The World Around Us · SHS3 Art And Design…

Lesson notes

Learning Objectives

Indicator: 3.2.1.LI.2 - Differentiate between 3D, 4D, and 5D art forms.

By the end of the lesson, learners can:

Define 3D, 4D, and 5D art forms and state at least one distinguishing feature of each.
Compare and contrast 3D, 4D, and 5D art forms using a table or diagram, identifying differences in dimension, time, and interactivity.
Classify given examples of artworks (including virtual platforms and digital experiences) into 3D, 4D, or 5D categories with reasons.
Create a simple avatar or virtual representation of themselves and explain which dimension it belongs to and why.
Articulate in a short class discussion how 3D, 4D, and 5D art forms connect to the technology-based art and design works studied in the previous week.

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Curriculum details

Strand: Aesthetics and Criticism (Strand 2)
Sub-strand: The World Around Us (2.1)
Content standard: 3.2.1.CS.2 - 3.2.1.CS.2 Analyse and categorise technology as indigenous to art and design in 20th - 21st Centuries. 3.2.1.LO.1 Appreciate and contribute to debates on material responsibility, and emerging advocacy issues in art. 3.2.1.LO.2 Ability to articulate technology as essential to the making of art and design in the 20th - 21st Centuries.
Indicator: 3.2.1.LI.2 - Differentiate between 3D, 4D, and 5D art forms.
Suggested placement: Semester 2, Week 2 (Week 22 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. 120

Exemplars (from the NaCCA curriculum)

Managing Talk for Learning:
- In small groups, investigate the relationships between actual place, and simulated places (cyber-space and virtual platforms) as design concepts for class presentations.
- Examples: Virtual Universe, Virtual travel, Interactive virtual tours, Virtual museums and galleries, Metaverse, Second life, Avatars, Decentral and, game-spaces, etc.
Experiential Learning:
- Embark on virtual tours and visits to, or watch videos of different virtual platforms, and record experiences for class discussion.
- Examples: Virtual museums and galleries, Cities, Metaverse, Second life, Avatars, Decentral and, gaming platforms, etc.
Building on What Others Say:
- Share individual experiences of the virtual tours and visits or watching videos of different virtual platforms in class discussion.
Experiential Learning/Project-based Learning:
- In convenient groups, investigate the possibilities of participation (as citizen, emigrants, gamers, tourists, trades, etc) in different virtual platforms and create avatars for participation (as citizen, emigrants, gamers, tourists, trades, etc) in different virtual platforms.

Assessment (3.2.1.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
- Magazines
- Journals
- web references
- projector
- computer
- LCD Screens
- flip charts
- audio-visual gadgets
- videos
- TLMs on internet-based media, crypto collectibles, cryptocurrencies, crypto art, NFTs, blockchain art, aesthetics and criticism
- Posters
- Flyers
- Buntings
- Paintings
- Sculpture
- drawings and illustrations
- TLMs on human geography, environmental issues, gender politics, 21st century ethnicities, aesthetics and criticism