Dimboola Memorial Secondary College 1 10 Semester Year Level Teacher(s) The Arts DM, SB Designated Domain involved in the Planning Art Subject Content Outline: Students work with Artist in Residence, Michael Shiell, to explore the nature of, and produce their own ephemeral environmental works in response to the theme of the Drought/ The drying up of the Wimmera River/ Change. Students investigate the work of other environmental artists. Learning Activities: Students view and respond to the artworks of environmental artists. Students create their own environmental artworks focusing on art elements and principles in response to their local environment. Students document their responses/ interactions in the environment. Students present work to be shown in a group exhibition. Shared Learning Standards: Working in Teams work collaboratively, negotiate roles and delegate tasks to complete • complex tasks in teams; and achieve agreed within set timeframes when working with a team. • The Individual Learner work independently to implement a range of strategies, as appropriate, to • maximize their learning; monitor and reflect on and discuss their progress as autonomous learners, • identifying areas for improvement in their learning and implementing actions to address them; and seek and respond to feedback from peers, teachers and other adults to • develop and refine their content knowledge and understanding, identifying areas for further investigation. Managing Personal Learning initiate personal short-term and long-term learning goals and negotiate • appropriate courses of action to achieve them; allocate appropriate time and identify and utilise appropriate resources to • manage competing priorities and complete tasks, including learner-directed projects, within set timeframes; initiate and negotiate a range of independent activities with their teachers, • providing progress and summative reports for teachers and stakeholders; monitor and evaluate the effectiveness of their task and resource • management skills, reflecting on their progress and suggesting and implementing appropriate management strategies for improvement; take responsibility for their learning environments, both at school and at • home, anticipating the consequences of their actions; demonstrate control of impulses and mood modulation; • review and modify the criteria they use to check that their work is relevant, • accurate and meets task objectives and make appropriate changes to completed tasks using these criteria; and
Dimboola Memorial Secondary College Semester 1 Year Level 10 Designated Domain The Arts Teacher(s) involved in the Planning DM, SB Subject Art Content Outline: Students work with Artist in Residence, Michael Shiell, to explore the nature of, and produce their own ephemeral environmental works in response to the theme of the Drought/ The drying up of the Wimmera River/ Change. Students investigate the work of other environmental artists. Learning Activities: Students view and respond to the artworks of environmental artists. Students create their own environmental artworks focusing on art elements and principles in response to their local environment. Students document their responses/ interactions in the environment. Students present work to be shown in a group exhibition. Shared Learning Standards: Working in Teams • work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams; and • achieve agreed within set timeframes when working with a team. The Individual Learner • work independently to implement a range of strategies, as appropriate, to maximize their learning; • monitor and reflect on and discuss their progress as autonomous learners, identifying areas for improvement in their learning and implementing actions to address them; and • seek and respond to feedback from peers, teachers and other adults to develop and refine their content knowledge and understanding, identifying areas for further investigation. Managing Personal Learning • initiate personal short-term and long-term learning goals and negotiate appropriate courses of action to achieve them; • allocate appropriate time and identify and utilise appropriate resources to manage competing priorities and complete tasks, including learner-directed projects, within set timeframes; • initiate and negotiate a range of independent activities with their teachers, providing progress and summative reports for teachers and stakeholders; • monitor and evaluate the effectiveness of their task and resource management skills, reflecting on their progress and suggesting and implementing appropriate management strategies for improvement; • take responsibility for their learning environments, both at school and at home, anticipating the consequences of their actions; • demonstrate control of impulses and mood modulation; • review and modify the criteria they use to check that their work is relevant, accurate and meets task objectives and make appropriate changes to completed tasks using these criteria; and
New-Colours-Planning-Tool-9-Secondary-curriculum-plan-Watercourse.docx