Beginning task sheet 2 includes 3 1revised planner

3.1 “” Supports internal assessment for: Achievement Standard 90515 Version 2 Research and analyse approaches within established Design practice.Credits: 4 Tai Amituanai

2/2/2013

STUDENT NAME:

Tasks:

1. Work on the ‘Art Tree’ provided, name the elements and principles, and put the meanings beside them under the appropriate headings.

2. Work on the process chart provided. Put in the steps or the Art process and the description associated with it.

3. In small groups plot on the planner provided, the tasks we will be doing this term, and completion. Copy these into your school diary.

4. Create a mood page of artworks related to your own interests/theme. Use the Internet & books 2 x A3 pages (3.1, 3.2, 2.4, 3.4) The images for Rodchenco, Rand, Brody and Carson are at the end of this brief. (Cut and paste into work sheets).

5. On the Task sheet provided, compare the Alexander Rodchenco with Paul Rand. Complete the questions on the task sheet. (Compare and Contrast) (1.1)

6. On the Task sheet provided, compare the Neville Brody with David Carson. Complete the questions on the task sheet. (Compare and Contrast) (1.1)

7. You are going to research your own chosen Artist use the Library, books, magazines or internet and paste 5 or more images onto 1 x A3 page. Then choose 1 of the 4 artists I

have given you.

8. On the Task sheet provided, compare One of the four Artists above with your Chosen Artist.. Complete the questions on the task sheet and paste in your artist images onto sheet. (Compare and Contrast) (1.1)

9. Relationships and Links - Discuss the Relationship between approaches of the two designers’ works you have selected, and make links to your own practical investigations. Complete your analysis in a written format; this can be completed in a paragraph format or as a 3 column table using bullet points. 1-2 A3 pages (3.1, 1.2, 1.3).

a) Influences – for example, who has inspired/motivated the designers/artists. b) Methods – for example, what processes and techniques have been used? E.g layering, transparency, approaches to layout. c) Ideas – for example, what is the content (message/meaning) being conveyed? What is the subject matter and function? How do type faces and layout influences

communication? Is there an y social, political, cultural or historical context which has influence on these ideas.

10. You are now going to do practical work using wet and dry media to create your Logo. Look at your mood page and chosen artist for ideas. (3.1, 1.2).

a) Concepts - Create 4 x A6pg Logos using ( ink, paint, dye, crayon, pastel, charcoal, coloured and text newspaper.) b) Developments -Create 2 x A5pg Logos refining and looking at Concepts. Using wet and dry media. c) Final – Create Final Logo 1 x A4pg refined

On the Tree Below, name the elements and principles then under the headings write the words, and meanings

Art vocabulary tree

Elements Principles

Art design process flow chart

On the flow chart below write the steps used in the design process. Number them. You may draw a ‘key’ image

for each step

Planning Level 3: Subject Theme–Assessment Programme

TERM ONE

Week 1 7 - 8 Feb

2 11 – 15 Feb

3 18 – 22 Feb

4 25 Feb – 1st Mar

5 4 – 8 Mar

6 11 – 15 Mar

7 18 – 22 Mar

8 25 – 29 Mar

9 1 - 5 April

10 8 – 12 April

11 15 - 19 April

3.4/3.1

Course confirm:

Produce original work

within design/painting to

show extensive

knowledge of art-making

methods and ideas.

Introductions

3.4/3.1

14 Credits

Board 1

4 hrs

Intro to class

Recap Art

Vocab/Process/planning

(elements & principles)

Beg 3.1

4 Credits

11 February - ID and

Class Photographs

3.4/3.1

Board 1

5 hrs

Timeline

22 February -

Athletics Day @

OTHC

3.4/3.1

Board 1

5 hrs

Task 1 - 3 Artist

Analysis

3.4/3.1

Board 1

Submit 3.1

5 hrs

Artist Analysis

3.2

Board 1

5 hrs

Practical analysis of

artist and theme

13 - 16 March -

ASB Polyfest @

Manukau Sports

Bowl

15 February -

Swimming Sports

3.2

Board 1

5 hrs

Submit 3.1

Begin 3.2 (Boards 1

&2)

Drawing from

subject matter

Using dry/wet

media

3.2

Board 2

4 hrs

29 March - Good Friday

3.2

Board 2

3 hrs

April 1 Easter

MondayApril 2 -

Easter Tuesday

3.2

Board 2

11 April - Parent Teacher

Day

4 hrs

3.2

Board 2

4 hrs

TERM TWO

Week 1 6 - 10 May

2 13 – 17 May

3 20 – 24 May

4 27 – 31 May

5 3 – 7 June

6 10 – 14 June

7 17 – 21 June

8 24 -28 June

9 8 -12 July

3.2

5 hrs

Board 2

3.2

5 hrs

Board 2

3.2

5 hrs

Board 2

Submit 3.2

3.4

5 hrs

Board 2

Beg 3.4

14 Credits

3.4

3 June Queens

birthday

4 hrs

Board 2

4 - 7 June - Senior

Assessment Week

3.4

5 hrs

Board 2

3.4

5 hours

Board 2

21 June - Teacher

Only Day

3.4

5 hours

TERM THREE

Week 1 29 July – 2 Aug

2 5 – 9 August

3 12 – 16 August

4 19 – 23 August

5 26 – 30 August

6 2 – 6 Sept

7 9 – 13 Sept

8 16 – 20 Sept

9 23 – 27 Sept

3.4

5 hrs

3.4

5 hrs

8 August - Parent -

Teacher Interviews

3.4

5 hrs

Submit 3.2

3.4

5 hrs

3.4

5 hrs

Withdraw from

external if not up

to standard

3.4

5 hrs

2 - 6 September -

Winter Sports

Tournament Week

3.4

5 hrs

12 - 18 September -

Senior Assessment

Days

3.4

5 hrs

Re-evaluate and

complete folio’s

3.4

TERM FOUR

Week 1 14 – 18 Oct

2 21 – 25 Oct

3 28 Oct – 1 Nov

4 4 – 8 Nov

5 11 – 15 Nov

6 18 – 22 Nov

7 25 – 29 Nov

8 2 – 6 Dec

9 9 -12 December

3.1-2 5 hrs

All internals completed

(17 Sports Award Ceremony)

3.1-2 4 hrs

All internals completed

3.1-2 3 hrs

Submit 1.1 Mon 29

(28th Labour Day)

11 November - NCEA External

Examinations Begin

6 December - Teacher Only Day: NZQA Standards

Alignment

(9 Junior Actiity Day)

12 December - Junior Prizegiving/Last Day for Junior Students

Mood/THEME page

Artist: Title: Media: Date:

Artist: Title: Media Date

Visual Art 3.1 – COMPARISON OF ARTIST INTENTION AND SOCIAL CONTEXT – IDEAS (Enlarge to A3 before use)

SIMILARITIES

DIFFERENCES

DIFFERENCES

INFLUENCES

INFLUENCES

Artist: Title: Media: Date:

Artist: Title: Media Date

Visual Art 3.1 – COMPARISON OF ARTIST INTENTION AND SOCIAL CONTEXT – IDEAS (Enlarge to A3 before use)

SIMILARITIES

DIFFERENCES

DIFFERENCES

INFLUENCES

INFLUENCES

Your chosen Artists (paste 5 or more images)

Artist: Title: Media: Date:

Artist: Title: Media Date

Visual Art 3.1 – COMPARISON OF ARTIST INTENTION AND SOCIAL CONTEXT – IDEAS (Enlarge to A3 before use)

SIMILARITIES

DIFFERENCES

DIFFERENCES

INFLUENCES

INFLUENCES

What media has the artist used? Acrylic, oil paint, intaglio, woodcut, carving, modelling, digital, chemical photography, pencil, charcoal, ink, etc? What techniques has the artist used? Hatching, blending, tonal graduation, dry brushing, scumbling, burnishing, glazing? What processes has the artist used? Cutting, carving, moulding, welding, casting, scratching, rubbing, burnishing, dodging, transfer? What procedures has the artist used? Assemblage, installation, collage, montage, collaborative, conventional, innovative, traditional, technological, digital, time based, moving image, multimedia ? What formal elements does the artist use? Tone, space, line, contrast, colour, geometry, horizontals, verticals, curves? What compositional principles does the artist use? Balance, unity, repetition, rule of thirds, symmetry, asymmetry, juxtaposition of objects, boarders, focal areas? What developmental steps does the artist undertake? Plans, roughs, proofing stages, annotations, research, colour studies, marquettes, mock ups, prototypes?

Methods

What message is the artist trying to communicate? Political, social, psychological, environmental, religious, cultural? How has the artist interpreted the subject matter? Realistic, idealised, distorted, abstracted, fragmented? What is the artist’s attitude to the subject matter? Analytical, emotional response, exposing, worshipping, love, respect, admiration, distaste, fascination? What is the purpose of the art work? Observational, analytical, conceptual, expressive, formal, gestural? What emotional state does the work create? Calm, peaceful, quiet, contemplative, tranquil? Violent, agitated, confused, angry, tense, awe inspiring? How is the work regarded or valued? By the artist, society, critics, public, other artists, at the time of being made or viewed from an historical distance? How does the work relate to cultural protocols? Maori, European, Asian, Pacific, Religious, Philosophical? How has the artist used particular methods to reinforce their intentions? Scale, media, location, access, participation, duration ?

Ideas

Which artists came before the artist you have investigated? How have other artists influenced the art work in terms of methods? Media, techniques, processes, formal elements, compositional principles, procedural steps? How have other artists influenced the art work in terms of ideas? Message, interpretation of subject matter, attitude to subject matter, purpose, emotional state, cultural values? What where the prevailing attitudes of society and social and/or environmental conditions within which the artist worked? How has the artist been influenced by their contemporary environment? Historical events, cultural practices, social values, religious beliefs, trade, technology, politics, geography, nature, urban context, social change, philosophy? How has the artist influenced subsequent artists that came after them? Style, media, processes, message, intentions, innovative practices? What affect has the artist had on society? Social change, political change, different views about our environment, appreciating value of objects, insight in psychology?

Influences

A.M Rodchenco URSS 1925 Chemical Warfare 1925 War of the future 1930

Russsia 1891 – 1956 Poster for the film “Cine Eye” ( Kino Glaz) 1924

Alexander Rodchenco

Paul Rand

David Carson

Neville Brody