Programme plan

Programme title
Grade 9 Visual Arts : Change
Significant concept: Meanings are always difference.
Unit question: Is destruction a path for creation?

Aims

1) Students to understand the key concept and significant concept from different contexts.

2) Students to explore the basic skills and techniques of digital photo editing.

3) Students to develop and create a final art work based on an initial idea.

4) Students are able to think creatively and interpret a new definition for an object.

5) Students develop critical, creative and personal approaches in the study of literary and make connection to their art works.

 

Learning objectives

Objective A: Knowledge and Understanding

Knowing and understanding the Dadaism and the characteristic of the art movement.

Knowing and understanding Marchel Duchamp’s art work “The fountain” and the significance.

Knowing and understanding basic digital images editing skills and techniques.

Knowing and understanding the significance of the book “The little Prince”.

Objective B: Application

Planning and organizing effectively to define and set goal.

Demonstrate a range of techniques and skills.

Developing and elaborating ideas, themes and composition to a point of realization.

Experimenting through both spontaneous and structured activities.

Objective C: Evaluation and reflection

Reflecting upon, evaluating, assessing and appraising work to support creative process.

Using feedback and discussion on art work to support creative process.

Objective D: Personal Engagement

Showing self-motivation, initiative and a willingness to take artistic risks.

Supporting and encouraging peers towards a positive and safe working environment.

Display personal work ethic.

Approaches to learning

Organization

Self-management—including personal goal setting, organization of learning materials.

Reflection

Self-awareness—including seeking out positive criticism, reflecting on areas of perceived limitation.

Self-evaluation—including the keeping of Developmental Workbook, reflecting at different stages in the learning process.

Thinking

Generating ideas—including the use of brainstorming.

Planning—including storyboarding and outlining a plan.

Inquiring—including questioning and challenging information and arguments, developing questions, using the inquiry cycle.

Applying knowledge and concepts—including logical progression of arguments.

 

Session	Date/time	Learning activities	Assessment	Resources	Evaluation
1	11Sept2012   80 minutes	Unpacking the key concept, unit question and the Area of interaction. What is change? Study in political, social and economic aspects. What is the purpose of revolution in political and social aspect? When is the revolution in art history? Teacher introduces the first summative task and the inquiry cycle.	Group research and presentation.	Projector, laptop, Whiteboard	Self–reflect in Teacher Journal
2	18 Sept 2012 80 minutes	Introduction to photomontage Avant -Garde   Art movement, Dadaism. The famous artist ,Marchel Duchamp and “The fountain”. Photo shooting. Composition, rule of third.	Student investigate the definition of photomontage and digital photomontage.	PowerPoint, Projector Laptop Computers	Observer with Record Form
3	25 Sept 2012 80 minutes	Developing the initial ideas Student’s draw thumbnail drawing in their sketchbook. Shown to teacher before they begin to manipulate their photos. More exploration and practice at home.	Student’s reflection on what have they learned and what need to be improved.	Developmental workbook Drawing paper and art materials Whiteboard	Teacher observation of Student work – record in Journal
4	9 Sept 2012 80 minutes	Evaluation Discuss with teacher their desired effect for their photomontage. Self evaluation--Poem writing.	Inspired by  ”The important book”, students to write a poem to describe their photomontage. Class Presentations	Chart Paper, Whiteboard	Observer with Record Form
5	16 Sept 2012 80 minutes	Studio practical Software manipulation Explore basic tools in photo editing software including crop tool, spot healing, cut and paste…etc.	Students use Adobe Photoshop or Pixels to manipulate the images. Students record ideas in DW.	Laptop Computers, Projector, Online Maps, Whiteboard, Exercise Books	Learner Feedback form

 

Session	Date/time	Learning activities	Assessment	Resources	Evaluation
6	23 Sept 2012 80 minutes	Studio practical Software manipulation Students continue last session studio work, explore and experiment with different tools in Adobe Photoshop or Pixels to create their photomontages.	Students use Adobe Photoshop or Pixels to manipulate the images.
7	30 Sept 2012 80 minutes	Literature approach: The little prince Class discussion on the significant concept: Meanings are always different and the relation to the content of the book.	Students to create a mind map to make connection from Dadaism, The little prince and the significant concept.	Laptop Computers, Projector, Whiteboard, Developmental Workbook.	Learner Feedback form
8	2 Oct 2012 80 minutes	Peer evaluation ( Class discussion) Conceptualise the unit question: Is destruction a path for creation? Teacher shows students artwork (experimental pieces) on the projector screen.	Students evaluate their peers’ art work and give comments in class discussion. Students reflect on their art work and conceptualise the unit question.	Laptop Computers, Projector, Whiteboard, Developmental Workbook.	Learner Feedback form
9	9 Oct 2012 80 minutes	Introduction to artist statement writing.	Students to write their artist statement for their final art work.	Developmental Workbook.	Teacher observation of Student work – record in Journal
10	80 minutes	Gallery Walk & final reflection Class discussion and peer evaluation.	Students evaluate their peers’ art work and give comments.	Developmental Workbook.	Learner Feedback form