SHS2 Art And Design Studio · Semester 2 Week 9: Artefact Production

Lesson notes

Learning Objectives

Indicator: 2.3.1.LI.1 - Distinguish and record the difference between protective processes and decorative processes in artefact productions.

By the end of the lesson, learners can:

Define protective processes and decorative processes in artefact production with at least two accurate examples of each.
Compare and contrast protective and decorative processes using a structured chart that records their purposes, materials used, timing in the production sequence, and visual effects.
Analyse a given artefact and correctly identify which finishes are protective, which are decorative, and which serve both functions, justifying each classification.
Document the importance of protective and decorative processes through a short written analysis that considers durability, aesthetics, and sustainability.
Present findings from a mini-workshop on the role of protective and decorative finishes, demonstrating collaboration and clear communication with peers.

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Curriculum details

Strand: Creative Project (Strand 3)
Sub-strand: Artefact Production (3.1)
Content standard: 2.3.1.CS.1 - 2.3.1.CS.1 Demonstrate knowledge and understanding of art and design studio theory and creative methodologies for artefact production with an emphasis on designing and finishing. 2.3.1.LO.1 Apply knowledge and skills in art and design studio theory and creative methodologies to create art and design works.
Indicator: 2.3.1.LI.1 - Distinguish and record the difference between protective processes and decorative processes in artefact productions.
Suggested placement: Semester 2, Week 9 (Week 29 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.
Curriculum reference: NaCCA curriculum document, p. 82

Exemplars (from the NaCCA curriculum)

Talk for Learning: Through question and answers and class discussions, distinguish the difference between protective processes and decorative processes in artefact productions.
Project-Based Learning: In small groups, design a chart to illustrate the differences between protective processes and decorative processes.
Problem-Based Learning: Analyse and document the importance of protective and decorative processes in the creation of artworks.
Group Work/ Collaborative Learning; Project-Based Learning: In small groups, organise mini-workshops on the importance of safety, maintenance and sustainability in creating an artefact for peers.

Assessment (2.3.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: 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 tools; dyes; wax; plasticine; nylon chords; twine; fabrics; wire mesh; organdie; canvas; zinc plate; aluminium sheet; hand drills; copper wires; bolts and knots; rivets; eyelet; 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