Educators' Guide for Pedagogy and Assessment
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Learning Area: Visual and Performing Arts
Art > LEVEL 6
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 everyday experiences of the home as well as the natural and urban environment, as sources of learning and inspiration for my artwork.
LEARNING TO DO
2] I can demonstrate expressions of personal ideas as part of a visual/tactile response, such as rubbings taken from natural and urban environments.
LEARNING TO DO
3] I can participate in school initiatives, such as designing a poster, and I can participate in the embellishing of the school environment.
LEARNING TO BE
4] I can convey ideas and emotions, either real or imagined, in 2- and 3-Dimension.
5] I can work intuitively and spontaneously to experiment with possible outcomes.
6] I can discuss and contribute to a collaborative project or group work, such as creating a mural, and respect my fellow learners, teachers and adult helpers.
COMMUNICATING FOR DIVERSITY
7] When collaborating, I can communicate my ideas and present my opinions in a thoughtful and informed discussion, and use these skills in the decision-making process.
SOCIAL LEARNING
8] I am able to contribute when working in a team, and am also able to work effectively on my own.
INTERPERSONAL
9] With support, I can manage a few steps in a sequence.
PERSONAL LEARNING
10] I can read a selected abstract from a story and respond in visual language.
READING AND UNDERSTANDING
LEARNING TO DO2] I can demonstrate expressions of personal ideas as part of a visual/tactile response, such as rubbings taken from natural and urban environments.
LEARNING TO DO3] I can participate in school initiatives, such as designing a poster, and I can participate in the embellishing of the school environment.
LEARNING TO BE4] I can convey ideas and emotions, either real or imagined, in 2- and 3-Dimension.
5] I can work intuitively and spontaneously to experiment with possible outcomes.
6] I can discuss and contribute to a collaborative project or group work, such as creating a mural, and respect my fellow learners, teachers and adult helpers.
COMMUNICATING FOR DIVERSITY7] When collaborating, I can communicate my ideas and present my opinions in a thoughtful and informed discussion, and use these skills in the decision-making process.
SOCIAL LEARNING8] I am able to contribute when working in a team, and am also able to work effectively on my own.
INTERPERSONAL9] With support, I can manage a few steps in a sequence.
PERSONAL LEARNING10] I can read a selected abstract from a story and respond in visual language.
READING AND UNDERSTANDINGLearning 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 consider and discuss information from supplied sources about a work of art, a reproduction or an artefact. I can talk about it suggesting its meaning and/or purpose.
READING AND UNDERSTANDING
2] When talking and writing about art and the work of my peers, I can use Art terms to describe the work and how it was made.
LISTENING AND SPEAKING
3] I can name colour terms, techniques and tools.
4] I can identify how artists use visual elements and media to achieve particular aesthetic results, and how this may guide my art practice.
5] I can compare and contrast art works with similar subject matter or compositions. I am able to comment on the different uses of media and techniques.
6] I can communicate my understanding of art in written and/or visual forms.
WRITING
7] I can reinterpret works of art by creating stories about them.
READING AND UNDERSTANDING2] When talking and writing about art and the work of my peers, I can use Art terms to describe the work and how it was made.
LISTENING AND SPEAKING3] I can name colour terms, techniques and tools.
4] I can identify how artists use visual elements and media to achieve particular aesthetic results, and how this may guide my art practice.
5] I can compare and contrast art works with similar subject matter or compositions. I am able to comment on the different uses of media and techniques.
6] I can communicate my understanding of art in written and/or visual forms.
WRITING7] I can reinterpret works of art by creating stories about them.
Learning 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 use a given number of methods of recording in both 2-Dimensional and 3-Dimensional ways.
2] With support, I can use and select from a given range of media, materials, tools and processes in 2-Dimensional and 3-Dimensional activities.
3] I can experiment with a given range of media materials, tools and processes, such as clay and collage.
4] I can demonstrate a basic understanding of the uses and limitations of different media.
5] I can demonstrate an understanding of the qualities and potential of constructional and malleable materials as a means of problem solving.
6] I can demonstrate my understanding and use of a number of visual elements to make images and objects in 2- and 3-Dimension.
7] I can discuss the developments in my work as I acquire skills and use a range of media.
PERSONAL LEARNING
8] I can create images that show foreground, middle ground and background.
2] With support, I can use and select from a given range of media, materials, tools and processes in 2-Dimensional and 3-Dimensional activities.
3] I can experiment with a given range of media materials, tools and processes, such as clay and collage.
4] I can demonstrate a basic understanding of the uses and limitations of different media.
5] I can demonstrate an understanding of the qualities and potential of constructional and malleable materials as a means of problem solving.
6] I can demonstrate my understanding and use of a number of visual elements to make images and objects in 2- and 3-Dimension.
7] I can discuss the developments in my work as I acquire skills and use a range of media.
PERSONAL LEARNING8] I can create images that show 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 demonstrate my knowledge of different forms of art and design through creating my own art works for a specific purpose.
2. I know that there are a number of different functions for art and I can describe some examples in my local environment.
3. I can demonstrate my understanding that artists may use cheaper and reusable materials found in the environment.
LEARNING TO KNOW
4. I can explore the function of art from an event in another culture and link it to my work.
5. I can identify and appreciate some art and design forms from specific cultural and geographic locations including Malta and Gozo, such as prehistoric temples.
LISTENING AND SPEAKING
6. I can express ideas and emotions about an informed environmental concern, such as over-development.
LEARNING TO DO
7.I can discuss the ways in which two different cultures have influenced each other in the production of art and design, such as Italian Baroque or Maltese art.
LISTENING AND SPEAKING
2. I know that there are a number of different functions for art and I can describe some examples in my local environment.
3. I can demonstrate my understanding that artists may use cheaper and reusable materials found in the environment.
LEARNING TO KNOW4. I can explore the function of art from an event in another culture and link it to my work.
5. I can identify and appreciate some art and design forms from specific cultural and geographic locations including Malta and Gozo, such as prehistoric temples.
LISTENING AND SPEAKING 6. I can express ideas and emotions about an informed environmental concern, such as over-development.
LEARNING TO DO7.I can discuss the ways in which two different cultures have influenced each other in the production of art and design, such as Italian Baroque or Maltese art.
LISTENING AND SPEAKING
