My Patterned World Teacher

This
information is relevant to the entire resource package.
Teacher Notes
This package includes both Visual Arts and History content descriptor. Although it
does not shine much light on the links to the subject of History, you can clearly see
how each task relates and how it may be extended to another area of the
curriculum.
This resource pack has been created with the intention to relate patterns to a
students world. For the purpose of this pack, Caloundra was selected as a location
focus point. In order to relate this resource pack to your student, please click
download on the Powerpoint link and change the focus photo to those in your area.
Before engaging with students in this resource pack, it is recommended that they
have prior knowledge of the visual arts elements. In particular, lines, shapes, textures
and colours. This will allow the booklet to flow smoothly. Ideally Students should
have had the opportunity to engage with these elements through a range of
materials and ways. It is also recommended that a word wall be created with
0
students, this will encourage the use of correct terminology when reflecting and
responding to artworks.
The Image on the cover of this package was chosen with the intention to be a colour-
in for students to engage with Patterns.
Content Descriptors
Art
- Explore ideas and artworks from different cultures and times, including artwork by
Aboriginal and Torres Strait Islander artists, to use as inspiration for their own
representations (ACAVAM110 - Scootle )
- Use materials, techniques and processes to explore visual conventions when making
artworks (ACAVAM111 - Scootle )
-Present artworks and describe how they have used visual conventions to represent
their ideas (ACAVAM112 - Scootle )
-Identify intended purposes and meanings of artworks using visual arts terminology
to compare artworks, starting with visual artworks in Australia including visual
artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113 - Scootle )
History Link
- Pose questions to investigate people, events, places and issues (ACHASSI073 -

Scootle )
- Sequence information about people’s lives and events (ACHASSI076 - Scootle )
- Present ideas, findings and conclusions in texts and modes that incorporate digital
and non-digital representations and discipline-specific terms (ACHASSI082 - Scootle )
Assessment
FORMATIVE - Recommended diagnostic testing to outline prior knowledge.
References
Picture to Pin on Pinterest. Pinsdaddy.com. Retrieved from

http://www.pinsdaddy.com/
0
Teacher Notes
You will note that this page refers to a word wall. Developing a word wall with
students before the start of this resource pack is recommended. Word walls can help
to identify prior knowledge and build upon a child’s vocabulary, not only for the arts
but all areas of the curriculum.
Before watching ‘Robot Art School - Elements & Principles of Art – Pattern’ discuss
what the students believe a pattern to be. After watching the video discuss with the
students what they learnt from the video and what they understand of patterns now.
Arts Vocabulary
design elements - include line, colour, shape, texture, space and form found in
artworks, and incorporated in the design of performance spaces (including sets) for
dance and drama
Content Descriptors
1
Assessment
FORMATIVE
Extended learning
If your students would like to further understand how to create a pattern before
advancing with this resource booklet, let them have a go at making their own. This
website explains how to create many types of petterns.
https://www.art-is-fun.com/how-to-make-a-pattern/
References
art | Definition of art in English by Oxford Dictionaries. Retrieved from

https://en.oxforddictionaries.com/definition/art
Robot Art School - Elements & Principles of Art - Pattern. (2018). YouTube. Retrieved
from https://www.youtube.com/watch?v=gAh1J3Ljj-M
1
Teacher Notes
Things to note before looking at Activity 1.1-

Read 'Tjarany Roughtail' by Greene, G., Tramacchi, J., & Gill, L. In particualr ‘The
Witchetty Grub Man Dreaming’. Be sure to make connecting between the design
elements and visual conventions used in the book. This will give students and idea of
what they should be looking for. It is a great idea to answer these questions as a class,
this gives students prior knowledge before they answer questions with an elbow
partner.
Discuss the style of Dot Painting with the class and how the dots are used to create
patterns.
Materials used – Acrylic on canvas
Arts Vocabulary
Materials - physical resources, equipment including technologies, and information

used to make artworks (e.g. paint, digital camera, pencil, drum and/or clarinet)
2
Design elements - include line, colour, shape, texture, space and form found in
dance and drama.
Visual conventions - combinations of components and approaches, such as
combinations of elements, design principles, composition and style.
visual conventions - combinations of components and approaches, such as

Content Descriptors
- Use materials, techniques and processes to explore visual conventions when

making artworks (ACAVAM111 - Scootle )
History Link

Scootle )
Assessment
FORMATIVE
Extended learning
It is a great Idea to now talk to your students about an art appreciation statement.
Have a go at writing one as a class for this illustration. This will help them with
activity 1.3. There is a checklist on page 7 that can be used as a reference.
Further explore dot painting with the class, have a look at how long it has been used
for and why Aborignal use this method.
References
Greene, G., Tramacchi, J., & Gill, L. (1996). Tjarany roughtail. Broome,
W.A.: Magabala Books.
2
Teacher Notes
It is recommended that the activity is done with elbow partners, this allows students
to form their own opinions while collaborating with others. This activity can also be
done as a class or as individuals.
Materials use – Oil on canvas.
Discuss the style of Post-Impressionism with the class and how it has been used to
create patterns.
Arts Vocabulary
Materials - physical resources, equipment including technologies, and information

used to make artworks (e.g. paint, digital camera, pencil, drum and/or clarinet)
Design elements - include line, colour, shape, texture, space and form found in
dance and drama.
Visual conventions - combinations of components and approaches, such as
3

Content Descriptors

History Link

Scootle )
Assessment
FORMATIVE
Extended learning
Explore Post-Impressionism further. Allow further opportunities of experimentation

with this method.
References
Tree trunks in the grass – Kröller-Müller Museum. Krollermuller.nl. Retrieved from

https://krollermuller.nl/en/vincent-van-gogh-tree-trunks-in-the-grass
3
Teacher Notes
Though this activity can be done as a class, in elbow partners or individually. It is

recommended that this is an individual activity to strengthen the students vocabulary
and allow them to develop their critical and creative thinking skills.
This is an opportunity to formatively assess the knowledge the students are learning
throughout this resource pack.
Arts Vocabulary
Identify - establish or indicate who or what someone or something is.
Content Descriptors
4
Assessment
FORMATIVE
Extended learning
This task can be extended by encouraging students to write a paragraph on what is

similar and different about the two paintings.
4
Teacher Notes
It is up to your interpretation as to which materials you provide for this activity. It is

recommended that students explore the same materials and styles as identified in
the paintings. This will give further understanding to the studied artworks.
The materials were: acrylic paint, oil paint and a canvas.
Content Descriptors

- Present artworks and describe how they have used visual conventions to represent
5
Assessment
FORMATIVE
5
Teacher Notes
This is an example of activity 1.3 paint and appreciation statement.
6
Teacher Notes
Encourage students to use the words from the word wall to give depth to their
statement.
If the extended learning on page 3 was taught, students will have an understanding of
how to use this check list to write an appreciation statement. If this is the first time a
student is seeing the checklist, have a walk though with the class to ensure they have
the knowledge require to complete this activity.
Content Descriptors
Assessment
FORMATIVE
7
References
Artist statement checklist received

from https://www.teacherspayteachers.com/Product/Elementary-Art-Guide-How-to-
Write-Artist-Statements-1396563
7
Teacher Notes
For this activity select photographs relevant to your local area. This will allow children
to explore their world through art.
Provide students with a group exploration experience, this can be done as a class or
with elbow partners. Before moving onto the next page, it is a great idea to use
butchers paper for a brains storm of the image. This will help with the coming
activities.
Arts Vocabulary
Identify - establish or indicate who or what someone or something is.
design elements - include line, colour, shape, texture, space and form found in
dance and drama.
8
combinations of elements, design principles, composition and style;
Content Descriptors
History Link

Scootle )
Assessment
FORMATIVE
References
Wensley, A (1912). The first hall in caloundra. [Photograph]

Retrieved from: http://caloundrahistory.com.au/photo-slideshow/
8
Teacher Notes
Continue with this photograph together, allow students to collaborate and develop
understanding before viewing the next photo.
Content Descriptors
History Link

Scootle )
9
Assessment
FORMATIVE
Extended learning
If you wish to extend this learning experience, ask students to have a go at describing
the patterns they have drawn. This will build a students word and prior knowledge.
9
Teacher Notes
Allow students to do this challenge on their own. This is an opportunity to

formatively assess the knowledge the students are learning throughout this resource
pack.
Content Descriptors
History Link

Scootle )
10
Assessment
FORMATIVE
Extended learning
If you wish to extend this learning experience, ask students to have a go at describing
the patterns they have drawn. This will build a students word and prior knowledge.
References
Mcintosh, B (2015). Dicky beach. [Photograph]

Retrieved from: http://www.sunshinecoastscenery.com/scs/Dicky_Currimundi.html
10
Teacher Notes
Provide students with the photo of their choice and PVA glue. Take the students on a
walk around the school to allow them to collect the natural resources required to
complete the task.
It is to your digression as to whether you provide you students with other materials.
Content Descriptors
Assessment
11
FORMATIVE
Extended learning
Print both photos in black and white and task the students to bring colour to the
images using only natural materials.
11
Teacher Notes
This is an example of activity 2.1
12
Teacher Notes
It is important for students to reflect on all processes. Allowing a student to reflect on

the collaborative process gives meaning as to why we collaborate.
You may need to discuses this activity with the class before they proceeded, to
ensure they understand what is required of them.
Content Descriptors
Assessment
13
FORMATIVE
13
Teacher Notes
Before starting this task ask student to brainstorm ideas on a blank sheet of paper. Be
sure to point out the questions to consider for activity 2.2 as these questions will
bring deeper meaning to their piece of art.
Content Descriptors
Assessment
14
FORMATIVE
14
Teacher Notes
Take this opportunity to revisit what the word pattern means to the class.
Discuss what these images represent and what their meaning might be.
Ask students to have a go at describing the images using the words off the word wall.
These images can be change to suit various location. Ensure the images selected
related to the students world.
Arts Vocabulary
Artwork - generic term for a performance or an artwork in each of the five arts
subjects; when referred to generically this curriculum uses the term artwork; within
each arts subject, the subject-specific terms are used; artworks are also frequently
described with reference to forms or styles;
Content Descriptors
15
- -Identify intended purposes and meanings of artworks using visual arts

terminology to compare artworks, starting with visual artworks in Australia
including visual artworks of Aboriginal and Torres Strait Islander
Peoples (ACAVAR113 - Scootle )
History Link

Scootle )
Assessment
FORMATIVE
References
Houghton, D., Lewczuk, A., & Sullivan, R (n.d.). Lighthouse, caloundra.
Retrieved from: https://www.weekendnotes.com/downtown-caloundra-street-art-
trail/
Stuart, T. (n.d.). Late flowering black wattle.

trail/
Frazer, A. & Hughes-Odgers, K. (n.d.). Impossible machines, impossible solutions.

trail/
Houghton, D., Lewczuk, A., & Sullivan, R (n.d.). Pavilion.

trail/
Houghton, D., Lewczuk, A., & Sullivan, R (n.d.). MA and PA Bendall.

trail/
15
Teacher Notes
Students should be familiar with the process of recognizing and describing pattern.
Allow this activity to be completed individually, use this as an opportunity to assess
for knowledge and understanding.
Content Descriptors
- Present artworks and describe how they have used visual conventions to represent
Assessment
FORMATIVE
16
Teacher Notes
As a class discuss where the artwork might be found.
Helpful questions to further critical thinking / EXTENDED LEARNING:
Has anybody seen it around town?

What material do you think were used?
Are there patterns in this painting?
What style of artwork do you think this is?
Discuss the style of Pop Art with the class.
This images can be change to suit various location. Ensure the image selected related
to the students world.
Content Descriptors
17
- Identify intended purposes and meanings of artworks using visual arts terminology
History Link

Scootle )
Assessment
FORMTIVE
Extended Learning
Explore the method of Pop Art with the class. Provide opportunities for students to
experiment with this art form. There is also an opportunity to incorporate digital
media, through an extension of a Pop Art investigation.
References
Weekendnotes.com. (2018). Downtown Caloundra Street Art Trail. [online] Available
at: https://www.weekendnotes.com/downtown-caloundra-street-art-trail/ [Accessed
13 Apr. 2018].
17
Teacher Notes
Before allowing student’s to go off on their own with this task, discuss as a group the
artists inspiration for the Dingle Wall.
Briefly discuss what it could mean to us and what it might represent. If the students
select one of the discussed representations, encourage them to also explain why they
selected it.
Content Descriptors
Explore ideas and artworks from different cultures and times, including artwork by
- -Identify intended purposes and meanings of artworks using visual arts terminology
18
History Link

Scootle )
Assessment
FORMATIVE
References
Weekendnotes.com. (2018). Downtown Caloundra Street Art Trail. [online] Available
at: https://www.weekendnotes.com/downtown-caloundra-street-art-trail/ [Accessed
13 Apr. 2018].
18
Teacher Notes
Students are to explain what styles of artwork they believe represents their
community. Remember to remind them of the art methods explored throughout this
resource pack.
Content Descriptors
Assessment
19
FORMATIVE/SUMMATIVE
With this activity it is at your digression whether you chose to

incorporate it as a formative or summative assessment piece.
This activity shows a students thought process and their
understanding of art styles. It also highlights their knowledge of
how materials can enhance meaning and understanding of
artwork.
19
Teacher Notes
Students are to create their own interpretation of the ‘Dingle Wall’, communicating
their representation of the community. They are to select one of the studied methods
of art and are to be provided with the investigated materials.
Students are to incorporate pattern and at least one of the design elements patterns
portray.
Materials
acrylic paint
oil paint
Natural materials
Standard outdoor paint
Black board paint
Styles
Dot painting
Post- Impressionism
20
Collage
Pop Art
Content Descriptors
Assessment
SUMMATIVE – students will produce a visual art piece based of their chosen style and
materials. Through this assessment they will demonstrate technique and knowledge
through design elements, art style and their incorporation of patterns. The focus of
this assessment is Place: Their Community.
Extended learning
This assessment could be extended with the incorporation on media arts.
20
Teacher Notes
Students are to create their own interpretation of the ‘Dingle Wall’, communicating
their representation of the community. They are to select one of the studied methods
of art and are to be provided with the investigated materials.
Students are to incorporate pattern and at least one of the design elements patterns
portray.
Materials
acrylic paint
oil paint
Natural materials
Standard outdoor paint
Black board paint
Styles
Dot painting
Post- Impressionism
21
Collage
Pop Art
Content Descriptors
Assessment
SUMMATIVE – students will produce a visual art piece based of their chosen style and
materials. Through this assessment they will demonstrate technique and knowledge
through design elements, art style and their incorporation of patterns. The focus of
this assessment is Place: Their Community.
Extended learning
This assessment could be extended with the incorporation on media arts.
21

My Patterned World Teacher

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

My Patterned World Teacher

Enviado por

Direitos autorais:

Formatos disponíveis

This

information is relevant to the entire resource package.

- Pose questions to investigate people, events, places and issues (ACHASSI073 -

- Sequence information about people’s lives and events (ACHASSI076 - Scootle )

FORMATIVE - Recommended diagnostic testing to outline prior knowledge.

Picture to Pin on Pinterest. Pinsdaddy.com. Retrieved from

art | Definition of art in English by Oxford Dictionaries. Retrieved from

Things to note before looking at Activity 1.1-

Materials used – Acrylic on canvas

Materials - physical resources, equipment including technologies, and information

visual conventions - combinations of components and approaches, such as

- Use materials, techniques and processes to explore visual conventions when

- Pose questions to investigate people, events, places and issues (ACHASSI073 -

Materials - physical resources, equipment including technologies, and information

visual conventions - combinations of components and approaches, such as

- Use materials, techniques and processes to explore visual conventions when

- Pose questions to investigate people, events, places and issues (ACHASSI073 -

Explore Post-Impressionism further. Allow further opportunities of experimentation

Tree trunks in the grass – Kröller-Müller Museum. Krollermuller.nl. Retrieved from

Though this activity can be done as a class, in elbow partners or individually. It is

Identify - establish or indicate who or what someone or something is.

This task can be extended by encouraging students to write a paragraph on what is

It is up to your interpretation as to which materials you provide for this activity. It is

The materials were: acrylic paint, oil paint and a canvas.

- Use materials, techniques and processes to explore visual conventions when

This is an example of activity 1.3 paint and appreciation statement.

Artist statement checklist received

Identify - establish or indicate who or what someone or something is.

visual conventions - combinations of components and approaches, such as

- Pose questions to investigate people, events, places and issues (ACHASSI073 -

- Sequence information about people’s lives and events (ACHASSI076 - Scootle )

Wensley, A (1912). The first hall in caloundra. [Photograph]

- Pose questions to investigate people, events, places and issues (ACHASSI073 -

Allow students to do this challenge on their own. This is an opportunity to

- Pose questions to investigate people, events, places and issues (ACHASSI073 -

Mcintosh, B (2015). Dicky beach. [Photograph]

This is an example of activity 2.1

It is important for students to reflect on all processes. Allowing a student to reflect on

- -​Identify intended purposes and meanings of artworks using visual arts

- Pose questions to investigate people, events, places and issues (ACHASSI073 -

Stuart, T. (n.d.). Late flowering black wattle.

Frazer, A. & Hughes-Odgers, K. (n.d.). Impossible machines, impossible solutions.

Houghton, D., Lewczuk, A., & Sullivan, R (n.d.). Pavilion.

Houghton, D., Lewczuk, A., & Sullivan, R (n.d.). MA and PA Bendall.

As a class discuss where the artwork might be found.

Helpful questions to further critical thinking / EXTENDED LEARNING:

Has anybody seen it around town?

Discuss the style of Pop Art with the class.

- Pose questions to investigate people, events, places and issues (ACHASSI073 -

- Pose questions to investigate people, events, places and issues (ACHASSI073 -

With this activity it is at your digression whether you chose to

This assessment could be extended with the incorporation on media arts.

This assessment could be extended with the incorporation on media arts.

Você também pode gostar

- -Identify intended purposes and meanings of artworks using visual arts