GRADE 8 / YEAR 9 ARTS AND DESIGN COURSE SYLLABUS 2020-2021
The Department of Art and Design at Wesgreen International School promotes individual vision and creative excellence. The curriculum provides a strong foundation in the creation, history, and theory of the visual arts that prepares students for graduate studies. The department emphasizes experimentation, problem solving, social media and interdisciplinary collaboration informed by global awareness and trends.
Students in the Art and Design Department will be able to:
- Produce a strong body of work.
- Establish and maintain a rigorous creative practice that is productive and professional.
- Develop an articulate, sophisticated visual, verbal, and technical vocabulary related to art and
design from a broad range of styles and cultures.
- Apply comparative reasoning in evaluating works of art and design.
- Contribute to diverse, cross-disciplinary, collaborative endeavours.
- Resolve problems and challenge assumptions through innovative thinking and visual
- Demonstrate integrity and make ethical decisions in creative expression and professional
- Perpetuate a life-long commitment to learning, inquiry, and discovery.
- Develop the creative, technical and practical expertise needed to perform everyday tasks
confidently and to participate successfully in an increasingly technological world.
- Build and apply a repertoire of knowledge, understanding and skills in order to design and
make high-quality prototypes and products for a wide range of users.
- Critique, evaluate and test their ideas and products and the work of others.
Students are expected to develop their creativity and ideas, and become more efficient in executing them. They look critically at the work of historical and modern working artists and Art movements, architects and designers, making their own judgements. They are taught to:
- Reflect against their previous knowledge and use a range of techniques and mediums to record their observations.
- Use a range of techniques and media, including drawing and painting and modroc, and recognize the use of color, scale, proportion and placement of drawn and painted marks to create expected outcomes.
- Become proficient in confidently when handling a range of different materials to meet a required outcome.
- Analyze and evaluate their own work as work develops and other people in class room based tasks.
- Become confident working against a design brief in a given time frame.
- Be confident to choose a theme of their own choice and develop it fully to a successful outcome.
- Recognize how and where to collect relevant research from, to inspire, support and justify their developing ideas.
- Understand the importance of recycling within the lessons, such as the 3D Mask task and the use of painting materials.
- Understand the history of art, craft, design and social interactions, including periods, styles and major movements from ancient times to the present day.
Students created a decorative A4 sized artwork using the Zentangle style of controlled small drawings using a black fine pen. Students were introduced to the concept of creating small interweaving patterns and placed considered free flowing decorative marks and details and patterns to create a whole artwork piece. Students could choose to use a name, word or slogan and create the patterns around the chosen letters to emphasis the placement of these words.
Health care invention. Invent a product that uses black light to disinfect germs and bacteria. It should be mobile (movable) and can fit inside a room.
Healthy drinks package. Students have to research and design the fron and back of a drink package. Information about the product needs to be displayed within the design and also two hand drawn ingredients related to the drink.
Internal exam is a review of the skills learnt in the Term 1. The letter W was decorated using the Zentangle style patterns and details. Students where encouraged to control their mark making outcomes by using a range of pen, graphite pencil and colored pencil techniques. Students were expected to practice creating the artwork within the given timeframe to understand the constraints and achievable outcomes.
General teaching methodologies will include Online and Face to Face (Blended) learning, Face to face students will be in class while online learners will log in remotely and follow the instructor, who will have the laptop camera facing the smartboard. Teaching will be done using a combination of writing and illustrating on the smartboard and PowerPoint presentations. This should include a combination of practical, oral and visual methods to differentiate instruction modes to cater to student preferences effectively.
Use of Phoenix to allocate differentiated activities catering to varying learning abilities of the students – these online activities will include practical assignments, research based projects, digital group activities and formative tests.
Feedback to students will be given through the Gems Phoenix platform. Feedback will include rubrics, teacher and peer feedback and marking.
Questions from students – time allocated to allow students the opportunity to ask questions and give written and oral feedback through digital platforms.
Practical tasks will demonstrate the skills learnt and developed throughout the different Art based themes covered.
Students create a CD cover design using an imagery or real music group from the past or present day. Image placement, font style and size and images are recognized from current and previous design work. Use of color and legible information are considered. Students can work with a range of mediums such as pencil, paint or pastels within their final design and product packaging.
Internal EOY exam is a reflection of the skills learnt in the year. Students create a first-hand/ direct observation drawing of an apple and a half. They recognize the scale, placement, relationship and details of the apples and recreate them using graphite and colored pencils within a given time frame of the exam.
Formative: Throughout the terms, students will be marked on their individual outcomes. Relevant written and verbal feedback is essential to analyze the student’s progress and to guide them in the right direction. Self and Peer assessment class based tasks recognize on-going work and expected outcomes and can support and inspire other learners. Internal assessments are mainly based around a review of their previous skill base.
Summative: Internal assessments recognize the skills and knowledge built throughout the year and from previous learning.