Creating and Making
Lesson 1:
Intended year level: Year 4
VELS standards: They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies. They show evidence of arts knowledge when planning arts works for different purposes and audiences and identify techniques and features of other people’s works that inform their own arts making.
Resources: Thin wire, masking tape, scissors, cardboard, corks, pipe cleaners, toilet paper rolls, clothes hanger, hot glue gun, blu-tack, popsicle sticks, buttons, fabric and coloured paper.
Activity: Using the above materials, students envision as a group their own wire circus inspired by Alexander Calder’s Le Cirque de Calder. Students will manipulate wire and other materials to create a wire sculpture within a Circus theme.
Assessment: Students will brainstorm criteria as a class as to what must be included in the wire sculpture. For example; students must include acrobats, animals, a cannon and a circus ring.
VELS standards: They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies. They show evidence of arts knowledge when planning arts works for different purposes and audiences and identify techniques and features of other people’s works that inform their own arts making.
Resources: Thin wire, masking tape, scissors, cardboard, corks, pipe cleaners, toilet paper rolls, clothes hanger, hot glue gun, blu-tack, popsicle sticks, buttons, fabric and coloured paper.
Activity: Using the above materials, students envision as a group their own wire circus inspired by Alexander Calder’s Le Cirque de Calder. Students will manipulate wire and other materials to create a wire sculpture within a Circus theme.
Assessment: Students will brainstorm criteria as a class as to what must be included in the wire sculpture. For example; students must include acrobats, animals, a cannon and a circus ring.
creating_and_making_lesson1.pdf | |
File Size: | 36 kb |
File Type: |
Creating and Making
Lesson 2:
Intended year level: Year 4
VELS standards: They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, materials and equipment. They show evidence of planning and identify techniques and features of other people’s works that inform their own arts making. They refine their work in response to feedback and self-evaluation
Resources: Paper, coloured painted, paint brushes, Styrofoam balls, thin wire, wool, masking tape, scissors, clothes hanger, hot glue gun, buttons, fabric and a hole punch.
Activity: Students will create their own mobile after researching Alexander Calder’s range of artworks. Students will demonstrate an understanding of Calder’s Mobile by creating their own individual mobiles and using their skills, techniques and imagination.
Assessment: Students will be assessed on their mobiles ability to hang evenly, have a range of shapes and figures and move in the wind. This will be a peer-reviewed assessment.
VELS standards: They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, materials and equipment. They show evidence of planning and identify techniques and features of other people’s works that inform their own arts making. They refine their work in response to feedback and self-evaluation
Resources: Paper, coloured painted, paint brushes, Styrofoam balls, thin wire, wool, masking tape, scissors, clothes hanger, hot glue gun, buttons, fabric and a hole punch.
Activity: Students will create their own mobile after researching Alexander Calder’s range of artworks. Students will demonstrate an understanding of Calder’s Mobile by creating their own individual mobiles and using their skills, techniques and imagination.
Assessment: Students will be assessed on their mobiles ability to hang evenly, have a range of shapes and figures and move in the wind. This will be a peer-reviewed assessment.
creating_and_making_lesson_2.pdf | |
File Size: | 31 kb |
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Exploring and Responding
Lesson 1:
Intended year level: Year 4
VELS standards: Students comment using specific arts elements, principles and/or conventions, skills, techniques and processes. They identify and describe key features of arts works and use arts language to describe and discuss the communication of ideas, feelings and purpose other people’s arts works.
Resources: Pencils, paper and a interactive whiteboard to enlarge artwork on.
Activity: The teacher prepares for the lesson by setting up the classroom so it represents an art gallery, where Alexander Calder’s work is displayed on cardboard. The teacher invites the students to walk around the ‘gallery’ and view the artworks taking notes on their thoughts and feelings. Once the students have been given time to view and respond to the artwork, the teacher brings the students back together to discuss each individually. The teacher will display each art work enlarged on the interactive whiteboard.
Prompting questions:
What did you think about this sculpture?
How did it make you feel?
What materials do you think Alexander Calder used?
What did you like/dislike about the sculpture? Why?
What do you think Alexander Calder used to make this?
Was Calder concerned with formal qualities for example; colour, line, texture, composition?
What kind of art techniques could Calder have used?
Do you think there is a story or meaning behind the artwork? What do you think it might be?
Activity: Students gain an understanding of what questions they need to ask themselves when analysing an artwork. The students will engage in conversations where they develop their art language. They will do this by sitting in groups at tables and having a scribe who records their group’s conversation about why or perhaps why they did not like/respond to the artwork. Students then create one statement for each artwork explaining how they felt, responded or analysed Alexander Calder’s sculptures.
Assessment: Students will be assessed on their ability to identify and describe key features of arts works and use arts language to describe and discuss the communication of ideas, feelings and purpose in Alexander Calder’s work. This assessment will be done through anecdotal notes, direct observation and the student’s response statements.
VELS standards: Students comment using specific arts elements, principles and/or conventions, skills, techniques and processes. They identify and describe key features of arts works and use arts language to describe and discuss the communication of ideas, feelings and purpose other people’s arts works.
Resources: Pencils, paper and a interactive whiteboard to enlarge artwork on.
Activity: The teacher prepares for the lesson by setting up the classroom so it represents an art gallery, where Alexander Calder’s work is displayed on cardboard. The teacher invites the students to walk around the ‘gallery’ and view the artworks taking notes on their thoughts and feelings. Once the students have been given time to view and respond to the artwork, the teacher brings the students back together to discuss each individually. The teacher will display each art work enlarged on the interactive whiteboard.
Prompting questions:
What did you think about this sculpture?
How did it make you feel?
What materials do you think Alexander Calder used?
What did you like/dislike about the sculpture? Why?
What do you think Alexander Calder used to make this?
Was Calder concerned with formal qualities for example; colour, line, texture, composition?
What kind of art techniques could Calder have used?
Do you think there is a story or meaning behind the artwork? What do you think it might be?
Activity: Students gain an understanding of what questions they need to ask themselves when analysing an artwork. The students will engage in conversations where they develop their art language. They will do this by sitting in groups at tables and having a scribe who records their group’s conversation about why or perhaps why they did not like/respond to the artwork. Students then create one statement for each artwork explaining how they felt, responded or analysed Alexander Calder’s sculptures.
Assessment: Students will be assessed on their ability to identify and describe key features of arts works and use arts language to describe and discuss the communication of ideas, feelings and purpose in Alexander Calder’s work. This assessment will be done through anecdotal notes, direct observation and the student’s response statements.
exploring_and_responding_lesson_1.pdf | |
File Size: | 42 kb |
File Type: |
Exploring and Responding
Lesson 2:
Intended year level: Year 4
VELS standards: Students will comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes. They identify and describe key features of arts works from their own and other cultures, and use arts language to describe and discuss the communication of ideas, feelings and purpose in their own and other people’s arts works.
Resources: Computers, pencils and paper.
Activity: Students will conduct research to gather evidence about the life of Alexander Calder. They will create a draft timeline by selecting five artworks that they like and placing it on this time line. It will also have important dates in Calder’s life such as Birth, Death, Marriage etc which will be researched on the computers. Students will then extend their timeline after 1976 and draft a picture and statement of a piece of artwork that they think Alexander Calder might create if he were alive in 2000. Students will use their previous knowledge of the techniques and materials Calder would use and will draw these in their illustration. Students will then compose a paragraph explaining why Calder may have created this and the similarities and differences between his work in the past and his piece of work in 2000.
Assessment:
Students will be assessed on their written paragraphs where they will explain the similarities and differences between Calder’s work and Calder’s work in 2000. Students will need to identify skills, techniques and processes involved in both the art works as well as explain why and how Calder’s art may have developed over time. Students will identify with ideas, feelings and the purpose of both Calder’s and their own work.
VELS standards: Students will comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes. They identify and describe key features of arts works from their own and other cultures, and use arts language to describe and discuss the communication of ideas, feelings and purpose in their own and other people’s arts works.
Resources: Computers, pencils and paper.
Activity: Students will conduct research to gather evidence about the life of Alexander Calder. They will create a draft timeline by selecting five artworks that they like and placing it on this time line. It will also have important dates in Calder’s life such as Birth, Death, Marriage etc which will be researched on the computers. Students will then extend their timeline after 1976 and draft a picture and statement of a piece of artwork that they think Alexander Calder might create if he were alive in 2000. Students will use their previous knowledge of the techniques and materials Calder would use and will draw these in their illustration. Students will then compose a paragraph explaining why Calder may have created this and the similarities and differences between his work in the past and his piece of work in 2000.
Assessment:
Students will be assessed on their written paragraphs where they will explain the similarities and differences between Calder’s work and Calder’s work in 2000. Students will need to identify skills, techniques and processes involved in both the art works as well as explain why and how Calder’s art may have developed over time. Students will identify with ideas, feelings and the purpose of both Calder’s and their own work.
exploring_and_responding_lesson_2.pdf | |
File Size: | 34 kb |
File Type: |