CHANGE
Global Context: To be determined by the Student
Related Concepts: To be determined by the Student
Statement of inquiry: Art is a vehicle to communicate with an audience of one or to many. The sharing of an artform can provoke, console, unsettle and ultimately change the viewer.
Tasks
Watch the introduction presentation of slides and video resources to understand how Art has been used to communicate personal, cultural and historical narratives.
Useful Resources - Change Makers
YouTube Videos
https://www.youtube.com/watch?v=whyXxfmCbTA
https://www.youtube.com/watch?v=RfXad3HVox4
https://www.youtube.com/watch?v=HyNX1bX-6dU
Web Pages and Articles
https://www.artworksforchange.org/
https://www.clydefitchreport.com/2019/01/artists-social-change/
http://sociallydrivenmag.com/catalysts/meet-6-civic-artists-creating-change-with-paint/
https://www.cobosocial.com/dossiers/art-defining-2020-decade-ahead/
https://artforchange.com/pages/artists
https://artsandculture.google.com/partner/art-works-for-change
https://magazine.artland.com/10-controversial-artworks-changed-art-history/
Museum
https://www.tate.org.uk/art/tate-exchange/can-art-change-society
https://www.tate.org.uk/art/tate-exchange/art-social-change
https://www.youtube.com/watch?v=whyXxfmCbTA
https://www.youtube.com/watch?v=RfXad3HVox4
https://www.youtube.com/watch?v=HyNX1bX-6dU
Web Pages and Articles
https://www.artworksforchange.org/
https://www.clydefitchreport.com/2019/01/artists-social-change/
http://sociallydrivenmag.com/catalysts/meet-6-civic-artists-creating-change-with-paint/
https://www.cobosocial.com/dossiers/art-defining-2020-decade-ahead/
https://artforchange.com/pages/artists
https://artsandculture.google.com/partner/art-works-for-change
https://magazine.artland.com/10-controversial-artworks-changed-art-history/
Museum
https://www.tate.org.uk/art/tate-exchange/can-art-change-society
https://www.tate.org.uk/art/tate-exchange/art-social-change
You will now focus on the investigation of Contemporary Art and artists to help you find the style and techniques that best fit with your personal aesthetics.
Look closely at their techniques, the way they use media and how the express their concept or big idea.
These Web pages will assist you in your exploration.
juxtapoz.com/
hifructose.com/
www.thisiscolossal.com/
artreview.com/
www.frieze.com/profile
www.thejealouscurator.com/blog/
Task 1 - 2 lessons - Criteria A - Summative
Use the Critical Investigation template to research and interpret the work of two artists that have powerful narratives. Consider both their conceptual qualities and their use of media and techniques.
Our focus will be on looking critically at contemporary artists as this fits with the conclusion of our art history timeline.
Contemporary art is a stronger reflection of society, cultures, races, belief systems and gender.
You will need to find at least two artists that inspire your intended narrative.
You may use the knowledge you have gained from 2 and 3 dimensional workshops this year and skills learned in year 9.
Our focus will be on looking critically at contemporary artists as this fits with the conclusion of our art history timeline.
Contemporary art is a stronger reflection of society, cultures, races, belief systems and gender.
You will need to find at least two artists that inspire your intended narrative.
You may use the knowledge you have gained from 2 and 3 dimensional workshops this year and skills learned in year 9.
Task 2
Use the Unit planning wheel to consider the focus of your personal investigation. The key concept is CHANGE. You will then select two Related Concepts from the inner rings and one Global Context from the outer ring.
This will shape your inquiry and help you narrow down the focus of your investigation and idea generation.
This will shape your inquiry and help you narrow down the focus of your investigation and idea generation.
Task 3 - 2 lessons - Criteria C Summative
Use your workbook - Start with brainstorming, mind mapping to determine your idea, artist models and your intended techniques and media. Use annotations to communicate your intentions. What are you thinking, what problems to your foresee? What skills will you need? How do you communicate your intended message? How will you know if the idea is successful?
You must provide a detailed image of what you intend to create.
You will need to plan and compose your final artwork and include day to day process recording/reflection.
You may wish to draw you ideas as line drawing and then move into shading and colour studies.
If you intend to make a sculpture you may include testing and marquette, model making.
Evidence may include Idea generation, brainstorming, compositional planning, day by day process documentation showing reflecting and refining of techniques.
You must provide a detailed image of what you intend to create.
You will need to plan and compose your final artwork and include day to day process recording/reflection.
You may wish to draw you ideas as line drawing and then move into shading and colour studies.
If you intend to make a sculpture you may include testing and marquette, model making.
Evidence may include Idea generation, brainstorming, compositional planning, day by day process documentation showing reflecting and refining of techniques.
Task 4 - 5 lessons - Criteria B Summative
Generate a Final Artwork in either 2 of 3 dimensions that communicates a narrative that related to your selected CONCEPTS and GLOBAL Context. Apply your selected media with control and understanding showing an extension of the skills and techniques that you have developed throughout the year and from previous years.
Provide a supporting statement of intended narrative.
Provide a supporting statement of intended narrative.