Unit: SILK PAINTING of FAMOUS BUILDINGS Year Levels: Grade 6
Duration of Unit: 6 Weeks
School: Ormond PS AusVELS level: LEVEL 4 Teacher: Helen Kupfer
Term: 3
Year: 2016
Learning Focus from AusVELS Level 4
Students will
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synthesise, edit, refine and extend ideas
explore, create, make and present art, craft and design works with more deliberate planning and increasing skills
identify and manage increasing complexity in design elements, techniques and forms
evaluate, review and refine decisions in practice.
present their work with awareness of venue, space, purpose and context.
respond to a range of art works and styles, applying aesthetic criteria and communicating reasons for preferences about their own and others’ works.
critically analyse art, craft and design works in historical and contemporary cultural contexts, and respond through art-based vocabulary.
demonstrate increasing understanding of the role of artists and designers in community and arts industries.
Unit Learning Focus:
Students will
 explore a range of architecture /famous landmarks from around the world with focus upon angles.
 create, observational drawings (planning) of their chosen landmark and then make and present a SILK PAINTING of their design.
 Identify and explore the use of silk painting techniques (SERTI) using GUTTA & silk express dyes.
 Evaluate the success of their artworks in order to refine their use of the materials used. (For example if the colours bled, were there gaps in gutta lines?)
Unit Assessment Standards Level 4:
Making Students will:
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create and present an artwork in a specific art form (silk painting) that communicates their observations of a famous building and their understanding of angles.
select and combine a range of arts elements, principles and/or conventions,
use a range of skills, techniques and processes, media, materials, equipment and technologies.
refine their work in response to feedback and self-evaluation.
Responding Students will:
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comment on the development and presentation of their arts works, including the use of specific arts skills, techniques and processes.
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use arts language to describe and discuss the communication of ideas, feelings and purpose in their own and other people’s arts works.
Teaching & Learning Activities
Week 1- 2:
Making
Students completed observational drawings of famous
buildings from around the world. They used their Ipads
to source true photographs of their chosen building. The
focus is on selecting a building that has interesting
angles, linking it to their unit of study within their
classroom.
Resources and Materials
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Ipads
Photographs of famous buildings
Sketch books (Visual Learning Diaries)
Fine liners
Assessment Tools
Differentiation
Observational drawing skills Students select a
when assessing their sketches building of choice.
with focus on line work.
Designs are to be drawn to scale (to fit within an A4
frame) first in pencil and then with black marker.
Responding: Students share which buildings they
have chosen to draw and why.
Week 2-3:
Making
Once silk is stretched across a cardboard frame and
placed on top of the drawn design, students directly
apply their chosen coloured gutta. Students were
instructed to use even pressure and a steady hand, when
drawing their lines, as well as ensuring there are no gaps
in the lines, or the dye will bleed out.
Responding
Have students check there are not gaps in their lines as
well as the back side of the piece to make sure the resist
has penetrated all the way through. Discuss why –
(otherwise the dye can bleed out and under the resist
lines as well)
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Silk,
cardboard frames (A4)
Gutta
Stretch the silk is to create just enough tension so that
the silk remains taut while you are painting but not so
tight that it tears. It may sag a bit once it becomes wet
with dye or paint and works best when not touching
anything beneath it.
Let the resist dry before painting (you can speed up
the drying time with a blow dryer).
Week 3-6:
Making
Application/Painting of Silk Dyes
Students dip brushes into the colour and apply the dye or
 Silk Dyes – Opulence Steam Fix
paint sparingly to the centre of an outlined area by
touching the brush to the silk. Allow the paint to move
to the resist line. If there is a gap in your resist line that
you didn't notice and the dye or paint starts escaping,
Reference source :
you can stop the movement by drying it quickly with a
http://www.dharmatrading.com/techniques/silkpaint/si
hair dryer and then patch up the line with gutta or resist lk-painting-techniques.html
and let dry before resuming.
When painting large areas such as backgrounds, work
quickly, applying wet to wet to avoid unwanted lines.
Responding
Students analyse their artworks for improvement,
looking for watermarks that need working on etc.
Students discuss colour choices with focus on
background colours deciding which colours would
enhance their building etc.
Make note of application of
gutta – smooth, steady and
even without gaps?
Did students start from the
top down?
If necessary, did students
resolve any issues with
watermarks, gaps in gutta,
bleeding of colours etc.?
Were colour schemes
thoughtfully selected or
randomly chosen?
Students write a reflection in
their Visual Diaries on their
piece of work.
Students select gutta
colour (black, gold,
clear or silver)
Students select which
colours they would like
to use.