Educators' Guide for Pedagogy and Assessment
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Learning Area: Visual and Performing Arts
Art > LEVEL 5
Learning Area Outcome: I value my background and everyday experiences as sources of inspiration and can relate the visual arts to my immediate environment; I am able to draw on my curiosity, imagination and divergent thinking processes to pose questions and explore ideas, spaces, materials and technologies; I can apply skills and dispositions such as goal setting, working independently and collaboratively, showing initiative, experimentation and adaptability
Subject Focus: Encouraging the personal and collaborative responses of the learner: promoting curiosity, exploration, experimentation and invention.
1] I can use my imagination and memory to create images and objects which demonstrate a personal response to my everyday experiences.
CREATIVE LEARNING
2] I can visually respond to visual elements found in nature, man-made objects and the built environment, in 2-Dimensional and 3-Dimensional work.
LEARNING TO DO
3] I am motivated to make a positive contribution to my school environment.
LEARNING TO BE
4] I can comprehend how different effects are created in art using visual elements, such as lines and shapes.
5] I can convey ideas and emotions, real or imagined, in line and colour such as warm and cold colours.
6] I can modify and try out various ideas.
7] I can isolate problems and solve them.
8] I can work intuitively and spontaneously using a number of visual processes, and with support I can consider further possibilities.
9] I can talk to, work with and respect my fellow learners, teachers and adult helpers.
COMMUNICATING DIVERSITY
10] I am motivated to assist my peers during group activities.
LEARNING TO BE
11] I can follow the ideas of others.
SOCIAL LEARNING
12] I can share my ideas in a collaborative way through talking; appreciating the social elements of conversation such as waiting my turn to speak and listening to what others have to say.
LISTENING AND SPEAKING
13] I am able to contribute to a team.
INTERPERSONAL
14] With support, I can manage goals in a sequence.
PERSONAL LEARNING
15] I seek out and am open to guidance and support from peers and my teacher.
SOCIAL LEARNING
16] I am open to feedback from others and am able to consider it.
SOCIAL LEARNING
17] I can listen to a selected abstract from a story and respond in visual language.
LISTENING AND SPEAKING
CREATIVE LEARNING2] I can visually respond to visual elements found in nature, man-made objects and the built environment, in 2-Dimensional and 3-Dimensional work.
LEARNING TO DO3] I am motivated to make a positive contribution to my school environment.
LEARNING TO BE4] I can comprehend how different effects are created in art using visual elements, such as lines and shapes.
5] I can convey ideas and emotions, real or imagined, in line and colour such as warm and cold colours.
6] I can modify and try out various ideas.
7] I can isolate problems and solve them.
8] I can work intuitively and spontaneously using a number of visual processes, and with support I can consider further possibilities.
9] I can talk to, work with and respect my fellow learners, teachers and adult helpers.
COMMUNICATING DIVERSITY10] I am motivated to assist my peers during group activities.
LEARNING TO BE11] I can follow the ideas of others.
SOCIAL LEARNING12] I can share my ideas in a collaborative way through talking; appreciating the social elements of conversation such as waiting my turn to speak and listening to what others have to say.
LISTENING AND SPEAKING13] I am able to contribute to a team.
INTERPERSONAL14] With support, I can manage goals in a sequence.
PERSONAL LEARNING15] I seek out and am open to guidance and support from peers and my teacher.
SOCIAL LEARNING16] I am open to feedback from others and am able to consider it.
SOCIAL LEARNING17] I can listen to a selected abstract from a story and respond in visual language.
LISTENING AND SPEAKINGLearning Area Outcome: I understand how to employ basic ethical decision-making when reflecting on my own and others’ art works and when creating art works that involve the intellectual and cultural property rights of others; I can interpret a variety of artistic forms, recognising and evaluating traditional, historical and contemporary works and identifying possible meanings; I understand the role of the visual arts in fostering lifelong learning. I am also aware of professional arts companies, galleries, museums, cultural organisations and creative adults, in Malta and the wider world, and their role in achieving such learning.
Subject Focus: Interpreting and Evaluating Art.
1] I can gather information. I can look at a work of art, a reproduction or an artefact, consider it and talk about it.
LISTENING AND SPEAKING
2] I am aware of the relationship between evaluating my own work and evaluating works of art and artefacts that I am shown.
3] I can evaluate why I think a work of art makes me feel a certain way.
4] I can respond to art in written and/or visual forms.
WRITING
LISTENING AND SPEAKING2] I am aware of the relationship between evaluating my own work and evaluating works of art and artefacts that I am shown.
3] I can evaluate why I think a work of art makes me feel a certain way.
4] I can respond to art in written and/or visual forms.
WRITINGLearning Area Outcome: I can interpret, communicate and present ideas, problems and arguments in a number of visual modes; I can apply my understanding of the properties of media and of techniques to specific tasks and purposes that will benefit user groups and audiences.
Subject Focus: Demonstrating understanding of Materials, Techniques, Skills, Media and Aesthetic Qualities.
1] I can observe and record from given sources through drawing, painting and modelling.
2] With support, I can select and use media, materials from a given range and use tools appropriately and safely.
3] I can use media in a free and spontaneous way.
4] I can demonstrate some organisation and control of the media that I use.
5] I can demonstrate the relationship between at least 2 visual elements. I can make compositions or structures in 3-Dimension.
6] I can demonstrate my understanding of the developments in my work as I acquire skills and use a range of media, such as pastels, poster-colours and papier-mache.
COGNITIVE LEARNING
7] I can do a landscape with foreground, middle ground and background.
2] With support, I can select and use media, materials from a given range and use tools appropriately and safely.
3] I can use media in a free and spontaneous way.
4] I can demonstrate some organisation and control of the media that I use.
5] I can demonstrate the relationship between at least 2 visual elements. I can make compositions or structures in 3-Dimension.
6] I can demonstrate my understanding of the developments in my work as I acquire skills and use a range of media, such as pastels, poster-colours and papier-mache.
COGNITIVE LEARNING7] I can do a landscape with foreground, middle ground and background.
Learning Area Outcome: I understand the capacity of visual arts to address moral, ethical, social and political issues relevant to Malta and the wider world. I appreciate that the arts can be challenging and provide a space for addressing social difference as well as facilitating social and cultural cohesion; I understand that imaginative activity can be harnessed to produce outcomes that contribute to the culture, creativity and wealth of Malta and the wider world; I know how to learn and update my knowledge of the arts.
Subject Focus: Art in Context.
1. I can describe some different functions for art and find art in different places where art will be found.
2. I can demonstrate my understanding that art can be used for different purposes, such as billboards and cartoons.
3. I can explore the function of art from another culture and use visual elements from it.
4. I can recognise some aspects of art that indicate when and where it was made.
5. I can express how I feel about the environment
and discuss what I know about people, places or things I wish to represent.
LEARNING TO DO
6. I can demonstrate my knowledge of the wider world context for art and design.
2. I can demonstrate my understanding that art can be used for different purposes, such as billboards and cartoons.
3. I can explore the function of art from another culture and use visual elements from it.
4. I can recognise some aspects of art that indicate when and where it was made.
5. I can express how I feel about the environment
and discuss what I know about people, places or things I wish to represent.
LEARNING TO DO6. I can demonstrate my knowledge of the wider world context for art and design.
