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Visual Art

In-Service 2013

Claire Timmons Mount Seskin Community College

Tallaght D.24

087 2872944

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Harry Freeman harryfreeman@pdst.ie

087 2908528

L.C.A. SUPPORT

L.C.A. Office

Clare Education Centre

Government Buildings

Kilrush Rd

Ennis

Co. Clare

Ph: 065 6845504

lca@pdst.ie

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Key Underlying Principles

student centred curriculum

personal and social development

integration and cross curricular links

team work

literacy & numeracy development

active teaching/learning methodologies

reflection

community links

Content of Day

A.M. Intro of Modules

Module Planning

P.M. Basic Skills

Task Input

Display of Work

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Curriculum FrameworkYear One Year Two

Session 1 Session 2

Sept - Jan Feb - June

Session 3 Session 4

Sept - Jan Feb - June

Vocational

Preparation &

Guidance

Voca

tion

al

Pre

para

tion

Voca

tion

al

Ed

uca

tion

Gen

eral

Ed

uca

tion

English &

Communications

Guidance

Enterprise

Wk/Wrld Enterprise Media Lit/Com

Mathematical

ApplicationsLiving Enterprise Leisure Wk/Life

Vocational

Specialisms

ICT

Arts Education

Social

Education

My Com Ctp/Iss1

Soc/Hlt Soc/Hlt

Ctp/Iss2 Tk/Chrg

Languages

Leisure &

Recreation

Elective Courses

Student

Task

Contemporary

Issue Task

Practical

Achievement TaskModule 30 Hour Module

Student

Task

Student

Task

Student

Task

Pers

onal

Ref

lect

ion

Tas

k Pa

rt 2

Pers

onal

Ref

lect

ion

Tas

k Pa

rt 1

©SLSS 2007

VISUAL ART

Visual Art is one of the courses on offer in the Arts Education area,

others are

Music

Dance

Drama

Any 2 modules of Arts Education must be completed within 2 years.

E.g. One module from Dance and one module from Art may be

taken.

Two modules of Visual Art may be taken alternatively.

There is no sequence or recommended order of the modules

No. of Modules: Two

Module 1: Individuality and Identity

Module 2: The Local Environment

Each of Arts Education modules are worth 2 credits.

Visual Art may be involved in a task in the general education area.

This task is completed in Session One and is worth 10 credits.

Final Exam: There is no final exam in the Visual Art

Course.

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AIMS

Visual Arts should amongst other things enable students:

To develop abilities to understand and use the language of visual

expression and other forms of communication and to extend their

capacity to research, analyse, plan, take decisions and realise intentions

To develop competent and safe practice in the use of tools, equipment,

materials, techniques and processes

To develop self-expression, imagination, feeling and sensitivity

To make connections between education in Visual Art and other elements

programme of the Leaving Certificate Applied

To develop an awareness of the opportunities for further education and

training in, and engagement with, the area of Visual Art

Modules:

Individuality and Identity The Local Environment

No particular order of Modules

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VISUAL ART – STARTING POINTS FOR MODULE ONE

Individuality and Identity

In this module students can explore aspects of themselves and their

lives through a variety of visual art media and processes

Starting Points

Gather photos of oneself at different ages – these could be

enlarged, photocopied, coloured etc. to form the basis of a

personal history montage

Students can investigate how artists have dealt with the idea

‘self’, example – self-portraits of Durer, Van Gogh etc.

Observational drawings of oneself using a mirror – variety of

media

These are suggestions – the key ingredient will be the teacher’s

ability to use starting points/subjects which are of interest to and

motivate his/her students

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Visual Art

Key Assignment Number One (Part C & D)

Portrait Painting

You are required to:

1) Find a Picture of a Face in a magazine…..You can bring in a picture you might have at

home of a favourite PopStar/Actor/Sports Star etc. A4 is the best size.

2) Trace out the face using tracing paper and your 2b pencil. Pay attention to the areas of

light and shade.

3) Transfer the tracing onto an A3 page by scribbling on the back of your traced drawing. A

demonstration of this technique will be given. Mark in the areas of light and shade L &

D.

4) Choose two colours to paint the face in; one for light areas and one for the dark areas.

Carefully paint in. Paint the lighter colour first.

Background

Having looked at backgrounds in paintings by Vincent Van Gogh and Henri Matisse who used

flowery wallpaper backgrounds in their Portraits, you have to design your own wallpaper

background for your painting.

Think of wallpaper you would like.

1) Make a page of sketches of ideas e.g. cartoon characters, stars sign symbols, football

crests, popstars, flowers, animals, etc.

2) Using tracing paper make a patterned wallpaper background behind your portrait.

3) Paint in. You can use however many colours you like this time.

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Visual Art

Synopsis

Visual Art One of the four possible subjects in Arts Education

Two modules

o Individuality and Identity

o The Local Environment

Each module is 30 hours = 3 class periods per week

Number of Modules completed depends on the number of

timetabled class periods e.g. 3 classes per week = 1 Module

September - January.

2nd

Module February –

June 2 class periods per week = 1 Module in Year 1,

2nd

module in Year 2

No particular order of module

Each module contains 4 key assignments

To obtain 2 credits for this module, 4 key assignments must be

done plus 90% attendance

May be involved in a task in the general education area

Any module not used as official Arts Education can be used as an

elective

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Questions and Answers for Modules One and Two

VISUAL ART

INDIVIDUALITY & IDENTITY THE LOCAL ENVIRONMENT

Q. What strategies can I adopt to help teach this Module?

The most important things to bear in mind when teaching the Visual Art modules are to teach

to your own strengths (be that a fine Art/Craft background). To use the facilities available to

you in your art room. To bear in mind your students abilities and most importantly to use

starting points which are of interest to your students and so will then motivate them.

The Environment that your school is in e.g. whether it is an urban, rural or coastal location

can influence the kinds of projects/work which might be undertaken.

Planning is of the utmost importance and will make both the teachers and students life a lot

easier.

Bear in mind the timing of work experience placements, task deadlines etc. when planning

the teaching of the module. A visit to a local heritage site, exhibition etc. may be planned

(perhaps in another subject area e.g. social education) the timing of this visit may be of

relevance as it could be an opportunity to gather visual information, photos, drawings etc.

which might act as a starting point for work, particularly for the local environment module.

An example of a planner is included.

This planner is handed out to students at the beginning of session one. It is stuck on the

inside cover of the Art Folder, so at a glance the student can see where he/she should be at,

what Key Assignment they should be working on.

Q. Must I complete all of the learning outcomes?

There are only 4 learning outcomes listed in the Module Descriptor booklet for the Visual Art

course. If you glance on a few pages you will find the Key Assignments for the module (the

Key Assignments are the same for both modules).

There is a very obvious link between the learning outcomes and the Key Assignments; these

learning outcomes will come about when following the Key Assignment model no matter

what media/craft method etc. is being used to teach the module.

So in completing the Key Assignments the student will achieve all the learning outcomes.

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VISUAL ART

BASIC SKILLS AND LITERACY

In teaching the Visual Art modules basic literacy skills can also be improved.

It is up to the individual teacher to teach the language of his/her own subject

area.

In Visual Art for example, new words for materials, tools, techniques etc. will

be introduced.

Lists of these words introduced when relevant reinforced through speech and

also in writing can help students. This is particularly important if going on to

take Craft & Design as a specialism where they will have a written exam.

The use of a diary/log book/visual copy may also help in this area.

Asking students to write about an artist, a piece of work they have made, a skill

they have learnt etc.

Make sure there is a reason for this writing and that you the teacher will actually

read the account written.

One of the key assignments for Visual Art is to keep notes on work being done.

DIRECTIONS/INSTRUCTIONS FROM L.C.A. PAPERS

CRAFT AND DESIGN

BATIK

BATIK means writing in wax

WAX melted to paint onto material

WAXPOT saucepan or special pot used to heat the wax and keep it melted

TJANTING special tool with brass cup on a handle to paint the melted wax TOOL onto material in lines

COTTON natural fabric most suitable for batik

DYES dylon dyes are mixed with water to create colour dyes

CRACKING a method of crushing the wax once painted onto the material WAX so when the piece is put into the dye lines of colour will run through the waxed parts

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Batik Equipment

Draw the equipment you need for the craft of Batik in the boxes below.

Name each piece in the space provided.

1. _____________________ 2._________________________

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BATIK

Name the Piece

Step by step how you made your Piece of Batik

1. ______________________________________________________

______________________________________________________

______________________________________________________

2. ______________________________________________________

______________________________________________________

______________________________________________________

3. ______________________________________________________

______________________________________________________

______________________________________________________

4. ______________________________________________________

______________________________________________________

______________________________________________________

5. ______________________________________________________

______________________________________________________

______________________________________________________

6. ______________________________________________________

______________________________________________________

______________________________________________________

Date:__________ Student sign:__________________________

Teacher sign:____________________________

Batik

V D C S E W H Y X R B R Q S H

D G L A W A S O U I W Z N Q Z

R Q Q L G X U G X A Q T P M B

F E C T S P R H B G K C K C C

L M T W B O B E R V F W G O E

Q L Y A J T M M K P H I T R Y

X L C I W A P A P E R T X E D

G A V R R O C S A W O L V E I

F C W F M D Z H F N V C M O R

L R V M H S I K I K E M L B D

Z F H H A N I E H N C W H H M

O T T B J R T L E M Z I R U I

Q V R U O L O C G J O E X J U

C U E N J O A D X F N I M A S

H J P S L N G O N R E X J M R

BRUSH COLOUR COTTON

DYE FIXER FRAME

IRON MELT PAPER

SALT WATER WAX

WAXPOT

13 of 13 words were placed into the puzzle.

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VISUAL ART – CLASSROOM MATERIAL

Cloze Passage on Module 1

Please fill in the Gaps with the words from the box below that you think fit in the sentence

Key Assignment 1 A + B

For this Key Assignment we had to fill out a _____________ about drawing. We used a

________________________ pencil to shade in the shapes. There was a square,

a____________, a circle and rectangle.

We then had another drawing to do. We had to ____________________ or copy a drawing

of a woman’s _________________. We then had to ________________ it in using our 2B

____________ again.

Triangle, Pencil, Shade, Worksheet, Trace, Face, 2B

Key Assignment 1 C + D

For this Key Assignment we had to find a picture of a face in a ________________. We then

had to trace this picture out using tracing ________________ paying attention to areas of

light + ___________________. We then had to __________________ on the back of the

tracing and then put it down right away up on a new white _________________ page.

After we drew this out again we then marked in the areas L + D. We chose 2 of our favourite

_______________ to paint it with. We then had to paint the ________________ colour first.

When we had finished painting the face we then had to ___________________ the

background, and paint it in also.

Shade, Scribble, A3, Light, Magazine, Design, Paper Colours

The

Student

Task

General Education Task

Vocational Preparation Task

Vocational Education Task

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Vehicle for curriculum integration of as many courses as possible

Purpose

Definition

A practical activity by which learning is applied to:

The Development of a Product

The Investigation of an Issue

The Provision of a Service

The Staging of an Event

An Enterprise Activity

A Production/Live Performance

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Provide opportunity for students to integrate learning

Develop student literacy, numeracy and communication skills

Develop student confidence and self esteem

promote motivation - short term goals

develop responsibility and initiative

develop self evaluation, problem solving reflection and management

promote co-operation and teamwork

promote school/community liaison

Aims

practical application of knowledge, understanding skills and

competences developed through the modules

substantial piece of work (approx 10 hours activity per student excluding the report)

individual task or group task with identifiable contribution from each student

Task Criteria

individual report on task

relevant

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Selecting/Planning

Implementing

Recording and cross-curricular applications

reviewing and evaluating

presenting/communication

Main Stages

Requirements

Evidence of task completion

Individual task report

Individual presentation of task at interview with external examiner

Assessment

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Title

Statement of Aims

Action Plan

Research activity undertaken

Execution of the task

Presentation and analysis of findings

Statement of learning outcomes

An evaluation of the student’s own contribution

Integration across the curriculum

Task Report

Name of my Task

My Aims

Plan

How I got my information

How I did my Task

What I learned from doing my task

What I did well

What I would do differently

The courses that helped me with my task

Task Report

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Assessment Criteria

Ability to select and plan

Quality of engagement

Evidence of progress and achievement

Ability to reflect and evaluate

Quality of cross-curricular applications

Quality of integration

Quality of communicative ability

Integration

VocationalPreparationTask

Originates in VPG or English & CommsIntegrates with courses within this elementand/or other elements.

VocationalEducationTask

Originates in one specialism. Must integratewith Mathematical Applications and I.T.and/or courses from other elements.

GeneralEducationTask

Originates in one of the General Educationcourses. Integrates with courses within thiselement and/or other elements.

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Schedule of all Tasks Session 1 Session 2 Session 3 Session 4

VocationalPrep task(10 credits)

ContempIssues task(10 credits)

VocationalEducation task(10 credits)

VocationalEducation task(10 credits)

GeneralEducationtask(10 credits)

PracticalAchievementtask(10 credits)

PersonalReflectionTask(statement 1)

PersonalReflection Task(statement 2)(10 credits)

Visual Art and Some Suggestions on

General Education Task

Taking photographs at regular times is also useful to record progress. Planning

is once again of utmost importance. It must be very clear to students how much

time they have to complete the task. Devoting 2 weeks or so of class time to

work solely on Task work is a suggestion.

Once the student is organised with perhaps an A4 cardboard folder he/she can

keep relevant paper work, photocopies, photos, leaflets etc. he/she may need

when putting the report together.

If the Task is an event e.g. exhibition, craft sale etc. once the event is over

enough time should be allocated to completing the report.

As Art is a visual area – reports in this area lend themselves to being creative

and original in their presentation. Students usually enjoy this and the approach

to the first task usually influences the presentation of subsequent reports.

Tasks (Art Anchoring).

Art Exhibition – bi lingual – link with languages

Puppet Show – script in Irish – link with languages

Christmas sale (craftwork) –

(Art linking)

Christmas concert – Bi lingual ceolchoirm – Gaeilge anchoring

Art element: Posters + Banner made from Tie-dyed

fabric

History of Local Area – Social Education Anchoring (My Community)

Art element: Sketches, collages of Historic sites,

Gravestone rubbings.

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STUDENT TASK:

Product/Production/Live performance

Marking Criteria for Report

10 9 8 7 6 5 4 3 2 1 0

92 –100 84-91 76-83 68-75 60-67 52-59 44-51 36-43 28-35 20-27 0-19

Clarity of Purpose: statement of aim/s - clear, relevant 10

Research & Planning background research, information gathering techniques

used, sources of information credited, alternative solutions

– product/craft/play etc. skill assessment (own and group if

applicable), resource assessment,

equipment,tools,designs,drawings,scripts,receipts, pttern,

costing, action plan, sequencing, checklists of resources etc

10

Carrying out of

Task:

Application of skills, use of tools and materials, skills

appropriate to the task, skill factor, quality control

measures, implementation of Health and Safety

regulations etc.

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Meeting the Brief/

Suitability for purpose

Evaluation of product/production, with reference to aims

(by Examiner) –

Quality of product/production - finish of product, visual

quality, safety,taste/flavour etc.

Suitability for purpose, choice of technique, script, craft,

materials, equipment etc. related to the purpose/brief etc.

Analysis/evaluation of product/production by

candidate with proposals for modification if applicable

10

Creativity/originality

Innovation:

Candidates own work, selective use of commercial

patterns/designs/kits – (source credited) evidence of

original input by way of development/ interpretation.

Aesthetic considerations – presentation, design, colour

etc. Own design/composition, inventiveness,

resourcefulness etc.

10

Self Evaluation:

evaluation of own role, knowledge of self, skills/ attitudes

developed, difficulties encountered and lessons learned

about self for the future etc.

10

Evidence of Cross

Curricular Applications

and Integration:

extent, quality and relevance of cross-curricular

applications, coherence of Integration.

10

Effectiveness of

Communication and

Presentation:

(i) Written: format, layout, neatness, legibility, clarity/organisation, use, appropriateness and quality of illustrative material, table of contents etc.

10

Marking Scheme on pdst.ie

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Planning for Visual Art

•Remember there is 158 euro per student available to schools.

•Team Meetings vital at start of year

•Is your subject involved in a Task this Session or next?

•May affect how you plan your Key Assignments