may not have reached a point of realization.

Skills and techniques are applied at a very limited level of proficiency. The

student attempts to apply the artistic processes.

Student demonstrates very limited application of how to sketch, experiment and develop ideas through their design workbook.

Student shows very limited understanding of visual and written documentation.

MYP Command Terms:

Use: Apply skill and techniques to accurately document their portrait studies in their design workbooks.

Communication: expression and communication of studying portrait proportions and artistic progression in their design workbook.

3-4

There is limited expression and communication of artistic intentions in the

student’s work, which has reached a point or partial point of realization.

Skills and techniques are applied at a limited level of proficiency. The

student attempts to apply the artistic processes.

Student demonstrates limited application of how to sketch, experiment and develop ideas through their design workbook.

Student shows a limited understanding of visual and written documentation of storybook drawing and sequential art.

Criterion Specific Comments:

5-6

The student is able to elaborate an idea, a theme or a personal

interpretation to a point of realization.

There is satisfactory expression and

communication of artistic intentions.

Skills and techniques are applied at a satisfactory level of proficiency. The

student shows a satisfactory ability to apply the artistic processes involved

in creating art.

Student shows satisfactory understanding of visual and written documentation.

Student shows a satisfactory understanding of visual and written documentation of sketches

7-8

The student is able to elaborate an idea, a theme or a personal

interpretation to a point of realization. There is evidence of good

expression and communication of artistic intentions.

Skills and techniques are applied at a good level of proficiency. The

student shows a good ability to apply the artistic processes involved in

creating art.

Student shows a good understanding of visual and written documentation, providing detailed annotations and comments throughout their sequential studies.

Student shows a good understanding of visual and written documentation

9-10

The student is able to elaborate an idea, a theme or a personal

interpretation to a point of realization. There is evidence of purposeful

expression and effective communication of artistic intentions.

Skills and techniques are applied at a high level of proficiency. The student

shows an excellent ability to apply the artistic processes involved in

creating art.

Student shows effective understanding of visual and written documentation, providing extremely detailed and frequent annotations and comments throughout their sequencing studies.

Student shows an excellent understanding of visual and written documentation.

Criterion & BenchmarksDescriptors Task Indicators

Reflection and evaluation

(Criterion C)

(Max 8)

Students should be able to:

0:

The student does not reach a standard described by any of the descriptors

below.

1. Student will reflection, evaluating, areas human can create and why.

2.

3. Assessing throughout the process of creating the artwork. Using feedback and discussion to support ideas.

1-2

The student records his or her artistic development and processes with little reflection.

The student carries out a limited evaluation of his or her work, with

guidance.

Student shows little reflection of their story board sequencing ,research and studies in their design workbook

Student does not reflect on their progression and understanding of their story board sequencing and,research

Student requires frequent guidence to document tutorials and sequencing art drawing techniques taught in class.

MYP Command Terms:

Analyse: Break down in order to bring out the essential elements or structure. To identify parts and relationships, and to interpret information to reach conclusions.

Demonstrate: Prove or make clear by reasoning or evidence, illustrating with examples or practical demonstration.

Describe: Give a detailed account or a picture of a situation, event, pattern or process.

Evaluate: Assess the implications and limitations; make judgments about the ideas, works, solutions or methods in relation to selected criteria.

Identify: Provide an answer from a number or possibilities. Recognise and state briefly a distinguishing fact or feature.

Recognise: Identify through patterns or features.

3-4

The student reflects on his or her artistic development and processes.

The student carries out a satisfactory evaluation of his or her work. Some

aspects of the evaluation may be unrealistic or incomplete.

The student attempts to use feedback in his or her artistic development

and processes, with guidance.

Student shows satisfactory reflection of their sequencing art studies in their design workbook

Student shows satisfactory reflection on their progression and understanding of the sequencing art.

Student requires attempts to document tutorials and Sequential art techniques taught in class with less guidance.

Criterion Specific Comments:

5-6

The student reflects critically on his or her artistic development and

processes at different stages of his or her work.

The student carries out a good evaluation of his or her work. The evaluation

includes an appraisal of the quality of work produced and an identification

of some areas of improvement.

The student uses feedback in his or her artistic development with little

guidance, which informs his or her own artistic development and

processes.

Student shows critical reflection of their Sequential Art in their design workbook with clear and relevant annotations and comments.

Student shows good evaluation on their progression and understanding of the Sequential Art.

Student provides feedback regularly to his peers and seeks feedback from the instructor frequently.

7-8

The student reflects critically and in depth on his or her artistic

development and processes at different stages of his or her work.

The student carries out an excellent evaluation of his or her work. This

shows a considered appraisal of the quality of work produced and details

of improvements that could be made.

The student intentionally uses feedback in his or her artistic development,

which shows an appropriate consideration of his or her artistic processes.

Student shows critical and detailed reflection of their portrait studies in their design workbook with precise and relevant annotations and comments.

Student shows excellent evaluation on their progression and understanding of the portrait studies, providing evidence of technical growth through sketches and practise.

Student provides feedback as much as possible to his peers and seeks feedback from the instructor but needs little supervision.

Criterion & BenchmarksDescriptors Task Indicators

Personal engagement

(Criterion D)

(Max 8)

0:

The student does not reach a standard described by any of the descriptors below.

Students should be able to:

1. Student will demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks

1-2

The student shows limited commitment in using his or her own artistic

processes.

The student demonstrates limited curiosity, self-motivation, initiative and a

willingness to take informed risks.

The student works with his or her peers in a positive way, with encouragement.

The student is rarely receptive to art practices and artworks from various

cultures, including his or her own.

Student has a limited ability to follow the Sequential Art techniques being taught

Student shows a limited effort to document Sequential Art studies into their design workbook

Student frequently forgets to bring materials and must be encouraged frequently to bring their design workbook to class.

MYP Command Terms:

Evaluate: Assess the implications and limitations; make judgments about the ideas, works, solutions or methods in relation to selected criteria.

3-4

The student shows satisfactory commitment in using his or her own

artistic processes.

The student demonstrates satisfactory curiosity, self-motivation, initiative

Student has a satisfactory ability to follow the Sequential Art techniques being taught

Student shows a satisfactory effort to document Sequential Art studies into their design workbook

Student somewhat frequently forgets to bring

and a willingness to take informed risks.

The student supports, encourages and works with his or her peers in a

positive way, with encouragement.

The student is occasionally receptive to art practices and artworks from

various cultures, including his or her own.

materials and must be encouraged frequently to bring their design workbook to class.

Criterion Specific Comments:

5-6

The student shows good commitment in using his or her own artistic

processes.

The student generally demonstrates curiosity, self-motivation, initiative

and a willingness to take informed risks.

The student supports, encourages and works with his or her peers in a

positive way, with little encouragement.

The student is generally receptive to art practices and artworks from

various cultures, including his or her own.

Student has a good ability to follow the techniques being taught

Student shows a good effort to document Sequential Art studies into their design workbook

Student brings materials to class frequently with little encouragement needed.

7-8

The student shows excellent commitment in using his or her own artistic

processes.

The student actively demonstrates curiosity, self-motivation, initiative and

a willingness to take informed risks.

The student actively supports, encourages and works with his or her peers

in a positive way.

The student is actively receptive to art practices and artworks from various

cultures, including his or her own.

Student has an excellent ability to follow the techniques being taught

Student shows an excellent effort to document Sequential Art studies into their design workbook, providing accurate sketches and detailed annotations demonstrating proof of understanding the concepts taught.

Student always brings materials to class with no encouragement needed.

Approaches to Learning (ATL) Development Students are required to tick which ATL Skills feel they have developed throughout this assessment and or unit of study.

ATL Skills Breakdown Student Teacher

Organisation 1 2 3 1 2 3

Self Management Organising learning materials.

Setting and reviewing goals

Time Management

Using time effectively in class

Planning & setting own schedule

Collaboration

Working in Groups

Taking responsibility

Demonstrating teamwork

Learning to resolve conflicts

Accepting Others

Analysing others' ideas

Respecting others' points of view

Using ideas critically

Personal Challenges

Respecting cultural differences

Negotiating goals and limitations with peers/teachers

Thinking

Inquiring

Questioning and challenging information and arguments; developing guiding questions

Planning

Applying knowledge and concepts

Selecting appropriate graphic organisers

Logical progression of arguments

Identifying problemsDeductive and reasoning, evaluating solutions to problems

Creating solutions Combination of critical and effective strategies

Reflection

Self-Awareness Seeking positive criticism

Reflecting on areas of perceived limitation

Self-Evaluation Keeping a journal for self-reflection

Transfer

Make ConnectionsUse knowledge, understanding and skills across subjects to create solutions in unfamiliar situations

Inquire in different contexts

Changing the context of inquiry to gain various perspectives.

1 - Requires Frequent Guidance

2 - Requires Minimal Guidance

3 - Independently