Introductory drawing activities: <www.sasked.gov.sk.ca/docs/artsed/g5arts_ed/art/appendix_b.html>. Art blog site discussing distortion in drawing: <www.nitaleland.com/project/distortion.htm>. Preparing Consider these points before implementing the assessment. Teachers should consider what objects will be offered as stimulus for students to complete observational drawings. Suggestions include: shoes, fruit, vegetables, bikes, cars, leaves, machinery, trees, flowers, bottles, mugs, bags. Prepare classroom for the assessment. Refer to Appendix C: Organising a Visual Art classroom. Sample implementation plan This table shows one way that this assessment can be implemented. It is a guide only you may — choose to use all, part, or none of the table. You may customise the table to suit your students and their school environment. Suggested time Student activity Teacher role Section 1. Observational drawings 2–3 hours Select an object from the stimulus Provide a range of objects to suit group’s provided by the teacher. interests. Complete description and discussion of Remind students to draw what they see object based on visual arts elements. not what they think they see. Create three observational drawings: description and discussion response. contour Guide and assist as needed. tonal Organise peer feedback colour focusing on a — complementary or monochromatic Promote sensitivity in discussing other’s scheme. drawings. Complete questions about drawings. Complete self and peer feedback questions. Section 2. Abstract drawing 1–2 hours Create an abstract drawing using Discuss distorted grid options. distorted grid lines. Provide examples of distortion Display drawings. techniques. Guide students carefully through instructions for creating a grid and reinforce that the purpose is to enlarge
Introductory drawing activities: <www.sasked.gov.sk.ca/docs/artsed/g5arts_ed/art/appendix_b.html>. Art blog site discussing distortion in drawing: <www.nitaleland.com/project/distortion.htm>. Preparing Consider these points before implementing the assessment. Teachers should consider what objects will be offered as stimulus for students to complete observational drawings. Suggestions include: shoes, fruit, vegetables, bikes, cars, leaves, machinery, trees, flowers, bottles, mugs, bags. Prepare classroom for the assessment. Refer to Appendix C: Organising a Visual Art classroom. Sample implementation plan This table shows one way that this assessment can be implemented. It is a guide only — you may choose to use all, part, or none of the table. You may customise the table to suit your students and their school environment. Suggested time Student activity Teacher role Section 1. Observational drawings 2–3 hours Select an object from the stimulus provided by the teacher. Complete description and discussion of object based on visual arts elements. Create three observational drawings: contour tonal colour — focusing on a complementary or monochromatic scheme. Complete questions about drawings. Complete self and peer feedback questions. Provide a range of objects to suit group’s interests. Remind students to draw what they see not what they think they see. description and discussion response. Guide and assist as needed. Organise peer feedback Promote sensitivity in discussing other’s drawings. Section 2. Abstract drawing 1–2 hours Create an abstract drawing using distorted grid lines. Display drawings. Discuss distorted grid options. Provide examples of distortion techniques. Guide students carefully through instructions for creating a grid and reinforce that the purpose is to enlarge
els_sa_beyond_observation_guide.docx