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Visual Arts. Lesson: Mark making and the creation of tools. Handmade for a purpose, the Paint Brush.

This lesson has been developed with reference to the Year 7/8 Victorian curriculum, specifically within the Visual Arts. This lesson is designed for an inclusive classroom using Tyson Yunkaporta’s “8 ways of learning”. The 8 Aboriginal Ways of Learning is a pedagogical framework that allows teachers to include Aboriginal perspectives by using Aboriginal learning techniques. Teaching through Aboriginal processes and protocols, not just Aboriginal content ( Aboriginal 8 Ways of Learning, 2012).

The 8 ways are:

1. Story Sharing “We connect through the stories we share.”

2. Learning Maps “We picture our pathways of knowledge.”

3. Non Verbal “We see, think, act, make and share without words.”

4. Symbols and Images “We keep and share knowledge with art and objects.”

5. Land Links “We work with lessons from land and nature.”

6. Non Linear Methods “We put different ideas together for new knowledge.”

7. Deconstruct/Reconstruct “We work from biggest to smallest, watch then do.”

8. Community Links “We bring new knowledge home to help our mob.” (8 ways teacher flashcards,

2017)

home to help our mob .” (8 ways teacher flashcards, 2017) (8ways wikispace, 2017) This lesson

(8ways wikispace, 2017)

This lesson focusses on exploring the creation of tools, in this case paint brushes. This lesson is designed to help students to explore mark making through tool creation Students will use creativity to develop tools while engaging with their environment. Students will begin to frame understandings of mark making, and how their environment can contribute to the art process through creativity and exploration. In addition this class will take place through the lens of an Indigenous Australian perspective, this will lead to cultural inclusiveness and understandings. When possible reference what ‘ways’ of learning is taking place.

Year Level: 7/8

Visual/Creative Arts

Period time: 60 mins

Topic: Mark making and the creation of tools, handmade for a purpose, the Paint Brush.

Topic: Mark making and the creation of tools, handmade for a purpose, the Paint Brush.

Topic: Mark making and the creation of tools, handmade for a purpose, the Paint Brush.

Lesson Success Criteria: Students will design and build a large and mini paintbrush. They will experiment with objects found within their environment to create (must use 3 or more items from nature). Paintbrush’s must have a handle, bristles, and two attachment methods for their bristles. The style or look of brush is open to students. Parameters are paintbrush’s must have a handle, bristles, and two attachment methods for their bristles. Students will finish by experimenting with mark making on a page and attach their brush’s for display.

12min Opening: Introduction by Yarn/Story Telling. Gather class together in a learning circle (If a nice day do so outside). Share that Yarn telling is an Indigenous way of learning and is bringing an aboriginal prospective to the class (8ways wikispace, 2017). Share with the class the first time I remember using a paint brush. 12min Opening: Introduction by Yarn/Story Telling. Prompts: What was I painting on? What the brush looked Prompts: What was I painting on? What the brush looked like. How the brush felt in hand. What was painted. How I felt using it. What mark was left by the brush. Was it good (probably not).

Express: As an artist expertise comes with time and a lot of practice. One of the aspects of painting that distinguishes an artist is their particular style of mark-making. For most artists this is one element of their work that develops over a period of working with different materials, and a range of tools. Today we will be making Paint Brushes and experimenting with the marks they make. Class discussion: What do we use paint brushes for? Art, decoration, makeup, house/building, signage… detailed work. What sorts of brushes do we use in art? Shape/art type.

5min Outline what students will be doing today by creating a visual learning map . Print Outline what students will be doing today by creating a visual learning map. Print images 1 to 8 on USB in file Brush (Appendix A) and visually lay out the lesson. No.8 is a copy of the marking rubric
for students to use as reference. Once inside stick up for all to continually see. Credit this as an Aboriginal way of doing things.images 1 to 8 on USB in file Brush (Appendix A) and visually lay out the

3min Teacher discussion: Showing paintbrushes. They are to make one large and one small paint brush Teacher discussion: Showing paintbrushes. They are to make one large and one small paint brush using at least 3 things from nature/land. Outline basic parts of brush: handle, ferrule, and bristles. For their ferrule, or part of brush that supports the bristles and handle, students will need 2 forms of attachment.

25min Collect, Design, Construction and Test: Students are given time to explore and collect items. Construction Collect, Design, Construction and Test: Students are given time to explore and collect items. Construction is to be followed by testing on an A4 page of paper using black acrylic paint (provided).
If help is needed pair students that can help each other. on an A4 page of paper using black acrylic paint (provided). Note: Students are to stay Note: Students are to stay in specific area and no damage should be done to school, others property
or the environment to make brushescan help each other. Note: Students are to stay in specific area and no damage should .

5min Pack up: Students are to clean up their work space. Materials that can be used again are to be put away, scraps are to be thrown away/recycled. Students brushes are to be cleaned and attached to their mark making paper (sticky tape). Paint trays are to be cleaned and put away.

10min: Display: All art work to be displayed in the middle of a learning circle. : Display: All art work to be displayed in the middle of a learning circle. Appreciate creativity. Discuss and closing reflections: ‘Tools for art didn’t just appear, someone designed and built to use
art didn’t just appear, someone designed and built to use them as a tool. There are them as a tool. There are components in a brush that are necessary in the design of a functional tool. Form and function are inter-related. Emphasise students can build their own tools if none are available. Encourage students to take and use this knowledge in the community. Thank students for their participation in this Aboriginal situated lesson.

If further work is needed: have students make a new brush or try out someone else’s brushes.

Student outcome / Desired Results (VCAVA, 2017)

Explore and Express Ideas:

Combining and adapting materials, techniques, technologies and art making processes to explore ideas (VCAVAE033) Explore how artists use materials, techniques, technologies and processes to realise their intentions in art works (VCAVAE034)

Visual Arts Practices:

Experiment with materials, techniques, technologies and processes in a range of art forms to express ideas, concepts and themes in artworks (VCAVAV035)

Present and Perform:

Apply ethical, environmental and sustainable choices (VCAVAP037)

Respond and Interpret:

Identify and connect specific features of visual artworks from different cultures, historical and contemporary times. (VCAVAR039) Elaboration- Analysing how visual arts processes and technologies shape the practices of art and craft. (VCAVAR039) In both Making and Responding, students learn that meanings can be generated from different viewpoints and perspectives, and that these shift according to different world encounters. (VCAA, Rationale and Aims, 2017)

Assessment evidence

Performance Task(s):

 

Formal:

Informal:

Formative

Group participation and sharing AS learning.

Students engage and respond in group and to their environment.

Art techniques experimentation as learning

Students show understanding of the parts of a paint brush.

Other Evidence:

How well students share their thoughts on the ‘topic’.

Use of Prior Knowledge implemented As scaffolded knowledge.

Summative

Making: Two paint brushes as tools as a form of art using nature and creativity, assessment of learning.

Responding: Mark making in response to created tools.

Materials and Resources

Print out of images and rubric in folder ‘Brush’ on USB (appendix A).

Assortment of crafting supplies (likened in image No.2 (Appendix A)).

Assortment of paint brushes.

Hot glue gun and glue.

Rubber bands.

Sticky /duct tape.

String/wool/twine.

A4 paper.

Black acrylic paint.

Painting trays.

Blu tack.

 

Spaces

On a nice day start outside in a grassy area as a learning circle. This will set lesson up for the use of Tyson Yunkaporta’s “8 ways of learning”. Can be done within an art room. In art room make working space up into a square/circle so everyone can be seen. Leaving spaces between a few tables is recommended for access and movability. Visual learning map is to be displayed so all can see and use as reference.

Reflect on what worked well using this pedagogy and how the lesson flowed.

Evaluate what should be kept and what should be changed.

References

Aboriginal 8 Ways of Learning. (2012, May). Retrieved from

https://intranet.ecu.edu.au/

learning-factsheet.pdf

data/assets/pdf_file/0016/510073/8-Aboriginal-ways-of-

8 ways teacher flashcards. (2017, accesed May 10). Retrieved from CDU:

https://online.cdu.edu.au/bbcswebdav/pid-2250361-dt-content-rid-

3892925_2/courses/EST203_Sem1_2015/8_ways_teacher_flashcards.pdf

8ways wikispace. (2017, May 2). Retrieved from http://8ways.wikispaces.com/

ARTPAD. (2017, May). ART CLASSES IN LANCASHIRE. Retrieved from ARTPAD:

http://www.artpadcolne.co.uk/

Boundy, B. (2017, May). Inspirational workshop with Lorna Crane. Retrieved from Fairmuse:

http://fairmuse100.blogspot.com.au/2015/08/inspirational-workshop-with-lorna-crane.html

CWRU. (2017, May). Paintbrushes: Understanding Your Tools. Retrieved from CWRU, Case Western Reserve University: https://sites.google.com/a/case.edu/paint-brushes-understanding-your- tools/anatomy-of-the-paint-brush

Daily, C. A. (2017, May). Ceramic Decorating Tool Techniques. Retrieved from Ceramic Art Daily:

http://ceramicartsdaily.org/free-gifts/ceramic-decorating-tool-techniques-how-to-use-clay-

pencils-slip-trailers-glaze-pens-and-carving-tools-to-decorate-ceramics/

Fairlie, K. (2017, May). Using natural materials. Retrieved from Kidspot:

http://www.kidspot.com.au/play-doh-and-natural-materials/

KESCO. (2017, May). KESCO sales. Retrieved from http://www.kesco.com.au/product/CL910

Marinica, A. (2016, July 4). 20 Things You Didn’t Know About Pop Art. Retrieved from Speckyboy Design Magazine: https://speckyboy.com/20-things-didnt-know-pop-art/

Unknown. (Retrieved May 2017). Retrieved from https://s-media-cache-

ak0.pinimg.com/originals/a4/4c/b4/a44cb4bcb5b367a686ffe0d9722e0495.jpg

VCAA, V. C. (2017, March 1). Rationale and Aims. Retrieved from Victorian Curriculum Foundation- 10: http://victoriancurriculum.vcaa.vic.edu.au/the-arts/visual-arts/introduction/learning-in- visual-arts

VCAA, V. C. (2017, March 1). Victorian Curriculum Foundation-10. Retrieved from Visual Arts; Levels 7 and 8: http://victoriancurriculum.vcaa.vic.edu.au/the-arts/visual-arts/curriculum/f-

10#level=7-8

VCAVA. (2017). Content description VCAVAV. Retrieved from Victoria Curriculum Authority Visual Arts: http://victoriancurriculum.vcaa.vic.edu.au/the-arts/visual-arts/introduction/scope- and-sequence http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCAVAV

Appendix A

Appendix A No.2 (KESCO, 2017) N0.3 (Fairlie, 2017) No.1 (CWRU, 2017) No.4 (Daily, 2017) No.5 (Boundy,
Appendix A No.2 (KESCO, 2017) N0.3 (Fairlie, 2017) No.1 (CWRU, 2017) No.4 (Daily, 2017) No.5 (Boundy,

No.2 (KESCO, 2017)

Appendix A No.2 (KESCO, 2017) N0.3 (Fairlie, 2017) No.1 (CWRU, 2017) No.4 (Daily, 2017) No.5 (Boundy,

N0.3 (Fairlie, 2017)

No.1 (CWRU, 2017)

A No.2 (KESCO, 2017) N0.3 (Fairlie, 2017) No.1 (CWRU, 2017) No.4 (Daily, 2017) No.5 (Boundy, 2017)

No.4 (Daily, 2017)

N0.3 (Fairlie, 2017) No.1 (CWRU, 2017) No.4 (Daily, 2017) No.5 (Boundy, 2017) No.6 (Unknown, Retrieved May
N0.3 (Fairlie, 2017) No.1 (CWRU, 2017) No.4 (Daily, 2017) No.5 (Boundy, 2017) No.6 (Unknown, Retrieved May

No.5 (Boundy, 2017)

No.6 (Unknown, Retrieved May 2017)

2017) No.5 (Boundy, 2017) No.6 (Unknown, Retrieved May 2017) No.7 (ARTPAD, 2017) 5 EST203 Megan J.

No.7 (ARTPAD, 2017)

No.8

Expectations Create 2 Brushes/tools. Use at least 3 things acquired from the environment. For the ferrule, or part of brush that supports the bristles and handle, use 2 forms of attachment. Create an A4 page of mark making experiments. This is to explore the different sorts of marks you can make while experimenting with your new tools.

Rubric / Marking Criteria

 

Level 4. 100pts Excellent

Level 3. 75pts Good

Level 2. 50pts Fair

Level 1. 25 pts Limited

Explore and

Express Ideas

-Very creative/original design, explores materials and techniques.

-Creative /original design, exploring materials and techniques. -Demonstrates good understanding of assignment.

-Somewhat

-Lacks creativity/original design -Doesn’t demonstrate understanding of the assignment.

creative/original design.

-Demonstrates fair

30

pts

-Goes beyond the assignment requirement.

understanding of

assignment.

Visual Arts

-Combines and adapts materials in divers creative ways. Shows excellent use of sustainable

-Combines materials in

-Combines materials. -Fair use of tools to create and provide mark making. Shows use of sustainable choices within the school environment. -Try’s a few different mark making explorations.

-Doesn’t combine materials. -Doesn’t demonstrating use of tools in mark making. Doesn’t use any material’s from the environment. -Mark making is limited.

Practices

divers creative

good use of sustainable choices within the school environment. -Good use of tools to create and provide mark making. -Expresses creativity through some different explorations in mark making.

Shows

30

pts

choices within the school environment. -An exceptional use of tools to create and provide mark making. -Expresses creativity through many different explorations in mark making.

Present and

-The finished art product is of exceptional quality and well presented.

-The finished art product is of high quality and well presented.

-The finished art product finished and presented.

-The final product is unfinished lacking and/or messy in presentation.

Perform

30

pts

       

Overall Effect

-Has made 2 exceptional brushes/tools that create

-Has made 2 good brushes/tools that create a good verity of marks. Will be used again.

-Has made 2 brushes/tools that make marks. Has made marks.

-Hasn’t completed 2 brushes and is lacking on mark making.

10

pts

excellent marks using a variety of objects. will stand up well to time and want to be used again.