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YEAR 7 ASSESSMENT TASK COVER SHEET
UNIT: Landscape Painting
TEACHER :Mrs Booth, Ms Staniforth, Ms Scott
DATE OF ISSUE:
Week 5
DUE DATE: Week 9
TASK NUMBER:
1
WEIGHTING:
20%
PROCEDURE FOR SUBMISSION/COMPLETION:
NATURE OF TASK:
Students who are absent or do not submit the task on or by the due date must
complete the section below. Failure to provide a valid reason for nonsubmission / completion of the task will result in the following:
[Refer to the Assessment Handbook]
1 day late - 25% penalty of the total value of the task
2 days late - A mark of zero
STUDENT NAME:
HOMEROOM:
I declare that the work submitted is my own.
______________________________
Student’s Signature
-----------------------------------------------------------------------------------------------------------------ABSENCE/NON-SUBMISSION/COMPLETION OF TASK
DATE OF SUBMITTING TASK:
REASON FOR LATE SUBMISSION/COMPLETION:
PARENT SIGNATURE:
DATE:
-----------------------------------------------------------------------------------------------------------------CLASS TEACHER SIGNATURE:
DATE
Page 1
YEAR 07 ASSESSMENT TASK COVER SHEET
SUBJECT:
Visual Arts
TEACHER:
Mrs Booth, Ms Scott, Ms Staniforth
TASK NUMBER: 2
WEIGHTING: 20%
DATE OF ISSUE:
Week 5, Term 1, 2011
DUE DATE:
Wednesday Wk 9 2011
PROCEDURE FOR COLLECTION:
VAPD handed directly to your teacher
FORM OF TASK:
Research and VAPD
NAME
RECEIVED
Page 2
COMPLETED
Year 7 Visual Arts Assessment:
Landscape painting
Description of task:
This assessment task is in FIVE parts. Read carefully through each section and check
thoroughly before you submit your work to ensure that you have completed all parts
appropriately. Your teacher will guide you through each of the sections in class.
Aspects of this assessment task will
require you to use online
technologies. You will be provided
with some lesson time to work on this
task.
Please see your teacher for any extra
assistance that you need in
understanding and completing this
assessment task.
Resources to assist you with this task
can be found at:
Years 7 Visual Arts page on R.E.A.L.
Artworks on this page
‘Bailed up’ by Tom Robert & ‘Down on his
luck’ by Frederick McCubbin
Page 3
Section 1: Glossary of Words
Investigate and hand write in the spaces provided below, the meaning of the following words
in regards to painting.
Landscape
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Realism
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Impressionism
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Expressionism
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Pointillism (also known as Divisionism)
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Abstract
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En Plein air
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Texture
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Marks:
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/8
Section 2: European Masters
The images below are paintings that all use landscape as the subject matter.
However, the way the artists have represented the landscape and their use of colour and
brush strokes are very different.
In section 1, you found out the meanings to the following words;
Impressionism, Expressionism, Pointillism and Abstract.
Look at the paintings below and identify what style (using the words above) each painting
represents and describe the use of paint/brush strokes in each artwork.
La Grande Jatte by Georges Seurat
Painting style ____________________________________
Describe the use of paint/brush strokes in this artwork
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Cathedral at Venice by Claude Monet
Painting style ____________________________________
Describe the use of paint/brush strokes in this artwork
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Starry Night by Vincent Van Gogh
Painting style ____________________________________
Describe the use of paint/brush strokes in this artwork
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Page 5
Castle and Sun by Paul Klee
Painting style ____________________________________
Describe the use of paint/brush strokes in this artwork
________________________________________________
________________________________________________
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________________________________________________
________________________________________________
Marks:
/8
Section 3: Heidelberg School
Read the text below about the Heidelberg School and answer the questions that follow.
The first important art movement in Australia was the 'Heidelberg School'. Today, the term
refers to a number of artists who painted scenes 'en plein air' (in the open air) of Australia,
particularly in Melbourne and its surrounds.
The 'Heidelberg School' refers to a group of painters and the artworks that they produced.
The term Heidelberg School originated in July 1891 when visiting American art critic Sidney
Dickinson, wrote a review of an exhibition of paintings by Walter Withers and Arthur
Streeton.
'Both these artists are of that practice which may be called, for purposes of
distinction, the "Heidelberg School" for their work has been done chiefly in this
attractive suburb, where, with others of like inclination, they have established a
summer congregation for out-of-door painting.'
Sidney Dickinson in The Australian Critic, 1 July 1891
Their works are celebrated today because they were among the first artists, and some of the
most effective, to realistically depict the harsh beauty of the Australian landscape. The
country was an inspiration to them and together they produced a large volume of work
showing people, places and landscapes using 'impressionist' techniques that used quick,
broad strokes to capture the light and colour they saw as they painted.
When European artists first began recording their impressions of the Australian landscape,
many of their images were quite similar to scenes common to England. For many decades,
Australia was seen by many in terms of what it wasn't.
It wasn't a soft and gentle land; the trees and plants weren't the same; and it wasn't a
landscape that had been farmed and tamed for centuries. To the eyes of many new
immigrants, Australia was lacking in that it did not have the attributes of the countries they
had left. Everything about Australia was different and as artists struggled with these new
and often harsh vistas (landscapes), they painted what they knew, and knew they could
paint well. As a result, the Australia of the early nineteenth century is often one of park-like
green hills and bubbling streams bathed in a gentle light.
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In the 1880s, there was a rising nationalistic sentiment in the lead up to the
centenary of white settlement in Australia, with debates about federation. Artists
were encouraged to recognise and celebrate the unique qualities of the Australian
landscape that made it so different to European landscapes.
The artists who formed the Heidelberg School were actively committed to creating an
'Australian' art where local character, colours, people and landscapes were captured on
canvas. Impressionist and naturalist painting was studied and admired by Heidelberg artists
and these approaches were used to depict realistic Australian scenes.
Rather than the pale light that European artists were familiar with, Heidelberg School artists
painted landscapes and scenes that glowed with the bright, blinding light of an Australian
summer.
Answer the follow questions based on the text you have read about the Heidelberg school.
1. How did the Heidelberg School get its name?
___________________________________________________________________________
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2. What painting style / technique did the Heidelberg artists use in their work and
describe what type of brush strokes characterises this technique.
Painting style/technique_________________________________________________________
Describe: ____________________________________________________________________
___________________________________________________________________________
3. Why did early landscape paintings of Australia appear to be similar to that of
European landscapes, and not match the real landscape of Australia?
___________________________________________________________________________
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4. Heidelberg artists did a lot of their painting ‘en plein air.’ How do you think this
changed the way they painted the Australian landscape?
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Marks:
Page 7
/5
Section 4: Colour palettes (European Vs Australian)
For this section of the assessment task you will explore the colour
palettes used by two artists in their landscape paintings using a
web program called Kuler. http://kuler.adobe.com/
Your teacher will show you the website and the features you need
to know for this section of the task. Alternatively, you can watch
the tutorial video about how to use this website saved in the year
7 visual arts page on REAL.
The first artist you will investigate is Paul Cezanne, a French artist.
The second artist is Hans Heysen, a German born artist who spent
most of his life in South Australia painting landscapes of the
Adelaide Hills and Flinders Ranges.
Open the internet and locate a landscape painting by Paul Cezanne
and save the image onto your computer.
Open the internet and locate a landscape painting by Hans Heysen
and save the image onto your computer.
Open the website http://kuler.adobe.com/ In the Create > from an
image section of the website, upload each of the two landscapes by Paul Cezanne and Hans
Heysen. Investigate the colour palettes that these two artists used in their artworks using
the functions on Kuler and respond to the following questions.
Describe the colour palette used in Paul Cezanne’s artwork.
___________________________________________________________________________
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Describe the colour palette used in Hans Heysen’s artwork.
___________________________________________________________________________
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Compare the two colour palettes as seen on Kuler and explain the similarities and
differences that you see.
___________________________________________________________________________
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Marks:
Artworks on this page
‘Bords De La Marne’ by Paul Cezanne & ‘Red Gold’ by Hans Heysen
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Section 5: VAPD documentation
You will also need to submit your VAPD for assessment. You VAPD will be marked on the
quality of work and neatness of presentation.
You will be studying the elements of visual arts, including Line, Shape, Colour, Tone and
Texture; and will be completing various class exercises and worksheets on the elements as
well as drawing and painting techniques.
Documentation of this work MUST be kept in your VAPD, including all worksheet and
exercises neatly trimmed and pasted into your VAPD.
Marks:
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/25
Year 7 Visual Arts Assessment Marking Criteria
OUTCOMES
MARKING CRITERIA
Section 1:
Writes in their own words, a clear definition for each
of the provided vocabulary words with relationship to
landscape painting.
Glossary of
words
Section 2:
European
Masters
Section 3:
Heidelberg
School
Section 4:
Colour Palettes
High
8
Good
7
VAPD
Basic
3-4
Limited
1-2
Correctly identifies the style of painting for each
artwork and clearly explains the use of paint/brush
strokes in each artwork.
High
8
Good
7
Sound
5-6
Basic
3-4
Limited
1-2
Clearly and appropriately answers the questions
based on the provided text about the Heidelberg
School.
High
5
Good
4
Sound
3
Basic
2
Limited
1
Locates, uploads and investigates the colour palettes
of TWO artworks on the Kuler website, and describes
and compares the colour palettes used in each
artwork.
Good
4
Section 6:
Sound
5-6
MARK
Sound
3
Basic
2
Limited
1
Clearly and neatly documents in their VAPD all class
activities on the elements of art, drawing and
painting techniques and other theory work.
High
22-25
Good
19-21
Sound
14-18
Page
10
Basic
9-13
Limited
1-8
TOTAL
/50
PERCENTAGE
%