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Student Information Sheet - Optional

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This assignment requires you to plan and make an item of wearable art, based on your local culture and environment.You will have approximately 13 periods to complete this assignment.

ASSESSMENT SCHEDULE - You will be assessed against the following criteria:

 

EVIDENCE

Pairs of students are required to hand in at least:2 x A3 pages of drawings showing ideas for the wearable art accessory.1 x wearable art accessory.

Excellence

  • Identifies a range of key elements of the context in which selected portraits were made and valued. (UC)
  • Collaborates with a peer to compare and contrast one of the 'traditional' portraits with a more contemporary example. (UC, CI)
  • Explores a range of art-making conventions and applies knowledge of relevant processes and procedures in the production of a painted self-portrait. (PK)
  • Collaborates with a peer to generate ideas for symbols to develop and incorporate into self-portrait. (DI)
  • Self-portrait shows imagination, observation of themselves and their local environment, and an awareness of artists' works. (DI)
  • In groups and individually explores and describes in detail ways in which ideas and art-making processes are used to communicate meaning in their own and others' art works. (CI)

Merit

  • Identifies key elements of the context in which selected portraits were made and valued. (UC)
  • Collaborates with a peer to compare one of the 'traditional' portraits with a more contemporary example. (UC, CI)
  • Applies knowledge of relevant processes and procedures in the production of a self-portrait. (PK)
  • Collaborates with a peer to generate ideas for symbols to incorporate into self-portrait. (DI)
  • Self-portrait shows imagination and an awareness of artists' works. (DI)
  • In groups and individually explores and describes ways in which ideas and art-making processes are used to communicate meaning in their own and others' art works. (CI)

Achieved

  • Identifies some elements of the context in which selected portraits were made and valued. (UC)
  • Works with a peer to preset information that relates one of the 'traditional' portraits with a more contemporary example. (UC, CI)
  • Applies knowledge of relevant processes and procedures in the production of a self-portrait. (PK)
  • Works with a peer to generate ideas for personal symbols to use in a self-portrait. (DI)
  • Self-portrait shows an awareness of artists' works. (DI)
  • Works with other students to explore and describe ways in which ideas and art-making processes are used to communicate meaning in their own and others' art works. (CI)

The pair-work parts of this assignment will be assessed by your peers, and the rest of it will be assessed by your teacher. You will assess each other on the following criteria:

STUDENT PEER ASSESSMENT FOR OPTIONAL INVESTIGATION - Student to complete

 

EVIDENCE

Students are required to actively participate in and contribute to paired activities (designing and making the wearable art accessory).

When we were working in pairs ________________ (student name)

Excellence

  • Showed initiative in planning and making the wearable art accessory, and helped to clearly explain what the different parts of it were about when we presented it to the class. (CI)
  • Helped us understand what the different parts of the traditional clothing might mean. (UC)

 

Tick ONE

Merit

  • Helped plan and make the wearable art accessory, and helped to explain what it was about when we presented it to the class. (CI)
  • Talked about what the different parts of the traditional clothing might mean. (UC)

 

 

Achieved

  • Helped plan and make the wearable art accessory, and contributed some ideas for what it was about when we presented it to the class. (CI)
  • Shared some ideas about what parts of the traditional clothing might mean. (UC)

 

 

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