1. ONE TREE HILL COLLEGE
ART DEPARTMENT
YEAR 9 ART
One Tree Hill College
COURSE OUTLINES
ASSESSMENT SCHEDULES
STATIONARY AND COSTS

2. Year 9 Visual Arts Programme:
This is a 2 Term programme which covers the fundamentals and purpose
of making Art. Theme: Me in my Place
Objectives:
1. To give students exposure to a range of art media and disciplines
2. To encourage students to learn about OTHC Art Trust NZ Artists
3. To provide students with a strong grounding in the Principles and Elements
of Art in preparation for Year 10 Art.
Fields or Disciplines Taught:
Painting, Printmaking, Drawing, Sculpture, Design.
Learning Outcomes
Students will learn;
Respect for themselves and their peers in the diverse ethnic and cultural
environment at OTHC
The place of art in society
Practical skills in a variety of art fields or disciplines
The process of making artworks
The vocabulary of art and its meanings and how to apply them
To study and analyse artworks by artists in the OTHC Art collection.
How to apply self-expression and creativity in a variety of fields
FIELD TOPIC COVER & ARTIST MODELS TIME FRAME
DRAWING Binney, Stringer, Frizzell, Siddell, 3 WEEKS
Smither, Woollaston
PAINTING Brown, Hanly, Shine, 4 WEEKS
PRINTMAKING Pond- Eyley, Warr, Dyke, Pule 5 WEEKS
DESIGN Sloane, Shine, Scott 5 WEEKS
SCULPTURE Stringer, Maori artists 3 WEEKS
ASSESSMENT & SUCCESS CRITERIA:
Students will be assess using the following Level 3,4,5 NZ Arts Curriculum
Standards
Developing Practical Knowledge in the Visual Arts PK
Developing Ideas in the Visual arts DI
Communicating and Interpreting in the Visual Arts CI
Understanding the Visual Arts in Context UC
Marks will have NCEA Assessment Criteria grading; Achieved, Merit &
Excellence.
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3. Students will use self- evaluation sheets to determine the effectiveness of the
Unit at the end of units and will peer assess and have formative assessments
throughout the course of units studied.
Unit OUTLINE ARTIST MODELS TIME
FRAME
Intro Art Vocab (Tree): Mark, Line, Tone, Form, 2
Shape, Pattern. Week
Art Process: Design Cycle s
Colour:Wheel;Primary/Secondary/Tertiary,
Tints & Shades, Blending
Drawing Drawing: Observation focus on light Shine, 8Wee
Painting source/perspective/form: Draw from sculptures Smither, ks
‘ Keeping in OTHC – grey sugar paper/B&W/dry media Binney(Tone) Term
Cool’ Composition: Perspective, Overlapping, Amituana’i 1
Cropping, Negative/Positive, Angles/Views, Towns
balance.
Research: study of Artist Models
Print- Identity Print: Cultural patterns, Maori, Pacific, Pond Eyley, 4Wee
making Asian, European Shine ks
Research on site : Marae– Pond Eyley Maungakeikei
Cultural Patterns (kowhaiwhai & whakairo) Marae
Process: monoprint/etching
Learning Mono print
Present in collaborative grid
(Colour - Limited palette/
line/shape/repetition/pattern)
Sculpture Application of shape: working with clay Len Castle, 2week
(extensio Brickell, s
n) Stringer,
Towns
Photogra See JMarsics ‘Self Portrait’ exemplars Meganz 3
phy/Desi Use of camera/portraiture/photomontage/media
gn
Students are assessed using the Level guidelines and are able to keep their
work as a ‘Pictionary’ of the above skills. They may use this as a resource in
their future studies in art.
ELEMENTS TO STUDY VIA HOMEWORK SHEETS
COLOUR, LINE, SHAPE, TONE, TEXTURE, MARK
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4. Helen Cooper/Camilla Highfield/Kate Walker (adjusted by One Tree Hill College)
UNIT TITLE Intro Unit LEVEL 4 YEAR 9 FIELD Drawing Theory DURATION 12 hours
Assessed
STRANDS ACHIEVEMENT OBJECTIVES LEARNING OUTCOMES
/X
Students will apply knowledge of elements and principles to make Students will:
PK objects and images, using art-making conventions and a variety of  Apply knowledge of tone, implied texture, colour, shape and contrast on
techniques, tools, materials, processes and procedures observational drawings.
Students will generate and develop visual ideas in response to a  Develop ideas from observational work into a series of works.
DI variety of motivations, using imagination, observation and a study  Develop ideas from series into a final artwork
of artists’ work.
Students will explore and describe how different media influence  Explore and describe how colour, shape, contrast and subject matter
CI the communication and interpretation of ideas in their own and communicate meaning or mood.
others work.
Students will investigate the purposes of objects and images in  Analyse and apply Artist influence
UC past and present cultures and identify contexts in which they were
or are made, viewed and valued.
Addressed
Key Competencies S P T Teaching/Learning Sequence
Relating to others 1. Research: Discuss Art Vocab and Meanings and apply in Art Tree. Describe Art process and apply in flow
Management of Self chart.
Participating & Contributing 2. Research: Artist Models (using worksheets from Art Trust Collection
Thinking
3. Discuss tone, make tone scale. Markmaking Pattern (hatching, line quality etc).
Using Language Symbols &
Texts 4. Using above methods, make small pencil drawings of ideas from research of fans. Show pattern, shape.
Resources 5. Colour theory lesson and worksheet.
6. Colour samples using paint, layering and mixing colours.
colour theory worksheet, Artists’ Works from Art 7. Concepts: Make A5size pastel of basic ideas with using complementary colours.
Trust 8. Developments: Make 2- compositions of fan ideas. Combine geometric shapes (3D) with your research
of shapes, pattern interests,
9. Final: Use favourite shape/development to make A4 size card assemblage fan.
Method of Assessment Self Appraisal Peer Appraisal Teacher Assessment (attach assessment sheets)
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5. Art vocab
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