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Year 11: Visual Arts


Activity name: Figurative Sculpture

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Year 11 Visual Arts: Figurative Sculpture (PDF, 111KB)

Grade Student work samples
Grade A Aman   Kim
Grade B Kesha   Shanon   Thanh   Morgan
Grade C Mika
Grade D Cory
Grade E No samples
Ungraded Hara   Rohan   Quinn

Description of activity

Students make a large-scale (approximately 60 cm) figurative sculpture based on an approach to the representation of the figure investigated in class. Students engage with a selected sculptural tradition to make their figurative sculpture and use one or more frames as a focus to investigate the figure as a site to represent ideas and interests. Peer assessment is used to provide feedback and support each student’s conceptual and material practice.

Context

Students have been introduced to figurative traditions through western sculpture. Examples used include a range of artists and their works illustrating different approaches to the representation of the figure, eg Henry Moore, Greek archaic, Rodin, futurist styles, Giacometti and a range of Australian contemporary sculptors. Concepts such as contrapposto have been investigated through figure drawing and research. Students have been introduced to and experimented with aspects of sculptural practice, including large-scale construction, to support their artmaking practice.

Areas for assessment/Strands

  1. Artmaking

Outcomes [number plus statement for each]:

  • P1: explores the conventions of practice in artmaking
  • P2: explores the roles and relationships between the concepts of artist, artwork, world and audience
  • P3: identifies the frames as the basis of understanding expressive representation through the making of art
  • P4: investigates subject matter and forms as representations in artmaking
  • P5: investigates ways of developing coherence and layers of meaning in the making of art
  • P6: explores a range of material techniques in ways that support artistic intentions

Criteria for assessing learning

(These criteria would normally be communicated to students with the activity.)

  • Understanding of the conventions of figurative sculptural practice
  • Understanding of how one or more frames can be used to represent ideas and interests to an audience
  • Use of selected sculptural techniques in construction including scale, volume, mass, shape and texture and patina, and considerations such as voids, base, viewing in the round to support conceptual practice

Activity name: Portraiture – Painting

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Year 11 Visual Arts: Portraiture – Painting (PDF, 202KB)

Grade Student work samples
Grade A Indra   Kai
Grade B Marley   Jaya
Grade C Hau   Nami
Grade D Zhong
Grade E No samples

Description of activity

Students will:

  • through the structural frame explore compositional devices such as proportion, pose and placement as basis for developing an artmaking practice in drawing and painting
  • generate a portrait of a person of significance to them to develop as subject matter for painting with an accompanying artist’s statement
  • develop a practice in painting focused on the use of stylization and textural surfaces informed by an understanding of the painting practice of Ben Quilty.

Context

The students have been exploring proportion, stylization and surface texture in drawing and painting with an emphasis on material practice.

Area/s of learning

  • Artmaking
  • Structural frame
  • Critical study and historical study

Outcomes [number plus statement for each]:

  • P1: explores the conventions of practice in artmaking
  • P3: identifies the frames as the basis of understanding expressive representation through the making of art
  • P4: investigates subject matter and forms as representations in artmaking
  • P6: explores a range of material techniques in ways that support artistic intentions

Criteria for assessing learning

Students will be assessed on their ability to:

  • through the structural frame develop a material practice in painting demonstrating the use of stylization, textural paint surfaces and knowledge of proportion
  • work towards resolution and refinement of a body of work
  • use the VAPD to document and evaluate their artmaking practice
  • develop an artist’s statement that offers an explanation of their material practice
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