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This Festival of Music Cover Design Webquest has been created for South Australian students in Years 5-7 by Catherine Almond. The Webquest is designed to be undertaken over at least one school term (ideally in Term 3, when the new repertoire has been finalised). The task of designing a cover for the Festival of Music is broken in to six assignments:
Process 2 (Analysis) - Create a PowerPoint presentation with at least two previous Festival of Music covers and one paragraph analysis for each previous cover, using the language of the elements of design.
(Due end of Week 2, Term 3)
Process 3 (Research) - Compile images based on the themes from at least two songs from the 2014 repertoire with at least five images per song. Research different fonts that could be used for the title in their cover.
(Due end of Week 4, Term 3)
Process 4 (Ideation) - In their art book, use at least four pages to sketch ideas for their design, using the images found during the research stage as inspiration.
(Due end of Week 6, Term 3)
Process 5 (Drafting) - Create three completely different cover designs as drafts in their art book or on A4 paper. (Due end of Week 8, Term 3)
Process 6 (Final Piece) - Create a good quality, final copy on A3 Portrait orientation page.
(Due beginning of Week 1, Term 4)
Process 7 (Evaluation) - Write a 150 word evaluation on their design and the process.
(Due end of Week 1, Term 4)
Click here to see the assessment rubrics for each process.
By the end of the Unit of Work, students will create a well thought out design for the cover of the Festival of Music book and learned about the design process. They will understand that research is required into previous designs and also into the themes and imagery of the new repertoire to succeed in their design. They will practice ideation and learn that their first attempt is not necessarily going to be their best work and that persistence is the key when being a designer. They will collaborate with their peers during the design process and write an evaluation reflecting on their successes and thinking about what they would do differently during their next design process.
Process 2 (Analysis) - Create a PowerPoint presentation with at least two previous Festival of Music covers and one paragraph analysis for each previous cover, using the language of the elements of design.
(Due end of Week 2, Term 3)
Process 3 (Research) - Compile images based on the themes from at least two songs from the 2014 repertoire with at least five images per song. Research different fonts that could be used for the title in their cover.
(Due end of Week 4, Term 3)
Process 4 (Ideation) - In their art book, use at least four pages to sketch ideas for their design, using the images found during the research stage as inspiration.
(Due end of Week 6, Term 3)
Process 5 (Drafting) - Create three completely different cover designs as drafts in their art book or on A4 paper. (Due end of Week 8, Term 3)
Process 6 (Final Piece) - Create a good quality, final copy on A3 Portrait orientation page.
(Due beginning of Week 1, Term 4)
Process 7 (Evaluation) - Write a 150 word evaluation on their design and the process.
(Due end of Week 1, Term 4)
Click here to see the assessment rubrics for each process.
By the end of the Unit of Work, students will create a well thought out design for the cover of the Festival of Music book and learned about the design process. They will understand that research is required into previous designs and also into the themes and imagery of the new repertoire to succeed in their design. They will practice ideation and learn that their first attempt is not necessarily going to be their best work and that persistence is the key when being a designer. They will collaborate with their peers during the design process and write an evaluation reflecting on their successes and thinking about what they would do differently during their next design process.
Year 5 and 6 - Australian Curriculum - The Arts (Visual)
Year 5 and 6 Achievement Standard
By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making.
Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how the display of artworks enhances meaning for an audience.
Content Descriptions and Elaborations
Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making.
Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how the display of artworks enhances meaning for an audience.
Content Descriptions and Elaborations
Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAM114)
- selecting and manipulating combinations of materials and technique
- exploring cross-media effects and characteristics of representation when making artworks inspired by observation or imagination, for example, Aboriginal and Torres Strait Islander art from the local community, graffiti art, graphic design, or manga art
- considering viewpoints – materials and technologies: What is the artwork made of? How does the choice of material enhance the audience’s understanding of the artist’s intention? What made you want to touch this sculpture?
- trialling different ways to represent views, beliefs or opinions in their artworks in response to exploration of how artists communicate their views, beliefs and opinions through ar
- making aesthetic choices about representation and being able to explain their choices describing the visual conventions and processes
- enhancing and practising their art making skills in using a range of materials and technologies
- making informed choices about using various combinations of representational elements appropriate for a concept, theme or subject matter, for example, combining realistic drawing skills with an appropriated image from the past to create new meaning
- evaluating the characteristics of their work that are more successful, and work to improve their knowledge and skills from this reflection
- identifying reasons for the range of audience interpretations of the same artwork, for example, Considering viewpoints or the conceptual approach of the artwork
- recognising and evaluating how culture, gender, age, time and place, among other factors, impact on how an audience reads an artwork, for example, comparing the response of different age groups
- Considering viewpoints – societies and cultures: For example – What clues in the artwork tell us where it was made, who made it, and why? What artworks are you familiar with? Which style of artwork represents your community? How would you represent your neighbourhood?
- reflecting critically on how effectively their ideas or feelings have been expressed in their own artworks, and that of others
- presenting their artworks using internet-based technologies, including social media
- making discerning judgments about how they work as an artist, and what and why they design and create, using appropriate visual conventions, for example, a sculpture that expresses movement
- Considering viewpoints – critical theories: For example – Compare these paintings (one from India, one Australian). What do you recognise? What do you understand? What is new?
- Considering viewpoints – meanings and interpretations: For example – What is this artwork about? What visual conventions have been used to convey meaning? How did the artist represent their subject matter? How does the artwork reflect the artist’s perspective about the environment? How did the audience react to the artwork when it was first displayed?
- analysing how symbolic meaning or metaphor is constructed in their own artworks and artworks of others
- Considering viewpoints – evaluations: For example – Did it make you think more seriously about the issue? Did the rest of the class understand your message?
Curriculum Links - SACSA Art Curriculum (Arts Practice)
Key Idea: Students draw from thought, imagination, data and research, and the examination of social and cultural issues, to demonstrate personal aesthetic preference, and provide imaginative solutions and artistic responses to ideas and issues.
Outcome 3.1 (Year 6) Uses thought, imagination, research and experimentation to create/re-create arts works within each arts form that convey meaning about issues within their community.
Outcome 4.1 (Year 7) Explores arts practice and knowledge of style, form and genre, to create/re-create arts works within each arts form that present imaginative solutions and responses to ideas and issues.
Key Idea: Students develop knowledge of the styles, forms and conventions of each arts form; refine arts skills; apply appropriate techniques; explore, plan, organise and employ both creative and abstract thought in the production of arts works.
Outcome 3.2 (Year 6) Selects, plans, and constructs arts works within each arts form using appropriate combinations of skills, techniques, processes, conventions and technologies.
Outcome 4.2 (Year 7) Selects from, adapts, combines and refines appropriate conventions and technologies to create/recreate arts works that purposefully convey meaning and address intended function.
Key Idea: Students develop their capacity to interact effectively with people from a diversity of interests and abilities. They learn to work as individuals and as members of production/performance teams and to assume specific roles and responsibilities in the development and production of arts works which achieve particular responses from audiences/viewers.
Outcome 3.3 (Year 6) Works as an individual or in groups to present/perform arts works from each arts form that demonstrate an awareness of social, ecological and/or cultural issues to particular audiences/viewers.
Outcome 4.3 (Year 7) Works as an individual or in groups to refine and shape presentations/performances for a specific purpose and for different groups of audiences/viewers.
Key Idea: Students learn to distinguish different genres and styles associated with the different arts forms. They employ processes for analysis and interpretation of style, genre and form of arts works, and communicate both reasoned and personal viewpoints in response to arts works.
Outcome 3.4 (Year 6) Recognises different genres and styles, features and conventions of performance/presentation in each arts form, and uses appropriate arts language to articulate understanding and reflect personal preferences.
Outcome 4.4 (Year 7) Describes the purpose of a diversity of performances and presentations, recognises the values and beliefs embedded within each, and uses specialised arts terminology to communicate and explain personal preference.
Outcome 3.1 (Year 6) Uses thought, imagination, research and experimentation to create/re-create arts works within each arts form that convey meaning about issues within their community.
Outcome 4.1 (Year 7) Explores arts practice and knowledge of style, form and genre, to create/re-create arts works within each arts form that present imaginative solutions and responses to ideas and issues.
Key Idea: Students develop knowledge of the styles, forms and conventions of each arts form; refine arts skills; apply appropriate techniques; explore, plan, organise and employ both creative and abstract thought in the production of arts works.
Outcome 3.2 (Year 6) Selects, plans, and constructs arts works within each arts form using appropriate combinations of skills, techniques, processes, conventions and technologies.
Outcome 4.2 (Year 7) Selects from, adapts, combines and refines appropriate conventions and technologies to create/recreate arts works that purposefully convey meaning and address intended function.
Key Idea: Students develop their capacity to interact effectively with people from a diversity of interests and abilities. They learn to work as individuals and as members of production/performance teams and to assume specific roles and responsibilities in the development and production of arts works which achieve particular responses from audiences/viewers.
Outcome 3.3 (Year 6) Works as an individual or in groups to present/perform arts works from each arts form that demonstrate an awareness of social, ecological and/or cultural issues to particular audiences/viewers.
Outcome 4.3 (Year 7) Works as an individual or in groups to refine and shape presentations/performances for a specific purpose and for different groups of audiences/viewers.
Key Idea: Students learn to distinguish different genres and styles associated with the different arts forms. They employ processes for analysis and interpretation of style, genre and form of arts works, and communicate both reasoned and personal viewpoints in response to arts works.
Outcome 3.4 (Year 6) Recognises different genres and styles, features and conventions of performance/presentation in each arts form, and uses appropriate arts language to articulate understanding and reflect personal preferences.
Outcome 4.4 (Year 7) Describes the purpose of a diversity of performances and presentations, recognises the values and beliefs embedded within each, and uses specialised arts terminology to communicate and explain personal preference.