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Three-year Overview for the Visual Arts
Core processes
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Focus processes
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Cross-curricula processes
This three-year long-term plan has been developed by Jeanette Bishop, who is a contract facilitator for the visual arts at the Auckland College of Education. It is based on the
two-year plan
that the Auckland College of Education team used in the first part of The Arts Online professional development contract.
Process focus
This approach to planning is process/media-based, that is, the plan is organised around specific visual arts processes or media, (as opposed to, for example, a thematic focus).Three processes – drawing, painting, and printmaking – are seen as core activities to be covered every year. Other activities are focussed on for one year each of the three year period – collage with fabric and fibre, modelling/casting/carving, and construction/assemblage.Other activities that cross over in subject matter with other curriculum programmes (such as computer-generated art with ICT, and photography with technology) are taught in conjunction with those programmes.Drawing is used throughout to develop ideas, and to gather/record information on the stages of making an artwork.
Structure of resource
This overview resource is organised under the three groups of processes – core processes, focus processes, and cross-curricula processes. The information is provided below in that order.
Printing this resource
To print the three-year overview in a chart layout, select from either Word or PDF formats:
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Core processes
| Drawing Use a range drawing materials, such as:
- pencils or pens,
- chalk,
- felt-tip pens,
- charcoal,
- coloured pencils,
- 'Aquarel' pencils,
- crayons,
- oil pastels,
- oil sticks,
- chalk pastels,
- Indian ink.
Use specific techniques, including:
- crayon or pastel,
- layering and blending,
- limited colour range,
- crayon and dye, or pastel and dye,
- crayon or pastel sgraffito,
- crayon or dye and Indian ink,
- crayon batik.
| Painting Use a range of the following:
- paints – such as tempera, acrylic, watercolour, dye;
- painting tools – such as brushes, card, sponges, rollers;
- painting surfaces – such as paper, card, hessian, canvas, hardboard, 3D forms;
- styles – such as impressionist, pointillism, cubist;
- genres – such as still-life, portraiture, landscape, seascape;
- techniques – such as blending, under-painting, dry-brush work, over-painting, detailing, limited palette.
| Printmaking Use a range of the following:
- stamps or leaves;
- polystyrene or ball-point pen;
- PVA glue and string;
- monoprints;
- card or collage relief;
- screen prints;
- lino or wood cuts – single colour and multi-coloured;
- bamboo and 'Perspex' etching;
- repeated patterns – such as tapa, fabric design, and border patterns;
- marbling.
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- Reference: Ministry of Education (2001) Drawing – exploring the Visual Arts in Years 1–6. Wellington: Learning Media
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- Reference: Ministry of Education (2001) Painting – exploring the Visual Arts in Years 1–6. Wellington: Learning Media
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- Reference: Ministry of Education (2001) Printmaking – exploring the Visual Arts in Years 1–6. Wellington: Learning Media
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Focus processes
2004: Collage, and fabric and fibre
| Collage Use a range of papers, including:
- torn paper,
- cut paper,
- magazine pages,
- made papers,
- commercial papers,
- tissues,
- corrugated card.
Use other materials, such as:
- natural materials – for example, leaves, bark, feathers;
- fabric.
Use different techniques, including:
- flat collage;
- relief (raised) pictures;
- mosaic.
| Fabric and fibre Weaving options
- paper;
- card/frame looms;
- range of fibres, such as flax, wool, raffia;
- range of techniques, such as tukutuku, taniko, plaiting.
Stitchery options:
- simple embroidered stitches;
- sewn collage;
- appliqué.
Fabric treatment options:
- painting and drawing onto fabric;
- batik;
- printing onto fabric – for example, block prints and screen prints;
- dyeing fabric;
- soft sculpture;
- wearable arts;
- paper making.
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- Reference: Ministry of Education (2001) Fabric and Fibre – exploring the Visual Arts in Years 1–6. Wellington: Learning Media
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2005: Modelling, casting, and carving
| Dough and clay options:
- relief tiles;
- three-dimensional (3D) models/sculptures;
- pinch pots, coiled work, slabs;
- finishing techniques – for example, oxidising and glazing;
- firing.
Carving materials:
| Papier maché options:
- paper strips,
- paper pulp,
- relief,
- applied over 3D armatures.
Casting:
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- Reference: Ministry of Education (2001) Sculpture – exploring the Visual Arts in Years 1–6. Wellington: Learning Media
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2006: Construction/assemblage
| Make:
- puppets,
- mobiles,
- dioramas,
- models.
Create armatures, such as for:
- kites,
- masks,
- totems,
- vehicles,
- animal models.
| Materials options:
- flat and rolled paper,
- plain and corrugated card,
- used boxes,
- wood,
- wire,
- cane,
- junk/found items,
- natural materials.
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- Reference: Ministry of Education (2001) Sculpture – exploring the Visual Arts in Years 1–6. Wellington: Learning Media
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Cross-curricula processes
The following processes are taught in conjunction with the Technology, English, and ICT (Information and communication technology) curriculum programmes.
| Design and make options:
- tools,
- toys
- containers,
- furniture,
- books,
- jewellery.
Graphics options:
- signs,
- symbols,
- emblems,
- banners.
| Illustration options:
- book illustrations,
- cartoon strips,
- storyboards for videos,
- flip books.
Photography and video options:
- making and using pin-hole cameras;
- producing video sequences.
Computer-generated art options:
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- Reference: Ministry of Education (2002) Design – exploring the Visual Arts in Years 1–6. Wellington: Learning Media
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