Art, Craft & Design
Art, Craft & Design
At St. John Bosco C.C. we follow the syllabus outlined by the Dept. of Educatin and Science in Junior Cycle. This is a three year programme.
- RECORDING - Observing, recording and describing actual appearances of visual stimuli.
- ANALYSING - Using drawing as an investigative process.
- EXPRESSING - Developing and making a personal response to VISUAL and TACTILE PHENOMENA OBSERVED.
- COMMUNICATING - Using drawing, and the learning which evolves from direct experience for further development in two-dimensional, three-dimensional studies, and support studies.
(b) Work can also include Theatre Environment e.g. Stage Set Models, Stage Sets for Puppetry etc.
(c) Intimate Environments e.g. interiors, model buildings, and imaginary environments.
(d) Outdoor Environments e.g. models, buildings, recreational areas etc.
- Specific treatment and organisation of a variety of visual elements and form in specific works.
- General concept of form
- Significance of symbolic meanings being expressed.
3. MATERIALS AND TECHNIQUES
4. PROCESS - PRODUCT
- the degree to which the learning objective has been fulfilled.
- level of Individual response·
- level of Class Group response.
6. CONTINUITY AND SEQUENCE
7. PLANNING A SUCCESSFUL PROJECT IN ART, CRAFT AND DESIGN
(b) Decide emphasis/teaching method.
(c) Plan learning situations/modules - establish starting-points. (relate to student developmental level).
(d) Plan teaching resources, e.g. materials, equipment, visual aids etc.
(e) Evaluation of the learning.
- evaluation i n progress;
- end of project evaluation - with individual students; - with class group.
- Visual enquiry - to increase perception and observational skills.
- Awareness (through first-hand experience of the Art Elements and the Principles of Design.)
- Learning to see, observe, (active purposive looking), record, emulate, explore, investigate, analyse - through the medium of drawing to develop a visual vocabulary.
- Drawing methodology - discipline of observing and drawing: contour, cross-contour, modelled (volumetric), growth-process, gesture, negative drawing, visualizing and simple mechanical projections e.g., planographic, projections, elevations, plans. Understanding - horizontal, parallel, diagonal, vertical, eclipses, optical illusion and other related visual phenomena.
- Developing drawing processes in relation to 2 Dim and 3 Dim studies.
- Experimentation with a variety of media, techniques and processes.
- Application of the learning in various planned learning experiences.
- identify, describe and analyse a problem or task and propose a solution to same
- identify and record information relevant to the task
- formulate a variety of ideas - examine feasibility of these
- construct working drawings, plans, elevations, models and prototypes where appropriate
- develop most feasible ideas which are appropriate to the solution
- implement or construct proposed solution, using appropriate knowledge, skills, techniques, equipment, material and research data
- assess and evaluate what they have made
- suggest possible ways to alter or modify the process, the solution, or both, in order to improve it
- support and justify solution(s) to a problem
- develop an understanding of the communicative function of design
- develop critical, evaluative, discriminitive aspects through Support Studies.
- Basic Principles - Camera Obscura.
- Basic Image Production.
- Camera - Basic Principles/Operations.
- The Pin-Hole Camera.
- Making and using a simple pin-hole Camera for use with B&W or Colour Film can be a most practical and effective introduction to photography as it embodies almost all the basic principles involved.
- Basic processing of film and prints can be undertaken without the use of sophisticated darkroom facilities. Where no facilities are available exposed film can be processed commercially and resulting negatives and positives used for further development and learning.
These images can be created without the need for a camera or enlarger and give enormous scope for creative work and can extend to all areas of Art, Craft, Design, particularly in the areas of Visual Recording, Investigative Work, Research and Graphics.
- Students can be taught how to use simple cameras for relevant research and produce prints, photograms, contact and optical images by employing a variety of processes.
- History/Invention of Photography.
- Camera Obscura.
- Effect of Photography on Artists.
- Photograms and Photomontage (Dadaists, John Heartfield - AntiNazi Posters, ManRay (Solarization).
- Uses of Photography - Graphics, Printing, Industry, Science, Medicine, Advertising, etc.
- Study of Basic Visual Grammar - Composition, Meaning etc. Communication of ideas through Photography.
GRAPHIC DESIGN AND DISPLAY
- Packaging (involving Record Sleeves, Cartons, Boxes, Bags, Video Covers etc.)
- Screen Printing
- Strip Cartooning
- Graphic Design
- Two-Dim. Textiles - Dyed and Printed Fabrics.
- Sequential Imagery - e.g. depicting every day operation in visual terms. Assembly of a Component. Construction of a Toy, etc. in the form of charts, diagrams. Storyboards and Illustrations etc.
- Modern Advertising and Visual Communication.
- Manipulation of Images - Clarity, Distortion, Meaning, Psychology etc.
- Reproduction - Printing Processes.
- Origins of Ideas - influences.
- Collection of Source Material - Packaging, Posters, Adverts, Prints, etc.
- Display and Presentation.
ART, CRAFT, DESIGN - SYLLABUS PLANNING
- the syllabus - the selected content to be taught;
- the method of teaching - the way the content is organised into learning situations.
Considerations in syllabus planning
- Relate the aims in the syllabus to the work you do in your Department/Art Room, to your own work situation and to the availability of facilities, resources and time allocation.
- Identify areas which are additional to those already established in your programme and identify areas which may need more emphasis.
- Establish how the aims relate to your particular situation.
- Study the objectives, which are the working units by which the aims are achieved·
- Identify all the situations related to the objectives and which are possible for you to implement over the first, second and third years of the course.
- Make decisions as to those areas of emphasis which you can effectively implement.
- When this is completed consider the overall balance of emphasis in your planned programme.
|EXEMPLAR A - "The Natural Environment"||SYLLABUS MODULE (ONE TERM)|
|OBJECTIVES||To develop - personal response to a stimulus. Observational skills. Recording analysis. Use of a variety of media.||Work from memory, imagination and direct observation.||Making, manipulating and developing images.||To acquire the basic techniques involved in working with clay.|
|STARTING-POINT||Using the natural environment as a resource for learning.||Seasonal - time of year||Development of previous work.||Exploration of material.|
|LEARNING EMPHASIS||Line, shape, texture, pattern, colour.||Development of idea - composition/organisation||Process - positive and negative.||Shape and form.|
|APPROACH||Develop a number of approaches and working methods - observing, drawing, recording of texture, pattern, colour.||Develop ideas using previous learning as part basis.||Using found objects from the natural and man-made environment.||Recording of textures - impressed, incised and built.|
|RESOURCES||Collection of materials.||Work already done and further appropriate research||As above - found objects, and man-made objects.||From previous work and its development.|
|SUPPORT STUDIES||Understand and appreciate the drawings of early man.||Artists' response to the environment.||Visit to a printers.||Early sculpture.|
|EXEMPLAR B - "The Home Environment"||SYLLABUS MODULE (ONE TERM)|
|DRAWING||THREE-DIM. STUDIES||TWO-DIM. STUDIES|
|OBJECTIVES||Sustain projects from conception to realisation||Use of 3D processes of additive, subtractive and constructional form-making in expressive and functional modes.||Use and understand the Art and Design elements.|
|STARTING-POINT||"Home Environment".||Previous drawings and research and response to support studies.||Architects Drawings. House Plans. Paintings of house/dwellings.|
|LEARNING EMPHASIS||Research, observation, recording, structure, space, function, colour, texture, line, form, shape.||Inventive use of found materials.||Space, shape, colour.|
|APPROACH||Drawings/Research - as a collection of information leading to subsequent work also.||Expressive/Emotional response to a given theme.||Using two-dim, media. Organisational/compositional aspects.|
|RESOURCES||Slides/Images (emphasison structure and space)||Three-dim materials and previous work||Two-dim materials and previous work.|
|SUPPORT STUDIES||Architecture/Shelter. The habitat of living forms. Visit to a building site.||Structures and building methods e.g. Corbellings||Visual references relating to houses (compile scrapbook).|
|EXEMPLAR C - "Consumer Studies"||SYLLABUS MODULE (ONE TERM)|
|GRAPHIC DESIGN||PRINT-MAKING||LETTERING||THREE-DIM. STUDIES|
|OBJECTIVES||To understand, interpret and evaluate as a consumer aspects of contemporary culture and mass media.
Use the core 2D processes in making, manipulating and developing images, using lettering with images in expressive and communicative modes.
|As in Graphic Design.||As in Graphic Design
Understand relevant scientific, mathematical and technological aspects of Art, Craft, Design
|Use the three-dim. processes of constructional form-making in expressive and functional modes.|
|STARTING-POINT||The student and consumer goods.||Appropriate design process-printing.||Logo typeface.||Construction.|
|LEARNING EMPHASIS||Colour, pattern, style, shape, balance.||Basic layout/visual dynamics.||Basic shapes of each
letter-styles in typography.
|3D in motion.|
|APPROACH||Analysis of starting-points.
Basic design process.
|Stencilling - using sponge and cut card.||Basic alphabet - capitals.||Construction of mobiles based on geometric shapes as in Graphic Design.|
|RESOURCES||Video, advertising. Collected examples by students.||Printing inks, papers rollers.||Grids, geometric instruments, graph paper. Instant logo types.||Cardboard, wire, cardboard tubes, nylon.|
|SUPPORT STUDIES||Poster design/advertising.||Posters as before. Printing Methods - colour separation. The Bauhaus.||Lettering/Catalogues||Mobiles in Advertising.|
|EXEMPLAR D - "Learning Content"||SYLLABUS MODULE (ONE TERM)|
|EMPHASIS||To develop a personal response to a stimulus. Ovservational skills. Recording and Analysis. Use of a variety of media by using the natural environment as a resource for learning.||WORK from memory. Imagination and direct observation using previous learning - a basis for developing work based on the time of year - seasonal.||Making, manipulating and developing images. (Based on previous work).|
|LEARNING||Study of the principle Art elements - Line, Shape, Pattern, Texture, Colour. Dev. of concentration, observing skills, research skills.||Developing Ideas - Composition/organisation. Basic principles of Colour. Colour Mixing.||The printing process - pos. & neg. aspects. Relief, Intaglio, Stencil, Litho.|
|SUPPORT STUDIES||Study of the drawings of Early Man.||Responses of artists to their environment.||Visit to a Printers.|
|DEV. OF SKILLS/PRACTICAL WORK||Observing, Selecting, Recording, Drawing, Use of Media/Techniques.||Develop basic working knowledge of colour. Primary, Secondary, Tertiary.||Printing - using found objects from the natural and man-made environment.|
|RELATE TO OBJECTIVES||1, 2, 3, 6, 7, 8, 10, 11||1, 2, 3, 6, 7, 8, 10, 11, 12||4, 6, 7, 8, 10, 11, 12|
EXEMPLAR E "Support Studies" SYLLABUS MODULE
- OBJECTIVES - Understanding the Historical, Social and Economic role and value of Art, Craft, Design. Relate this to Aim 2, 6.
- STARTING-POINT - Theme - Man's Inhumanity to Man.
- LEARNING EMPHASIS - To research, investigate and understand how and why artists have responded to above and similar themes.
- APPROACH - Looking at the work of artists. Developing students own idea in relation to startingpoint in two and three-dimensions.
- RESOURCES - Film-strips, slides, visuals, newspapers, T.V. etc.
- SUPPORT STUDIES - Study of work by Goya, Picasso, Kolwitz, Rodin.
- Aim - Statement of the general outcomes one wishes to achieve.
- Concept - A general notion or idea.
- Content - Information, description of events, processes, techniques or problems, associated with a particular segment of man's knowledge or experience together with the media and materials used in pursuing them.
- Contour - A line which describes the outer edge, the boundary of a form or mass.
- Core - Central part.
- Elements of Art - Line, Shape, Colour, Texture, Tone, Space, Pattern.
- Gesture Drawing - A drawing which attempts to express the essential movement of a figure or form.
- Graphic Art - Artwork for printmaking and photography.
- Method - Teaching/learning strategy.
- Module - Learning unit.
- Motivation - Induces a person to act.
- Objectives - Directives/directions formulated to achieve the general aim - but more precise than aims.
- Perceive - Apprehend with the mind, observe, understand.
- Principle - Root, source or origin of that which is fundamental - the essential nature or theoretical basis.
- Process - Progress, course, method of operation.
- Procedure -A mode of conducting activities.
- Product - Thing produced by natural process or manufacture.
- Sequence - Succession, coming after or next - set of things that belong next to each other in some form of order.
- Spatial - Of space.
- Stimulus - Thing that rouses to activity or energy.
- Strategy - Plan.
- Synthesis - Putting together - combination.
- Symbol - In art, a construction that stands for something, material or immaterial, apart from itself.
- Tactile - Perceived by sense of touch.
- Unity - A completeness that is achieved when all of the visible elements in a work of art are in harmony with the interacting principles of visual organisation.
- Variety - One of the principles of visual order - the use of diversity as a means of attaining visual interest.
- Visual Meaning - An expression which is embodied effectively in a visual rather than a verbal statement.