Welcome to Year 9 Art!

In this module we will be creating a visual mihi using a range of art media and techniques.

This course covers drawing techniques, painting (acrylic and watercolour), design and printmaking.

We will finish the module with a painting composition that integrates all of our learning and will be created on a large canvas.

There are four strands to the art curriculum =

Practical Knowledge (making art), Communicating and Interpreting (sharing ideas visually, written and discussion), Developing Ideas (the process of generating, developing and refining artworks) and Understanding Art in Context (looking at artworks, who made them and why).

Each task will cover at least one strand of the art curriculum, with the main focus of year 9 being on Practical Knowledge and Understanding Art.

Drawing Maunga

Watercolour Awa

Artist Study Sarah Parkinson

Artist Study: Stanley Palmer

Stencil Maunga

Large Canvas Painting

TASK 1 - Setting up Digital Submission and cover page.

Learning Strand: Practical Knowledge
Key Competencies: Managing Self. Participating and Contributing.
Media/Technique: Digital design skills.

Task 1

Digital Design

Learning Objective:

To understand the course expectations and set up your digital submission.

Success Criteria:

I am able to participate in discussion and demonstrate active listening skills to gain an understanding of the expectations for this module.
I am able to use appropriate digital design skills to create a visually attractive cover that includes my name and images that relate to me.
I am able to set up a slideshow where all my artwork will be displayed and share it to the learning site via the Digital Submission form.

Example:

Expectations:

Do now: Read and fill out the bottom of the handout "Learning in Junior Visual Arts" (10 minutes)

Hand in to kaiako (Mrs Peneamene)

Task 1: Class discussion about expectations

Digital Submission:

Task 2: Create a Slides Doc and name it: "Digital Art Submission (Your Name)"

Go to Share in top right of page. Change permissions to "Anyone with the link" and share with kaiako (peneamenee@greyhigh.school.nz)

Fill out the form below and link your submission Slides through Google Drive

Create a title page in Canva or another use another method if you prefer. This needs to include your name and image of things that represent who you are. See example above

Task 2: Analysing Artworks
View of Greymouth 1924 and "Artificial Curiosities"

Learning Strand: Understanding Art in Context
Key Competencies: Thinking, Using language /Symbols/Text
Media/Technique: Discussion, Annotating

View of Greymouth 1924

Learning Objective: To identify visual elements in a historical photograph.

Success Criteria:
I am able to using listing skills to identify elements
I am able to use communicating and interpreting skills to make connections between this photograph and my current
knowledge of my local area.

What can we see in the 1924 Photograph?

What is missing in this photograph?

Where are we standing to take the photograph?

Discussion about photographs that are used to document historical landscapes, what other ways can we record a landscape?

Link to Analysis Scaffold

Shane Cotton Analysis

Learning Objective: To use art terminology to identify and describe an artwork.

Success Criteria:
I am able to listen to some of the background information about the artist and contribute by asking relevant questions or providing more information.

I am able to make notes describing the colour, format, and objects shown in the painting.

WEEK 3 Maunga

Artist: Shane Cotton (Nga Puhi)
Learning Strand: Practical Knowledge + Understanding in Context
Key Competencies: Using Language, Symbols, Text. Managing Self. Participating and Contributing.
Media/Technique: Pencil. Shading and mark making.

Task 1+2

View of Greymouth 1924 and Shane Cotton analysis worksheet.

Learning Objective: To demonstrate understanding of how artworks communicate ideas.

Success Criteria: I am able to use visual stimulus.....
(A) to participate in class discussion and record notes about the artists ideas.
(M) to participate in class discussion and reflect on ideas and messages the artist is communicating and how the artist gives visual clues to the viewer.
(E) to participate in class discussion and make connections between artworks, messages and context using appropriate art terminology. I am able to communicate my opinion based on evidence.

Task 3

Pencil Drawing Greymouth 1924

Learning Objective: To demonstrate control of media.

Success Criteria: I am able to pencil to....
(A) shade areas of light /dark and create textures using mark making techniques with control.
(M) shade areas of light and dark on my maunga sketch with control and add details/textures using mark making techniques with control.
(E) accurately shade areas of light and dark, use mark making techniques to add details, texture and use perspective with control.

Task 3: Drawing techniques
View of Greymouth 1924

Learning Strand: Practical Knowledge
Key Competencies: Managing Self, Participating and Contributing
Media/Technique: Pencil. Smooth shading, detailed mark-making, dark to light, control of media.

Task 3

Learning Objective: To Demonstrate Control of Media.

Success Criteria:
I am able to use pencil with control to lightly sketch the View of Greymouth from the enlarged image resource sheet.
I am able to use pencil with control to smoothly shade the sky area of my image to a light grey tone.
I am able to use pencil with control to represent the forest area of the drawing using small scribbling techniques.
I am able to use pencil with control to create areas of light and dark to represent form and depth.
I am able to use pencil with control to create the illusion of depth and perspective in my drawing.

You will have two lessons to complete this drawing.

Drawing the "View of Greymouth 1924"

Examples (these are unfinished examples)

WORDS OF THE WEEK - Control, Perspective, Tone.

Task 4 Maunga

Artist: Sarah Parkinson
Learning Strand: Practical Knowledge + Understanding in Context
Key Competencies: Using Language, Symbols, Text. Managing Self. Participating and Contributing.
Media/Technique: Pencil, Annotating, Identifying

Task 4

Sarah Parkinson Analysis

Worksheet Link

Your significant Maunga.

Ko _________________________ te maunga e ru nei taku ngakau.
______________________ is the mountain that speaks to my heart.

For non-Maori we are identifying a mountain that is significant to you. This could be related to where your family comes from, where you live, a special mountain.

Ko _________________________________ toku maunga.

My mountain is ___________________________

For Maori we have a mountain that we whakapapa to. It is part of our heritage and ancestry. We may choose the mountain from our iwi connections.

Task 1

Sarah Parkinson Worksheet

Learning Objective: To demonstrate understanding of how artworks communicate ideas.

Task 2

STENCIL

Learning Objective: To demonstrate an understanding of silhouette, negative/positive space in the creation of a drawing and a stencil.

Success Criteria:
I am able to select a Maunga that is significant to me.

I am able to lightly trace the outline of a maunga that is significant to me and shade the negative space smoothly.

I am able to lightly trace the outline of a maunga that is significant to me and shade the positive space smoothly.

I am able to transfer the outline of my chosen Maunga to the plastic film and use scissors with control to create a stencil.

WORDS OF THE WEEK - Dry Brushing, composition, layering, transparency, overlapping.

Task

Stencil Painting Composition 1

Learning Objective: To demonstrate an understanding of dry-brushing techniques and the compositional structure of repetition.

Success Criteria:
I am able to understand the compositional structure of repetition as used by the art Sarah Parkinson.

(A) I am able to use my stencil with control to demonstrate the technique of dry-brushing.

(M) I am able to use my stencil to create gradient tones using the dry-brushing technique.

(E) I am able to create a vertical portrait composition with at least 3 maunga with clean edges.

Task

Drying Brushing Stencil Maunga

Learning Objective: To demonstrate an understanding of dry-brushing techniques and the compositional structures of overlapping, transparency and layering.

Success Criteria:
(A) I am able to create a landscape composition using the masking technique for the sky and can use the stencils with some control to show overlapping, transparency and layering.
(M) I am able to demonstrate control of media consistently in my composition.
(E) I am able to consider colour combinations, atmospheric perspective and compositional balance.

WORDS OF THE WEEK - Control. Atmospheric Perspective, Silhouette, Stencil.

To dry brush the sky section, use a piece of plain A4 paper to 'mask' off the bottom of your paper.
Use the dry brush technique to add a thin layer of pale colour.

Water Painting

WORDS OF THE WEEK - Awa, Moana, Blending, Pointillism, Dabbing

On the "evidence of learning' side of your paper, practice blending water colour from dark to light and light to dark.

On the "evidence of learning' side of your paper, practice wave brushstrokes and adding texture (seafoam) using teh dabbing technique.

Water Painting

Drawing a Greymouth

Historic Building

Personal Identity
Through Tattoo Design

Lesson Overview

- Subject: Visual Arts

- Level: 4

- Duration: 50 minutes

- Learning Objective: Students will explore personal identity through symbolic visual design and develop an original tattoo concept that represents their individual experiences and values

Introduction (10 minutes)

Symbolic Exploration Discussion

- Define symbolism: Visual representations that carry deeper meaning

- Examples of symbolic representations:

* Anchor: Stability, hope, maritime connection

* Phoenix: Rebirth, overcoming challenges

* Tree: Growth, family roots, personal strength

- Guided questions:

* What symbols are meaningful in your life?

* How can visual imagery represent personal experiences?

- Show diverse examples of cultural and personal tattoo designs

Guided Reflection (15 minutes)

Personal Identity Mapping Exercise

Worksheet Components:

1. Personal Experiences Section

- Prompt: List 3-5 significant life moments

- Examples:

* Family milestone

* Personal achievement

* Challenging experience overcome

* Cultural celebration

2. Core Values Identification

- List personal values (3-4)

- Examples:

* Courage

* Creativity

* Family

* Resilience

3. Symbolic Sketching

- Quick thumbnail sketches

- Brainstorm visual representations

- Consider:

* Cultural symbols

* Natural elements

* Geometric shapes

* Personal metaphors

Design Development (20 minutes)

Tattoo Concept Creation

Design Guidelines:

- Minimum 3 symbolic elements

- Clear personal connection

- Thoughtful composition

- Balanced colour/line work

- Respectful cultural representation

Technique Suggestions:

- Start with light pencil sketch

- Build layers of symbolic meaning

- Consider placement and flow

- Use colour intentionally

- Integrate personal narrative

Presentation and Reflection (5 minutes)

Peer Sharing

- 1-minute design explanation

- Constructive peer feedback

- Focus on symbolic meaning

- Respectful discussion

Artist Posters

Do now: Choose an artist from these slides, "NZ Artist Models"

Task 1: On Canva, create an aesthetic poster to be displayed in the classroom about your chosen artist.

This poster should contain a picture of the artist and their artwork, details and facts about the artist, and a description of their artwork.

Once you have finished your poster, share it with Mrs Peneamene (peneamenee@greyhigh.school.nz)

Task 2: Play one of the art games linked on Hāpara if you have any time at the end.

Acrylic Painting Study

9ART

With Mrs Peneamene

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Welcome to Year 9 Art!

Task 1

Digital Design

Learning Objective:

Success Criteria:

Expectations:

Digital Submission:

Task 1+2

Task 3

Task 3

Drawing the "View of Greymouth 1924"

Task 1

Task 2

Task

Task

Water Painting

Water Painting

Drawing a Greymouth

Historic Building

Personal Identity Through Tattoo Design

Lesson Overview

Introduction (10 minutes)

Guided Reflection (15 minutes)

Design Development (20 minutes)

Presentation and Reflection (5 minutes)

Artist Posters

9ART

Personal Identity
Through Tattoo Design