This document provides tasks and instructions for a student's art assessment. It outlines 10 tasks for the student to complete including analyzing elements and principles of design, comparing the works of different artists, researching additional artists, and creating artworks. It also includes planning templates to schedule the tasks over multiple terms and art vocabulary terms. The overall goal is for the student to demonstrate their knowledge of art-making approaches and ideas through analyzing existing works and creating their own pieces.

1. STUDENT NAME:
3.1 “”
Supports internal assessment for: Achievement Standard 90515 Version 2
Research and analyse approaches within established Design practice.Credits: 4
Tai Amituanai
2/2/2013

2. Tasks:
1. Work on the ‘Art Tree’ provided, name the elements and principles, and put the meanings beside them under the appropriate headings.
2. Work on the process chart provided. Put in the steps or the Art process and the description associated with it.
3. In small groups plot on the planner provided, the tasks we will be doing this term, and completion. Copy these into your school diary.
4. Create a mood page of artworks related to your own interests/theme. Use the Internet & books 2 x A3 pages (3.1, 3.2, 2.4, 3.4)
The images for Rodchenco, Rand, Brody and Carson are at the end of this brief. (Cut and paste into work sheets).
5. On the Task sheet provided, compare the Alexander Rodchenco with Paul Rand. Complete the questions on the task sheet. (Compare and Contrast) (1.1)
6. On the Task sheet provided, compare the Neville Brody with David Carson. Complete the questions on the task sheet. (Compare and Contrast) (1.1)
7. You are going to research your own chosen Artist use the Library, books, magazines or internet and paste 5 or more images onto 1 x A3 page. Then choose 1 of the 4 artists I
have given you.
8. On the Task sheet provided, compare One of the four Artists above with your Chosen Artist.. Complete the questions on the task sheet and paste in your artist images onto sheet.
(Compare and Contrast) (1.1)
9. Relationships and Links - Discuss the Relationship between approaches of the two designers’ works you have selected, and make links to your own practical investigations.
Complete your analysis in a written format; this can be completed in a paragraph format or as a 3 column table using bullet points. 1-2 A3 pages (3.1, 1.2, 1.3).
a) Influences – for example, who has inspired/motivated the designers/artists.
b) Methods – for example, what processes and techniques have been used? E.g layering, transparency, approaches to layout.
c) Ideas – for example, what is the content (message/meaning) being conveyed? What is the subject matter and function? How do type faces and layout influences
communication? Is there an y social, political, cultural or historical context which has influence on these ideas.
10. You are now going to do practical work using wet and dry media to create your Logo. Look at your mood page and chosen artist for ideas. (3.1, 1.2).
a) Concepts - Create 4 x A6pg Logos using ( ink, paint, dye, crayon, pastel, charcoal, coloured and text newspaper.)
b) Developments -Create 2 x A5pg Logos refining and looking at Concepts. Using wet and dry media.
c) Final – Create Final Logo 1 x A4pg refined

3. Art vocabulary tree
On the Tree Below, name the elements and principles then under the headings write the words, and meanings
Elements Principles

4. Art design process flow chart
On the flow chart below write the steps used in the design process. Number them. You may draw a ‘key’ image
for each step

5. Planning Level 3: Subject Theme–Assessment Programme
TERM ONE
Week 1 2 3 4 5 6 7 8 9 10 11
7 - 8 Feb 11 – 15 Feb 18 – 22 Feb 25 Feb – 1st Mar 4 – 8 Mar 11 – 15 Mar 18 – 22 Mar 25 – 29 Mar 1 - 5 April 8 – 12 April 15 - 19 April
3.4/3.1 3.4/3.1 3.4/3.1 3.4/3.1 3.4/3.1 3.2 3.2 3.2 3.2 3.2 3.2
Course confirm: 14 Credits Board 1 Board 1 Board 1 Board 1 Board 1 Board 2 Board 2 Board 2 Board 2
Produce original work Board 1 Submit 3.1 11 April - Parent Teacher
Day 4 hrs
within design/painting to 4 hrs 5 hrs 5 hrs 5 hrs 5 hrs 5 hrs 4 hrs 3 hrs
show extensive Intro to class Timeline Task 1 - 3 Artist Artist Analysis Submit 3.1 4 hrs
knowledge of art-making Recap Art Analysis Practical analysis of 29 March - Good Friday April 1 Easter
methods and ideas. Vocab/Process/planning 22 February - artist and theme Begin 3.2 (Boards 1 MondayApril 2 -
(elements & principles) Athletics Day @ &2) Easter Tuesday
Introductions
Beg 3.1 OTHC 13 - 16 March - Drawing from
4 Credits ASB Polyfest @ subject matter
11 February - ID and Manukau Sports Using dry/wet
Class Photographs Bowl media
15 February -
Swimming Sports
TERM TWO
Week 1 2 3 4 5 6 7 8 9
6 - 10 May 13 – 17 May 20 – 24 May 27 – 31 May 3 – 7 June 10 – 14 June 17 – 21 June 24 -28 June 8 -12 July
3.2 3.2 3.2 3.4 3.4 3.4 3.4 3.4
5 hrs 5 hrs 5 hrs 5 hrs 3 June Queens 5 hrs 5 hours 5 hours
Board 2 Board 2 Board 2 Board 2 birthday Board 2 Board 2
Submit 3.2 4 hrs
Beg 3.4 Board 2 21 June - Teacher
14 Credits Only Day
4 - 7 June - Senior
Assessment Week
TERM THREE
Week 1 2 3 4 5 6 7 8 9
29 July – 2 Aug 5 – 9 August 12 – 16 August 19 – 23 August 26 – 30 August 2 – 6 Sept 9 – 13 Sept 16 – 20 Sept 23 – 27 Sept
3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4 3.4
5 hrs 5 hrs 5 hrs 5 hrs 5 hrs 5 hrs 5 hrs 5 hrs
Submit 3.2 Re-evaluate and
8 August - Parent - Withdraw from 2 - 6 September - 12 - 18 September - complete folio’s
Teacher Interviews external if not up Winter Sports Senior Assessment
to standard Tournament Week Days
TERM FOUR
Week 1 2 3 4 5 6 7 8 9
14 – 18 Oct 21 – 25 Oct 28 Oct – 1 Nov 4 – 8 Nov 11 – 15 Nov 18 – 22 Nov 25 – 29 Nov 2 – 6 Dec 9 -12 December
3.1-2 3.1-2 3.1-2 (9 Junior Actiity
5 hrs 4 hrs 3 hrs 11 November - Day)
All internals completed All internals completed NCEA External 6 December -
Submit 1.1 Mon 29 Examinations Begin Teacher Only Day: 12 December -
(17 Sports Award NZQA Standards Junior
Ceremony) (28th Labour Day) Alignment Prizegiving/Last
Day for Junior
Students

6. Mood/THEME page

7. Visual Art 3.1 – COMPARISON OF ARTIST INTENTION AND SOCIAL CONTEXT – IDEAS (Enlarge to A3 before use)
INFLUENCES INFLUENCES
Artist: Artist:
Title: Title:
Media: Media
DIFFERENCES Date: Date DIFFERENCES
SIMILARITIES

8. Visual Art 3.1 – COMPARISON OF ARTIST INTENTION AND SOCIAL CONTEXT – IDEAS (Enlarge to A3 before use)
INFLUENCES INFLUENCES
Artist: Artist:
Title: Title:
Media: Media
DIFFERENCES Date: Date DIFFERENCES
SIMILARITIES

9. Your chosen Artists (paste 5 or more images)

10. Visual Art 3.1 – COMPARISON OF ARTIST INTENTION AND SOCIAL CONTEXT – IDEAS (Enlarge to A3 before use)
INFLUENCES INFLUENCES
Artist: Artist:
Title: Title:
Media: Media
DIFFERENCES Date: Date DIFFERENCES
SIMILARITIES

11. Methods Ideas Influences
What media has the artist used? What message is the artist trying to communicate? Which artists came before the artist you have
Acrylic, oil paint, intaglio, woodcut, carving, modelling, Political, social, psychological, environmental, investigated?
digital, chemical photography, pencil, charcoal, ink, religious, cultural?
etc? How have other artists influenced the art work in
How has the artist interpreted the subject matter? terms of methods?
What techniques has the artist used? Realistic, idealised, distorted, abstracted, fragmented? Media, techniques, processes, formal elements,
Hatching, blending, tonal graduation, dry brushing, compositional principles, procedural steps?
scumbling, burnishing, glazing? What is the artist’s attitude to the subject matter?
Analytical, emotional response, exposing, How have other artists influenced the art work in
What processes has the artist used? worshipping, love, respect, admiration, distaste, terms of ideas?
Cutting, carving, moulding, welding, casting, fascination? Message, interpretation of subject matter, attitude to
scratching, rubbing, burnishing, dodging, transfer? subject matter, purpose, emotional state, cultural
What is the purpose of the art work? values?
What procedures has the artist used? Observational, analytical, conceptual, expressive,
Assemblage, installation, collage, montage, formal, gestural? What where the prevailing attitudes of society and
collaborative, conventional, innovative, traditional, social and/or environmental conditions within
technological, digital, time based, moving image, What emotional state does the work create? which the artist worked?
multimedia ? Calm, peaceful, quiet, contemplative, tranquil?
Violent, agitated, confused, angry, tense, awe How has the artist been influenced by their
What formal elements does the artist use? inspiring? contemporary environment?
Tone, space, line, contrast, colour, geometry, Historical events, cultural practices, social values,
horizontals, verticals, curves? How is the work regarded or valued? religious beliefs, trade, technology, politics,
By the artist, society, critics, public, other artists, at the geography, nature, urban context, social change,
What compositional principles does the artist use? time of being made or viewed from an historical philosophy?
Balance, unity, repetition, rule of thirds, symmetry, distance?
asymmetry, juxtaposition of objects, boarders, focal How has the artist influenced subsequent artists
areas? How does the work relate to cultural protocols? that came after them?
Maori, European, Asian, Pacific, Religious, Style, media, processes, message, intentions,
What developmental steps does the artist Philosophical? innovative practices?
undertake?
Plans, roughs, proofing stages, annotations, research, How has the artist used particular methods to What affect has the artist had on society?
colour studies, marquettes, mock ups, prototypes? reinforce their intentions? Social change, political change, different views about
Scale, media, location, access, participation, our environment, appreciating value of objects,
duration ? insight in psychology?

12. Alexander Rodchenco
A.M Rodchenco URSS 1925 Chemical Warfare 1925 War of the future 1930
Russsia 1891 – 1956 Poster for the film “Cine Eye” ( Kino Glaz) 1924

13. Paul Rand

14. David Carson

15. Neville Brody