| Arts
Criticism and Aesthetics - Students: |
| Analyse
Maths and Art forms for similarities and differences |
| Identify
different reasons for making artworks |
| Use
appropriate language to describe particular qualities in artworks |
| Write
personal responses to artworks |
| Discuss
designed works in relation to function |
| Past
and Present Contexts - |
| To
reflect an understanding of stylistic traditions in Art in practical
work and in discussion |
| To
show awareness of cultural and social factors in the status, value
and function of art works |
| To
appreciate the broad range of careers and work in the design field |
| Creating,
Making and Presenting |
| Use
computer technology |
| Work
collaboratively on Arts projects |
| Interpret
imagery from other cultural sources |
| Combine
experience with imagination to create expressive art forms |
| Use
different artistic techniques |
| Use
specific Art form skills |
| Prepare
and present work for a set audience |
| Constructively
evaluate the work of others
|
 |
| Key
Competencies, Essential Skills and Understandings to be emphasized |
| Collecting
analysing and organising information |
| Solving
Problems |
| Communicating
ideas and information |
| Designing,
planning and organising activities |
| Working
with others |
| Using
mathematical ideas and techniques |
| Using
Technology |
| Exploring
the environment |
| Understandings
about shapes and tessellation vocabulary - translation,
transformation and rotation (flip, slide, turn) |
| Source;
Tangara Consortium LT Continuum |
Learning
Outcomes |
Teacher
Emphases |
Information
and Communication Literacy Skills |
| Information
Literacy
Learners use
technology to define, locate, begin to negotiate criteria for
assessment select, organise, evaluate and interpret visual/ auditory
information
|
Students
can |
Teachers
will |
Students
can |
| critically
evaluate visual information with confidence |
guide
students in the use of a design brief |
use
a variety of search engines and directories |
| begin
to classify, compare and contrast |
model
a variety of self and peer evaluation strategies |
bookmark
relevant sites |
| self
evaluate process and product using set criteria |
provide
opportunities to evaluate visual information critically |
store
and organise information gathered |
| use
the design make and appraise process |
address
the issues of author viewpoint, information authenticity and
plagiarism |
view,
download, save and copy information in text and visual format |
| create
a multimedia presentation |
|
copy
url locations in an electronic bibliography |
| |
|
create,
copy, draw, and tessellate shapes |
| |
|
create
multimedia projects using PowerPoint |
| Communication
Literacy
Learners use
technology to communicate effectively through audio, video, graphic
and text
|
| Students
can |
Teachers
will |
Students
can |
| work
independently and in teams |
model
best practice |
draft
and edit text |
| create
a product appropriate to a set audience |
demonstrate
and investigate other student examples |
resize,
select, crop, rotate, duplicate, colour, fill, alter and paste
images |
| begin
to communicate with others using multimedia tools |
provide
opportunities for students to share knowledge and ideas using a
variety of media forms |
use
draw and paint tools to create graphics |
| choose
between linear and non-linear communication approaches appropriate
to the task |
discuss
and raise awareness of the importance of design for visual impact |
create
and use sound and animation effects |
| begin
to set goals according to outcomes and timelines |
|
present
work confidently to a set audience |
| |
|
create
simple hyperlinks |
