Subject DANCE DRAMA MEDIA MUSIC VISUAL ARTS

Unit Title: Animal Adventures Prep Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6

Achievement Standard

By the end of year 3 Students will describe artworks they make and view and where and why artworks are made and presented. Students will make artworks in different forms to express their ideas, observations and imagination, using different techniques and

processes.

Learning Intention To expose students to ways that artist see the world and how this influence their work

Success Criteria Create a standing mobile based Alexander Calder’s work

Core Content Elements Principles Medium Skills Techniques Processes

Selecting and Combining

LineShapeColourTextureForm

BalanceEmphasisMovementPatternRepetition

ProportionRhythmVarietyUnity

DrawingPaintingFibreSculpturePhotography

CollageCeramicsPrintmakingDesign

Assemblage As per artist PersonalAudience

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

Making:

Exploring ideas and improvising with ways to represent ideas2.1Explore ideas, experiences, observations and imagination to create visual artworks and design ACAVAM106

The learners will consider viewpoints – forms and elements: For example What colours were used? What is it made of? How is the colour used, and why is it used in this way?

Making:Developing understanding of practice2.2 Use and experiment with different materials, techniques, technologies and processes to make artworks ACAVAM107

The learners will use techniques to demonstrate various sculptural effects

Responding:Sharing artworks through performance, presentation or display2.3 Create and display artworks to communicate ideas to an audience ACAVAM108

The learners will make decisions about how to display their artwork to share their ideas

Responding:Responding to and interpreting artworks2.4 Respond to visual artworks and consider where and why people make visual artworks (ACAVAR109)

The learners will describe and interpret representations in a selection of artworks, for example, how the artworks make them think and feel

1&2 Focus-Knowledge and Skills Learning and Teaching Activities Resources Vocabulary Assessment

Teacher NotesKey Ideas of Alexander Calders’ StyleVery influenced by shapes that occur in nature.Organic-softly rounded or curved irregular forms.Geometric-circles and ovalsContour line the outline or outer edge of an object, drawn using a single line

Sandy’s CircusAlexander Calder is one of America's most important 20th century artists. In addition to his amazing mobiles and stabiles, which can be seen in public places all over the world, Sandy as he was called, created his first animal as a gift for his parents when he was eight years old. He later created a wonderful, whimsical circus out of found materials such as wire, cork, and paper. This is the story of that circus and how he set the art world on fire with his performances.

Calder was the first artist to use wire to create 3D line drawings of people, animals and objects. These linear sculptures introduced line into sculpture as an element.

He later created abstract forms in motion by making the first mobiles. Composed of pivoting lengths of wire

Art Talk: Discuss the difference between being still and movement. Engage learners in being physically expressive by demonstrating their understanding. Play still images and freeze frame game. Emphasis to students that they are living sculptures.

Ask students to imagine they animals. Call out large, small, light, heavy to describe the kind of animal choices. Discuss the choices they make. Eg elephant line of the trunk, movement etc

Alexander Calder - AnimoblesRead ‘Sandy’s Circus’ by Tanya Lee Stone with the classDiscuss the story and write a brief synopsis of the information about the artist the audience can recall.

Display Animobile images and explain that Calder is famous for his sculptures that either suggest movement (implied) Stabiles or Mobiles which do move. He turned flat materials into 3D objects with his Animobiles.

Calder used materials cut into simple geometric shapes. The flat material looks different when viewed from different angles (sculpture concept-in the round), parts of the animobiles seems to shift and turn.

Calder liked to draw with a single non-stop line or contour drawing,

•Coloured paper cut into shapes~head~body~neck~face~legs~arms~spiral tail• Glue• Scissors

AbstractCircusGeometricOrganicMotionPrimary ColoursTwo-DimensionalThree- Dimensional

FormativeContour Animal

counterbalanced with thin metal fins randomly arranged and rearranged in space by air moving through the individual parts.

instead of many smaller lines. He drew in space with wire in the same way. If you were going to add colour Calder’s elephant what would you choose and why?

Think about an animal by standing in a freeze frame pose. What movement is the animal conveying. Eg dancing horse A partner will take your photo for reference using an ipad.Make sketches of your animal without lifting your pencil from the paper.

Go out at Midday when the strongest shadows can be seen and create a silhouette pose of your animal. Draw around it in chalk.

3-4 Focus-Knowledge and Skills Learning and Teaching Activities Resources Vocabulary Assessment

Show a picture of Calder’s Crinkly Crocodile and ask students what colours they see. Record in a list and explain that colour is an important element in Calder’s work.

Ask students how they feel when they look at this piece of work? Do you think Calder’s use of colour has any influence on the way you feel? Record in a list eg. Scared, happy, playful.

How do you think Calder made this piece balance?Ask students to balance on one leg and then look at the piece of sculpture again. Record in a list their ideas. Calder’s piece is composed of triangular lengths.

Give students a strip of double sided colour paper and ask them to fold into half then quarters. In the middle sections a diagonal fold will provide stabilising points for the strip to rest upright.

http://www.artnet.com/artists/alexander-calder/crinkly-crocodile-AVG5-VNlmcjRJ1xYv_J7kQ2

Students can be give a choice of colour schemes

FormativeCrinkled Crocodile

Cut the last section to imitate a tail and the front section to imitate a crocodile.

The variety of shapes could be extended through additional paper length of height of the strip

Final paper sculptures should be photograph for display

5-6 Focus-Knowledge and Skills Learning and Teaching Activities Resources Vocabulary Assessment

Calder often created maquettes, which were small planned sculptures for larger pieces. In 1973 he had been commissioned to create a major sculpture for a public space in ChicagoThe subject of the stabile was a flamingo. Calder loved exotic birds.

Tell students that they are going to imagine they have been commissioned to create a piece for the Cairns City Esplanade to celebrate the unique bird life that can be found there.

The brief for the standing mobile requires them it to start with a semi-circle construction, wire and additional paper materials.

The standing mobile should include moving parts and look different from all directions

Sculptures should be displayed for a school

MaquetteStanding MobileBalance

Summative

Kinetic Bird sculpture

community audience.

Animal Adventures - TasksTask 1 2 3 Students Name:

Type of Task: ☐Drawing ☐Sculpture ☐ Self Evaluation ☐ Exhibition

Task Conditions ☐ ☐ In Class

Task Descriptions

Date: Above

1

Contour DrawingThink about an animal by standing in a freeze frame poseWhat movement is the animal conveyingA partner will take your photo for reference using an ipad.Make sketches of your animal without lifting your pencil from the paper.Simplify your lines so you have a strong silhouette

Criteria

Below

Date:Above

2

Crinkly CrocodileUsing a strip of double sided colour paper, fold the length into a crinkled crocodile.Cut to make a tail and headThe design must be able to stand by itselfA photo will be taken for reference using an ipad.

Criteria

Below

Date:

Above

3

Kinetic BirdCreate a standing bird mobile using a circular baseYour sculpture must be balanced and able to stand on its own permanentlyYour will use only primary colour in the designYour finished work must have a title which reflects something about it and a sentence about your favourite part of the creative process, to be displayed with it on exhibitionYour standing mobile is a maquette-a small model of a planned sculpture. Your will need to work out the size of the final work when built.

Criteria

Below

Name:

Imagining and creating new works

Using skills, techniques and

processes

Presenting with purpose Evaluation

Art Work Kinetic Bird Kinetic Bird Kinetic Bird

Crinkly Crocodile Crinkly Crocodile Crinkly Crocodile

Contour Drawing Contour Drawing Contour Drawing

EXCEEDS CRITERIA ▲ ▲ ▲

MEETS CRITERIA

☐ experiments with and explores the use of shape, line, movement and space

☐ selects and applies a range of assemblage techniques

☐ organises and displays a finished titled sculpture☐ explains the favourite part of the creative process

TOWARDS CRITERIA ▼ ▼ ▼

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum addressed

Learning and Teaching Strategies Assessment Strategies

Reflection on Unit Identify what worked well during, and at the conclusion of the unit, including:

● 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.