Teacher's Page
Subject, Stage and Syllabus Topic
This website is for students and teachers seeking information on Stage 5 Visual Arts. We have focused on the Artmaking Practice: Conceptual Framework and Frames. The information and tasks follow along the syllabus for Stage 5 and include:
Syllabus Outcomes5.2 makes artworks informed by their understanding of the function of and relationships between the artist – artwork – world – audience
5.3 makes artworks informed by an understanding of how the frames affect meaning (Board of Studies, 2003, p. 36) |
Indicators of Learning- develop subjective, structural, cultural and postmodern approaches to making artworks
- focus on how human experience provides a creative source of ideas for artmaking by drawing on their imaginative responses, intuitions, sensory and deeply felt experiences and views of beauty - further focus on how cultural and community identity and social perspectives contribute to the development of ideas and making of art - employ a range of conventions including codes, symbols and signs - modify, interpret or appropriate images from a variety of sources and seek to question concepts about art such as precious, unique and singular (Board of Studies NSW, 2003, p. 37-38) |
Overview of Content of Skills, Knowledge to be Covered and Assessment Tasks
Content and Knowledge Covered
This website content and knowledge cover the conceptual framework and the frames; what they are, how it works and why it is important. This will allow students to gain a deeper understanding of the relationship within the conceptual framework and the use of the four frames.
Other content covered includes artists that focus on a particular frame and dissecting their work according to the frames. These artists include:
- Patricia Piccinini
- Frida Kahlo
- Giacomo Balla
- Keith Haring
- as well as providing names of other artists students may want to look at.
This will allow the students to develop an understanding of how much the frames are used within their own artmaking practice as well as other artist's artmaking practice.
Assessment Tasks
This website provides tasks for students throughout the pages. These will help reinforce the information they had just received through an interactive task. Tasks include:
- quizzes on topics such as the conceptual framework, the frames and artists.
- creating a wordle based on an artwork from the artist they had read about and incorporating the words they described in an artwork.
- using a website to create their own 'tag'; sign or symbol, like Keith Haring's tags and using them in their artworks.
This website content and knowledge cover the conceptual framework and the frames; what they are, how it works and why it is important. This will allow students to gain a deeper understanding of the relationship within the conceptual framework and the use of the four frames.
Other content covered includes artists that focus on a particular frame and dissecting their work according to the frames. These artists include:
- Patricia Piccinini
- Frida Kahlo
- Giacomo Balla
- Keith Haring
- as well as providing names of other artists students may want to look at.
This will allow the students to develop an understanding of how much the frames are used within their own artmaking practice as well as other artist's artmaking practice.
Assessment Tasks
This website provides tasks for students throughout the pages. These will help reinforce the information they had just received through an interactive task. Tasks include:
- quizzes on topics such as the conceptual framework, the frames and artists.
- creating a wordle based on an artwork from the artist they had read about and incorporating the words they described in an artwork.
- using a website to create their own 'tag'; sign or symbol, like Keith Haring's tags and using them in their artworks.
Hints and Tools
This website is a good tool to use in class as a introduction or preparing to introduce Artmaking Practice: Conceptual Framework and Frames or for students to use and complete at home.
This is primarily for individual use, however may be completed in small groups.
There are many great resources to use on the web (copy link and paste onto new tab), some include:
- https://www.pinterest.com/
A great resource for students to look up ideas and inspiration for their artworks
- https://kahoot.it/
A great way to create quizzes for your students or get them to create their own.
- http://muro.deviantart.com/
A great website to use for students who do not have access to photoshop. This can be used as a technology based artwork and accessible from anywhere.
This is primarily for individual use, however may be completed in small groups.
There are many great resources to use on the web (copy link and paste onto new tab), some include:
- https://www.pinterest.com/
A great resource for students to look up ideas and inspiration for their artworks
- https://kahoot.it/
A great way to create quizzes for your students or get them to create their own.
- http://muro.deviantart.com/
A great website to use for students who do not have access to photoshop. This can be used as a technology based artwork and accessible from anywhere.