Semester: Subject: Team MemberTerm 2-weeks 4-6 Term 2-weeks 6-8 Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises

What is it that we want our students to know, understand, do and communicate KUDCO?

Year Level: Prep Semester: ONE TWO Subject: VISUAL ART

Team Member: Ruth Branthwaite & Matt Symmons

Essential Learnings What is the essential learning? Describe in student friendly vocabulary.

KEY:

Examples of Rigor

What does proficient student work look like? Provide an example and/or description for a two year cycle

Prior Skills

Needed

What prior knowledge, skills and/or vocabulary are needed for a student to master this essential learning?

Common

Assessments

What assessment/s will be used to measure student mastery?

When

taught?

When will this essential learning be taught?

Extension

Skills

What will we do when students have already learned this essential learning?

Term1: EL I can make artworks using different materials and techniques that express my ideas, observations and imagination (1) Content Description: Students explore ideas, experiences, observations and imagination to create visual artworks

Learning Intents No 1 I know my way around the art room

Lines, Patterns & Rubbing plates, crayons, paint, Collage & Paper craft

Learning Intents No 2 I can use the patterns, colours and/or textures from my environment in my artwork

]

Marker, crayons, paint

Learning Intents No 3 I can use the shapes and colours of my

Vocabulary: Wembley Values equipment, materials, smocks, safety, role order buddies I can put on a smock

Vocabulary: line, pattern, pencil grip, 3 finger grip, repeat, fill the space, edge to edge, rubbing plate, wax crayon, smocks I can draw lines I can draw basic

geometric shapes I can hold a pencil,

crayon, brush

correctly

Vocabulary: Shapes, circles, squares, triangles,

Anecdotal Notes All work is assessed



Term 1 - entire term

Term 1 - weeks 3-4

Term 1-weeks 3-4

This term all preps who finish early will be extended by using Playdough to create 3 dimensional sculptures from their imagination


This term all preps who finish early will be extended by using

environment, in my artwork Miro or Klee or Kandinsky

Collage of cut paper or painted paper

Learning Intents No 4 I can create a self portrait bust or full body Full body portraits, bust, warm/cool portraits, collage

lines, geometric shape, repeat, pattern, copy, pasting, horizontal, vertical zig zag, smooth, warm & cool colours I can carry and use

scissors safely

I can draw basic

geometric shapes

I can hold a pencil,

crayon, brush

correctly

Vocabulary: Full body portrait, whole body, arms, legs, body, head, neck, features, eyes, ears, nose, mouth, hands, feet, self portrait Warm & cool colours I can hold a pencil,

crayon, brush

correctly

I can set myself up

for painting

Anecdotal Notes Markbook with checklists

Term 1-weeks 6-7

Playdough to create 3 dimensional sculptures from their imagination


Term2: EL I can make artworks using different materials and techniques that express their ideas, observations and imagination (1) Content Description: Students experiment with different materials and techniques to make artworks (VCAVAV018)

Learning Intents No 1 I respect the materials and art room environment Students handle all materials and tools with respect, share equipment and responsibilities of setting out and packing up, enter and exit respectfully, leave the room tidy and listen to the teacher Chart or mind map, photos etc I always wear a smock for painting I handle the scissors carefully I only use materials and tools responsibly etc etc I can pack up by myself

Learning Intents No 2 I can use ‘unusual’ materials to create my art exploring a range of natural and man-made materials and technologies to visually express their experiences, for example, paint, pencils, ink, sand, photography and graphically (acara) Cotton bud skeletons, sculpture bugs, foam tray masks, straw & modeling clay jewellery, any unusual recycled materials

Vocabulary: Wembley Values, respect, sharing, safety, packing away, cooperation, listening to instructions

Vocabulary: recycled materials, unusual materials, usual materials, symmetrical,



Term 2-weeks 1

Term 2-weeks 2-3

Class activity to create chart, teacher to encourage all to get involved and give ideas, with turn & talk and or small groups

Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises Preps will be workin on colouring

Learning Intents No 3 I can collage different media Mixed Media Collage

Learning Intents No 4 I can try new techniques and give my best effort Varied techniques eg: ink-blowing, threading, finger painting, printing, construction, paper rolling)

Vocabulary: mixed media, different materials, natural objects, man made materials glueing and arranging, overlapping, collage

Vocabulary: Effort, dribbles, ink, threading, straws, away from yourself, blossoms, collage, tissue, rolling, finger printing, dabbing



Term 2-weeks 4-6

Term 2-weeks 6-8

Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises


Term 3 EL I can identify and describe the subject matter and

Learning Intents No 1 I see people show feelings in their art Sad Monster, Glad Monster, My Many Coloured Days

Vocabulary: Feelings, emotions, happy (glad), sad


Term 3 - week 1-2

Individual students are supported and extended on an ongoing basis during

ideas in artworks I make and display (2) Content Description: Students create and display artworks (VCAVAE019)

Learning Intents No 2 I can explore composition Cut-off form, close-ups and symmetry

Learning Intents No 3 I know the difference between portrait and landscape Orientation of page to suit subject

Vocabulary: Cut off form, symmetry, close-up

Vocabulary: tall, wide, portrait, vertical, landscape, horizontal



Term 3-weeks 3-4

Term 3-weeks 5-7

each art class, as their individual need arises



Learning Intents No 4

I can talk/write about my artwork and how it makes me feel Emotional Responses to colours -what’s the colour of your heart, how do the colours make you feel? What are the warm and cool colours?

Vocabulary: emotions, feelings, warm and cool colours, opposite background, straight, ruler, curly

Anecdotal Notes Markbook with checklists, written piece

Term 3-weeks 8-10


Term 4 EL I can identify and describe the subject matter and ideas in artworks I make and view. (2) Content Description: Students respond to visual artworks and consider where and

Learning Intents No 1 I can see art inside and make art for inside Delicate materials, paper, fabrics

Vocabulary: Delicate, deteriorate, pinch, twist, tear, gluing, small pieces, strips, small scale


Term 4-weeks 1-3


why people make visual artworks (VCAVAR020)

Learning Intents No 2 I can see outside and make art for outside Durable materials, tyvek, wood stone, wind chime

Learning Intents No 3 I can talk about ancient art Ancient artifacts, decorative arts

Learning Intents No 4 I can make art based on a cultural style Indigenous Art styles, totem poles, dot paintings

Vocabulary: Strong, weather-proof, large scale, wind driven, makes noise, moves

Vocabulary: history, ancient, vases, jewelry cave painting,

Vocabulary: totems, symbols, culture, history




Term 4- weeks 4-6

Term 4 week 7-9

Term 4-weeks 10-11






Year Level: Year 1 and Year 2

Semester: ONE TWO Subject: VISUAL ART

Team Member: Ruth Branthwaite & Matt Symmons


KEY:

Examples of Rigor


Prior Skills

Needed


Common

Assessments


When

taught?


Extension

Skills


Term1: EL I can make artworks using different materials, techniques and processes to express my ideas, observations and imagination.(3) Content Description: Students can explore ideas, experiences, observations and imagination and express them through subject matter

Learning Intents No 1 I explore artistic styles through my artwork Matisse odd year, Van Gogh even year

Vocabulary: Artists’ style, simple shapes, flat colour, patterns, paint application, brush strokes, dabbing, still-life, corner view I see similarities,

(colours, topics) I can use all equipment

safely


Term1, week 1-2


in visual artworks they create (VCAVAE021)

Learning Intents No 2 I use lines and patterns from my environment Turtles, leaves odd year, cactus, land-forms even year

Learning Intents No 3 I use contrast in my work (colour, shape and or size) Circle, Triangle collage odd year, Mondrian print, collage even year,

Vocabulary: lines, patterns, hatching, cross hatching, horizon line, I can use all equipment

safely I can draw different

types of lines I can make consistent

marks with crayons,

pencils, pens and paint I know what pattern

means

Vocabulary: contrasting overlapping, circles, rectangles, limited colour, tracing templates, interesting, balance, collage, paint, ruling, contrasting size I can use all equipment

safely I can choose the right

brush for the job

I understand what

contrasting means

I understand what



Term 1, week 3-4

Term 1, week 5-6



Learning Intents No 4 I use shapes from my environment Birds, fish, turtle odd year, Robots, machines even year,

overlapping means

I can cut around

geometric and organic

shapes

I know my primary

colours

I can choose the right

brush for the job and

apply paint

consistently

I can paste paper to

paper (collage)

Vocabulary: geometric shapes, rectangles, ovals, circles, triangles, curves, corners, organic shapes,not symmetrical, flowing edges, smooth I can use all equipment

safely I can draw geometric

and organic shapes I can choose the right

brush for the job I understand what

symmetry means


Term 1, week 7-8


Term2: EL I can make artworks using different materials, techniques and processes to express my ideas,

Learning Intents No 1 I can identify and create artwork from an Asian culture Balinese or Thai odd year, Chinese even year,

Vocabulary: traditional, culture, shadow puppets, movable joint, gold pattern


Term 2, week 1-3


observations and imagination.(3) Content Description: Students can experiment with different materials, techniques and processes to make artworks in a range of art forms (VCAVAV022)

Learning Intents No 2 I can use natural materials to make art Newspaper, branches, twigs odd year, Icypole sticks, cardboard, rice, peas, leaves, fruit even year,

Vocabulary: natural materials, collage, weaving, over & under, wrapping & binding, thick, thinner, thinnest, large, medium, small, plants, sticks shells pebbles


Term 2, week 4-6


Learning Intents No 3 I use overlapping to show depth 3D landscape, back, middle, foreground odd year, Ice-cream cones, crossed pencils feet perspective even year

Learning Intents No 4 I use recycled materials to make art Newspaper, magazines odd year, Foam trays/plates, plastic bottles,cups anything in a shoebox lid even year

Vocabulary: foreground, front, background, rear, middle ground, middle depth, layers texture, closer, further, depth, distance, hatching

Vocabulary: recycle, landfill, pollution, environment, reuse, repurpose,



Term 2, week 7--8

Term 2, week 7-8



Term3: EL I can describe artworks I make and view, including where and why artworks are made and viewed. (4) Content Description: Students can create and display artworks to express ideas to an audience (VCAVAP023)

Learning Intents No 1 I can tell you the message in my art Poster odd year, Symbolist, Munch even year

Learning Intents No 2 I can express my ideas into a 2D picture or 3D model Painting, Pen & ink odd year, Modelling, sculpting even year

Learning Intents No 3 I choose the best format for my work Hokusai odd year, Stacked birds, ice creams Wayne Thiebold even year

Vocabulary: message, idea, communication, symbolic, metaphor, lettering

Vocabulary: line, pattern, spacing, repetition, closed space, edge to edge, bending, smoothing, wrapping, brush style, low relief, standing 3D, viewed from all angles

Vocabulary: suitable, best shape, best view, portrait format, landscape format, tall and thin, short and wide




Term 3, week 1-2

Term 3, week 3-5

Term 2, week 6-8




Learning Intents No 4 I talk/write about how I made my artwork Digital?, Review, flow Chart? Procedural explanation etc

Vocabulary: process, materials, equipment, techniques, skills, ordered information


Term 3, week 9-10


Term4: EL I can describe artworks I make and view, including where and why artworks are made and viewed. (4) Content Description: Students can respond to visual artworks by describing subject matter and ideas (VCAVAR024)


I am beginning to use Visual arts terms Students use work sheets


I can recognise Indigenous Art Spatter and dot paintings even year, creation story odd year

Vocabulary: Elements of Art, Refer to class poster Shape, Form, Colour, Line, Space, Texture

Vocabulary: stencil, dot patterns, natural colours, positive, negative, mask



Term 4, week 1-2

Term 4, weeks 3-5



Learning Intents No 3 I can state the purpose of art from other cultures Cultural masks, Japanese fan even year, Dream catchers, dhurries carnival even year

Learning Intents No 4 I know a famous Australian Artist’s work

Vocabulary: culture, tradition,

Vocabulary: abstract, realistic, shapes, outlines, Ned Kelly, Australian plants, Australian animals, Australian stories



Term 4 -week 7-9

Term 4 -week 10-11



M Preston, J Coburn odd year, S Nolan, P Hart even year




Team Member: Ruth Branthwaite Matt Symmons


KEY:

Examples of Rigor


Prior Skills

Needed


Common

Assessments


When taught?


Extension Skills


Term1: EL I can plan and make artworks that are inspired by artworks I experience. (5) Content Description: Students can explore ideas and artworks from

Learning Intents No 1 I can explore a famous artwork Impressionism, Cubism odd year, Byzantine, Islamic even year

Vocabulary: Impressionism, pointillism, mosaic, Islam, I can recognise

traditional styles (eg

Cubism, mosaics,

Impressionism or


Term 1 -week 1-3


different cultures and times and use these as inspiration to create visual artworks (VCAVAE025)

Learning Intents No 2 I use cultural references in my artwork N/S American, African odd year, Asian, European even year


I know atworks can tell me about the past

Islamic)

I understand what

abstract is

I can redraw over lines

accurately

Vocabulary: cultural references, traditional features, traditional colours, traditional styles, Spanish: (Día de Muertos ) positive, negative

Vocabulary:costume, style, history, fashion, portrait, bust, Hieroglyphics, fresco,



Term 1-week 4-6

Term 1-week 7-8


Individual students are supported and extended on an ongoing basis during each art class, as

http://en.wikipedia.org/wiki/Spanish_language

http://es.wikipedia.org/wiki/D%C3%ADa_de_Muertos

http://es.wikipedia.org/wiki/D%C3%ADa_de_Muertos

Hieroglyphics even year or Minoan frescos, Cats in historical clothing odd year

Bronze Age, symbols, picture words,

their individual need arises

Term2: EL I can use materials, visual conventions, techniques and processes to express my ideas in artworks. (6) Content Description: Students can explore visual conventions and use materials, techniques, technologies and processes specific to particular art forms, and to make artworks (VCAVAV026)

Learning Intents No 1 I can interpret the same artwork two ways, 2D & 3D Klimt odd year, Warhol even year

Learning Intents No 2 I use established techniques and can follow a process Crosshatching & lines odd year,

Vocabulary: 2D, 3D, decorative pattern, height, width depth

Vocabulary: line-style repeat, pattern, motif, regular, block printing, reverse, layers, print



Term 2 week 1-3

Term 2 week 4-6



Designing & printing even year

Learning Intents No 3 I create artwork that has symbolic meaning Symbolic patterns odd year, Symbolic colour even year

Klee depiction of the Circulatory system - ‘growth, movement’

surface, negative space, roller, printing baren

Vocabulary: repeated motif, symbols, symbolic meaning, symbolic colour, colours as feelings


Term 2 week 7-9


Term3: EL I can discuss how artists express ideas and use materials, techniques and visual conventions in artworks from a range of places, times and cultures.(7) Content Description:

Learning Intents No 1 I can contribute to a class mural Geometric, Op art dd year, Realistic, Van Gogh, stylized even year

Vocabulary: collaboration, sharing, planning, responsibilities, uniformity


Term 3 weeks 1-3


Explore different ways of displaying artworks to enhance their meaning for an audience (VCAVAP027)


I can use perspective One point linear odd year Planar, atmospheric, colour even year

Learning Intents No 3 I can create ‘visual tricks’ in my artwork OP Art odd year Surrealism even year


Vocabulary: overlapping, distance, 1 point perspective, linear perspective, horizon line size, size, layers, tints, shades, foreground, middleground, background

Vocabulary: illusion, unexpected, dream world, pulsating, moving, Surrealism, Op Art

Vocabulary: Elements of Art: line, shape, colour, form, texture, space




Term 3 weeks 4-5

Term 3 weeks 6-8

Term 3 weeks 9-10




I can identify/know/use the ‘elements of art’ Colour, line, shape, odd year Form, texture, space even year

Term4: EL I can discuss and evaluate the art making processes, materials and techniques I use to express my ideas. (8) Content Description: Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures (VCAVAR028)

Learning Intents No 1 I can use terms relating to Greek/Roman artworks Greek odd year Roman even year


I can compare and contrast two of my artworks Venn diagram both years


I can match visual arts terms to images

Vocabulary: classical architecture, ionic doric, corinthian, sfumato, gradation, amphora armour

Vocabulary: similarities, differences, art terms

Vocabulary: Elements of Art: line, shape, colour, form, texture, space




Term 4 weeks 1-4

Term 4 weeks 5-6

Term 4 weeks 7-8



Individual students are supported and extended on an ongoing basis during each art class, as

Student reflection both years, with worksheet of terms


I can explore the artistic style of Indigenous artworks Didgeridoo sculpture, textiles? odd year Painting, pen even year

Vocabulary: indigenous, natural colours, earth colours


Term 4, weeks 9-11

their individual need arises





Team Members: Ruth Branthwaite & Matt Symmons


KEY:

Examples of Rigor


Prior Skills

Needed


Common

Assessments


When taught?


Extension

Skills


Term1: EL I can use visual conventions and visual arts practices, to express ideas, themes and concepts in my artwork (11)

Learning Intents No 1 I am improving my observation of line, shape and value when sketching sketching layout,line, shape, value, form proportion both years

Vocabulary: line, simple shapes, value, gradation compare size, angle, proportion, geometric shapes, implied form, 3D illusion


Term 1,week 1-2


I can describe the influences of artworks and practices on my art making. (12) Content Description: Explore visual arts practices as inspiration to create artworks that express different ideas and beliefs (VCAVAE029)

Learning Intents No 2 I can create a sense of realism by using visual conventions - shading Shading & value odd year Colour, tint & shade even year

Learning Intents No 3 I can borrow ideas from great artists Hockney, Cezanne Britto odd year Degas, Thiebaud even year

Vocabulary: value, gradation, blending, tint, tone, receding, protruding, light, shadow, 3 dimensional shape, over, under, in front, behind, impossible form stacks


Term 1, week 2-3


Learning Intents No 4 I can use the commercial arts: comics/graphics/manga to inspire my artworks Benday Dots, odd year Typography, micrography even year

Vocabulary: artistic style, intention, interpret, analyse, interest, media (materials)

Vocabulary: Benday dots, printing, Pop art, Lichtenstein, font, type, kerning, serif, sans serif



Term 1, week 4-6

Term 1, week 7-8



Term2: EL I can demonstrate the use of different techniques

Learning Intents No 1 Vocabulary: 2D sketching, watercolour illustration, blending colours, dry needle felting, fibres, teasing,


Term 2 weeks 1-3


and processes in planning and making artworks. (10) Content Description: Select and apply visual conventions, materials, techniques, technologies and processes specific to different art forms when making artworks (VCAVAV030)

I can create the same artwork three different ways, 2 X 2D & 1 X 3D sketch, wire sculpture, painting, sketch,watercolou, batik odd year sketch, coloured pencil, felting, sewing, clay? even year

Learning Intents No 2 I can create a standing or hanging sculpture

Hanging sculpture odd year Standing Structure even year

layering, cardboard, planes, construction, gluing, 2 dimensional, 3 dimensional, Felt, corrugation, support, strength

Vocabulary: curve, roll, fold, bend, pleat, join, attach, supprt, wrap


Anecdotal Notes

Term 2 weeks 4-5

Term 2, week 8-11



Learning Intents No 3 I can mix different media/materials in my art Mixed media both years

Vocabulary: sketching, blind contour drawing, dry brush technique, scumbling, overlapping, layering, torn edge, texture, mixed media, tints, tones, monochromatic, fringing, peeling

Markbook with checklists


Term3: EL I can explain how ideas are expressed in artworks I make and view. (9) I can describe how artworks that I make and view can be displayed to express and enhance meaning.(13) Content Description: Create and display art work considering how ideas can be expressed to an audience (VCAVAP031)

Learning Intents No 1 I can re-interpret famous artworks and collaborate with others to enhance the effect and display of my own work. DeBuffet odd year Picasso even year


Vocabulary: interpret, meaning, visual language, cubism, expressive lines and expressive colour

Anecdotal Notes Markbook with checklists, portfolio reflection

Anecdotal Notes

Term 3, week 1-3

Term 3, weeks 4-5


Individual students are supported and

I can evoke an emotion with my work Rothk, Music emotions odd year Sadness of war Kathe Kolwitz, Guernica, Goya? even year

Learning Intents No 3 I can create a symbolic artwork Friendship, Macke, Rockwell, Cezanne odd year Dreaming Chagal even year

Learning Intents No 4 I can describe the influence of famous artworks on my own artworks

Investigation on a famous painting

Vocabulary: dream like, gauzy, floating, emotional, bright colours, liquid mask

Vocabulary: symbolism, theme, direct gaze, woodcuts, cropping =

Vocabulary: arts elements, content, symbolism, meaning, art movement, media

Markbook with checklists, portfolio reflection



Term 3, weeks 8-9

Term 3, week 10

extended on an ongoing basis during each art class, as their individual need arises



Term4: EL I can describe and identify how ideas are expressed in artworks from different contemporary, historical and cultural contexts.(14) Content Description: Identify and describe how ideas are expressed in artworks by comparing artworks from different contemporary, historical and cultural contexts (VCAVAR032)

Learning Intents No 1 I understand art plays a role in history

Modern, graffiti social comment odd year Importance of Renaissance painting, proportion perspective, form even yea


I can create artwork based on ancient art

3D technique odd year 2D technique even year

Learning Intents No 3 I can make art that connects to communities or groups of people

Buddhist mandala, Islamic tiles, African odd year

Vocabulary: Banksy, paste ups, etc, society’s response, purpose of portraits, styles, themes, tags

Vocabulary: low relief, high relief, sculpture, parody, icon

Vocabulary: ethnic, pattern, motif, culture, repeat, gyotaku




Term 4, weeks 1-3

Term 4, weeks 3-5

Term 4, weeks 6-8




Japanese Gyotaku, Russian even year


I can make art that connects to history Egyptian, cave paintings odd year Impressionism even year

Vocabulary: art and science, discoveries, time capsules, pointillism


Term 4, weeks 9-11


Documents

Semester: Subject: Team MemberTerm 2-weeks 4-6 Term 2-weeks 6-8 Individual students are supported and extended on an ongoing basis during each art class, as their individual need arises