SHS2 Art And Design Studio · Semester 2 Week 5: Fabrication and Construction

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.3. By the end of the lesson, learners can:

Identify at least one societal problem in their school or community that can be addressed through a 3D artwork made with subtractive processes.
Select appropriate local materials and tools for a subtractive process (such as carving, cutting, or chiselling) based on the properties of the material and the problem being solved.
Design a 3D artwork that responds to an identified problem, producing a labelled sketch or plan showing the subtractive technique to be used.
Create a finished 3D artwork using a subtractive process, following safety procedures and demonstrating proper use of tools.
Present and explain their finished artwork to peers, describing how it solves the identified problem and evaluating the effectiveness of their process.

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Curriculum details

Strand: Creative Methodologies (Strand 2)
Sub-strand: Fabrication and Construction (2.2)
Content standard: 2.2.2.CS.2 - 2.2.2.CS.2 Demonstrate knowledge and application of subtractive processes and techniques for making 3-Dimensional artwork with local materials and relevant studio skills. 2.2.2.LO.2 Use knowledge of materials and subtractive processes and techniques to create artworks in 3- D forms.
Indicator: 2.2.2.LI.3 - Design and Create 3D artwork with local materials and appropriate tools using subtractive processes and techniques to solve a societal problem
Suggested placement: Semester 2, Week 5 (Week 25 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:

exemplars - p.78: the assessment code is printed "2.2.2.AS.2"; filed as 2.2.2.AS.3, beside 2.2.2.LI.3
Curriculum reference: NaCCA curriculum document, p. 78

Exemplars (from the NaCCA curriculum)

Problem-Based Learning: Examine the environment for problems that can be solved with 3-D artwork created using subtractive processes.
Project-Based Learning: Design and create 3D artworks using subtractive processes and techniques with local materials and appropriate tools as solutions to identified problems.

Assessment (2.2.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials: textbooks; studio manuals; equipment maintenance manuals; videos; exhibition catalogues; journals; magazines; web references; audio-visual resources; projector; antique artworks; camera; modelling; printmaking; carving; casting and assemblage tool; dyes; wax; plasticine; nylon chords; twine; fabrics; wire mesh; organdie; canvas; zinc plate; aluminium sheet; hand drills; copper wires; bolts and knots; rivets, eyelets; sand; Plaster of Paris; white cement; cement fondu; clay; wood; flip charts; TLMs on artmaking and materials and methods; posters; flyers; buntings; paintings,; drawings and illustrations