Year 10 composition - using resources

Using the 10 pages you have pulled out of our magazines, you should have a range of images that could be textural backgrounds or focal points (or a bit of both).

Yesterday we went through these and started cutting things out and refining them. All the way through this, as I did it, I was thinking about potential opportunities with the materials I had.

For instance:

  

This is the one picture. I just cut the guy out carefully from the background.

As I was doing that, I was thinking about how I could photocopy enlarge the background to use in a piece later on.

            From there, we arranged, recorded (a quick thumbnail sketch in your book) and re-arranged these elements to create compositions with a focal point on a mid-tone piece of paper.

As I did this, again, I was thinking about what my next steps would be. Where paint might go, what I might draw in rather than collage in, what textures might be useful.

Level two Art History

Art History is different to last year; you discussed the subject matter and what it might mean. that is actually pretty simple!

this year you are discussing the media - what it is made of.

How does the type of paint add to the meaning behind the work for instance? This kind of question means you have to already understand the meaning of the subject matter of the painting (or artwork).

Choose 3 artworks you feel like you can talk about. If it is outside of your comfort zone, then be prepared to put in some extra effort.



This is a starting point. We will try and extend based on what each of you are actually studying as we go.

Recapping series and sequences.

Level one, this could be new to you, level's two and three I am hoping you have the gist of this.

Series of works exist within a body of work (folio).

they explain the points of the body of work.

You are not just making cool art pictures. You are trying to say something with them to a viewer. You are having a conversation via your artwork.

Your folio will start with an introduction, it will have several key points and a conclusion, just like an essay in English.

Your series of works will state, explain, and show your opinion, also just like in English with say a SEXY paragraph.
 

You should be able to see this clearly in any of the online exemplars on NZQA.

Year 10 Proportional drawing

Getting things into proportion is sometimes hard. If you start with drawing in one place without having mapped out where the bulk of what you are drawing is going to go, you often end up with things in the wrong place and of the wrong size.

We call that out of proportion. We want IN proportion.

A centre line helps. As does drawing the mass of the subject.

'Mass' means the space it takes up

'Subject' is what you are drawing.

Year 10 Weeks 1 - 3 term one 2019

We have been covering good drawing skills.

On the site there are a couple of helpful pieces in regards to tone and using a tool called a tortillion (I often smudge with my fingers instead).

Either way! It will work.

TONE: 
The point is, you need to make sure you are creating a depth of tone (black where it needs to be, white paper where it needs to be).

Things you can practice are:
1) creating a gradient on paper with your pencil.
2) looking at shadows and dring to draw them without letting them become forms - they have no form!
3) Shading based on the shape - if its round shade around it not through it
4) Implying the shape and not using a solid outline

What is your "why"?

This is a concept/ariā based art course. You develop a body of work based on a theory or idea.

You have been asked to go through the list of artists on Ako-Learn. Each level/field has a matrix of themes and Artists this year.

We want you to do two things here;
1) Go through and get comfortable with the artists and themes we have put together for you
2) Brainstorm what you love, what you hate and what inspires you in any aspect of your life.

From there you are developing your concept/ariā.

your ariā could be no more than three words. In fact, that's quite good if it is.

Your kaupapa/theme should roughly fit into the themes we have already established on the matrix for your level/field.

Once you have all of this down, I would expect you to create a blog post.


Please note, Level one, I am expecting you to complete a further document called themes, subject matter and ideas. I want to be able to see a copy of this in your drive.

Getting started with Art History

1.2 - describe is your keyword. Interpretation is required as you describe the artwork. Read the slide share carefully, and revise it.

In the exemplar on the site, you will notice the Robyn Kahukiwa exemplar is divided into green and purple highlights, to define the difference.

1) Set up the doc like it says on the instructions - google docs, in your art folder named 1.2 Art history with your name too, and shared with me on email too.

2) Select two artists from the matrix on Ako - Learn. make sure they are good ones! check with me if you need to. Find one image for each artist. copy and paste a good quality art image for each artist onto the doc.

3) Paraphrasing. Make sure you read these instructions on the slide share. if you are struggling with finding a relevant time to use, ASK me. I promise to be helpful.

4) Cite everything. what website did you get the information from? Copy and paste the URL onto the bottom of your doc.

We will work on this every Monday until we are done (week 8 ish I reckon).

Year 10 Art Period Four and Five

Kathe Kollwitz. Term Two go here to get to the slide show and other resources you need.

Period Four Class:We started on her last lesson, with a brilliant research page from you all. 
Period Five Class: We will be starting this and many of you will be up to this, but not all. So those of you who have created your black paper presentation, please move onto this task. 

Mark-Making and emotion are key elements to Kollwitz's work and that of any of the German Expressionists.

I am absent for the day on a course, so your work is going to be about drawing today and working nicely for the reliever.

Using the pinterest page and/or the slide show we worked through, I would like you to select an art image to work from and practice your drawing. Specifically, you need to notice the way black and white are used to make marks and imply tone (shades of grey) even though its not.

Things you need to do:

- Work to a picture frame - outline the space the image will occupy on your page, dont just start randomly with a point of your image you like
- Measure and care about your proportions - is the right amount of space being used for your subject, is there too much background... look as you draw and ask yourself if you are drawing accurately as you go.
- Draw what you see, not what you know. If you cant see it, don't put it in!

Period Five Class: I will be back tomorrow. 

9 HH

Learning Outcome: the role of the artist - as story teller and as language maker

As we approach the end of term, we wont necessarily be 'finished' as that was never the plan. However, some of you will be close to finished.

Printmakers you should be thinking about positive and negative space, mark making and how to balance both of these



Painters you should  be thinking about keying in your colours, building up layers and colour theory.



For both of you, these notes are detailed on the google site under learn and create. You have also been sent the slide shows on email just in case!

Have a look through these links in class before you get started today. Make sure your own blog is open and the Google site for Visual Arts is up on the right page too.

Critiques for year 13's commence this Thursday at interval

What is a Critique?

Starting in 2012, and 2013, we did critiques with our Year 13 students. These were not done in class, it was an interval break. The students who refused to participate, interestingly, had less than satisfactory folio grades. we then started moving towards our multi level classes and wondered if we still needed them with this new environment. Based on last year's mixed bag of results, I feel we do.

A critique is a discussion strategy used to analyse, describe, and interpret works of art. Critiques help students hone their arguments, information-gathering, and justification skills.

Thank you google. 

We will be doing this once a fortnight, at interval on Thursday. This will be pulling all three year 13 class students together at once. If this is not a good time due to prefect commitments, we will change it. 

If you choose not to participate, then it is unlikely to be appropriate for you to sit the folio. These are skills that are required of students working on a standard that expects as much as it does and is 14 credits (it is huge when you think about your other courses).

Achievement Criteria

Achievement	Achievement with Merit	Achievement with Excellence
·    Produce a systematic body of work that integrates conventions and regenerates ideas within photography practice.	·    Produce a systematic body of work that purposefully integrates conventions and regenerates particular ideas within photography practice.	·    Produce a systematic body of work that synthesises conventions and regenerates a depth of ideas within photography practice.

I have taken the photography schedule, but it is the same for all fields. 

It may seem easy to make your work systematic, but you have only done this over two panels previously. Three is harder. Having others to help tease out ideas is useful.

If you can explain and justify how your work integrates conventions of an artist model, then you are likely doing it, however, if you cannot then you need some help. 

Regeneration is also something you need to be able to help each other with. Sometimes it is hard to know where to go next. Discussing your work helps you move your ideas along. 

If there were ever any foolish children who thought they were not going to need to put in more than class time to complete level three practical art in any field, then I would like you to unlearn that now. Consider this 25 minutes of homework and class time in one. 

This is from the explanatory notes for this standard:

"...1           Produce a systematic body of work that integrates conventions and regenerates ideas involves bringing conventions together to revisit ideas from the student’s previous work in order to re-form and extend ideas into new work..." 

That is for an achieved. 

For an excellence:

"...Produce a systematic body of work that synthesises conventions and regenerates a depth of ideas involves bringing together critically selected ideas and methods from different sources to integrate the conventions and to critically revisit and refine ideas from the student’s previous work in order to re-form and provide options for the extension of ideas into new work and achieve an intended outcome..."

It means it should look like your body of work could go on and on and on, as well as look like it all belongs together, uses at least 6 Artist model influences, which then interweave into new ideas and that your WHY is really clear. 

We need to make sure you are all focussed on doing this stuff really well. 

9 HH student choice.

You now need to navigate your own way to the 'create' page on my google site.

Then, you need to click on either paint or print.

Paint = Manga/Pasifika
Print = Kowhaiwhai/Art Nouveau

ALL of your instructions are there, and I am very confident you can work from these without getting confused at all!