Year+9+Art

2012

Kiaora Koutou welcome to year 9 Art. The programme for this year is divided up into 4 major themes. Within each of those major themes the students will explore a range of technical skills, continuing to develop visual artmaking process. Key terminology relating to process and a variety of artist models and ideas will be explored throughout the year.

TERM ONE: Focus on:
 * colour theory
 * painting terms and techniques
 * major artwork - self portrait / Theresa Reihana - artist model

TERM TWO: Focus on:
 * observational drawing
 * Exploring development of 3D ideas
 * practising construction skills, paper mache
 * Major work - 3D sculpture, KAIMOANA focus. Artist model- Virginia King

TERM THREE Focus on:
 * exploring printmaking techniques - Monoprint and Woodcut
 * compositional format, and distortion
 * Major work - Wood block "STILL LIFE" print. Artist model - Phillp Clairmont

TERM FOUR Focus on:
 * researching ideas about NZ youth culture
 * use of a range of MIXED MEDIA ie. combining Drawing, Painting. Inkwork. and collage techniques in the development of an idea.
 * Artist Models -Robert Rauschenburg, Richard Killeen, Hannah Hoch.

2011 TERM ONE

YEAR 9 will begin this year by learning and practising some skills based upon THE ELEMENTS OF ART. The term will be spent exploring ideas and practical exercises related to colour theory, shape ,form, line, space and texture. The culmination of term ones work will be a painting that shows understanding and use of the Elements of art. Will put up completed works as they occurr. 9th March: The students should be nearing the end of their unit of work. At the end of term the first unit needs to be handed in for marking. They will be marked with either an ACHIEVED, MERIT or excellence in a similar system as the NCEA levels are marked. This way of marking is to help the students become aquainted with senior marking systems and the expectations. These randomly selected works illustrate colour theory and colour mixing exercises. The paintings below illustrate the students experimentation with colour mixing, painting techniques and design elements.

TERM TWO

This term the students will study the work of a NZ artist Phillip Clairmont who is well known for his very expressive and somewhat psychodelic paintings. However this term we will be observing how he executes the wood cut printmaking technique. In the first task the students will begin by looking at a range of woodcut prints by the artist, then they will analyse the markmaking techniques he has used. This will inform them of ways in which to proceed with their own woodcut print. The second task will require the students to create an observational drawing of "STILL LIFE" objects to develop an understanding of the forms they will use in a printed work. Artist model - Phillip Clairmont

2010 Kiaora Koutou, My name is Mandy Van de Klundert, Art teacher. The year 9 students have 2 (1 hour) lessons per week, for 4 terms. The Year 9 Art course is planned as a beginning to a 2 year developmental course designed to prepare the student for Art at Level 1 NCEA. Inspired by a range of Artist models, the students are set specific tasks which allow them to practise and improve their art making skills. Alongside developing a stronger skill base ,they are also required to build on an art "vocabulary".

Term 1: Students worked with their understanding of basic colour theory and understanding of complimentary colours and simple colour mixing of a range of light and dark shades. They also explored developing a range of "personal symbols which they included in a "MANDALA " painting.

Term 2: The students looked at the Still life paintings and woodcut prints created by NZ Artist Philip Clairmont. They then set about developing Observational drawings of the "classroom " Still Life. From these drawings they set about designing ieas for a "woodcut" print. This turned out to be a time consuming unit of work, and for some students very challenging. It contained a number of quite involved processes!

Term 3: The students are on the last legs of their printing process. The final cutting and then printing of their "key" block. Next week I expect them to begin their next unit of work "Ancestor Poles " This will involve the students in doing some research about their whanau. I hope you parents will be able to help! Teacher: Mandy Van der Klundert

August 4th Kiaora everyone, the yr 9 students have finished their "wood block" print and I hope that each of them will bring home the finished product! They look great and will be in their homerooms, on display, on show day.

On Monday we started another unit of work that centers around the students researching their Whakapapa / geneology. They are going to create a 3d construction that contains symbols to portray members of their whanau / family and ideas about origins. This is a large project that I expect them to take the rest of the year to complete. Their 2nd task is to create a mind map that explores their whakapapa / geneology and to then develop a range of symbols that represents the various members of their whanau / family.

Last week the students did some observational drawings of a Maori Pou pou and an American Indian totem pole. Observation of these images was to inform and inspire the student as to the way ahead.

27th August. The students have completed their designs in preparation for constructing their own polers of identity. The drawing design process has been challenging and some of ther students embraced the work with more enthusiasm than others. In each unit of work ( in art) there will always be an Observational Drawing and Design element before developing the main Artwork. As the student continues to practice these skills they will find their skill base gradually becomming stronger, as will their ability to explore and develop ideas. Sometimes the students need to understand the big picture. The skills they are developing now will help them not just to create artworks but will also help them in developing alternative and creatives ways to look at and resolve problems in other aspects of study and life. (end of lecture!!) Now the students have begun the construction process. This requires them to find ways of forming basic shapes and features of the chosen symbols they wish to use ontheir poles. This is quite a challenging aspect of the process as they must think of things in 3D. Here are some examples of poles under construction. The next step is to cover the whole form in paper mache in order to tie the whole sculpture together.