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ESOL Online. Every child literate - a shared responsibility.

Siapo - Printmaking

This teaching and learning sequence could be used in conjunction with the DVD ‘Making Language and Learning Work 3’. Available from Down the Back of the Chair – Item number 113358

Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version

Writer: Mele Togiaso
Year level: Years 5-6

Learning Outcomes

(What do my students need to learn?)

Learning area(s) The Arts (Visual Art), Mathematics and Statistics (Geometry and Measurement), English
Curriculum achievement objectives for: Level 3
  • The Arts: Visual Art

Understanding the Arts in Context
Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed, and valued.

Developing Practical Knowledge
Explore some art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes.

Developing Ideas
Develop and revisit visual ideas, in response to a variety of motivations, oberservations, and imagination, supported by the study of artists’ works.

Communicating and Interpreting
Describe the ideas their own and others’ objects and images communicate.

  • Mathematics and Statistics

Geometry and Measurement: Transformation

Describe the transformation (reflection, rotation, translation, or enlargement) that have mapped one object onto another.

  • English

Listening, Reading, Viewing

Processes and strategies

  • Integrate sources of information, processes, and strategies with increasing confidence to identify, form and express ideas.

Ideas

  • Show an understanding of ideas, within, across, and beyond texts.

Speaking, Writing, Presenting

Purpose and audiences

  • Show an understanding that texts are shaped for different purposes and audiences.

Ideas

  • Form and communicate ideas on a range of topics.
Overall Learning Intentions & Success Criteria Learning Intention:
We are learning to:
Success Criteria:
We will know we can do this when we can:
  • create an effective siapo using symbols that represent aspects of ourselves (E.g. culture, family, interests and hobbies, environment etc); DI/ PK
  • develop symbols that represent aspects of ourselves
  • create an effective composition for our siapo
  • successfully create a siapo using one of the printmaking processes (e.g. linocut, card, polystyrene etc).
  • explain the purpose of siapo from past and present cultures, how it is made and why it is valued; UC
  • identify what siapo is used for (in the past and present)
  • explain how siapo is made
  • explain why siapo is highly valued.
  • describe the ideas that our siapo and other artists’ (Michel Tuffery/ Fatu Feu’u) images communicate; CI
  • explain how ideas were developed
  • use topic-specific vocabulary when responding to artworks
  • describe different kinds of ideas found in different artworks.
Language and literacy learning outcomes

Literacy Learning Progressions

By the end of Year 6

Reading

Students select from and use their repertoire of comprehension strategies, which include:

  • making connections between their prior knowledge and the concrete examples in a text in order to understand abstract ideas in the text
  • locating and summarising ideas (e.g., by skimming or scanning, by identifying key words, topic sentences, and key questions, or by using subheadings)
  • finding and learning the meanings of unknown vocabulary by using strategies such as applying their knowledge of how words work or seeking explanations in the text or in illustrations.

 Writing

  • using a variety of planning activities, such as constructing flow charts, for those writing tasks that need to be planned
  • selecting vocabulary that is appropriate to the topic, register, and purpose (e.g. academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)
  • using simple and compound sentences that are correct grammatically and have a variety of structures, beginnings, and lengths and using some complex sentences that are mostly correct grammatically.

Teaching and Learning

(What do I need to know and do to meet the range of identified learning needs of my students?)

1-2 related professional readings or relevant research

This sequence of lessons may enable teachers to draw on skills and expertise of students and/ or members of the Pasifika community who are familiar with siapo or tapa cloth.

The principles of supporting English language learners are:
  1. Know the learner
  2. Begin with context embedded tasks which make the abstract concrete
  3. Provide multiple opportunities for authentic language use with a focus on learners using academic language
  4. Ensure a balance between receptive and productive language
  5. Help students achieve the same explicit learning outcomes using differentiated levels of support
  6. Identify the learning outcomes including the language demands of the topic
  7. Include opportunities for monitoring and self-evaluation.

Developing a Progression of Student Learning for the Visual Arts (PDF 191KB)

This paper and accompanying resource package are the outcome of a preliminary project undertaken by the Dunedin College of Education to explore assessment tools and strategies for the arts. The package includes a trial learning progression for Visual Arts focusing on the CI strand, for curriculum levels 1-4 and outlines assessment methods using student teacher conversations, work samples, written responses and observations.

Visual Arts Learning Progression and Assessment Methods (PDF 247KB)

This resource kit accompanies the paper " Developing a Progression of Student Learning for the Visual Arts (PDF 191KB) ”.

About Siapo

Learning task 1

Learning task 2

Learning task 3

Learning task 4

Learning task 5

Learning task 6

Learning task 7

Learning task 8

Learning task 9

Learning task 10 and beyond

Assessment and Evaluation

 (What is the impact of my teaching and learning?)

Learning Intention:
We are learning to:
Success Criteria:
We will know we can do this when we can:
Assessment Opportunities:
  • create an effective siapo using symbols that represent aspects of ourselves (E.g. culture, family, interests and hobbies, environment etc); DI/ PK
  • develop symbols that represent aspects of ourselves
  • create an effective composition for our siapo
  • successfully create a siapo using one of the printmaking processes (e.g. linocut, card, polystyrene etc).
  • Art journal – personal symbol designs
  • Art journal – final symbol designs (are the compositions balanced?)
  • Observations of technique and control during printmaking process/ quality of final siapo print.
  • explain the purpose of siapo from past and present cultures, how it is made and why it is valued; UC
  • identify what siapo is used for (in the past and present)
  • explain how siapo is made
  • explain why siapo is highly valued.
  • Observations during group tasks/ student-teacher conversations/ reflections in art journals
  • Siapo-making flowchart.
  • describe the ideas that our siapo and other artists’ (Michel Tuffery/ Fatu Feu’u) images communicate; CI
  • clearly explain how our ideas were developed
  • use topic-specific vocabulary when responding to artworks
  • describe different kinds of ideas found in different artworks.
  • Observations of the depth of understanding the students demonstrate during buddy task (identifying symbols used by artists in learning task 6)/ student-teacher conversations/ reflections in art journals.

Assessment Tasks

 Provision for identifying next learning steps for students who need:
 

  • further teaching and learning opportunities
  • increased challenge.

Assessment is ongoing and embedded in each of the tasks at a self, peer and teacher level.

An expectation that students can use topic specific and mathematical vocabulary in the correct context by explaining their ideas and understandings in oral and written form.

Opportunities for new knowledge to be shared across the class by students based on experiences.

Multiple opportunities for learning and reinforcement of conceptual understandings.

Tools or ideas which, for example, might be used to:
 

  • evaluate progress of the class and groups within it toward the identified outcomes
  • evaluate student engagement changes to the sequence.

Oral peer and self assessment opportunities in relation to the learning intentions.

Students’ ability to comment on their own understandings in relation to the tasks.

Quality and depth of thinking in students’ art journals.

Resources to complement this unit

MOE teacher resources

  • Ministry of Education (2010). The Literacy Learning Progressions. Wellington: Learning Media.
  • Ministry of Education (2008). Making Language Learning Work 3 (DVD) Cognition Consulting; University of Canterbury and Visual Learning.
  • ‘Printmaking: Exploring the Visual Arts in Years 1-6’ (MOE).
  • ‘Give it a Try and other stories’ – Electronic Storybook (MOE, 2007).
  • ‘O le ‘Ie Ufi Moega mo Ropati’ – Maria Samuela (MOE, 2004).
  • ‘A Vanishing Art’ and ‘Tomorrow’s Tapa’ – Connected 3, 2007 (MOE).

Books

  • ‘Patterns of Polynesia’ - MacKinven, John & Robertson, Ailsa (2006).
  • ‘Tapa of the Pacific’ – Neich, Roger (2001).
  • ‘We Made Hiapo Designs’ – Baker, Rachelle (2006).
  • ‘Speaking in Colour’ – Mallon, Sean & Pereira, Pandora Fulimalo (1997).
  • ‘Samoan Art and Artists’ – Mallon, Sean (2002).

Video Clips

Teacher Resource Support

Other websites

Printing this unit:

If you are not able to access the zipped files, please download the following individual files:

Published on: 14 Aug 2011




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