Course outline for ISP 3

Time Distribution: Starting date-September 2020 Ending date- May/June 2021

Name of teacher: DOSU DIEG

Course title: Arts and

Date when this outline was completed:

Class: ISP3 A and B

Programme title

Art and design ISP3

Framework Learning objective Ongoing (O)

code Term ref (T1, T2, T3)

Experiencing

E.01 Encounter, sense, experiment with and respond to a wide

range of sources, including a range of art from different
times and cultures.
E.02 Explore media, materials, tools, technologies and processes.

E.03 Gather and record experiences and visual information.

Making

M.01 Learn to use a range of media, materials, tools,

technologies and processes with increasing skill,
independence and confidence.
Framework Learning objective Ongoing (O)
code Term ref (T1, T2, T3)

M.02 Select appropriate media, materials, tools, technologies and

processes for a purpose.

Reflecting

R.01 Celebrate artistic experiences and learning.

R.02 Analyse, critique and connect own and others’ work as part
of the artistic process.

Thinking and Working Artistically

TWA.01 Generate, develop, create, innovate and communicate ideas

by using and connecting the artistic processes of
experiencing, making and reflecting.
TWA.02 Embrace challenges and opportunities, working with
growing independence.

TWA.03 Review and refine own work.

Aims

- Expose the student to art forms from a cultural and historical perspective.

- Enable the student to understand, analyse and appreciate diverse art forms.

- Engage students in discussion on art practices, past, present and future.

- Discuss elements of art and principles of design.

- Engage student in research, investigation and experimentation of media, techniques and processes.

- Enable the student to communicate ideas visually.

- Enable the student to work from both primary and secondary sources.

- Enable students to develop skills and competence in making art.

 - Make the student to understand the role and function of art.

- Promote divergent thinking in problem solving tasks.

Plan

# Time Topic/ unit Content (learning Assessment Resources

distri activities) instruments to be used
NB. Some resources could be modified
bution
as learners needs arises

Topic 1 : still life/12 HOURS

*Introduction to still life art *Classroom presentation

What is a still life
1 2 and group research
*Research work; Artists and
Weeks’  Still life objects selected by
their works: Rachel Rusch, *Class workshop:
students
Juan Gris and Jacob Van individual or group work
 White paper and colored papers
Hulsdonck
*Comparing works in  Art journal/sketch book
*Still life themes and terms of composition  Video projection
Elements of a composition  Card board slides for presentation
*Quiz
*Daily drawing activities
from observation
Project: Create a still life
work (painting and
photography) according to
the theme self identity
# Time Topic/ unit Content (learning Assessment Resources
distri activities) instruments to be used
NB. Some resources could be modified
bution
as learners needs arises

2 3
Weeks Exploring of media and
techniques *Composing still life and *Teacher observation,  Camera
drawing by observation  Drawing materials: pencil, charcoal,
*Workshop activities: from
in, pastels etc.
*Painting still life: observation, from image
 Pastel or water colour
experimenting with pastel
*Daily assignments  Art journal/sketch book
and water colour
 Video projection
 Any additional resource judged
necessary by the teacher.
 Other Drawing materials

Topic 2: Identity/12 HOURS

1 4  Drawing or painting materials

How to experiment *How artist use identity to *Quiz
Weeks  Calligraphy material
identity in arts express their arts
*Class activities on sub  Painting brushes
*Artist and their works:
themes propositions  Papers
Frida Kahlo, Toyin Oih
 Arts journal
Odutola, Van Gogh *Group work; comparing
 Card board slides presentation
*Exploring self identity and different artist’s work
 Artist work projection/printed
self-portrait
*Painting and drawing
workshop, self portraits
*Class discussion and
presentation
# Time Topic/ unit Content (learning Assessment Resources
distri activities) instruments to be used
NB. Some resources could be modified
bution
as learners needs arises
*Experimenting with
2 4 Exploring media and *Drawing workshop
Weeks photograpy
techniques  Pastel, water colour or gouache
*Experimenting with *Painting workshop
 Paint brushes
painting
*Class discussion  Painting support; paper or canvas
*Experimenting with collage
 Drawing materials
*Collage workshop
 Collage materials, according to
*Students artworks students preferences
 Supports
 Artist work projection/printed
Project: Creation of a  Arts journal or sketch book
composition based on
self-identity ; process
from ideas to process.

Topic 3: Exhibition /5 HOURS

1 2 selection of works *Selection and collection of *Presentation; artists work  Artists’ works visuals
Weeks works from all class  Art journals
*Daily Assignments on art
projects  Students handout
works considering
*Arrangement of works  Visual and projections
learners individual
 Students artworks
cultures
 Artists exhibition visuals
*Students work

2 2 Presentation of work *How to write an Artist *Students individual

Weeks  Student’s handout
statement written statement
 Art journals
*Final exhibition
*Exhibition of works  Visuals
 Art books
 Exhibition visuals
# Time Topic/ unit Content (learning Assessment Resources
distri activities) instruments to be used
NB. Some resources could be modified
bution
as learners needs arises

 Exhibition halls

Assessment components

Current learning assessment: This type of assessment should happen every day during classroom activities. Whenever
learners demonstrate their current learning you can use this information to give them feedback and to inform your next steps for
them and the class.
- Assignment
- Quiz
- Class presentation
-
Summarized achievement assessment: This type of assessment happens towards the end of a period of study (for example,
unit of work, term, semester or stage). It aims to provide a summary that describes how well a learner has mastered the
knowledge, concepts and skills described in the learning objectives they have been learning over that period.
- Workshop results
- Projects
- End of semester exams
Artworks assessment:

Art journal/visual journal: Visual journals, or sketchbooks, are a central part of the artistic journey. Learners should use the
visual journal to experiment and record thoughts, ideas and reflections as they develop
Performances: The different artworks produces and media experimented during workshops
Exhibition: students are given the opportunity to present and defend their talents, creative mind to the public including
teachers, other students, and parents.
The following are the various criteria regarding the observation and evaluation when it comes to students work
 - Completion: Evidences that the work was done and completed using all the visual elements required.
- Originality: Evidences the work generates a unique or unusual idea.
- Technique: Evidences that the different techniques thought and required were applied successfully.
- Creativity: Evidences that an idea was clearly portray, develop and expressed using interesting and aesthetically pleasant
way.

Links to other subjects

Literature: like the other arts forms, literature Is an expression of individual thought and feeling achieved through a
creation process. Artist seeks to share their experiences, observations and understanding of the world through their most
suitable medium linked to a personal skill and ability.

Mathematics: at most practical level, mathematical tools have always been used in an essential way in art creation
procedure. The use of some mathematical tools to create beautiful designs realised it the architecture and decoration of
palaces, cathedrals and mosques. Mathematical transformations provide the means by which an image of form in one
surface or space is represented I another. Art is illusion and transformation is essential in the creation of illusion.

History: it is through historical and archaeological knowledge that certain types of artistic styles have been preserved
and which have influenced greatly contemporary artist.

Resources for the activities in this scheme of work

We have assumed that you will have access to these resources:
 paper, pens and pencils for learners to use
 sketchbooks
 paints and brushes, palettes
 painting and drawing surfaces
 erasers
 scissors
 viewfinders.

Other suggested resources for individual units and/or activities are described above