SHS1 Art And Design Studio · Semester 1 Week 16: Thinking Studio

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.2 - Determine possible multiple forms of artworks in Art and Design that can be used to solve identified problems in society

By the end of the lesson, learners can:

Identify at least five different 3-D art and design studio tasks (such as casting, carving, weaving, modelling, welding, papier mache, assemblage, and construction) and describe the distinctive features of each.
Explain how a single identified societal problem can be addressed through at least three different 3-D art forms, giving a specific reason for each proposed form.
Work collaboratively in small groups to investigate and document real examples of 3-D art forms used as interventions for societal problems, compiling findings in a scrapbook.
Categorise 3-D art forms according to the types of problems they are best suited to solve, justifying their categorisation with reasoned arguments.
Generate and present a pictorial inventory of proposed multiple 3-D art forms that could serve as interventions for a problem identified in their own community, using both manual drawing and digital research where available.

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Curriculum details

Strand: Creative Methodologies (Strand 2)
Sub-strand: Thinking Studio (2.1)
Content standard: 1.2.1.CS.1 - 1.2.1.CS.1 Demonstrate understanding of art and design studio ideation and proposal presentations as studio tasks to solve societal problems. 1.2.1.LO.1 Use art and design studio proposal presentations and ideations as solutions for societal problems.
Indicator: 1.2.1.LI.2 - Determine possible multiple forms of artworks in Art and Design that can be used to solve identified problems in society
Suggested placement: Semester 1, Week 16 (Week 16 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

sub strand name - printed in full capitals on this year's front page and in title case elsewhere; recased to match. Printed form: THINKING STUDIO
Curriculum reference: NaCCA curriculum document, p. 41

Exemplars (from the NaCCA curriculum)

Problem-Based Learning; Group Work/ Collaborative Learning: In a group discussion, examine how particular art or design studio tasks can be used to create multiple 3-Dimensional artistic forms. Examples of studio tasks: casting, throwing, carving, weaving, modelling, welding, papier marche, assemblage and construction, etc. Problem-Based Learning; Experiential Learning: In small groups investigate and generate a scrapbook on how multiple 3-D art forms have been used as interventions for problems in some societies. Project-Based Learning; Group Work/ Collaborative Learning: In mixed-ability groups, use both the manual and digital tools to generate a pictorial inventory of proposed multiple 3-D art forms that can be used as interventions for the problem you identified in your community.

Assessment (1.2.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials: the environment; textbooks; web reference; journals; magazines; videos; flip charts; posters; flyers; TLMs on proposal writing about 2-D and 3-D art-making such as collage, photo montage painting; buntings; textile design; graphic design; printing and printmaking; photography