The Natural Environment - Disintegration/Restoration
| Grade | Work Samples |
|---|---|
| End of Stage 5 (end of Year 10) | |
| Grade A | Courtney |
| Grade B | Pat |
| Grade C | Cam |
| Grade D | Jamie |
Description of activity
Students will create a grid composition and apply a range of drawing techniques to render images to represent the restoration and disintegration of the natural environment. Students select and crop images from drawings and photographs focusing on the use of line, shape, textures and tonal ranges to create a unified design that communicates their ideas about nature and the influence of humanity. In this assessment for learning activity students will reflect on their learning and receive written feedback from the teacher. The suggested duration of this activity is 2-3 lessons of 80 minutes duration.
Context
This activity about the disintegration and restoration of the natural environment takes place early in a drawing and painting unit. The unit focuses on an investigation of the cultural and structural frames, and the conceptual framework to develop meanings about the relationships between humanity and the natural environment. Students have collected images of the natural environment using photography, drawing and frottage. The purpose of this activity is for students to organise selected images into a grid composition to demonstrate their understanding of drawing conventions and techniques, the structural frame, including compositional devices, and how they can represent a point of view. Students use this drawing to develop a relief painting to communicate their point of view about the state of the natural environment and relationships to humanity.
Areas for Assessment
Outcomes
A student:
5.1 develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks
5.2 makes artworks informed by their understanding of the function of and relationships between artist - artwork - world - audience
5.3 makes artworks informed by an understanding of how the frames affect meaning
5.4 investigates the world as a source of ideas, concepts and subject matter in the visual arts
5.5 makes informed choices to develop and extend concepts and different meanings in their artworks
5.6 demonstrates developing technical accomplishment and refinement in making artworks.
Criteria for assessing learning
(These criteria would normally be communicated to students with the activity.)
Students will be assessed on their:
- understanding of how the frames and aspects of the conceptual framework can be used to represent ideas and interests in the world through the:
- use of the structural frame in applying visual codes to develop initial drawings using a grid composition
- awareness of some agencies of the conceptual framework (in particular, artist, world and artwork) in representing aspects of the natural world to communicate ideas about disintegration and restoration
- degree of technical accomplishment and refinement in a 2D work investigating aspects of the world through the:
- understanding of conventions and procedures in drawing, in particular the use of tonal contrast
- use of tone, pencil marks, pattern, shape and positive and negative space to represent their investigation of the natural world
- arrangement of visual qualities within a grid composition
- experimentation and reflection in the process of making artworks which are a product of their actions, judgements and artistic intentions through the:
- ongoing evaluation of their own work, both formally (in the Visual Arts diary) and informally
- communication of a point of view in relation to the natural world, expressed through the visual qualities of the drawing.