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Visual Arts  

'Art Gallery'
Silk curtains as created as part of clubs project 06, 
Stick Sculpture as made by clubs 08 group, 
Paper Sculptures made by 1-2s 08.

The Visual Arts Program is based on the VELS curriculum guide and is a component of “The Arts” as a whole. The VELS includes two sections; Creating and Making, and Exploring and Responding which are included in the program throughout the year.

When students are involved in the creating and making part of the curriculum they are exploring experiences, ideas, feelings and understandings as they experiment with arts elements, principles, skills, techniques, processes and media. Throughout the year they do this using materials in 2D and 3D forms.

As students are involved in the exploring and responding part of the curriculum they develop understandings of their own and others works (both other students’ and established artists’ works). Studies of Visual Arts artists can be from various periods in history or a range of cultures.

 Throughout the year some units of work compliment the program in the classrooms so students can use the opportunity to enrich and extend their skills and knowledge.

In the Visual Arts program students are encouraged to express their ideas and creative flair in a supportive environment.

Visual Arts - 5/6 Art Appreciation

Now on show in the corridors and the down stairs art room.

Grade five six students shadow monsters.

Make time to come and enjoy these amazing art works.

An exploration of the art elements line and texture through the study of the work of Albrecht Durer’s ‘The Rhinoceros” 1515 woodcut.

KPS students have studied and practiced the use of line to create a textured surface. They were invited to choose their own medium and techniques to create a background, an environment for their monster. They were encouraged to consider using a horizon line.

Here is an extract from the Vels curriculum guide for level four (grade five and six). This extract explains the arts appreciation standards for these students.

“The “Exploring and responding” dimension focuses on context, interpreting and responding, criticism and aesthetics. It involves students analysing and developing understanding about their own and other people’s work and expressing personal and informed judgments of arts works. Involvement in evaluating meaning, ideas and/or content in finished products is integral to engagement in the Arts.

Exploration of, and response to, expressive qualities of arts works is informed by critical analysis of the use of elements, content and techniques and discussion about the nature, content, and formal, aesthetic and/or kinaesthetic qualities of arts works. Exploring the qualities of arts works involves use of arts language and also draws on research into the purposes and functions for which the works are created and audiences to whom they are presented.”

Put more simply this means grade five six students should be able to

Identify and describe the use of the art elements, principles and expressive qualities of art works. Compare personal opinions about art works. Use appropriate terminology in describing own and others’ art works

Students at KPS are well on the way to developing their ability to respond to arts works and use art language.

Here are some of the reviews made by these students about each others work.

“Pherzeillian the midnight city” by Sam Randle reviewed by Norbi

Sam used lines to create the actual monster. He used lines to create scales that are so perfect it looks like an actual artists work. Even though the background doesn’t say anything about the monster it’s self, when looked at closely the monster sort of bounces off. The monster and the background together make it more vicious. Sam used super mix to create the background and pencil to create the monster.

Pherzeillian the midnight city” by Sam Randle reviewed by Silas

Sam used contrast by the background being blue and picture being grey it mixes really well. It stands out but not too much. The best technique Sam used was putting the monster to the bottom right corner so you see more of the background and he didn’t put a horizon line it looks like the monster is by it’s self. It really works because the monster is so detailed and the background so simple.

What impresses me in Sam’s work ids the detail in his monster it’s amazing!

“The Monster in the Mist” by Cameron reviewed by Francis

I like how Cameron’s monster uses heaps of textures and patterns with lines to make his monsters body. He has done a dribble of paint on a black sheet of paper (editor’s note: the background was actual painted black first to make it a darker tone than black paper alone can provide which is what Cameron was aiming for) which I think make sense with the name he has used. His background also makes his monster look dark and mysterious. I think he has filled his monster with lines well it makes it stand out.
 

“Spakly” by Ruby reviewed by Enya

Ruby used squiggly lines which look like hair. Drawing scale shapes gives ruby’s monster a rough look. The lines that are close together sort of give it a wood texture. Ruby’s background draws your attention. It is bright and reflects the light. The black paper is a good use of contrast. I think they work quiet well together because they are both crazy. The thing that impresses me most is the patience and time ruby put into making her picture. It looks very artistic.

“The Lochness Monster ll” by Tilly reviewed by Abdulaziz.

The Lochness monster ll has a good background with a lot of texture in the clouds. They look real and the ocean has a lot of movement. Tilly used lines on her scales to make texture. She has used a lot of techniques to make the ocean like painting on paper then cutting it out and putting on another piece of paper. I think Tilly has done a good job.

“Oogle boogle” by Zoë Burns reviewed by Phemie.

Zoe’s monster really caught my eye with the bright colours. I was very interested in the colourful background because the colours all overlapped each other and blend really well. Also the monster is designed well for the background I was also interested in the cross hatching designed on the monster oogle boogle. I think she did a good job on making sure tat the background wouldn’t take over so you wouldn’t see the monster and be too caught by the background colours.

“Things Change” by will reviewed by Tom

Things change is a really different monster to the others. The background looks like it suits the monster perfectly because the monster looks like it’s flying away from some sort of island It looks really amazing because the sky is red and the island is greenish and the sea (well that’s what it looks like to me!) is a grey colour. It also looks like it’s flying as well. The red sky looks smudged. I don’t know how he did the island or the background. (Editors note. Spray paint and metallic Textas)

“Things Change” by Will reviewed by Abdi

In his picture, “Things Change” I liked the jagged lines and also the angular and sharp lines. His background is only two colours but he made it look good using spray paint, it really matches. He only used two colours but it still looks good, that really impresses me.

What impresses you????

By Linda Weisser visual and performing arts teacher grade 3-6

See also:  Clubs & Art Show