BOSTES | Board of Studies Teaching & Educational Standards NSW

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  • Mixed media painting
  • The Natural Environment - Disintegration/Restoration
    • Additional Information
    • Worksheet
  • City landscape
  • City as Utopia: City in Decline - Design for Sculpture
  • City as Utopia - Relief prints
  • City in Decline - Totemic Sculpture
  • Installation and Site-specific Art
  • Landscape and the Built Environment - Printmaking: Etching Print
• Areas for Assessment

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1. Years 9-10
2. Visual Arts
3. Activities
4. The Natural Environment - Disintegration/Restoration
5. Additional Information

Additional Information

View the Recording Templates for this Activity (Microsoft Word, 33 KB)

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student's work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range	A student in this range:
11-15	investigates the conventions of drawing, a range of drawing techniques and the use of tonal contrast to represent the natural world demonstrates a good understanding of how the structural frame and aspects of the conceptual framework can be used to communicate ideas about the natural world by applying visual codes considers how the organisation and arrangement of visual qualities within a grid composition can communicate a point of view about the natural world.
6-10	investigates some conventions of drawing, drawing techniques and the use of tonal contrast to represent aspects the natural world demonstrates an understanding of how the structural frame and aspects of the conceptual framework can be used to communicate about the natural world by applying some visual codes considers the organisation and arrangement of visual qualities within a grid composition to communicate a point of view about the natural world.
1-5	investigates some conventions of drawing, a limited range of drawing techniques and some use of tonal contrast to represent the natural world demonstrates a developing understanding of how the structural frame and aspects of the conceptual framework can be used to communicate about the natural world by applying a limited range of visual codes considers, with teacher support, the organisation and arrangement of visual qualities within a grid composition to communicate a simple point of view about the natural world.

Feedback

Students will be provided with ongoing oral and written feedback from the teacher. Comments will inform them about such things as their:

• application of drawing media (progresso and pencil) and tonal modulation
• organisation of visual elements in a grid composition
• use of positive and negative space, and overlapping shapes within the composition
• introduction of aspects from the built environment into the drawing which successfully communicate a point of view.

Future directions

As a result of this Activity students have investigated the structural frame to develop an understanding about drawing conventions and how material techniques can be used to represent a point of view about the disintegration and restoration of the natural environment. From this Activity learning can be further developed as students enlarge their grid composition to develop this work into a relief painting. To view an example of this finished painting click on this link: The Natural Environment - Disintegration/Restoration.

Students build a 3D relief element into their works by layering modelling compound, plaster bandage, tissue paper, impasto and found materials from nature. The cultural frame is investigated through the articulation of relationships between humanity and the state of the natural environment in the use of materials and creation of surfaces to evoke notions of disintegration and restoration.