Year 11 Visual Art General

Course Outline 2019

 

Week Content Assessment

Term 1

1

⦿ Students draw their self- portrait using mirrors honing their ability to see.

⦿ Students use line, shape, space & texture to draw the portraits.

⦿ Students gain confidence through personal attempts.

⦿ Students value theirs & peer effort & grow in drawing skills.

⦿ Students learn about the element of line

⦿ Students draw their hand in line.

 
2

⦿ Students copy face profile to reveal right & left sidedness & conflict.

⦿ Students discuss right & left -brain sidedness.

⦿ Students are exposed to the element shape & form & analyse images using STICI method to gather evidence

⦿ Students draw their hands.

⦿ Students are introduced to ‘Upside down drawing

 
3

⦿ Students are introduced to ‘Upside down Drawing’ using artists’ drawings.

⦿ Students discuss the process of ‘Tricking the L-mode’ & understanding the unity of spaces & forms in composition.

⦿ Students draw the hand using blind contour drawing

⦿ Students research the element space & analyse images

⦿ Students shade/graphite a framed space; draw their hand & then highlight & shade to create form. 2D – 3D

 
4

⦿ Students learn about the positive aspects of space by drawing negative spaces to create the image/art work.

⦿ Positive & negative make up the whole/composition.

⦿ Students draw perspective drawings & learn how to sight.

⦿ Students analyse an artwork to explain how depth is achieved. (‘Wheat fields with Cypresses’ by van Gogh)

 
5

⦿ Students draw facial/portrait exercises to learn about proportions, placement & profiles.

⦿ Students copy the profile artwork, Proud Maisie by Anthony Frederick Augustus Sandys.

⦿ Students copy Mme. Pierre Gautreau, 1883, by John Singer Sargent.

⦿ Students revisit the self-portrait using all the skills gained through the drawing journey.

⦿ Starting point for discovering

⦿ giftings & skills that make one exceptional. Personal goal to be one’s best & recognize the giftings in one another. Jesus made the body of Christ to be whole/one yet made up of unique parts.

⦿ Students analyse texture in artwork.

 
6

⦿ portraits from photographs – black & white & coloured – as well as copying artworks of portrait artists to hone their skills of proportion, ratio, depth, space, scale & tone.

⦿ Students learn to see & capture the ‘essence, uniqueness or exceptional’ quality of the person/subject that makes a successful portrait artist.

⦿ Students experience media, including pencil, graphite & pastel to gain skills in drawing.

⦿ Students analyse artworks from diverse cultures to demonstrate understanding of:

colour use & its principles.

⦿ the principles of balance & unity.

⦿ All the elements of line, shape, space/form, colour, texture, balance & unity

⦿ Students evaluate their drawing journey in light of being ‘exceptional’.

⦿ Students complete written analysis assignment

 
7 As above

Visual Analysis due:

Week 6

Sem1

8 As above

Folio due:

Week 8

Sem 1

9 As above  
10 As above  

Term 2

13

Investigation Task 3 due week 11 (Week 1 term 2)

Personal response

⦿

Investigation due:

Week 11

Sem 1

14

⦿ Students complete portraits ready for exhibition.

⦿ Students complete self-evaluations:

⦿ Drawing Journey

⦿ Portrait

⦿ Being exceptional

Production Task 1.

Folio due:

Week 2 term 2

Sem 1

15   Investigation task 3 due: week one and 2 term 2.
16  

Analysis due:

Week 4

Sem2

17  

Production Task 1 Part B due:

Week 15 term 2

Sem 1

18    
   

Investigation due :

Week 8

Sem 2

Term 3

1

⦿ Unit 2

⦿ Students explore the natural world to discover the diverse range of patterns in creation.

⦿ Students draw thumbnail sketches to express natural patterns using visual elements of line, shape, space, colour, texture, depth, balance & unity. Students notate the source of their pattern ie: Cacti leaves, shell

⦿ Students explore a range of media to create their drawn patterns.

⦿ Students consider how artists can inspire them in the creation of their visual art, & how creation can inspire the visual artist.

 
2 As above  
3

⦿ Students explore possibilities for the use of pattern in their production artwork –

⦿ Students create their designs based on the pattern explorations from natural sources.

⦿ Students prepare designs in colour to a relatively detailed state in order to use the design as the template to work from.

⦿ Students analyse artworks Incorporating pattern, to further develop their art interpretation skills.

⦿ Artworks cross cultural sources: Aboriginal, Asian, European, Middle Eastern etc

⦿ Students analyse artworks Incorporating pattern, to further develop their art interpretation skills.

⦿ Artworks cross cultural sources: Aboriginal, Asian, European, Middle Eastern etc

 
4 As above  
5 As above  
6

⦿ Students continue artworks.

⦿ Skill & Care with tools & equipment (Sustainability)

 
7 As above  
8 As above

Folio due

Week 8

Sem 2

9

⦿ Skill & Care with tools & equipment (Sustainability)

⦿ Students continue to make judgments & choices as they develop their drawn designs

⦿ students submit their Art Interpretation Investigations. Due week 5 of Term 3 (week 10 of Course Outline)

⦿ Students sit their internal examination to assess their analysis & investigation skills, inspiration thoughts & self-evaluations in readiness for the Externally Set Task in year 12. Timing tbc

 

Term 4

10

As above  
11 As above  
12 As above  
13

⦿ Skill & Care with tools & equipment (Sustainability)

⦿ Students continue to make judgments & choices as they develop their drawn designs

⦿ Students sit their internal examination to assess their analysis & investigation skills, inspiration thoughts & self-evaluations in readiness for the Externally Set Task in year 12. Timing tbc

⦿ Students reflect upon the principle of ‘being exceptional’ & how it is directly related to the great commandment: ‘to love thy neighbor as thyself’.

⦿ Students reflect upon their personal experience

 
14    
15  

Production due

Week 15

Sem 2

This document is subject to revision.

The Year 11 Syllabus for Visual Art General can be found on the SCSA website.

http://www.scsa.wa.edu.au/