Med in Visual Art and Design

Marlia bte Hj Mohd Said Mohammad Arif bin Mahari Munirah Bte Haji Tahamit Mohamad Noh bin Hj Saban Dina Sabrina bte Yunos Farhanah bte Hj Abdullah

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Description Preparation The Task Formative action Annoted worksamples

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Learning area : Art and Design Level: Year 7 Topic: 3D CERAMIC

Students will engage in an activities that related to the outcome of the Museum visit Apply the knowledge in the vase making by using the coiling techniques Design the pattern referred to their experience and interest, on the materials; clay Present the ending product in a simple oral presentation before they display it in the school mini gallery.

An ability to relate ideas from what they observe from outside learning into their artwork. Ability to show ideas on process of making their artwork through sketches and observational drawing. An ability to structure an oral presentation. Effective skills of oral presentation.

State and Districts Curriculum Connection SPN21

Problem

solving skills Communication skills Social skills Aesthetic skills

Skills are develops based on stages of students; development for year 7; strengthen the skills, attitude interest and value.

Prior teaching and learning For this task, students need to have an understanding of:

The relation between the museum field trips and the learning content Different techniques, shapes of vase making. (Ceramic) Produce an artwork related to the visit using the coiling technique. Oral presentation (journal of artwork process making)

Teacher provided three stages of preparation: Before During After Before Explanation on the learning intentions for the visit and its relation to the assessment task. Procedure of the visit and assessment task. Student Checklist (P1) P1 STUDENT CHECKLIST.docx Material preparations for the assessment task.

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During: Journal guidelines (P2) P2 STUDENT JOURNAL.docx On going guidance throughout the visit and process making. After: Class discussion: Group discussion Preparation of materials i.e tools and reading Assessment rubrics

Student Resources: Suggested materials and product that have been produces before. Pictures of exhibited objects student rubrics (P3) can be used: P3 STUDENT RUBRIC.docx
To make certain that students are aware of the success criteria against which they will be assessed by the teacher. Teachers should make certain that students fully understand the terminology. To assist students in the process of self and peer assessment.

The

Teacher Resources: Teacher rubrics for assessment task (P4) P4 TEACHER RUBRIC FOR SCULPTURE TASK.docx
The

teacher rubric will be used to provide feedback to students on completion of the task.

Preparing students for the task:

Explain to the students what they have to do throughout the visit to the museum where they have to:
Make

simple journal of their visit Create a sketches of the vase Aware of the assessment task or clarify the criteria against which they will be assessed.

Division Activity 1- Activity 6

Activity One Discussion regarding the importance of museum visit and how it is relate to their assessment task. Distribute the journal guidelines and explanation on what teachers expect students to learn during the fieldtrip.
Activity Two Trip to the museum where they need to write a mini journal and draw sketches of the vase.

Activity Three Discussion about their findings during the visit. Materials preparations.

Division Activity 1- Activity 6

Activity Four Vase making by coiling techniques and coloured by using acrylic

Activity Five Oral presentations , self and peer assessment sheet for the students and presentations and assessment task rubrics for teacher. Feedback form

Activity Six Display artwork at mini-gallery

1) As a class, brainstorm how to do the task before they do their task individually. 2) Encourage students to refer to the criteria (rubrics) which will be assessed. 3) Remind student to highlight techniques and explanation on their vase in oral presentations 4) Introduce the topic with examples of vase model and techniques used. 5) Explain to them coiling techniques 6) Refer to their sketches they made during Museum visit. 7) Process of making the vase 8) Present it to the group or class before they exhibit it in the school mini gallery.

Using assessment to improve student learning: Teachers could use the diagnostic grid to record students performance on each of the expected qualities to obtain a snapshot of those areas in which students will need further instruction.
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Ability to give ideas and express the concepts. Ability to develop creativity and originality Ability to communicate the plan for the proposed artwork

Oral presentation 1) Relevant and appropriate content 2) Awareness of the audience of the presentation 3) Appropriate structure of the presentation 4) Effective oral presentation skills

The success criteria for the completed assessment task are: ability to experiment with media, materials, techniques and approaches ability to develop and refine ideas informed by experimentation into a plan for a proposed artwork ability to communicate the plan for the proposed artwork. Ability to present their artwork through the oral presentation.
Task conditions This task was produced under the following conditions: in class individually with teacher feedback. P5 DIAGNOSTIC GRID.docx

Worksample 1

Worksample 2

Worksample 3