art and design -...
TRANSCRIPT
Art and Design Teaching Objectives and Learning Outcomes
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department Malta 2012
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 2
FORM 2 – Art and Design
Unit code and title 8.1 Enchanted Shapes
Objective 1 The teacher will increase the students’ awareness of perceiving the 3-Dimensional world in terms of 2-Dimensional shapes.
Strand/s 2. Expressing Feelings, Ideas, Thoughts and Solutions
Learning Outcomes Students will:
Level 8 demonstrate through discussion and application the analysis of 3-D objects to 2-D shapes and use abstraction to express fantasy and imagination.
Level 7 show progressive understanding of the visual element of shapes suggesting at least one possible solution to a design problem when making images and objects.
Level 6 show personal response to what is seen in the natural world and the visual element of shapes to make images and objects.
Level 5 show an understanding of scale and control lines to design and make shapes.
Level 4 become more aware of the difference between shapes and with some prompting match a 3-Dimensional object with a 2-Dimensional shape.
Level 3 show awareness of shapes and with some prompting match 2-Dimensional shapes having the same properties.
Level 2 increase their vocabulary of shapes.
Level 1 enjoy the tactile experiences when feeling 3-Dimensional objects and 2-Dimensional shapes.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 3
Objective 2 The teacher will guide the students to investigate visually and record real and imagined images through the visual elements with special emphasis on shapes.
Strand/s 1. Using Materials, Techniques, Skills and Media
Learning Outcomes Students will:
Level 8 demonstrate an understanding of the use of the visual element of shapes, through planning, selecting and using a wide range of materials and techniques to express fantasy and imagination.
Level 7 use a range of materials and techniques to produce abstract compositions which show further understanding of the qualities of the visual element of shapes.
Level 6 plan ahead so that they select, organise and control materials in order to produce abstract compositions which show an understanding of the visual element of shapes.
Level 5 select and organise material from a given range to produce abstract compositions using the visual element of shapes.
Level 4 with some prompts create a simple pattern with the same shapes.
Level 3 become aware of how to create simple patterns with the same shapes and with adequate support produce an abstract artwork.
Level 2 attempt to print without prompting at times.
Level 1 enjoy the experience of printing.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 4
Objective 3 The teacher will guide students to solve design problems and create art works, using shapes through which they communicate their thoughts and feelings.
Strand/s 2. Expressing Feelings, Ideas, Thoughts and Solutions
Learning Outcomes Students will:
Level 8 evaluate ideas in response to a design brief and select the most appropriate response. They will be able to speak about their selection of a range of visual methods to express feelings and ideas.
Level 7 suggest by sketches and documentations, the process of producing a solution to a design problem.
Level 6 plan ahead so that they select, organise and manipulate materials in order to solve a design problem.
Level 5 show expression of personal ideas as part of visual/tactile response to the environment.
Level 4 become aware of some symbols in their lives and understand their meaning.
Level 3 match 1 -2 symbols with a picture e.g. green light with a person crossing a busy street on the zebra crossing.
Level 2 produce an art work with a lot of support.
Level 1 keep track of the people around them and are interested in what they are doing.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 5
Objective 4 The teacher will promote the students’ use of key words related to shapes when evaluating and appreciating their own and others’ artworks.
Strand/s 3. Evaluating and Appreciating
Learning Outcomes Students will:
Level 8 make one or two personal statements about their own and an artist or designers’ works, show an understanding of the use of the visual element of shapes to support their opinions, as well as an understanding of the media employed.
Level 7 make a personal evaluation of their own and others’ artworks, showing some understanding of a design process, using appropriate vocabulary related to the visual element of shapes.
Level 6 use appropriate vocabulary to identify and/or describe the visual elements of shapes, when making comparisons of art works.
Level 5 use appropriate vocabulary to identify and/or describe the visual elements of shapes, when talking about the art works and indicate a few similarities and differences found in them.
Level 4 take interest in the art works of their peers and are very eager to talk about them.
Level 3 answer 1 -2 questions given a multiple choice type of question.
Level 2 take interest in the art works of their peers and with prompts they indicate which ones they like best.
Level 1 follow a moving object with interest e.g. the teacher showing an art work around.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 6
FORM 2 – Art and Design
Unit code and title 8.2 The Fascination of Forms
Objective 1 The teacher will encourage students’ investigation from first-hand observations, to develop skills to record, to generate ideas, and to stimulate the imagination.
Strand/s 1. Using Materials, Techniques, Skills and Media
Learning Outcomes Students will:
Level 8 consider, select and use appropriately a range of techniques and media, occasionally combining some of these. They work confidently in a range of process based activities.
Level 7 use a range of media, showing confidence and understanding of the qualities of these and showing evidence of personal choice.
Level 6 experiment with a given range of media, demonstrating basic understanding of the uses and limitations of these e.g. the tactile quality of clay as opposed to cut and paste.
Level 5 work with a given range of media and use it in a free and spontaneous way showing some organization and control. e.g. using clay for a particular purpose.
Level 4 become aware of details and try to record them in a work of art, although not always accurate.
Level 3 increase their observation skills by being able to compare similar objects and notice differences e.g. the colour of flowers.
Level 2 enjoy handling art media such as clay and paint but need a lot of support to produce an art work.
Level 1 enjoy the experience of exploring different textured objects and art media, but may not necessarily produce an art work.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 7
Objective 2 The teacher will guide students to acquire skills and competences in experimenting and working with various materials, tools, techniques and processes.
Strand/s 1. Using Materials, Techniques, Skills and Media
Learning Outcomes Students will:
Level 8 show good understanding and knowledge of the visual elements and use these to make objects realising their intentions in a range of media. They select from and experiment with materials, images and ideas, and extend their knowledge and experience of a range of tools materials and techniques.
Level 7 experiment and show some understanding of the visual elements, through the making of objects. Experiment with and develop control of tools and techniques for drawing, 3D modelling, constructing exploring a range of materials.
Level 6 use some of the visual elements to make images or objects, and experiment with tools and techniques in drawing, modelling and construction exploring a range of materials.
Level 5 explore and use two and three-dimensional media, working on a variety of scales, manipulate tools to make forms . Students can make simple compositions or structures in 3‐D.
Level 4 show a preference to an art medium and use it better than other material.
Level 3 associate black with dark tones and white with light tones in colours.
Level 2 enjoy handling different art media such as pastels and poster paints but need a lot of support to produce an art work.
Level 1 develop more hand-eye co-ordination and motor skills e.g. when shown an object , track it and reach out for it and hold it momentarily.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 8
Objective 3 The teacher will guide the students to plan ahead, select, organise and control tools and materials in order to solve a specific problem or task.
Strand/s 2. Expressing Feelings, ideas, Thoughts and Solutions
Learning Outcomes Students will:
Level 8 develop ideas from direct experience and imagination, select, record and analyse with feeling from first-hand observation using a variety of ways of recording. They use these as the basis for further development in a variety of media.
Level 7 develop skills for recording with feeling from direct experience and imagination, and select and record from first hand observation using a number of ways of recording.
Level 6 develop a personal response to what has been, observed, and experienced , using a given number of ways of recording (e.g. drawing, painting, sketching, modelling, constructing.
Level 5 develop responses for recording from observations of the natural and man-made environment through (drawing, sketching, modelling and constructing.
Level 4 create a small vase using coil or strip technique given some verbal cues and possibly some manual help.
Level 3 explore clay and with help make a tile with a relief design.
Level 2 manipulate clay or other alternative in different ways such as squeezing, rolling and cutting it.
Level 1 hold clay or alternative in hand and squeeze it.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 9
Objective 4 The teacher will promote students’ appreciation and evaluation of forms in nature; in man-made environments and artefacts.
Strand/s 3. Evaluating and Appreciating
Learning Outcomes Students will:
Level 8 identify and understand how and why styles and traditions change over time and from place to place recognising the contribution of artists, craftspeople and designers. Express ideas and opinions and justify preferences, using knowledge and an art, craft and design vocabulary.
Level 7 compare the ideas, methods or approaches used in different styles and traditions. Express ideas and opinions, developing an art, craft, design vocabulary, and the ability to use knowledge to support views.
Level 6 recognise differences and similarities in art, craft and design from different times and places. Describe works of art, craft and design in simple terms, and explain what they think and feel about these.
Level 5 develop understanding of work of artists, craft persons and designers, applying knowledge to there own work.
Level 4 be responsible to complete a simple process when working within a group e.g. laying strips of newspaper onto mould in papier- mache.
Level 3 be responsible to complete a simple process when working within a group if given some support e.g. tearing paper.
Level 2 increase hand-eye co-ordination skills and fine motor skills as in cutting paper or applying glue to paper with a brush.
Level 1 explore various art materials visually and tactilely e.g. colourful pipe cleaners.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 10
FORM 2 – Art and Design
Unit code and title 8.3 Let’s Explore Space
Objective 1 The teacher will guide the students to investigate visually and perceive the element of space through outdoor/ firsthand drawing and photography.
Strand/s 2. Expressing Feelings, ideas, Thoughts and Solutions
Learning Outcomes Students will:
Level 8 develop ideas from direct experience and imagination, select, record and analyse with feeling from first-hand observation using a variety of ways of recording.
Level 7 develop skills for recording with feeling from direct experience and imagination, and select and record from first hand observation using a number of ways of recording.
Level 6 develop a personal response to what has been, observed, and experienced , using a given number of ways of recording.
Level 5 develop responses for recording from observations of the natural and man-made environment through drawing, sketching, and photography.
Level 4 record objects in a 2-dimensional representation using crayons or paint with help.
Level 3 attempt, with prompts, to fill with colour the space around an object.
Level 2 enjoy exploring different art techniques.
Level 1 experience various art activities with hands-on-hands support.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 11
Objective 2 The teacher will guide the students to apply simple techniques of perspective to record real and imagined images through the visual elements.
Strand/s 1. Using Materials, Techniques, Skills and Media
Learning Outcomes Students will:
Level 8 confidently consider, select and use appropriately a range of techniques and media, occasionally combining some of these.
Level 7 use a range of techniques and media, showing confidence and understanding of the qualities of these and showing evidence of personal choice.
Level 6 experiment with a given range of media, demonstrating basic understanding of the uses and limitations of these.
Level 5 work with a given range of media and use it in a free and spontaneous way showing some organization and control.
Level 4 explain what is background, middleground and foreground with some prompts.
Level 3 be aware of different tones in colour e.g. light blue, dark blue.
Level 2 enjoy doing collage and try to be independent at times when pasting pictures.
Level 1 respond and co-operate during a shared activity by allowing adult to hold their hands and guide them to perform a task e.g. to apply glue on paper.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 12
Objective 3 The teacher will encourage the students to explore and understand the element of space through 3 dimensional design structures and constructions.
Strand/s 1. Using Materials, Techniques, Skills and Media
Learning Outcomes Students will:
Level 8 show good understanding and knowledge of the visual elements and use these to make artefacts realising their intentions in a range of media. They select from and experiment with materials, images and ideas, and extend their knowledge and experience of a range of tools materials and techniques in exploring space.
Level 7 experiment and show an understanding of the visual elements, through the making of artefacts Experiment with and develop control of tools and techniques for drawing, 3D modelling, constructing; exploring space in a range of materials.
Level 6 use some of the visual elements to make artefacts, and experiment with tools and techniques in drawing, structuring and constructing artefacts related to space, exploring a range of materials.
Level 5 explore and use two and three-dimensional media, working on a variety of scales, manipulate tools to make artefacts. Students will make simple compositions or structures in 3‐D.
Level 4 understand that to obtain a 3-Dimensional effect they need to draw lines to the vanishing point.
Level 3 join dots freehand but may not be accurate.
Level 2 be aware of colour tone and match colours that vary subtly in tone.
Level 1 indicate their wishes through a gesture/s e.g. bang on table to request colours.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 13
Objective 4 The teacher will promote the students’ use of appropriate vocabulary related to space when evaluating and appreciating their own and others’ artworks.
Strand/s 3. Evaluating and Appreciating
Learning Outcomes Students will:
Level 8 identify and understand how and why styles and traditions change over time and from place to place recognising the contribution of artists, craftspeople and designers. Express ideas and opinions and justify preferences, using knowledge and an art, craft and design vocabulary.
Level 7 compare the ideas, methods or approaches used in different styles and traditions. Express ideas and opinions, developing an art, craft, design vocabulary, and the ability to use knowledge to support views.
Level 6 recognise differences and similarities in art, craft and design from different times and places. Describe works of art, craft and design in simple terms, and explain what they think and feel about these.
Level 5 develop an understanding of work of artists, craft persons and designers, applying knowledge to there own work.
Level 4 use a few technical words when talking about their work.
Level 3 understand some technical terms.
Level 2 point out the artworks they like when asked.
Level 1 show interest in peers and turn round to track their movements.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 14
FORM 2 – Art and Design
Unit code and title 8.4 The Nature and Character of Tones
Objective 1 The teacher will guide students to convert colours into a range of tonal values produced by different drawing media.
Strand/s 1. Using Materials, Techniques, Skills and Media
Learning Outcomes Students will:
Level 8 demonstrate through discussion and application, the conversion of colours into a sequential variety of tonal values using several drawing media.
Level 7 show an understanding of the visual element of tonal values through applying various shading techniques with several drawing media .
Level 6 show personal response to what is seen in the natural world through identifying the visual element of tones and interpret it in blocks of shading, using different drawing media.
Level 5 show an understanding of tonal value scale and manage to create a variety of tonal values in blocks of shading using different drawing media.
Level 4 tell between a dark tone and a light tone when the difference is very obvious.
Level 3 be aware that new colours can be created by mixing two different colours together.
Level 2 identify and name the primary colours.
Level 1 interact with others by smiling or vocalizing to express enjoyment or by waving arms or touching others to indicate that they want more.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 15
Objective 2 The teacher will guide the students to translate perceived tonal values into drawn tonal values to produce an illusion of actual light.
Strand/s 1. Using Materials, Techniques, Skills and Media
Learning Outcomes Students will:
Level 8 show an understanding of the use of the visual element of tones, through talking about, planning, selecting and using a wide range of materials and techniques.
Level 7 use a range of materials and techniques to produce tonal still-life pictures which show contrasts and blended gradations of tones through an understanding of the effect and direction of the light source on the forms.
Level 6 plan ahead so that they select, organise and control media in order to produce a still-life picture applying blended gradations of tones on their drawn forms, showing an awareness of the light source.
Level 5 select and organise material from a given range to produce a still-life picture in blocks of tones on their drawn forms, showing an awareness of the light source effects.
Level 4 increase their awareness of the different tones found in an art composition.
Level 3 attempt to grip a piece of charcoal and make markings on the drawing paper.
Level 2 pay attention not to paint out of the paper boundary if given some prompts.
Level 1 show an interest in what they are doing and are very co-operative when offered hands-on-hands support.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 16
Objective 3 The teacher will encourage the students to express moods and feelings through varying the degree of lightness or darkness of any colour.
Strand/s 2. Expressing Feelings, Ideas, Thoughts and Solutions
Learning Outcomes Students will:
Level 8 compare and comment on the ideas, methods and approaches of their group members to problem solve the design task and create atmospheric illusion, using appropriate terminology.
Level 7 demonstrate a sequence of actions to problem solve the design task of creating a comic strip, showing an understanding of tonal value techniques involved, using appropriate terminology.
Level 6 show an understanding of moods and emotions expressed through the sketches and annotations of a variety of monochrome schemes created.
Level 5 show an understanding of moods and emotions expressed through the application of tonal value painting.
Level 4 select a colour and use it in a drawing to express a particular feeling.
Level 3 become aware that colours can be associated with feelings.
Level 2 increase their vocabulary of words associated with expressing emotions.
Level 1 show they are enjoying the activity by smiling and vocalizing. Students wait to be praised.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 17
Objective 4 The teacher will promote the students’ appreciation of the tonal contrast in artworks, through the recognition of the range of tonal values from light to dark.
Strand/s 3. Evaluating and Appreciating
Learning Outcomes Students will:
Level 8 make one or two personal statements about their own and an artist or designers’ works, show an understanding of the use of the visual element of tones to support their opinions, as well as an understanding of the media employed to create contrast.
Level 7 make a personal evaluation of their own and others’ artworks, showing some understanding of a design process, using appropriate vocabulary related to the visual element of tones.
Level 6 use appropriate vocabulary to identify and/or describe the visual elements of tones, when making comparisons of art works.
Level 5 use appropriate vocabulary to identify and/or describe the visual elements of tones, when talking about the art works and indicate similarities and differences found in them.
Level 4 express their thoughts on an artwork using short simple sentences e.g. “The sky is dark blue at night.”
Level 3 express their thoughts on an artwork using a few words e.g. “Grass green, flowers red”.
Level 2 express their thoughts on an artwork using a one word or two word phrase e.g. “Like cat”.
Level 1 be interested in other people and objects and track their movements around the classroom.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 18
FORM 2 – Art and Design
Unit code and title 8.5 The Art and Design Exam
Objective 1 The teacher will encourage the students’ selection and manipulation of media throughout the creative process and realization of the final artwork.
Strand/s 1. Using Materials, Techniques, Skills and Media
Learning Outcomes Students will:
Level 8 show development of creative process through selecting, experimenting and applying a wide range of dry, digital, wet and construction media techniques and refine work as it progresses.
Level 7 show development of creative process through selecting, experimenting and applying techniques with dry, digital and wet media while modifying work as it progresses.
Level 6 show working process through selecting and applying media techniques to draw/ construct.
Level 5 apply media techniques to develop work.
Level 4 manipulate drawing tools purposefully.
Level 3 make marks on paper symbolizing people and objects.
Level 2 see drawings as a representation of something.
Level 1 make indiscriminate marks when finger painting.
Directorate for Quality and Standards in Education Curriculum Management and eLearning Department – Art and Design -2012 19
Objective 2 The teacher will guide the students to express their creativity and imagination to deal effectively with the chosen theme, while using the extended time given to their best advantage
Strand/s 2. Expressing Feelings, Ideas, Thoughts and
Learning Outcomes Students will:
Level 8 show time-management through dealing with the chosen theme creatively and imaginatively, and on presenting a realized artwork together with sketches showing investigation of concept, connection to artists’ works and development.
Level 7 complete artwork through dealing with the chosen theme creatively and imaginatively, and on presenting sketches showing investigation and development.
Level 6 plan ahead and presents complete artwork together with sketches showing imagination.
Level 5 present artwork together with sketches showing imagination.
Level 4 be more aware of details and attempt to include some of them.
Level 3 be more aware of colours and associate it with objects they are familiar with e.g. yellow with banana, red with apple.
Level 2 be more aware of pattern and attempt to show continuity.
Level 1 use more hand-eye co-ordination when manipulating art tools.
