Art practice Inquiry materials to develop artworks Task 2: Using prints of the photos taken of the different steps and processes to create flora, students are to trace the shape and lines of the flora artworks on to paper. Using windows or light boxes will help this process. Use fine liners to create detailed lines describing Art practice the flora. produce artworks respect own and the artworks of watercolour paints and inks, students will work others back into their drawings adding colour. Inspired by the display finished artworks natural vibrant colours from the flora, experiment with how these mediums blur the fine liner and how using Art responses water and straws, can move the colour across the page in reflect on individual and/or group interesting unpredictable ways. evaluation of artworks respond to artworks with basic visual Students will need to produce two final watercolour language artworks and two final ink artworks focusing on the meaning and purpose in artworks colour of Australian flora. Task 2 due end of Week 6 4–6 Art responses Task 6: Look at Australian artists Leonie Norton and Jude Taylor. They each create artwork featuring Australian flora, showcasing the beauty of nature. Discuss subject matter, use of colour and personal opinions with students. Suggested resources: Respond to own, Leonie Norton and Jude Taylor artworks referring to basic visual language; for example, line, colour, shape, form, texture and/or tone. Use class discussion or individual student reflection. Task 6 due Week 6 Demonstration of application of collage. Review the Visual language needs of the use of fixatives/glues appropriate to visual language to create artworks; materials collected by students. for example, using contrasting colours Art practice visual language (elements and Task 3: Students create their own tactile coloured and principles of art) to represent textured mosaic artwork. experiences and express feelings; for example, using line to capture Students will need to consider the materials and textures movement they are using to create their chosen flora image; for 7–9 example, rough or smooth coloured fabric to represent Art forms, media, techniques and flower petals. influences variety of media to produce artworks Task 3 due end of Week 9 handle media and demonstrated Art responses techniques adopt processes associated with Task 7: Reflect on individual and/or group artworks specific art forms completed thus far. What do their artworks have in common with their peers and with the artists they have studied?
4–6 Art practice Task 2: Using prints of the photos taken of the different flora, students are to trace the shape and lines of the flora on to paper. Using windows or light boxes will help this process. Use fine liners to create detailed lines describing the flora. watercolour paints and inks, students will work back into their drawings adding colour. Inspired by the natural vibrant colours from the flora, experiment with how these mediums blur the fine liner and how using water and straws, can move the colour across the page in interesting unpredictable ways. Students will need to produce two final watercolour artworks and two final ink artworks focusing on the colour of Australian flora. Task 2 due end of Week 6 Art responses Task 6: Look at Australian artists Leonie Norton and Jude Taylor. They each create artwork featuring Australian flora, showcasing the beauty of nature. Discuss subject matter, use of colour and personal opinions with students. Suggested resources: Respond to own, Leonie Norton and Jude Taylor artworks referring to basic visual language; for example, line, colour, shape, form, texture and/or tone. Use class discussion or individual student reflection. Task 6 due Week 6 Inquiry materials to develop artworks steps and processes to create artworks Art practice produce artworks respect own and the artworks of others display finished artworks Art responses reflect on individual and/or group evaluation of artworks respond to artworks with basic visual language meaning and purpose in artworks 7–9 Demonstration of application of collage. Review the needs of the use of fixatives/glues appropriate to materials collected by students. Art practice Task 3: Students create their own tactile coloured and textured mosaic artwork. Students will need to consider the materials and textures they are using to create their chosen flora image; for example, rough or smooth coloured fabric to represent flower petals. Task 3 due end of Week 9 Art responses Task 7: Reflect on individual and/or group artworks completed thus far. What do their artworks have in common with their peers and with the artists they have studied? Visual language visual language to create artworks; for example, using contrasting colours visual language (elements and principles of art) to represent experiences and express feelings; for example, using line to capture movement Art forms, media, techniques and influences variety of media to produce artworks handle media and demonstrated techniques adopt processes associated with specific art forms