Visual Arts Education

Order Description
Assignment 2: Visual Arts Education

Task Notes-
The activity sheet and lesson plan should have single line spacing and no fixed margins are required – format these sections as best suits the needs of the task. You should also include a bibliography at the end of the assignment which lists any literature sources you may have used directly or indirectly in forming your work.

PART ONE
STEP 1
Visit a local art gallery or art museum (On line).

The World Wide Web can lead us into a labyrinth of images and information and there are some fantastic sites that are specific to the visual arts and education. In particular there are many URL’s (site addresses) that offer you the chance to view major art collections in Galleries and Museums in Australia and overseas.

For an ‘on-line’ gallery visit.

http://www.artgallery.sa.gov.au/agsa/home/Collection/index.jsp

http://www.collectionsaustralia.net/exhibitions.php?region=2&industry=0&x=49&y=13

http://www.southbank.qm.qld.gov.au/Events+and+Exhibitions/Exhibition

However, when selecting something you should try to choose an exhibition that is currently showing or was recently shown at a gallery or museum.

If there are many different groups of exhibits at the gallery, for example, an Aboriginal art exhibit and a photography exhibit, select just one area of the gallery to focus your attention on.

STEP 2
Describe the exhibition briefly and provide a rationale as to why you think this exhibit would be educationally suitable and of interest to primary students.

Include a gallery leaflet /information on the exhibt in detail (Color copy and paste in the Assignment) on it if there is one or some sample of the work for the lecturer to view. (300 Words)

STEP 3
List five open-ended questions you may ask a class of students.
If you were to lead a class group discussion at the gallery list the open- ended question students may ask. These questions should help them to look closely and observe things about either subject matter, art techniques, art media used, art elements ( like line, tone, colour, pattern/texture), or the mood and other expressive qualities in regards to the artworks selected to study.

It is a good idea to focus your attention on just 2 or 3 artworks that are in the exhibition in order to provide more depth of study. You need to also supply answers to these questions so that you are prepared to steer students in the correct direction. (This should be 400 words).

STEP 4
Create one visual arts lesson plan.
Using the lesson plan proforma (blank template) that is provided for you (see 4share or asks Best Essay staff for supporting documentation for this assignment).

Try to build on what has been learned through the gallery visit in a logical way in your art lesson. The lesson would typically involve both art making and art appreciation work. The art appreciation would naturally incorporate discussion reflecting upon the recent gallery visit and possibly the activity sheet completed at the gallery would be valuable as a resource to use in this session. (Word length is 400-500 words)

Points to remember when completing the lesson plan:

• Try to avoid writing more than 2 pages for the lesson plan as it is always best to keep lesson plans brief, as they are more practical and accessible this way. Using single spacing and 10pt font is the best way to reduce the document size.

•The lesson (and worksheet) should be designed for a single specified age group (e.g. Early Stage 1, Stage 1, Stage 2, or Stage 3). (See PDF on K-6 Creative Arts Syllabus in 4share/see staff for document).

•The lesson would logically follow on from the gallery excursion. It may be, however, that you would prefer the lesson to precede the visit and this is also acceptable.

•It is important that the lesson naturally builds on the content of the works on show at the gallery, that is, either the subject matter, art form, media and techniques, or the concepts represented are linked to the children’s own art making in the classroom.

•Include all steps/procedures involved in art making tasks to demonstrate your practical understanding of use of materials and equipment.

STEP 5
Create an artwork (any art form) based upon the art making activity covered in your lesson- post a copy (digital photograph) include a copy of the photo in your assignment Part 1 hand in document.

Format for presenting your visual arts lesson (See Lesson Plan attached in 4share)
* Lesson Title: (insert title)

* Stage Group
ES1, S1, S2, S3
* Lesson Duration (Recommended time is between 45 and 90 minutes)
* Lesson Activity (Practical artmaking task.AND
Art appreciation – Talking about, writing about, looking at, or researching artworks.)
* Anticipated Student Outcomes: (These should be written as they appear in the NSW Creative Arts syllabus document but relate this to your particular lesson content. List only one or two main learning outcomes – that is, the knowledge, skills, or concepts gained – as a result of participating in this lesson.)
* Materials/ Resources needed:( (What will the teacher/ students need to have prepared or be able to use?)
* Art Vocabulary: ((A list of ten key words or terms specifically used in the course of this lesson appropriate to age group).
* Teaching and Learning Sequence: What is the order of learning activities in the lesson?
1) Exploring (List sequence of activities in dot points in each section)
e.g. 1. The teacher will read ………. (example only)
2) Developing
e.g. 1. Students will form groups of 3 and begin brainstorming … (example only)
3) Responding
e.g 1 The artworks will be arranged at the front of the classroom and students will reflect upon each other’s artworks. They will discuss… (example only)
PLEASE NOTE THAT THE THREE LEARNING PROCESSES OF EXPLORING, DEVELOPING AND RESPONDING CAN BE REPEATED AT ANY STAGE OF THE LESSON AND DO NOT HAVE THE SAME MEANING AND FUNCTION AS THE BEGINNING, MIDDLE AND END SECTIONS OF THE LESSON.
* Assessment Component: This should connect to the anticipated learning outcome. (Which knowledge or skills will be assessed? How?)
e.g. Were the students able to perceive and compare the 2 dimensional and 3D shapes?
* How does this lesson relate to the student’s gallery experience?
(Write a short justification)
* Teacher self evaluation
What would you need to reflect upon in terms of the success of this lesson and the impact of your teaching own practice?
PART TWO
a) Visual Arts Assignment – One practical art exercise and copies of 4 of written reading reflections/tasks-

b) Written responses to visual arts reading questions The reflective questions are included in the assignment details (included at end of this document )

Please include subheadings that are the full text reference (citation) to the reading you have reflected upon in your writing. Font should be 12pts. With line single spacing.
A summary of the whole set of questions is included below:

VISUAL ARTS WEEKLY QUESTIONS
Visual Arts Education Reading Q1-

1. Dinham, J. (2011). Being an Effective Teacher in the Arts (see attached Document)

This week’s reading focuses on what it means to be an effective teacher in the visual arts. Despite gaps in one’s knowledge and experience of the Arts it is possible to become a very competent teacher but this requires a commitment to professional development and an enthusiasm for the subject area.

Write a paragraph (approx. 300 words) in response to the following question:

Q1 what are some of the useful tips for effective arts teaching that Judith Dinham mentions in the chapter?

Visual Arts Education Reading Q2-
2. Brown, R., Imms, W., Watkins, W. and O’Toole, J. (2009). ??�Valuing the Visual Arts’

AND View: Sir Ken Robinson’s talk Do Schools Kill Creativity? (See attached Reading and link to you tube for Sir Ken Robinson talk on do schools kill creativity?)

Write a paragraph (approx. 300 words) in response to the following question:

Q1 View the video of Ken Robinson Do Schools Kill Creativity? Write a half page response. This can be done in dot point form. How do you see Robinson’s claims could be addressed in the primary classroom? How would you change this in terms of your own teaching and curriculum development?

Visual Arts Education Reading Q3
3. Goldberg, M. (2000). ??�Seeing a Different Picture: Assessment and the Arts’. (See attached Reading)
AND
Gelineau, R. Phyllis 2004 ‘Art’ In : Integrating the arts across the elementary school curriculum / R. Phyllis Gelineau. Belmont, CA: Thomson/Wadsworth, c2004. Chapter 3, pp. 35-60. (See attached Reading)

Write a paragraph (approx. 300 words) in response to the following questions:

Q1 Assessing student artworks can be quite different to assessing written pieces of work. What do you need to be mindful of when assessing artworks and what kind of criteria might you employ to give a more accurate assessment of learning outcomes?
Q2 Are the elements and principles of art the same thing? Give examples of genres in art. What does ‘style in art’ refer to? What is an, ‘art movement’? List and describe 3 art terms that you were previously unfamiliar with- what do they mean?

http://www.4shared.com/office/10cT_KMC/Dinham_Reading_Question_1.html

http://www.4shared.com/office/xevbhPRE/Integrating_the_arts_across_th.html

http://www.4shared.com/file/70C5DRje/New_Visual_Art_Lesson_Proforma.html

http://www.4shared.com/office/HGegw1CI/Seeing_a_Different_Picture-Ass.html

http://www.4shared.com/office/FXZkib-E/Valuing_Visual_Arts_Reading_fo.html

http://www.4shared.com/office/Ei20sIyX/k6_creative_arts_syl.html

——————
Hi,
Please find the supporting documentation for order no 72921504, in 4 share.com
Please confim you have recieved all 6 files as listed below
Kelli

http://www.4shared.com/office/10cT_KMC/Dinham_Reading_Question_1.html

http://www.4shared.com/office/xevbhPRE/Integrating_the_arts_across_th.html

http://www.4shared.com/file/70C5DRje/New_Visual_Art_Lesson_Proforma.html

http://www.4shared.com/office/HGegw1CI/Seeing_a_Different_Picture-Ass.html

http://www.4shared.com/office/FXZkib-E/Valuing_Visual_Arts_Reading_fo.html

http://www.4shared.com/office/Ei20sIyX/k6_creative_arts_syl.html

 
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