Level statement 4 Micro Macro Semester 1 Year 7
Students purposefully apply visual art and design elements of line, shape, texture and colour through additional concepts of proportion, symbolism, composition, depth, abstraction, representation and non-representation. Students make, display and appraise images and objects. They work individually and collaboratively to deconstruct and reconstruct images and objects to manipulate meaning and communicate their experiences, feelings, ideas and observations. Students understand the role and function of audience and analyse own and others’ images and objects from a diverse range of societies across time.
Weeds are flowers too, once you get to know them
A. A. Milne Eeyore from Winnie the Pooh
Core content
Forms
• selecting from and combining: drawing, design, painting, printmaking, sculpture, ceramics, installation, performance art, fibre arts, photographic art, film and video art and electronic imaging
Materials
• various surfaces
• wet and dry media
• found and made objects
Elements
• colour
• line
• shape
• texture
Concepts
• abstraction
• composition
• depth
• non-representation
• proportion
• representation
• symbolism
Processes
• analyse
• deconstruct images and objects
• reconstruct images and objects Display and exhibition
• purpose of audience Functions
• symbolism
Micro Macro – Exploring the Natural Environment – drawing and relief printmaking
VA 4.1 Students deconstruct and reconstruct images and objects to manipulate meaning through explorations of elements and additional concepts.
Make images and objects:
Students use materials and apply processes to explore the art elements of texture, line, form, positive and negative space, and concepts of representation, composition and abstraction for purposes such as personal expression, substitution, narration, embellishment and symbolism
Students use magnifying glasses to examine the micro level of natural environment looking for patterns that are repeated in the macro world ie repetition of patterns such as the spiral.
Students make paper clay leaf/spiral forms as part of mobile/pendant/
Deconstruct and reconstruct:
• take apart by undoing, cutting, unravelling, dissecting an artwork or idea The natural environment.
• reconstruct an artwork or idea by reinventing and rearranging to make something new. Composing a black and white relief print based on a folio of drawings make from observation
• analyse artworks by describing, identifying, interpreting and comparing elements, concepts, ideas, feelings, experiences and observations.
Elements:
• line — descriptive, directional
• shape — negative and positive
• texture — actual, invented, transferred and simulated (looks exactly like).
Additional concepts:
• abstraction — moves away from objective reality, expressive, non-subjective
• composition — combining and composing elements, concepts, parts and the whole design
• depth — shading, hatching, overlapping objects, linear and aerial perspective
• proportion — size, relationships, subject to background, near or far, part to whole
• symbolism — visual metaphors, secret and hidden messages, codes and feelings
• representation — substitutes reality, realism
• form in 3 D – form in Nature Students may:
• explore the element of texture using a variety of drawing materials (wet and dry) apply simulated textures with paint, glue., gloss medium and so.
• combine and compose elements and concepts with the intention of creating balanced, harmonious compositions
• deconstruct an artwork by analysing its meaning. What is the artwork about? What would happen if you changed (the proportions)? Does it change the meaning?
• demonstrate control of applicators and skills when manipulating materials and processes with purposeful intent
• substitute images with symbols to create hidden messages
• create abstract images from their observations by dissecting and rearranging parts
• mix, blend and control the use of tone to create contrast in abstract prints
• take photographs of natural shapes in their environment that focus on negative spaces and positive shapes and show the effects of light and dark.
VA 4.2 Students make and display images and objects, considering purposes and audiences.
Make and display images and objects:
• deconstruct and reconstruct known images and objects to make new meaning for a specified context – sculpture and lino printing
• explore feelings — how the artwork makes you feel
• communicate experiences — recent or remembered
• observations of, and making images and objects for, natural and built environments.
Consider purposes and audiences:
• select own and others’ images and objects for a particular display space and audience
• formal and informal settings
• to communicate intentions through display and demonstrate understandings of constructed meaning. Students may:
• consider functions such as personal expression, substitution, narration, embellishment and symbolism when designing and making images and objects for particular display spaces or places
• identify and discuss with peers and teachers how meanings are conveyed in displays and exhibitions, considering:
− the setting (environment) — informal, formal
− audience — who is the viewer and what is the cultural context
− marketing, media text
− political climate
− the artist’s purpose or intent
• vary the visual settings in which made images and objects are placed to change the readings of the works.
VA 4.3 Students analyse elements and additional concepts evident in images and objects from a variety of cultural and historical contexts.
Analyse images and objects:
• identify, describe and compare visual art and design elements of colour, line, shape and texture
• refer to additional concepts of proportion, symbolism, composition, depth, abstraction, representation and non-representation
• analyse the forms, materials and processes used
• describe and compare ideas, feelings, experiences and observations
• identify, describe and interpret subject matter
• analyse their own and others’ images and objects.
Cultural and historical contexts:
• own and others’ images and objects from various cultural and social contexts, considering the representation of cultures within the classroom and community
• analyse images and objects from the very distant past.
Students may:
• communicate ideas about images and objects that have been created in the classroom, viewed in texts or seen in community or public gallery/museum contexts by:
− analysing visual art and design elements and concepts, where they are placed and how they have been used e.g. This shape is bigger than that one and it balances that darker shape in the lino print. This print has the same sort of shapes but they are overlapping so they look like they are behind each other.
− identifying, describing, comparing and analysing the forms, materials and processes used e.g. This painting is abstract. It doesn’t look like anything but it has lots of interesting colours and ‘unreal’ textures. This painting is more ‘real’ — you can see people but not their faces. Both of the paintings look like they have been painted with watercolours.
− interpreting ideas, feelings, experiences and observations of their own and others’ images and objects e.g. I thought the sculpture was really good because you could walk around it and see different things depending on where you were standing.
− using language appropriately to analyse made and everyday images and objects e.g. The proportions of the person in that picture are all wrong. When we drew people we looked closely at how they looked. Maybe this artist made the legs really long for a reason.
Resources
Relief Printing is the oldest form of printmaking Definition: In relief printing the image to be transferred to paper (or other surface) is raised above the surface of the printing plate. Ink is applied to the raised surface then rolled or stamped onto the substrate. The relief printing process is similiar to using an inkpad and stamp.
http://www.connectworks.co.uk/printeurope/petecrel.html
http://www.flemings.u-net.com/h_relief.htm
ARTISTS
Karl Blossfeldt http://www.masters-of-photography.com/B/blossfeldt/blossfeldt.html
Georgia O’Keefe http://www.okeeffemuseum.org/visit/current.html
Corn 2, 1924
Black Iris III, 1926, oil on canvas, The Metropolitan Museum of Art, NY
National Print Gallery NGA http://www.australianprints.gov.au/Exhibitions/PlaceMade/Default.cfm
William Robinson:
William ROBINSON Creation landscape - Man and the Spheres
http://www.australianprints.gov.au/Exhibitions/PlaceMade/Detail.cfm?IRN=125561
Deborah KLEIN Snakes and Ladders Linocut
http://www.australianprints.gov.au/Exhibitions/PlaceMade/Detail.cfm?IRN=126047&BioArtistIRN=14258&MnuID=1
Margaret Preston
http://www.nga.gov.au/preston/index.cfm
Margaret Preston born Australia 1875, died Australia 1963 West Australian banksia c.1929
woodblock print 44.2 x 38.0cm Collection of the National Gallery of Australia, Canberra
Margaret Preston Australia Waratahs (1925) woodcut, hand-coloured Margaret Preston, Australia 1875-1963
Australian rock lily c.1933 Hand-coloured woodcut on paper 46.5 x 47cm Purchased 2001. Queensland Art Gallery
Alick Tipoti Torres Strait Islander Australia b.1975 Kobupa thoerapiese 1999 Linocut on paper ed. 4/98 99 x 65.5cm
http://www.qag.qld.gov.au/collection/indigenous_australian_art/alick_tipoti
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