Additional Information
View the Recording Templates for this Activity (Microsoft Word, 33 KB)
Guidelines for marking
The following guidelines for marking show one approach to assigning a value to a student's work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.
Range | A student in this range: |
11-15 |
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6-10 |
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1-5 |
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Feedback
Students will be provided with ongoing oral and written feedback from the teacher. Comments will inform them about such things as their:
- application of drawing media (progresso and pencil) and tonal modulation
- organisation of visual elements in a grid composition
- use of positive and negative space, and overlapping shapes within the composition
- introduction of aspects from the built environment into the drawing which successfully communicate a point of view.
Future directions
As a result of this Activity students have investigated the structural frame to develop an understanding about drawing conventions and how material techniques can be used to represent a point of view about the disintegration and restoration of the natural environment. From this Activity learning can be further developed as students enlarge their grid composition to develop this work into a relief painting. To view an example of this finished painting click on this link: The Natural Environment - Disintegration/Restoration.
Students build a 3D relief element into their works by layering modelling compound, plaster bandage, tissue paper, impasto and found materials from nature. The cultural frame is investigated through the articulation of relationships between humanity and the state of the natural environment in the use of materials and creation of surfaces to evoke notions of disintegration and restoration.