St Bedes students learned how to work with clay while exploring formal elements of art that will enhance their ceramic scultpures

Unit: Ceramic Animal Train
Year Levels: 10
AusVELS level: 10
Duration of Unit: 1 Semester  
Term: 1 & 2
Year: 2013

Learning Focus from AusVels Level 10:

Students design, make and present arts works.

They keep their intended aesthetic qualities in mind when they experiment with, select, vary combinations of and manipulate arts elements, principles and/or conventions to effectively realise their ideas.

Unit Learning Focus:

Using the medium of clay students learn slab building technique, molecular structure of clay, glaze and oxides. Firing schedules and kiln atmospheres through Electric and Gas kiln firings.

The students are given a basic design brief and template pattern, and through differentiated learning, they design, submit and produce their individual product. Considerations based on (must-should-could) model of tuition. Exploring formal elements of art that will enhance and result in a technically sound and aesthetically pleasing product.

Unit Assessment Standards Level 10:

Creating and making

Student works involve imagination and experimentation; planning; the application of arts elements, principles and/or conventions; skills, techniques and processes; media, materials, equipment and technologies; reflection; and refinement of Individual works.

Exploring and responding

Works informed by critical analysis of the use of elements, content and techniques and discussion about the nature, content, and formal, aesthetic and/or kinaesthetic qualities of arts works.

Teaching & Learning Activities

Week 1:

Exploring & Responding

-Researching contemporary ceramic artists works’. Eg Vipoo Srivilasa, Fleur Schell, internet, and also the works of well known painters.

-Assignment work

Creating & Making

-Concept designs sketched and brain stormed. Images sourced and glued into visual diary.

-Annotation.

Resources and Materials

-Visual diaries

-Images of Animals, from books, internet, National Geographics etc.

-Handout sheet given

Assessment Tools

-Assignment

-Tests

-Marking Rubric (simplified VCE format)

-Self-evaluation sheet

Differentiation

*Adjust instruction in response to student readiness, interests, and learning.

*Tiered Lessons

*Must, should ,could

*Flexible grouping

-whole class

-small group

-individual

Link with other domains

-Through this Visual arts project a direct has link to design and technology was expressed through the development of the post firing assembling of the timber dowel wheel axles and need to assemble with timber / ceramic adhesive – ‘Araldite’ was used.  Safe practices in the Atrs: (OH & S) explored and covered in this application also.

-History- discussion re: animals – in zoos and circus (historical content). And Science and sustainability re Animal habitat; forests etc.  

Cross Curricular Priorities

Sustainability

-Students developed a world view that recognised the importance of social justice, healthy ecosystems and effective action for sustainability.

-They became aware of the interrelated nature of  economic and ecological systems.

Link with Personal, Social and Physical Domain

-The students discussed their reactions and interactions with others. They observed modelling of effective personal and social skills. They  received feedback and support from teachers and peers and monitored and reflected on their personal and social development. They reassured each other and were respectful and helpful with their learned skills and knowledge. They were reflective and offered constructive criticism in a supportive manner, to help with challenges that arose.

Link with Interdisciplinary Domain

-Literacy: expressing thoughts and emotions through Annotation

-Numeracy: Measurement of the structures that were constructed

-Proportions, head size to body, nostril, ears etc.

-ICT : Research; obtaining images.