Albany Senior High School/Curriculum plans/Visual Arts

Curriculum Plan for Visual Arts

Vision

At Albany Senior High School

• we nurture each other
• we inspire each other
• we empower each other

How will we contribute to the realisation of the school’s vision?

• The Visual Arts at Albany Senior High School enables individuals to engage fully in a creative environment and develop practical knowledge in the arts. Students will respond, reflect and critically contribute a depth of understanding whilst celebrating a sense of identity and self-expression through their art.
  

Values:   How will we affirm and promote the school’s values?

We will promote excellence in all we do through:

•   Exceed expectations for our students and ourselves
•   Commitment to the visual arts and life-long learning.
•   Learning together within a supporting and nurturing environment.
  

We will promote excellence in all we do through:

•   Exceed expectations for our students and ourselves
•   Commitment to the visual arts and life-long learning.
•   Learning together within a supporting and nurturing environment.

We will develop warm, mutually respectful relationships through:

• Getting to know our students and being responsive
• Love of learning for Visual Arts.

Families as a part of our learning commmunity through:

• Open door policy
• Exhibitions and open evenings. Eg A Walk of Art
• Developing a culture that celebrates Visual Arts.

Fairness, openness, honesty and trust through:

• Maintaining opportunities for discussion, evaluation and reflection within the classroom
• Being approachable and consistent
• Establishing strong relationships with students to nurture, empower and inspire.

Learning together and making decisions together through:

• Investigating artworks, group critiques and presentations.
• Student peer assessment.
• Inspiring independent students to respond and critque.

Using evidence and reflection to make decisions through:

• NZQA exemplars and up to date assessment schedules.
• Continuous conversations with students to feed forward.
• Using formative assessment and effective milestones.

Curiosity and enquiry, creativity and innovation through:

• Modelling passion and excitement for visual arts.
• Practising art ourselves
• Making connections between students' interest and course content
• Offering a variety of visual art disciplines.

Protecting and enhancing the environment through:

• Being conscientious of paper waste.
• Using recycled materials where possible and including these in art making processes.
• Sustainability in all that we do

Contributing to our local and Global communities through:

• Student exhibitions and community dialogue
• Using open source programes, developing e-portfolio, moodle and wiki's
• Links with the wider Albany community
• Understanding art in context and arts in the relation to social and cultural setting.

Diversity that enriches our learning community through:

• Acknowledging contemporary and historical art making from a range of different cultures
• Researching art and artworks from individual traditions and context
• Celebration of diversity and identity through self-expression.
• Creating multi-cultural art which can be displayed in our learning communities

Maori as tangata whenua of New Zealand through:

• Research of art and artworks from Maori and European traditions and their context
• Acknowledgement of the bi-cultural heritage of art-making in Aotearoa and ensure that the uniqueness of Maori art is recognised and valued.
• Mentoring and reflection with students to help develop deeper understanding.
• Use Artist Models which are Maori and European and look at ways bi-culturalism is used and displayed visually - documents history

Expectations

Expectations for teaching and learning including embedding ICTs

1. How will our teaching and learning meet the school’s expectations for 21st century pedagogy based on current research?

Aligned with the ASHS teaching portrait and school curriculum and assessment policy How will we ensure students: Know what they are learning and why? Transparency Clear expectations, assessment procedures, deadlines, following of NZQA and NCEA guidelines on assessment and re-assessment Using split screen: make the what and the why of learning explicit to students. Reflection and questioning Making learning relevant Connect learning to real life situations? Artists in residence Artist talks and practical workshops Impact projects. Community advisers Establish links with other schools Practicing art ourselves Have multiple opportunities to build on existing knowledge? Impact projects to develop core passions Online blogs and wiki's to document learning and show real life evidence of learning. Cross-curricular links between specialist subjects. Prior knowledge Examine and use new knowledge? Peformativity Collaboration Research Cross curricular Being responsive and resilient Have time to reflect on their learning? Ask the right questions. Respond and reflect to critiques Formative assessment Student evaluation Visual diary. Tutorials Know what they are learning and why? Connect learning to real life situations? Have multiple opportunities to build on existing knowledge? Examine and use new knowledge? Have time to reflect on their learning?

2. How will our assessment promote effective learning?

<< Aligned with the ASHS school curriculum and assessment policy>> To promote student skill in self approval and self advocacy through the use of e-portfolio's, critique blogs and documentation of work digitally. To promote personal excellence in performance both in classwork and for recognition. Appropriate ways to respond to the artworks of others and encourage a variety of ways in which to evaluate art. Understanding context and the bigger picture. Clear expectations, assessment procedures, deadlines, following of NZQA and NCEA guidelines on assessment and re-assessment Use of NZQA exemplars Community advisors Blogs and online feedback

3. What does an effective 100-minute lesson look like?

Group discussions Practical demonstrations teacher directed. Practical demonstrations student directed. Student response. Individual work. Teacher one on one Peer tutoring Whole class working at the same time. AKO Differentiation - students divided into groups in show different levels. How will we cater for difference? Opportunities for students to share their perspectives built into lessons. Student diversity, culture and identity can be explored through endless opportunities in art. Extension units to challenge students Individual courses structured around students needs. Art teachers need to be flexible in their approaches to teaching art to be responsive to students individual learning style. How will we identify and address students at risk of not achieving? Through close student/teacher relationships. Monitoring of progress through individual profiling Observations Communication with teachers, parents and staff. Being consistent on KAMAR Red flagging Gifted and talented students? Selection and use of extension resources, materials and media Use of the visual diary to as ‘a place’ for higher level thinking, research and critical questioning Opportunities for Education outside of the classroom such as gallery visits Opportunities to experience and respond to visiting artists Tasks specifically written with extend able boundaries Communication, conversation, dialogue, discourse, discussion Responsitivity How will we know about our students prior knowledge? Links between classes and tutorials Flexibility in units based on prior knowledge. Establish connections with AJHS

Key competencies

How will we develop each of the key competencies in the learning area? How will we promote the split screen? These are a means and an end.

Thinking Will be developed through the use or art journals in which students can use it as an independent thinking tool for self-expression, research, reflection and creative thinking. Students will have the opportunity to think outside the box in group discussions and critiques, which they can think creatively to create new ideas and solutions. Student evaluation, prior knowledge, conceptual thinking will help students develop deeper understanding and a celebration of the arts. Students will be able to link ideas in a sequence of related works and be able to reflect and resolve through creative thinking. Making decisions and problem solving. Managing self Is incorporated into Visual Arts through the use of the visual diary. Assessment making sure deadlines are meet and time is managed effectively. Helping with organising time frames where students learn to manage time and work individually Performativity and learning as inquiry. Students will learn to work independently and manage their resources, materials and equipment. Use of language, symbols and text Through the use of the Visual diary and individual artwork. Learning from established practice,artist models and art movements Visual literacy's where students apply a range of knowledge from established practice using appropriate processes and procedures. Read and interpret art. Relating to others Group work, class discussions, impact projects, tutorials. Self-expression, presentations, reflection, class critiques. Students also identify and analyse works of art together and evaluate ideas and different ways art can convey meaning. Participating and communicating Creating an environment in which students have the opportunity to talk about art, respond and reflect. Students also have time to demonstrate, guide lessons showing responsitivity, prior knowledge and authentic learning being key. Engage in class activity.

Curriculum design

What do we want our students to learn and/or develop? 

<<Matrix of AOs and indicators from the curriculum and the standards that will support their development Course design template Exemplar of a course

Quality assurance

How will we ensure that standards are transparent, clear, reliable, valid and fair?

<<See NZQA Teachers’ Handbook>>

Self review

What data will we collect and how will we use it?

<< See data plan >>