Year 10 Art Task Sheet – Metamorphosis
This task will require you to complete a Surreal figurative drawing by incorporating
images which change, morph, transform, or juxtapose.
Global Context – Personal and cultural expression
Key Concept – Creativity
Related Concepts – Innovation
Statement of inquiry: the creativity of past artists can provide inspiration
for personal expression.
In this unit you will:
Tick off when complete
1.
Complete a number of rendering trials in fineliner. Use tone to create form. Evaluate these.
2.
Investigate a Surrealist artist. Respond to the questions about the artist. (See work sheet)
3.
Create a series of collages to experiment with metamorphosing and juxtaposing objects creating an
illogical image. The aim is to create a Surreal atmosphere using techniques of:
metamorphosis, juxtaposition, illogical scale, llevitation, ddislocation, ttransparency,
ttransformation
Create at least 3 different collage designs.
4.
Transfer your design to paper and complete rendering your Surrealist drawing.
5.
Evaluate your finished artwork in your workbook. Strengths, weaknesses how you could have
improved the outcome. Include a photo of your finished work.
6.
Extension – photocopy your drawing onto watercolour paper and experiment with watercolour
techniques.
1.
Hannah Hoch
Year 10 Visual Art TSC. Metamorphosis - Surrealism
Year 5
Knowing and Understanding
Achievement
Level
0
What you have done
-You did not reach a standard described by any of the
descriptors below
1-2
1-2
Artform context
Your artwork analysis and interpretation demonstrated limited
understanding of the role of Surrealism in its original context
3-4
3-4
Artform context
Your artwork analysis and interpretation demonstrated
adequate understanding of the role of Surrealism in its
original context
5-6
5-6
Artform context
Your artwork analysis and interpretation demonstrated
substantial understanding of the role of Surrealism in its
original context
7-8
7-8
Artform context
Student
Comments
Teacher
Comments
Developing Skills
Achievement
Level
0
Your artwork analysis and interpretation demonstrated
excellent understanding of the role of Surrealism in its original
context
You did not reach a standard described by any of
the descriptors below
Skill acquisition
and development
Your trials, collage and final work demonstrated
limited acquisition and development of the skills
and techniques of Surrealism
Application of
skills and
techniques
Skill acquisition
and development
Your final artwork demonstrated limited
application of skills and techniques to create,
perform and/or present art.
Your trials, collage and final work demonstrated
adequate acquisition and development of the
skills and techniques of Surrealism
Application of
skills and
techniques
Your final stencil artwork demonstrated adequate
application of skills and techniques to create,
perform and/or present art.
Skill acquisition
and development
Your trials, collage and final work demonstrated
substantial acquisition and development of the
skills and techniques of Surrealism
Application of
skills and
techniques
Your final stencil artwork demonstrated
substantial application of skills and techniques to
create, perform and/or present art.
Skill acquisition
and development
Your trials, collage and final work demonstrated
excellent acquisition and development of the
skills and techniques of Surrealism
Your final stencil artwork demonstrated excellent
application of skills and techniques to create,
perform and/or present art
Application of
skills and
techniques
Year 5
Thinking Creatively
Level
0
Responding
What you have done
-You did not reach a standard described by any of
the descriptors below
1-2
Demonstrate a range and depth of
creative-thinking behaviours
Student
Comm.
Teacher
Comm.
Construct meaning and transfer
learning to new settings
Your artwork constructed limited meaning and
may have transferred learning to new settings
3-4
Construct meaning and transfer
learning to new settings
Your artwork constructed adequate meaning
and occasionally transferred learning to new
settings
5-6
Construct meaning and transfer
learning to new settings
Your artwork constructed appropriate meaning
and regularly transferred learning to new
settings
7-8
Construct meaning and transfer
learning to new settings
Your artwork constructed meaning with depth
and insight and effectively transferred learning
to new settings
Your designs and annotation demonstrated a
substantial range and depth of creative-thinking
behaviours
7-8
Demonstrate a range and depth of
creative-thinking behaviours
1-2
Your designs and annotation demonstrated an
adequate range and depth of creative-thinking
behaviours
5-6
Demonstrate a range and depth of
creative-thinking behaviours
What you have done
You did not reach a standard described by any
of the descriptors below
Your designs and annotation demonstrated a limited
range or depth of creative-thinking behaviours
3-4
Demonstrate a range and depth of
creative-thinking behaviours
Level
0
Your designs and annotation demonstrated an
excellent range and depth of creative-thinking
behaviours
Unit Planner: Metamorphosis
Visual Art 10
Thursday, August 13, 2015, 12:25PM
Middle Years Programme > 2015 > Year 10 > Arts > Visual Last Updated: Thursday, December 11, 2014 by
Bridget McDermott
Art 10 > Week 1 - Week 9
Crosthwaite, Sabrina; Hess, Tyler; Lewis, Yvonne; McDermott, Bridget
Inquiry: Establishing the purpose of the unit
Key Concepts
Choose Outcomes
Key Concepts
MYP
Key Concepts
Key Concepts
Aesthetics
Show details
Related Concepts
Related Concepts
Choose Outcomes
Related Concepts
MYP
Arts
Visual Arts
Innovation
Show details
Global Context
• Personal and
cultural expression
Creativity
Show details
Statement of Inquiry
Past artists can inform contemporary art practice
Inquiry Questions
Essential Questions
Factual Conceptual Debatable
Factual
How can we use artistic techniques to create visual illusions?
Is seeing believing?
Conceptual
What ideas and themes have Surrealist artists expressed in their artwork?
Debatable
What makes my own and others artwork visually effective in expressing Surrealist ideas?
MYP Objectives
Choose Outcomes
MYP: Arts (For use from September 2014/January 2015)
Year 1
Objective A: Knowing and understanding
In order to reach the aims of arts, students should be able to:
i. demonstrate awareness of the art form studied, including the use of appropriate language
ii. demonstrate awareness of the relationship between the art form and its context
iii. demonstrate awareness of the links between the knowledge acquired and artwork created.
Objective B: Developing skills
In order to reach the aims of arts, students should be able to:
i. demonstrate the acquisition and development of the skills and techniques of the art form studied
ii. demonstrate the application of skills and techniques to create, perform and/or present art.
Objective C: Thinking creatively
In order to reach the aims of arts, students should be able to:
i. identify an artistic intention
ii. identify alternatives and perspectives
iii. demonstrate the exploration of ideas.
Objective D: Responding
In order to reach the aims of arts, students should be able to:
i. identify connections between art forms, art and context, or art and prior learning
ii. recognize that the world contains inspiration or influence for art
iii. evaluate certain elements or principles of artwork.
AU Curriculum Content Descriptors
Choose Outcomes
ACARA: F-10: The Arts (Draft)
ACARA: Years 9 - Years 10
Content: Visual Arts
Content Descriptions
Manipulate materials, techniques,
technologies and processes to develop
and represent their own artistic
intentions (ACAVAM126)
Show details
Develop and refine techniques and
processes to represent ideas and
subject matter (ACAVAM127)
Show details
Plan and design artworks that represent
artistic intention (ACAVAM128)
Show details
AU Curriculum Achievement Standards
Choose Outcomes
Achievement Standards: Visual Arts
Achievement Standard
Students evaluate how representations communicate artistic
intentions in artworks they make and view.
Students evaluate artworks and displays from different
cultures, times and places.
Students analyse connections between visual conventions,
practices and viewpoints that represent their own and others’
ideas.
Students identify influences of other artists’ on their own
artworks.
Students manipulate materials, techniques and processes to
develop and refine techniques and processes to represent
ideas and subject matter in their artworks.
Evaluate how representations
communicate artistic intentions in
artworks they make and view to inform
their future art making (ACAVAR130)
Show details
Analyse a range of visual artworks
from contemporary and past times to
explore differing viewpoints and
enrich their visual art-making, starting
with Australian artworks, including
those of Aboriginal and Torres Strait
Islander Peoples, and consider
international artworks (ACAVAR131)
Show details
Summative
Assessments
Outline of summative assessment task(s)
including assessment criteria:
Add New Assessment
reflection of processes and outcomes
Written: Informative
•
•
•
Self evaluation in DW
Final written evaluation
identifying alterations made in
light of feedback
Progressive annotation and
reflections of design work and
final written evaluation
No Standards Assessed
Progressive annotation
Summative: Written: Informative
•
•
•
Progressive annotation of design
work reflecting use of correct
terminology regarding materials
and techniques
glossary is correct
Write a statement of intent
No Standards Assessed
Trials of media and techniques.
Formative: Performance: Skill
Demonstration
Summative Assessment Tasks & Statement of Inquiry
Relationship between summative assessment task(s) and
statement of inquiry:
Studemts will explore Surrealist artists to inform their own
artmaking.
Students practice applying a variety of
drawing techniques to create the illusion
of form.
No Standards Assessed
Surrealism research worksheet
Formative: Written: Report
Research a selected surrealist artist
No Standards Assessed
Surrealist Drawing final outcome
Summative: Project: Visual Arts
No Standards Assessed
Metam TSC 15.doc
Approaches to Learning (ATL)
Choose Outcomes
Approaches to Learning
MYP
Skill Category: Communication
Skill Clusters:
I. Communication skills
Exchanging thoughts, messages and information effectively through interaction
Show details
Give and receive meaningful feedback
Negotiate ideas and knowledge with peers and teachers
Reading, writing and using language to gather and communicate information
Show details
Make inferences and draw conclusions
Use and interpret a range of discipline-specific terms and symbols
Find information for disciplinary and interdisciplinary inquiries, using a variety of media
Organize and depict information logically
Skill Category: Thinking
Skill Clusters:
VIII. Critical thinking skills
Analysing and evaluating issues and ideas
Show details
Practise observing carefully in order to recognize problems
Draw reasonable conclusions and generalizations
Revise understanding based on new information and evidence
Evaluate and manage risk
Consider ideas from multiple perspectives
Analyse complex concepts and projects into their constituent parts and synthesize them to create new
understanding
Propose and evaluate a variety of solutions
Skill Clusters:
IX. Creative thinking skills
Generating novel ideas and considering new perspectives
Show details
Use brainstorming and visual diagrams to generate new ideas and inquiries
Consider multiple alternatives, including those that might be unlikely or impossible
Create novel solutions to authentic problems
Make unexpected or unusual connections between objects and/or ideas
Create original works and ideas; use existing works and ideas in new ways
Practise visible thinking strategies and techniques
Skill Clusters:
X. Transfer skills
Utilizing skills and knowledge in multiple contexts
Show details
Combine knowledge, understanding and skills to create products or solutions
Action: Teaching and learning through inquiry
Content (Essential Knowledge)
• - students will research Surrealist artists and respond to a worksheet
- students will learn terms and processes of drawing e.g.: – Surrealism, juxtaposition, tone, form,
metamorphosis, subject matter, exquisite corpse.
- students will explore collage as a basis for design development
- students will write a statement of intent
- Students will use their knowledge of Surrealism to create a drawing on the theme of Metamorphosis and
evaluate their work
- Students will create a drawing born out of their research into Surrealism which communicates the ideas of
metamorphosis, juxtaposition, scale, levitation, dislocation, transparency, transformation
- Students will apply the drawing skills and techniques taught in their finished work
• Students will annotate their progress which identify strategies to develop and improve their artistic processes,
they will keep a record of their progress via iPad images using pic collage Ap
• Students evaluate their work in light of their knowledge of Surrealist artworks and the concept of
metamorphosis
• Students will consider feedback when identifying strategies to develop and improve.
Learning Process
Learning Experiences
•
•
•
How will students know what is expected of
them? Will they see examples, rubrics,
templates?
How will students acquire the knowledge and
practise the skills required? How will they
practise applying these?
Do the students have enough prior knowledge?
How will we know?
Learning Activities
•
•
•
How will we use formative assessment to give
students feedback during the unit?
What different teaching methodologies will we
employ?
How are we differentiating teaching and
learning for all? How have we made provision
for those learning in a language other than their
mother tongue? How have we considered those
with special educational needs?
Activities
See left for more details
- Exquisite corpse drawings
•
- Powerpoint and U tube clips on Surrealism and
discussion of cultural and historical contexts of the art
movement
- Demonstration of drawing techniques and materials
and processes used- tonal gradation/hatching, x
hatching, textural effects
•
•
•
•
•
- Discussion of research task advice and explanation.
•
- Develop surrealist designs using collage
•
- Writing statement of intent
•
- Completion and evaluation of finished work
-Annotation of developmental and trial work in dev.
workbook
•
•
• students evaluate their work and the work of othersin
dev. workbook
•
•
•
•
• Students will gather information from lesson intro and
group crits apply this to their ongoing evaluation. List
of points on board for direction.
. Complete their metamorphosis drawings to a point of
realization.
- Lesson introductions reflecting upon specific students
Entry point activity - drawing and explanation
of exquisite corpses
U Tube and Powerpoint on Surrealism
Exploring factual, conceptual and debatable
questions about Surrealism
Internet research on Surrealist artist
Practicing techniques - tonal
gradation/hatching, x hatching, textural effect
Research into Surrealist artist of student’s
choice – respond to worksheet.
Research into a variety of images which could
“morph” into student’s existing drawings.
Collection of visual material –internet, print,
text.
Looking at Hannah Hoch students will create
Surrealist collages as design ideas for a
drawing.
Writing a statement of intent
Planning for finished artwork- format –
landscape, circular, or portrait..
Completion of final artwork.
Presentation and display of work.
Evaluation of finished work
Extension activity- Exploration of other media
media to use in final artwork – demonstration of
techniques and experimentation in DW ( water
colour,, Collage,)
risk taking and initiative taken.
. Engage in informal peer assessment and work
cooperatively in setting up and cleaning up.
Formative Assessment
Differentiation
Resources
•
•
•
•
•
Computer access to view and discuss the works of Surrealist artists.
Still life objects, magazines, newspapers, art materials
Power point on surrealism with links to Surrealist artists
Images of artists and photographers who use metamorphosis in their art practice.
Drawing materials and media
Metam TSC 15.doc
SURREALISM WORKSHEET 2.doc
Task sheet metamorphosis.doc
Surrealism.ppt
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
During teaching
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