· Web viewStudents are to define the word ‘mediums/media’ on their handout and explain what this means when they are asked to create a mixed media painting. Teacher will read

Irene McCormack Catholic College Year 8 VISUAL ART

Semesterised Rotation Program 2018 ‘Reef’

Week Teaching Focus Content Addressed Assessment

Term 1/3

Wk 1-2

INTRODUCTION TO COURSE

Overview of Year 8 Visual Arts – unit content, responsibilities and independent work. Overview of Assessment tasks – expectations and requirements – due dates. Required materials – folio, stationery, apron. Distribute project brief to students – glue in folios.

TASK 1: SHELL DRAWING Students will conduct two shell warm up sketches – following by a third extended drawing which will be assessed. Warm up drawings – On an A3 piece of cartridge students are to divide the page in half. The first half will be labelled

‘Pencil Contour’ and the second ‘Observational Sketch’. The teacher will demonstrate how each drawing will be conducted. A time limit will be set for each drawing. 2-5

mins. Students will then complete the two warm up drawings. Teacher will engage with students win discussion – which

drawing do they prefer? Why? What tips and tricks did they learn today? Students will put skills learnt in both drawings to practice in the final assessed drawing. Teacher is to distribute the

shell drawing task sheet. Students will complete this exercise without a demonstration, drawing upon their prior knowledge/new skills. Pencil will be permitted to commence the drawing; however, the drawing will be finished in artliner.

Hatching will be used to add tone to the drawing – teacher will demo this to class at the most appropriate time.

***The best drawings from each class are to be collected for the 2018 Creations Exhibition. ***

Art Making Inquiry

TASK 1:Shell DrawingDUE BY T1/3 WK 4

Wk 3-7 TASK 2: YELLENA JAMES INTER-RELATIONSHIP Distribute Task 2 handout to students. Students are to define the word ‘mediums/media’ on their handout and explain what this means when they are

asked to create a mixed media painting. Teacher will read a short summary about contemporary artist Yellena James. Using this information, students are to

complete the questions relating to mediums. Students will then be guided through an analysis of the elements and principles in her paintings- with a focus on

shapes, line, tone and pattern. Lastly the teacher will demonstrate 3 painting techniques, which students will summarise on their handout.

Art Responding Analysis Context Response

Art Making Inquiry

TASK 2:Yellena James Inter-RelationshipDUE BY T1/3 WK 7

Students will spend the next few weeks developing their own interpretation of an Yellena James work. Students are assessed on this piece in relation to their use of technique.

The canvas painting will consist of – background washes, building up layers of colour, transparencies, creating gradients, using posca pens to add smaller details.

***The best paintings from each class are to be collected for the 2018 Creations Exhibition. ***

Wk 8-9 TASK 3: Reef Design Students are to use the supplied stimulus images of coral reefs to design their own reef structure. They are to

consider pattern, textures and colour and draw upon their interrelationship with Yellena James. Distribute design task sheet to students. Students are to do some rough drawings first in their folio, before choosing

their best idea and presenting it on the design sheet. They will complete the design as a contour drawing and then use coloured pencils to add colour, while aiming to create tone.

The reef will be sketched from both the front and back. The design is assessed and will be collected for marking.

Art Making Inquiry

TASK 3:Reef DesignDUE: T1/3 WK 9

Wk 9-10 TASK 4: CLAY TECHNIQUES Students are to participate in a clay techniques workshop. They will be taught how to make small samples of coral

and join clay properly. These will become test pieces for glazing later on. Techniques explored - pinch pot (for reef base), slabs (for cutting shapes), coils (for building height, creating coral

structures), score and slip (joining).

Art Making Practice

TERM 1/3 HOLIDAY BREAK

Term 2/4

Wk 1-5

TASK 5: REEF CONSTRUCTION Students will watch their teacher demonstrate how to set up a work area for clay and how to use the clay. Their design should be used as a guide for these construction steps. Pinch pot technique – make the base of their reef. Adding details – coiling or slabs. Attach using the score and slip technique. Add texture – using a variety of tools. Allow work to dry out before placing in the kiln for bisque firing.

Art Making Practice

Term 2/4

Wk 6-9

TASK 6: GLAZING After work has been bisque fired, students will add glazes as per their design. While work is initially being fired,

students may test the glazes on their sample pieces and make notes of the colours they will use. Once their work is ready for glazing 2 even coats of each colour are to be completed, with the base of the structure

being avoided. Work is returned to the kiln for the second firing.

***The best sculptures from the Semester 1 Class are to be collected for the 2018 Creations Exhibition. ***

Art Making Practice Presentation

TASK 3:Glazed ReefDUE: T2/4 WK 9

Irene McCormack Catholic College Year 8 PERFORMING ARTS

Semesterised Rotation Program 2018DRAMA

Year 8 Drama Scripted Drama

Week

Objective Teaching Focus Content Addressed Resources

1. Recall prior knowledge on scripts

Identify and discuss the key features of a script.

Warm up

Scripts: Students brain storm and make postersWhat do you know about scripts?Have you read a script before?Identify features on the boards: dialogue, stage directions etc.

Activity: Script work

Students to work in pairs/threes. Give each student a copy of the script ‘The Note’Students are to follow this process through the task:

1. Read script out loud (characters are general neutral)2. Discuss characters (who are you?), setting (where are

you?) and plot (what is happening?)3. Discuss dramatic action (what happens next?)4. Get up and rehearse scene (go through it at least 3 times)5. Add 15 lines of dialogue (and a third character if you are

in a group of three)6. Re-rehearse7. Memorise script8. Add any deign elements (e.g. props, costumes, sound

effects)9. Final rehearsal10. Perform11. Reflect on performance

Performance:

Preparation techniques for voice and movement for selected drama forms and styles. Mime techniques (creating objects using shape and weight) in drama.

Drama processes through exploration of one or more elements of drama (role, character and relationships; voice and movement; space, time and situation; mood, atmosphere and dramatic tension) to establish dramatic meaning and action-audience relationships. Effective group work processes (problem-solving, listening skills) in drama.

Stage geography, blocking notation and the impact of thrust stages.Imaginary spaces created by stage components and properties, the elements of drama and audience.Design and technology to support dramatic meaning and create smooth transitions. Safe practices in drama (backstage management to ensure safe movement)

Script interpretation of a scene or section through the elements of drama to highlight mood and reinforce selected themes.Extended improvisation-exploring community themes based on research and selected drama forms and styles.

Approaches to characterisation (adapting archetypes) Levels and status in making drama.

Responding

Drama processes through exploration of one or more elements of drama (role, character and relationships;

A3 Paper for brain storming

Non –descriptive script. (The Note)

voice and movement; space, time and situation; mood, atmosphere and dramatic tension) to establish dramatic meaning and impact on audience. Drama structures based on action/reaction and moving to a resolution.

Reflective processes on own and others' work, the impact on meaning of the use of the elements of drama in performance and general drama terminology and language.

2. Read and analyse a play for meaning.

Read and perform a scripted play.

Apply drama skills to performance

Appreciate peers performance

Evaluate self and others.

Warm up: Improvisation based warm up- Death in a minute- Commercial/ advertising

Activity: Acting out a storyOne student (the group leader) reads a story then tells it again with the students acting it out. Students choose their own characters and say their lines after the “group leader” has narrated. Stories:

- The three little pigs- Little Red riding hood- The gingerbread boy

Analyse plays for meaning - Working with short scripts- Students read and rehearse the scripts and perform them

to the class.- Students give feedback on the different interpretations of

the scripts.

Character and acting game PDF: Acting out a story

Short scripts

3. Read and analyse a play for meaning.

Apply drama skills to performance.

Begin planning and rehearsing process.

Warm up: Improvisation

Activity: The role circle – detectives1. Students stand in a circle2. 2. One student is selected to be a detective. The detective

has to ask the students questions about a made up incident.

3. The detective comes into the circle and introduces himself, and explains that this is an investigation about an incident that occurred last Friday.

4. Detective starts firing short and clear questions into the circle so a story begins to emerge.

Read the script ‘One Million Tiny Plays About Britain’ as a class- What are you initial thoughts of the script?- What do we know about the each of the characters?

Hand out task sheet on Scripted Drama

Dramawise book Pg 4 activity 2.

One Million Tiny Plays about Britain

- Got through task sheet and marking criteria- Students go into groups. - Students begin planning and rehearsing- Students are to use the script and keep it as their prompt

copy, annotating all blocking and design choices.

Scripted Drama task sheet.

4. Continue rehearsal process.

Develop performances based around the process.

Develop own ideas when blocking out scenes

Warm up: - Vocal warm-up- Improvisation warm up

The rehearsal process: Students use this time to rehearse their scripted performance. Teacher will facilitate.

- Do a tableaux exercise to get students to block out scenes.- Students have to create 5 tableaus which show the

beginning, middle to end. - Students should use levels and proximity to show

situation, character and relationships. - Students then incorporate movements- Students then incorporate voice.

5. Analyse characters in scripted performance.

- Voice- Movement

Asking some of the Fundamental Questions.

- Who - Where - What - When - Why

Continue rehearsal process.

Character analysis & rehearsals

Students will work on characterisation, focusing on: - Character voice- Movement

Students will fill out their character analysis handout and document what they know.

Students will walk around the room as their character analysing the way they move.

Get students to think about the following: Fill out hand outHow do they walk?How do they talk?What are they wearing?How do they feel?What are they doing?What do they want?

Practical activity: Teacher calls out actions and situations. Students Walk like your characterYour character is running lateYour character has forgotten something

Character analysis handout.

Your character is upset

Students continue rehearsals and incorporate characterisation.

6. Introduce production roles: Costume, set, director, sound & lighting.

Define what each role entitles.

Develop

Introduction to production roles – purpose

Explain the importance of using props and costumes in the performance.

Hand out Production roles sheet. - As a group students draw their costume and choose what

they will be wearing in their performance. - Set design: what set pieces will you have on stage and

why?- Students need to also think about music and sound

effects.

7/8 Recall production roles.

Incorporate production roles into scripted performance.

Continue rehearsals to gain further understanding of the play.

Rehearse and refine performances.

Planning and process + Rehearsal

Students will do showings to one another and get feedback.

Final preparations - Get students to film each other and watch back performances.

9/10. Performance skills and process: voice, movement and characterisation.Show their understanding of production and design principles.

Performance & Reflection Rubric

Reflection task sheet.

DANCE

Weeks Teaching Focus Content Addressed Assessment

Week 1 Lesson 1Introduction to course.

Expectations Hand out Year 8 dance policy/agreement. Discuss expectations and explain to students,

conditions outlined on the letter. Explain Scheme of Assessment. Talk through plan for this term. Discuss extracurricular opportunities. Students are to write in their planners what they need for next lesson and when this terms

assessments are due. Importance of hydration during class – water bottles.

What is dance?WORKSHEET ONE

Dance changes with time and is driven by culture. 3 types of dance:

- Artistic- performed for an audience.- Social- Basic steps are simple and it is for everyone. Audience is casual. Main function

is participation. - Ritual-cultural meaning, all present are generally involved. Not generally shared with

outsiders.

Explain functions of dance/why people dance:- Entertainment (for enjoyment/wonder/awe). Example- Hip Hop/Musical Theatre- Fitness/fun. Example- Zumba, social dance or dance classes.- To tell a story or reveal ideas. (Contemporary dance does this). - Cultural dance - Ceremonial/ritual purposes - Creative expression- Relaxation

RespondingDance in Context: Differences in dance genres/styles and eras of dance (ACADAR019)

http://www.scootle.edu.au/ec/search?accContentId=ACADAR019

- Career - To gain confidence- To confirm values or promote social change- Celebration E.G. (Maypole dancing: May Day Dance in Britain- It is the time of year when

warmer weather begins and flowers and trees start to blossom. It is said to be a time of love and romance. It is when people celebrate the coming of summer with lots of different customs that are expressions of joy and hope after a long winter. On May Day, people used to cut down young trees and stick them in the ground in the village to mark the arrival of summer. Maypoles were once common all over England and were kept from one year to the next. Schools would practice skipping around the pole for weeks before the final show on the village greens. People danced around the tree poles in celebration of the end of winter and the start of the fine weather that would allow planting to begin.

- Coming of age/initiation ceremonies (Aboriginal culture does this)- To tell stories about culture/pass down knowledge and customs (Example: Passing down

dreamtime stories through dance in Aboriginal culture). - Before war (e.g. haka- New Zealand/Maoris)

- Brainstorm all dance styles students can think of (with prompts). Then distinguish characteristics of each dance and how the styles differ.

Ballet Tap Jazz Acrobatics Contemporary Lyrical/slow modern Song and dance Demi character/character Hip Hop – popping/locking Breakdancing Cultural- Irish/Spanish/haka etc. Ballroom- waltz/tango etc.

Week 2 Choreography workshops (2 lessons)

WORKSHEET TWO

Introduction Roll/change. Recap information that the teacher feels is necessary from previous lesson. Explain importance of warm up.

Making DanceWarm-up and cool down as part of a dance class (ACADAM015)

Making DanceImprovisation skills to explore new movement ideas (ACADAM013)

Warm up: cardio and stretch (to no music the first time- teach students how to do their stretches safely)

Choreography The focus of learning how to choreograph is to create dance with meaning behind it. To create dance that tells a story, investigates a theme or idea.

BEST The elements of dance are the building blocks for all choreography. The different ways we use our

bodies, the space in which we dance and the timing of movement, should always be unique and interesting. The more we use these elements of dance in different ways, the more interesting the dance becomes.

The four elements of dance are: BEST (Body, Energy, Space, Time).

BODY Is used to make shapes which create interesting movement. To continually change the shape of the

body is an important part of choreography. You can make shapes individually or as a group to create interesting effects. Some shapes we use in dance are: symmetrical shape, asymmetrical shape, curved, angular, open and closed (give examples and explain each).

ACTIVITY: Students are to stand in the space and make individual shapes: symmetrical shape, asymmetrical shape, curved, angular, open and closed.

Repeat exercise but in pairs. Use these ideas to create shapes that express mood. What type of shape expressed the following

moods? Sad, happy, excited, angry, devastated, scared.

ENERGY Energy can be used to describe the way movement is performed. It is important in dance to use different

energies to create variety and interesting differences in dances. NOTE- ‘The choreographic element of ‘energy’ is not the amount of energy or level of energy used.

Energy states include:- Percussive: short, sharp movements (imagine the robot). - Smooth movements that flow.- Suspended: the movement just before a fall or the top of the swing before it starts it downward

path. - Swinging- Collapse: fall to the floor or a collapsing body part downward.

Activity Students stand in the space and try each of the movement dynamics using different body parts:

- Percussive: Head, hands.

Making DanceChoreographic Devices and Elements (ACADAM014)

Making DanceGroup work practices (ACADAM017)

RespondingDance reflecting and analysing (ACADAR018)

- Smooth: arms, legs.- Suspended: arms, body legs. - Swinging: arms, head, legs. - Collapsing: arms, body, legs.

Students are then to work with a partner, and choosing four movements (in total) that they came up with, create a 4-movement dance phrase.

ASK: Which energy types are the easiest to use? What energy types do you think would be the most interesting to an audience?

Space Most dancers don’t remain in the same place for an entire dance but use as much space as they can to

create interesting visual images. Use of space:

- Levels (High Medium Low)- Formations (lines [windows or straight behind each other], circle, shape, groups).- Directions

Activity- In groups of three, students are to choose six shapes. They need to perform two shapes at a low level,

two at a medium level and one at a high level. - Now the students should try and combine these shapes with transition elements such as: turns, walks or

other dance moves that link the shapes together.

Recap all information at end of the lesson.

Week 3 Choreography workshop (Time)

Introduction Roll/change Recap of Elements of Dance. Recap importance of warm up.

Warm up and stretch (to music)

Time Using time in dance can help the audience understand the story or idea behind the dance and helps to

make the dance more interesting. We use time in dance in the form of tempo (fast, slow and stillness) as well as other ways such as

‘Cannon.’




Making DanceGroup work practices

Create: In groups of 4, students are to create a 4-movement phrase using their whole body. Each movement

needs to be held for 4 counts. A symmetrical shape. An Asymmetrical shape One high position One low position

Cannon A choreographic device or structure in which movements introduced by one dancer are repeated exactly

by subsequent dancers in turn. Once explained the teacher will create and perform a cannon with 3 students as a demonstration.

Students then put their movement into a cannon. Student one begins the phrase, the following students begin the phrase 4 counts later (and so forth). Each group’s phrase is checked by the teacher for understanding.

Teacher can either have the whole class perform their phrase, or, choose a group/groups that has completed the task successfully.

Accumulation A choreographic device or structure in which the movements introduced by one or more dancers. After a

pause, the second dancer (or multiple dancers) join in with the original dancer/s from the point in the phrase where the original dancer was up to.

Using the same phrase, students practice accumulating their phrase. Teacher can either have the whole class perform their phrase, or, choose a group/groups that has

completed the task successfully.

Activity In the same groups, students create a cannon OR accumulation of their own, with no set shapes or

timing. Teacher can either have the whole class perform their phrase, or, choose a group/groups that has

completed the task successfully.

Recap of cannon and accumulation.

(ACADAM017)


Week 3 Choreography workshop (Movement cube)

Introduction Roll/change


Recap of Elements of Dance.

Warm up and stretch.

Activity: Movement cube Students choreograph a phrase based on an imaginary alphabet bubble surrounding them. They choose

two people’s first names from the group and should hit each letter of their name (with a different body part to encourage creativity and originality.

As an extension task for those finished quickly, students can manipulate the phrase in one or more of the following ways: cannon, accumulation, levels, energy, speed.

The teacher should consistently check in with each group as this is a challenging task and may need quite a bit of teacher direction and support.

Reflection/Discussion Teacher should choose 1-2 group/groups that has completed the task successfully. Students in the

audience should be able to identify how the phrase has been manipulated/the choreographic devices/elements used in the phrase. They should also point out what made the phrase interesting/enjoyable to watch. (Use of body parts/orginal movement/sequence of movements etc.)





Week 4 Choreography workshop: Gestures and Motif

(No warm up today)

Task outline/booklet handed out.

Introduce ‘gestures’ as a way of creating movement. Definition of gesture: A movement of part of the body, especially a hand or head, to express an idea of

meaning.

Brainstorm ‘gestures’ that we use in everyday life, on the board. Think pair share activity. - Wave- Salute- Stretch- Scratch- Rub face/eyes. - Dipping a tea bag- Driving a car- ‘Stop’- Asking a question in class- Texting- Typing- Taking a selfie- Nursery rhyme movement (incy wincy)- Peace





- Hot potato- Jazz hands.

We will then brainstorm gestures again using a theme for inspiration. Definition of theme: The subject behind a dance. Also, described as the idea or story behind a

dance/what the dance is about. Our theme will be about ‘School’ or ‘Students in a classroom.’ Brainstorm gestures that fit with this theme. Think pair share activity. Students need to write these

gestures down in their task outlines. - Head on hands- Falling asleep- Asking question (hand up excitedly or lethargically)- Tapping foot- Typing- Writing- Turning a page- Tapping a friend on the shoulder- Checking the time

Whispering to a friend Tapping/clicking pen Crossing arms Opening a laptop

Create Students move into groups of 6. Students must make a phrase using approximately 10-15 gestures that shows the theme chosen as a

class.

Record Students record their movement phrases on a device for their next lesson.

Week 4 -6

Assessment Task (FOUR LESSONS)Introduction

Roll/change Recap terminology.

- Gestures- Motif- Cannon- Accumulation- BEST

Warm up and stretch.

Task 1:




Making Dance

DUE WEEK 6

DanceChoreography

Task

DanceTerminology

Test

Students use their device to rehearse the movement created during the previous lesson.

Task 2: Students should choose one of the gestures to be repeated and manipulated throughout their phrase a

few times. This gesture will be their motif for their Binary dance. Ask students how they could manipulate their motif- write on the board. They can manipulate their motif in the following ways:

- Direction- Speed- Levels- Adding in another body part that moves at the same time.- Changing the energy (e.g. from sharp to soft).

Students manipulate their motif.

Reflect Teacher is to ask 1-2 groups that have successfully finished the task to perform. Their peers need to

identify what elements/devices have been used to manipulate their task. They can also comment on what they found interesting about their peer’s movement. Students are encouraged to give clear and supported feedback to their peers. The teacher can ask specific, analytical questions to prompt student feedback.

Task 3 Students will be putting their movement to a song. It has been chosen for them. Explain to students that it is important that the music is chosen to help reflect the theme of the dance. In

this case, the song ‘Break the Rules’ by Charlie XCX has been chosen. As a class, clap the beat of the song whilst counting to 8. Make sure each group can do this before

moving on. Students need to put their movements to the counts of the music. They can be anywhere from 1-8

counts long. Students practice putting their dance to the music.

Task 4 Students need to complete their phrases by manipulating and/or extending the movement to include

- A cannon OR accumulation- Minimum of 2 spacial patterns with interesting transitions (not just walking). - Unison (explain)- Repetition

Students must also have a clear motif that has been extended and manipulated (during a previous lesson).

Students can also add in non-gestural movement now as well as the gestural movement. Minimum length 30 seconds.

Group work practices (ACADAM017)

Making Dance Techniques that focus on developing retention of movement (ACADAM017)

Making Dance Performance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style (ACADAM017)


Task 5: Discuss performance qualities/skills.

ASSESSMENTDuring Lesson Two of Week Six, students will be assessed on their choreography and will also sit a 10-minute

terminology test.

Weeks 7-10

Hip Hop

Explain the way classes will run and expectations of the class. Students will take part in Hip Hop Technique lessons which will include a focus on:

- Warm up (including general whole body warm up, isolations, coordination skills, core strength development and major muscle group stretches).

- Travelling skills (correct body position for dance whilst moving, weight transference, musicality, ability to travel through space and ability to apply corrections).

- Dance choreography (completing skills and dance steps that are sequenced that is correct to the style of dance, ways to remember movement, muscle memory, importance of practice/rehearsal, adding in personal style and performance qualities, musicality skills/accents.

Making DanceSkills and Techniques (ACADAM015)

Making Dance Safe dance practice of style-specific techniques (ACADAM015)

Making Dance Warm-up and cool down as part of a dance class (ACADAM015)

Making Dance Techniques that focus on developing retention of movement (ACADAM017)

Making Dance Performance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style (ACADAM017)

Documents

· Web viewStudents are to define the word ‘mediums/media’ on their handout and explain what this means when they are asked to create a mixed media painting. Teacher will read