Frank Curkovic & James McCrory 1

Approaches to Learning:Organisation, Thinking & Reflection

Key words: Pattern, Tessellation, Motif, Print, Repetition, Positive/Negative Space, Softoleum

Class wiki link: http://bit.ly/cH7WtR

Week 1 - IntroductionExplain overview of unit.

Class brainstorm/discussion: Why do we decorate? Students should record answers in developmental workbooks.

Activity 1:In groups, discuss the following and be prepared to present your answers to the class (10-15mins):

-What is a pattern?-Where do we find patterns?

-What are the functions of a pattern?-When, why and/or how do we use patterns?

-What makes a pattern successful? Activity 2:

Can you see the difference between these two patterns?What is positive and negative space?

Activity 3: Notan Design

Homework: Complete your Notan design (Required)

Over & Over: Printing

Project 3: PrintingFeb ~ March (8-10 Weeks)

Unit Objective: To design and carve a well balanced print design using pattern, motifs, positive/negative space and coloured inks.

Students are evaluated on process, participation as well as end-product.*lessons and assignments may be subject to change due to teacher’s discretion

Unit wiki: http://curkovicartunits.pbworks.com/Over-and-Over%3A-Printing

Frank Curkovic & James McCrory 2

Week 2 - PatternsBrainstorm: What is printing used for?Look at the work of William MorrisPattern Techniques (view on wiki) and investigations: In your developmental workbooks, note any interesting or attractive designs or techniques you come across either via text or sketch. You will use this information when it comes to planning your design.

Homework: continue pattern investigations (Required)

Week 3 - Experimenting with DesignsLooking at Patterns:In your workbooks:1. Trace or draw 3 areas from 3 different patterns. Use only line (do not colour in).2. Using one tone of shading, make one pattern using negative space and the other positive.Below is a poor example the above pattern task. The same pattern was used for the activity. You DO NOT need to use the same pattern.

Homework: Continue and complete the activity done in class. (Required)

Week 4 - PlanningDiscuss: How might we best plan on how to create a pattern?Significant Concept: Positive and negative space can be used to create patterns, motifs and designs.Can you take inspiration from nature, a hobby, line work, a doodle, culture?You will need to show evidence of your planning process!View previous student work for examples. Which ones were done well and why?Pay attention to interlocking patterns, positive/negative space, repetition and motifs. Remember, you are NOT creating a picture, you are creating a design!

Create possible plans/sketches for your print design. Your first plan may not be best. Think of how it can be improved. When ready and improvements have been made, take a piece of softoleum and trace the shape into your sketchbook. Next, work to create your design as accurately as possible and decide on the positive and negative space in your sketchbook. Make sure the opposite side of the page is completely blank.NOTE: small fine details may be difficult to transfer to the softoleum due to the thickness of the carving tools. You SHOULD take this into consideration.

Review Rubric

Homework: Continue working on plans (Required)

Week 5 - Planning cont’dStudents may continue developing plans. Students should also share plans in small groups to receive feedback and make any necessary adjustments. Feedback notes should be recorded in development workbooks.

If ready, students should trace their plans on the other side of their sheet against the window with a 2B or 4B pencil. With pencil lead on the opposite side of their sheet, students can then lay this sheet on the softoleum and again trace over the lines to transfer the lead onto the softoleum.

Homework: Complete plan (Required)

Over & Over: Printing

Frank Curkovic & James McCrory 3

Week 6 - Transfers & CarvingStudents should trace their plans on the other side of their sheet against the window with a 2B or 4B

pencil. With pencil lead on the opposite side of their sheet, students can then lay this sheet on the softoleum and again trace over the lines to transfer the lead onto the softoleum.

Students begin carving their blocks to print.View "Relief Printmaking Process video" on wiki.

Homework: Students are encouraged to visit the art room after school or during lunch to work on their carving as the tools cannot be taken home with 3 classes sharing. (Required)

Week 7 + 8 - Carving & PrintingStudents begin printing using black ink only. Teacher to demo.

When a practice sheet is done, students can move onto various coloured inks and coloured paper. Students should consider how the ink colour and paper colour match and attempts should be made

to use various colours as opposed to making several prints of the same colour. This will lead to a greater variety when assembling the final arrangement.

Extension: If students get ahead, they may experiment with overlapping prints, offsetting and colour blending.

Homework: as required (Required)

Week 9 - ArrangingStudents may select their best 4-8 prints and create an attractive arrangement and mount them onto

black paper. Can the prints be rotated or arranged differently to create an interesting final product? Equal borders should also be created around the arrangement. Students may decide if they wish to

leave space between the prints or not.

Homework: Students should complete their arrangements. (Required)

Week 10 - Presentation & ReflectionStudents present and reflect on their work (via VoiceThread) and critique 2-3 other students.

For your piece, please discuss the following:1. Describe your design and what shapes, patterns, techniques or inspirations were used.

2. What areas have been easy or challenging? (This could include planning, designing, transferring, carving, printing and/or arranging.)

3. Describe the strengths and weaknesses in your work.4. If you had to repeat this project, what would you improve on, do differently and why?

Please utilise key vocabulary from class.

When critiquing a peer, offer constructive criticism commenting on the design, the use of positive and negative space, motifs, the use of colour and/or the arrangement.

Over & Over: Printing

Frank Curkovic & James McCrory 4

Over & Over: Printing

This example has an ‘interlocking’ pattern that links the print above, below and to each side.

This example shows a balance between positive and negative space (there is an equal balance between the percentage of each colour).

This example is a carefully constructed pattern that interlocks the top and bottom. Note how the link creates a circle motif. There is also a balance between positive and negative space.

Grade 6 Project 3: PrintingMYP Unit Question: Why do we decorate?

Significant Concept: Positive and negative space can be used to create patterns, motifs and prints.

Level 0 Level 1-2 Level 3-4 Level 5-6 Level 7-8 Level 9-10

Knowledge & Understanding (as evident in sketches and plans)Knowledge & Understanding (as evident in sketches and plans)Knowledge & Understanding (as evident in sketches and plans)Knowledge & Understanding (as evident in sketches and plans)Knowledge & Understanding (as evident in sketches and plans)Knowledge & Understanding (as evident in sketches and plans)The student does not reach a standard described by any of the descriptors listed.

A1: The student shows limited awareness of the artform studied.

A2: The student shows limited ability to relate some of the contexts that influence their work.

A3: The student is able to develop a limited ability to relate elements and context to their own work.

A1: The student shows satisfactory awareness of the artform studied.

A2: The student demonstrates some basic language of the arts and a satisfactory ability to relate some of the contexts that influence their own work.

A3: The student is occasionally able to relate elements and context to their own work.

A1: The student shows good awareness of the artform studied.

A2: The student uses the basic language of the arts and has a good ability to relate some of the contexts that influence their own work.

A3: The student has a general ability to relate elements and context to their own work.

A1: The student shows excellent awareness of the artform studied.

A2: The student uses the basic language of the arts and an excellent ability to relate some of the contexts and processes that influence their own work.

A3: The student has an excellent ability to relate elements and context to their own work.

ApplicationApplicationApplicationApplicationApplicationApplicationThe student does not reach a standard described by any of the descriptors listed.

B1: The student has a highly limited ability to create a well balanced design with positive and negative space equally utilised.

B1: The student shows a highly limited proficiency in using patterns and motifs.

B2: The student’s carving and inking skills are highly limited.

B1: The student has a limited ability to create a well balanced design with positive and negative space equally utilised.

B1: The student shows a limited proficiency in using patterns and motifs.

B2: The student’s carving and inking skills are limited.

B1: The student is able to create a well balanced design with positive and negative space equally utilised in a satisfactory manner.

B1: The student shows a satisfactory proficiency in using patterns and motifs.

B2: The student has satisfactory carving and inking skills.

B1: The student is able to create a well balanced design with positive and negative space equally utilised.

B1: The student shows an good proficiency in using patterns and motifs.

B2: The student has good carving and inking skills.

B1: The student is able to successfully create a well balanced design with positive and negative space equally utilised.

B1: The student shows an excellent proficiency in using patterns and motifs.

B2: The student has successful carving and inking skills.

Reflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationThe student does not reach a standard described by any of the descriptors listed.

C1: The student shows a limited ability to identify or describe their own progress.

C2: The student shows a limited ability to identify either strengths or weaknesses in their own work, and this is often ineffective or incomplete.

C3: The student receives feedback in a limited way.

C1: The student is able to give a satisfactory description of their own progress.

C2: The student is occasionally able to identify either strengths or weaknesses in their own work, although this may be ineffective or incomplete.

C3: The student receives feedback.

C1: The student is able to give a good description of their own progress and identify areas that have been easy or challenging.

C2: The student is generally able to identify strengths and weaknesses in their own work.

C3: The student receives feedback constructively.

C1: The student is able to give an excellent description of their own progress and identify areas that have been particularly easy or challenging.

C2: The student can competently identify strengths and weaknesses in their own work.

C3: The student receives feedback constructively.

Artistic Awareness & Personal Engagement Artistic Awareness & Personal Engagement Artistic Awareness & Personal Engagement Artistic Awareness & Personal Engagement Artistic Awareness & Personal Engagement Artistic Awareness & Personal Engagement The student does not reach a standard described by any of the descriptors listed.

D1: The student shows limited commitment in using artistic processes.

D2: The student shows limited curiosity, self-motivation and a willingness to take risks.

D3: The student works with peers only with direction or with much encouragement.

D4: The student rarely recognizes that art practices and artworks vary from culture to culture.

D1: The student shows satisfactory commitment in using artistic processes.

D2: The student occasionally shows some curiosity, or self-motivation or a willingness to take some risks.

D3: The student generally works with peers in a positive way, with encouragement.

D4: The student occasionally recognizes that art practices and artworks vary from culture to culture.

D1: The student shows good commitment in using artistic processes.

D2: The student generally shows some curiosity, self-motivation or a willingness to take risks.

D3: The student usually works with peers in a positive way, with little encouragement.

D4: The student generally recognizes that art practices and artworks vary from culture to culture.

D1: The student shows commitment in using artistic processes.

D2: The student demonstrates curiosity, self-motivation or a willingness to take risks.

D3: The student supports, encourages and works with peers in a positive way.

D4: The student recognizes that art practices and artworks vary from culture to culture.

Frank Curkovic & James McCrory 5

Student Evaluation / Teacher Evaluation

Grade 6 Project 3: PrintingMYP Unit Question: Why do we decorate?

Significant Concept: Positive and negative space can be used to create patterns, motifs and prints.

Level 0 Level 1-2 Level 3-4 Level 5-6 Level 7-8 Level 9-10

Knowledge & Understanding (as evident in sketches and plans)Knowledge & Understanding (as evident in sketches and plans)Knowledge & Understanding (as evident in sketches and plans)Knowledge & Understanding (as evident in sketches and plans)Knowledge & Understanding (as evident in sketches and plans)Knowledge & Understanding (as evident in sketches and plans)The student does not reach a standard described by any of the descriptors listed.

A1: The student shows limited awareness of the artform studied.

A2: The student shows limited ability to relate some of the contexts that influence their work.

A3: The student is able to develop a limited ability to relate elements and context to their own work.

A1: The student shows satisfactory awareness of the artform studied.

A2: The student demonstrates some basic language of the arts and a satisfactory ability to relate some of the contexts that influence their own work.

A3: The student is occasionally able to relate elements and context to their own work.

A1: The student shows good awareness of the artform studied.

A2: The student uses the basic language of the arts and has a good ability to relate some of the contexts that influence their own work.

A3: The student has a general ability to relate elements and context to their own work.

A1: The student shows excellent awareness of the artform studied.

A2: The student uses the basic language of the arts and an excellent ability to relate some of the contexts and processes that influence their own work.

A3: The student has an excellent ability to relate elements and context to their own work.

ApplicationApplicationApplicationApplicationApplicationApplicationThe student does not reach a standard described by any of the descriptors listed.

B1: The student has a highly limited ability to create a well balanced design with positive and negative space equally utilised.

B1: The student shows a highly limited proficiency in using patterns and motifs.

B2: The student’s carving and inking skills are highly limited.

B1: The student has a limited ability to create a well balanced design with positive and negative space equally utilised.

B1: The student shows a limited proficiency in using patterns and motifs.

B2: The student’s carving and inking skills are limited.

B1: The student is able to create a well balanced design with positive and negative space equally utilised in a satisfactory manner.

B1: The student shows a satisfactory proficiency in using patterns and motifs.

B2: The student has satisfactory carving and inking skills.

B1: The student is able to create a well balanced design with positive and negative space equally utilised.

B1: The student shows an good proficiency in using patterns and motifs.

B2: The student has good carving and inking skills.

B1: The student is able to successfully create a well balanced design with positive and negative space equally utilised.

B1: The student shows an excellent proficiency in using patterns and motifs.

B2: The student has successful carving and inking skills.

Reflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationThe student does not reach a standard described by any of the descriptors listed.

C1: The student shows a limited ability to identify or describe their own progress.

C2: The student shows a limited ability to identify either strengths or weaknesses in their own work, and this is often ineffective or incomplete.

C3: The student receives feedback in a limited way.

C1: The student is able to give a satisfactory description of their own progress.

C2: The student is occasionally able to identify either strengths or weaknesses in their own work, although this may be ineffective or incomplete.

C3: The student receives feedback.

C1: The student is able to give a good description of their own progress and identify areas that have been easy or challenging.

C2: The student is generally able to identify strengths and weaknesses in their own work.

C3: The student receives feedback constructively.

C1: The student is able to give an excellent description of their own progress and identify areas that have been particularly easy or challenging.

C2: The student can competently identify strengths and weaknesses in their own work.

C3: The student receives feedback constructively.

Artistic Awareness & Personal Engagement Artistic Awareness & Personal Engagement Artistic Awareness & Personal Engagement Artistic Awareness & Personal Engagement Artistic Awareness & Personal Engagement Artistic Awareness & Personal Engagement The student does not reach a standard described by any of the descriptors listed.

D1: The student shows limited commitment in using artistic processes.

D2: The student shows limited curiosity, self-motivation and a willingness to take risks.

D3: The student works with peers only with direction or with much encouragement.

D4: The student rarely recognizes that art practices and artworks vary from culture to culture.

D1: The student shows satisfactory commitment in using artistic processes.

D2: The student occasionally shows some curiosity, or self-motivation or a willingness to take some risks.

D3: The student generally works with peers in a positive way, with encouragement.

D4: The student occasionally recognizes that art practices and artworks vary from culture to culture.

D1: The student shows good commitment in using artistic processes.

D2: The student generally shows some curiosity, self-motivation or a willingness to take risks.

D3: The student usually works with peers in a positive way, with little encouragement.

D4: The student generally recognizes that art practices and artworks vary from culture to culture.

D1: The student shows commitment in using artistic processes.

D2: The student demonstrates curiosity, self-motivation or a willingness to take risks.

D3: The student supports, encourages and works with peers in a positive way.

D4: The student recognizes that art practices and artworks vary from culture to culture.

Parent signature (and date) with comment (optional):

Frank Curkovic & James McCrory 6

Student Evaluation / Teacher Evaluation