whilst working with environmental artist Michael Shiell. Teacher Reference There is a complete set of handout sheets in JDs file, some worksheets are also on the English KLA area on the server Media Digital Technologies resources Realia Students need access to computers with iMovie, Digital cameras, scanners or access to images taken of their works made in Art (make available on Group Shared). Others Excursions Guest Speakers Learning Area Level Subject English 9 English Executive MovPhysAct HealKnoProm Build Soc Rel Work In Teams Indiv Learner Self Awareness Civ Know Under Comm Engage Make & Respond Reading Writing Speak Listen Comm LOTE InterCul Know Eco Know Under EcoReas Interp Geog Kno Geosp Geospa skills Hist Kno Under Hist Reas Interp Number Space Meas Cha Data Structure Work Math’ly Sci Know Under Sci at Work List View Resp Presenting Invest Design Producing Analyse Eval Digital Technologies Reas Proc Inq Creativity Refl Eval Meta Assess 1 1 1 Coverage 1 1 1 1 Topic Environmental Art VELS Level 6
Dimboola Memorial Secondary College Semester 1 Year Level 10 Designated Domain The Arts Teacher(s) involved in the Planning DM, SB Subject Art Content Outline: Students work with Artist in Residence, Michael Shiell, to explore the nature of, and produce their own ephemeral environmental works in response to the theme of the Drought/ The drying up of the Wimmera River/ Change. Students investigate the work of other environmental artists. Learning Activities: Students view and respond to the artworks of environmental artists. Students create their own environmental artworks focusing on art elements and principles in response to their local environment. Students document their responses/ interactions in the environment. Students present work to be shown in a group exhibition. Shared Learning Standards: Working in Teams • work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams; and • achieve agreed within set timeframes when working with a team. The Individual Learner • work independently to implement a range of strategies, as appropriate, to maximize their learning; • monitor and reflect on and discuss their progress as autonomous learners, identifying areas for improvement in their learning and implementing actions to address them; and • seek and respond to feedback from peers, teachers and other adults to develop and refine their content knowledge and understanding, identifying areas for further investigation. Managing Personal Learning • initiate personal short-term and long-term learning goals and negotiate appropriate courses of action to achieve them; • allocate appropriate time and identify and utilise appropriate resources to manage competing priorities and complete tasks, including learner-directed projects, within set timeframes; • initiate and negotiate a range of independent activities with their teachers, providing progress and summative reports for teachers and stakeholders; • monitor and evaluate the effectiveness of their task and resource management skills, reflecting on their progress and suggesting and implementing appropriate management strategies for improvement; • take responsibility for their learning environments, both at school and at home, anticipating the consequences of their actions; • demonstrate control of impulses and mood modulation; • review and modify the criteria they use to check that their work is relevant, accurate and meets task objectives and make appropriate changes to completed tasks using these criteria; and
• identify and refine the strategies they use to study, organise and revise their work, both at school and at home. Reasoning Process and Inquiry • generate questions that explore perspectives; and • process and synthesize complex information and complete activities focusing on problem solving and decision making involve a wide range and complexity of variables and solutions. Creativity • experiment with innovative possibilities within the parameters of a task; • take calculated risks when defining tasks and generating solutions; and • apply selectively a range of creative thinking strategies to broaden their knowledge and engage with contentious, ambiguous, novel and complex ideas. Reflection Evaluation and Metacognition • when reviewing information and refining ideas and beliefs, students explain conscious changes that may occur in their own and others’ thinking and analyse alternative perspectives and perceptions; and • use specific terms to discuss their thinking, select and use thinking processes and tools appropriate to particular tasks, and evaluate their effectiveness. Listening Viewing and Responding • consider alternative views, recognise multiple possible interpretations and respond with insight when listening, viewing and responding; • use complex verbal and non-verbal cues, subject-specific language, and a wide range of communication forms; and • use pertinent questions to explore, clarify and elaborate complex meaning. Presenting • demonstrate their understanding of the relationship between form, content and mode, and select suitable resources and technologies to effectively communicate; • use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information; and • provide constructive feedback to others and use feedback and reflection in order to inform their future presentations. Designated Learning Standards: Visual-Creating and Making • decision making skills to find the most effective way to implement ideas, design, create and make art works devised from a range of stimuli, demonstrating development of a personal style; • evaluate, reflect on, refine and justify their work’s content, design, development and their aesthetic choices; realise their ideas, represent observations and communicate their interpretations by effectively combining and manipulating selected arts elements, principles and/or conventions to create the desired aesthetic qualities; • apply their knowledge and understanding to design, create and produce arts works influenced by the style of particular artists or cultures;