​

Theme/Topic

Social media and the internet has become an ever-present part of young people’s lives, internet culture is now a large part of how young people interact with the world and those around them. How can these young people, who have been raised by the internet begin to think critically about what they see online?  How are brands embracing microtrends as a part of their marketing, and how has the lightning-fast evolution of Artificial intelligence made it difficult to separate fact from fiction?

This curriculum project is aimed at junior cycle students and hopes to develop their critical thinking skills and digital literacy while using and interaction with social media and internet culture. Looking at how this entity negatively impacts young people’s ability to critically think and develop socially.  

​

Subject matter:

Students will investigate issues of addiction to social media and its impact on the mental health of young people.  They will investigate this through mixed media collage developed into a final collaborative kinetic sculptural piece that is interactive and mimics the scrolling motion of the internet. This research project will be deeply rooted in the students own experiences with internet culture and digital media, exploring the cyclical nature of media with fleeting trends and an abundance of fake news, how algorithms can impact your experience online and how public opinion can be shaped and altered by digital media

Students will draw from preexisting headlines and article titles and generate surrealist collages to change and alter the meaning of the title. These collages will be mixed media, incorporating students own staged figurative photography, as well as still life drawing of relevant imagery to represent aspects of internet culture or media.

 

Site Visits / Cross curriculum / Partnerships

Web wise:

Students conceptual practice will be informed in part by visits and collaboration with Webwise, an Irish organisation concerned with keeping children safe on the internet. Their programme “Be in Ctrl” is a Junior Cycle SPHE educational resource addressing issues such as extortion and online sexual coercion. It also introduces students to the term “Digital Citizenship” outlining how to responsibly navigate a variety of online environments. Students will develop a partnership with representatives, from Webwise, who will discuss their organizations key aims which aim to coincide with the junior cycle digital media literacy course.

 

Local Artist: Gerry Davis:

An artist visit with Clare artist Gerry Davis will be facilitated, and a Q and A session will take place surrounding his series of work form “The Dancing Grass”. Within this session students will discuss his integration of Artificial intelligence into his practice as a subject matter.

 

Cross Curricular Links

This curriculum project has natural links with SPHE as it concerns students’ wellbeing and mental health when interacting with digital environments. They will work on protecting their private information as well as their mental wellbeing through analysing the damage of unrealistic beauty standards and the epidemic of cyberbullying.

Technology and business.

Another cross curricular link concerns both technology and business. Students will be exploring how global brands and businesses use social media marketing to draw in more customers, they will look at examples of how and why companies embrace trending audios and other aspects of internet culture to make their product or service appeal to the online generation.

 

Research & Rationale

‘What has triggered this curriculum project?

This curriculum project was in part triggered by receiving promotional emails from companies using terms such as “ready for brat summer?”, assuming that all their customers are familiar with these microtrends and internet language. This made me question why it is assumed that everyone is keeping up with these terms and understanding the meaning behind words forged in the depts of the internet. Drawing visuals from internet culture such as “Barbie pink” and “Brat green”, how have companies and artists managed to have and promote specific colours associated with their brand? This question can be compared to stories in the art world such as the ownership of colours by sculptor Anish Kapoor and Vantablack.

​

Why is the learning in this CP important?

This curriculum project will allow students to gain valuable life skills that will be vital to students understanding of digital literacy through exploration of the ever-evolving presence of the internet. This innovative curriculum project would embrace the often-taboo topic of advancement of technology and social media and its use within schools. Kerry Freedman suggests that “addressing issues of visual culture in school requires an understanding of the daily visual experiences of students. That means that curriculum must keep up with changes in the visual world” (Freedman 2003, p126). This provides the idea that in order to foster an understanding of issues within this topic, a student’s education must reflect the undeniable presence of digital and internet culture in their lives.

​

Connection to my own practice:

Throughout my own studio work I have been exploring topics tangential to that discussed in this curriculum project; the abundance of the internet and the vast unending pool of data it generates. Addressing this concept with a group of junior cycle students would provide varied and rich responses that I am curious to discover.               

I grew up in a less technologically focused time, and now exist as an adult in a world with fast changing technology at its core, I am interested to hear the experiences of young people who have grown up in this constantly evolving digital world. Incorporate traditional and digital approaches for a blended learning approach, getting the best of both old and new worlds. (Tillander,2011). This curriculum project will encompass my role of the teacher as a lifelong learner, by allowing me to learn alongside students through discussion and responses to visual media.

​

Interesting and challenging elements:

I believe students will find it both interesting and challenging to investigate their own relationship with social media, as they will be questioning something that is ingrained into their everyday lives. Young people today often communicate through memes and internet culture, this language that has been developed is a modern colloquial that everyone has been exposed to. It will be challenging for students to remain objective and think critically when examining the positives and negatives that the internet brings to the world. By allowing a space for young people to start conversations about their own lived experiences and with their own methods of sharing their learning, the art classroom becomes less of a typical school setting and more reflective of an authentic research space. (Shields, Fendler, and Henn. 2020) Furthermore, the NCCAs short course in digital media literacy addresses the importance of allowing students to carry out self-directed inquiry, as well as learning to discriminate between a range of sources of information that is online and to challenge their thinking about the views and facts they find there. (NCCA, 2016). This project must allow students to develop not only as artists but as self-directed researchers.

​

Link to prior and future learning:

Students may have prior learning in the themes and subject matter discussed in this project throughout their SPHE classes. The internet is a huge contributor to the stress young people face today. SPHE classes educate on the importance of taking care of the self, impossible beauty standards and idealistic lifestyles are on constant display throughout the internet, and it is important for students to understand that these are unrealistic and carefully curated.

This curriculum project will open students to the possibility of future learning exploring the value of graphic design and marketing and in digital advertising. Students could advance their learning from this project through investigating deeper the process of forming an algorithm through coding and IT.

As the internet and media cycle is constantly evolving, the ability that students will develop throughout this project to think critically about information presented to them online and understand their relationship with social media, will stand to them as they develop as individuals in the world both now and in the future.

 

‘How is this rationale strengthened by research?

Data analysis of relevant survey responses.

A number of my peers and I interested in similar issues conducted an initial survey with members of educational fields and those who are concerned with the mental health of young people. Data analysis of responses presented the conclusion that although internet safety is an important issue in schools, many are unhappy with the Irish governments most recent attempt to manage students access to the internet with the introduction of phone pouches. A number of respondents suggested that better educating students about safe and ethical use of the internet would be a more effective way of ensuring the safety of young people online. One respondent simply put it that “educating (against) unsafe mobile phone use would be more helpful than a ban when working with teenagers. It's important to instil responsibility with its use on numerous levels”. It is this sense of responsibility and awareness that this curriculum strives to support in its embracing of digital media as a fascinating but undeniably flawed entity.

​

References:

• Freedman, K., (2003). Teaching visual culture: Curriculum, aesthetics, and the social life of art. Teachers College Press.

• NCCA (2016) Digital Media Literacy - Curriculumonline.ie, Short Course Digital Media Literacy: Specification for Junior Cycle. Available at: https://curriculumonline.ie/getmedia/71b6b946-971b-4003-8bfa-028932cc4daa/NCCA-JC-Short-Course-DML.pdf (Accessed: 05 December 2024).

• Tillander, M., 2011. Creativity, technology, art, and pedagogical practices. Art Education,

• Shields, S. S., Fendler, R. and Henn, D. (2020) ‘A Vision of Civically Engaged Art Education: Teens as Arts-Based Researchers’, Studies in Art Education, 61(2), pp. 123–141. doi: 10.1080/00393541.2020.1740146.

   

Aim

This Curriculum Project aims to educate students on the negative impact that overuse of social media has on their mental health and how to use the internet in a responsible way to avoid this. Students will develop an ability to critically question news and posts they see online, trusting verified news sources and recognising misinformation and AI generated images and audio. They will learn the steps needed to become responsible digital citizens, by developing the digital skills needed to keep their personal information safe when online. 

 

Overview of Curriculum Project.

This Curriculum project will be taught in a continuum of four-cycle strands: Research into the life of the internet, Ideas development; Digital media as a visual language, Create: representing digital ideas through analogue processes, and finally reviewing of work and assembly of sculpture. These strands will occur in tandem with each other to ensure a holistic development of ideas

Strand 1: Research. Into the life of the internet

In the initial research stage of the project students will investigate the psychological impact of overuse of the internet, drawing connections between time spent consuming media and deterioration of mental health and in person social skills and perpetuation of unrealistic beauty standards. In this strand students will investigate the different ways we use technology in our everyday lives, recreationally or with purpose, they will consider the benefits of access to the expanse of the internet, like how could this development help people with specific needs.

They will also look at the issues that have been created due to this technological development. Eg. Cyberbullying, internet scams, and underdeveloped social skills. Students will be visited by representatives of Web wise, an organisation that researches young people’s relationship with the internet and provides information to ensure safe and responsible usage.

Students will look at the work of Laura Byrnes, a recent graphic design graduate form LSAD. In her work she looks at “aesthetic culture” which has been create by social media. How are these aesthetics such as “mob wife”, “clean girl”, and “cottage core”, damaging to the confidence and health of young women?

    

Students will investigate how brands and businesses use social media through integrating trends and audios that will increase consumer interaction.

 

Teaching and Learning Activities:

Introduction:

• Teacher will introduce project Aims and look at overall learning outcomes and success criteria

Walking debate

• Students will conduct a walking debate on the topic “Is the internet a force for good in the world?” This will prompt students to start thinking critically about their presence and relationship within the online world.

Web wise visit

• Within this activity students will partner with web wise to fully understand the issues that technology has created in the lives of young people.

• Students will investigate the aims of the web wise organization, looking at the facilities and services they provide to young people on their organization website https://www.webwise.ie/

• Teacher will introduce speaker from web wise.

• Students will take note of topics of interest throughout presentation.

• Students will discuss topics and areas of interest with the visiting speaker during a q and A session.

Mentimetre:

• Based on the work of Laura Byrnes students will brainstorm in pairs, noting aesthesis that have originated on the internet and submit their responses on mentimetre. This will be followed by a class discussion following the origin of these “labels”.

 

Strand 2: Ideas development: Digital media as a visual language.

Students will draw from their own relationship with the internet looking their experience of trending visuals and internet culture. What language is in common use within their day-to-day life that originated online?. Students will consider the rate of change that can occur in the ability of the internet, exploring the past, and present of media while looking at future possibilities and applications of the internet and AI.

They will also develop skills in the recognition and ethical use of artificial intelligence. debate the effect advancement of AI has had on the ease at which misinformation is circulated as fact.

Teaching and learning activities:

• Algorithm exploration: Think pair share.

Students will examine how media and the algorithm can be used to spread an idea or change views. They will first examine their own algorithm taking notes of examples of internet specific language or trends. Then they will share commonalities within groups noticing recurring patterns or themes before sharing with class.

 

• Artist discussion

Students will look at the collages of Hannah Hoch and Loui Jover. Group discussion will be facilitated looking at similarities and differences in their use of collage as a medium to communicate an idea. Students will be asked to recognise processes and materials used in each and consider the purpose of its inclusion. Does aid the message being communicated.?

 

• Introduction to Ai:

Teacher will introduce students to the controversy surrounding the use of AI in art by discussing

Walking debate surrounding the ownership of AI art. Do you create the art or does the person who developed the technology?

​

AI News headline:

• Teacher will introduce students to a series of images form news stories or viral moments and prompt them to discern if they were generated through AI or are authentic photographs.

• In pairs students will source news headlines and magazine piece titles and form a range of falsified news stories based on the headline. Then they will test the limits of ai image generators by creating prompts that will instruct it to create the most convincing image to accompany their headline.

• They will display their work along with a series of factual headlines and through debate within the class group, separate fact from fiction.

 

Introduction to visiting artist Gerry Davis.

• Teacher will introduce students to the work of artist Gerry Davis in preparation for artist visit, students will examine work and generate questions to ask the artist surrounding his concept and processes to ensure prior understanding before visit.

​

Artist visit and Q&A session with Gerry Davis

• Artist will introduce himself and give overview of practice.

• students will have opportunity to ask pre-prepared questions and discuss their own project ideas with the artist through an individual tutorial with the artist accompanied by teacher.

 

Strand 3. Create: digital ideas to analogue processes

Throughout this strand students will visualise their investigation into the internet and social media through the creation of multiple components to combine in their final mixed media collage piece. This range of art and design processes and media used should reflect the expansive and chaotic sense of the internet. These processes include still life object drawing, typography, embroidery and collage. this chaotic style of imagery will be linked the dreamlike compositions of work form surrealist artist such as Salvador Dali and Giorgio de Chirico. Students will be allowed to take a self-directed approach to the combination of processes included and allowed to experiment with media relevant to their design.

Teaching and Learning Activities:

Narrative Object drawing:

• Students will gather a selection of seemingly non-connected primary sources, as well as reference photos of relevant subjects. These objects should all be representative of an aspect of internet culture, a part of this “modern Language” formed through memes and trending videos. Each object must directly represent a part of this language that is globally recognised e.g., reference photos of road signs to represent “Road Work Ahead” or bringing in an apple or photographing an apple in states of decay to communicate the lyrics of Charli XCXs 2024 song “Apple”.

• Students will create a range of these sketches to incorporate into mixed media collage later in the project. These sketches should be pencil drawings showing a rich range of tone and texture with clearly defined areas of light and dark

Typography:

• Students will draw from their exploration of typography in historical texts. They will experiment with serif type styles typically used in media publication looking at old newspapers for direction.

• Teacher will demonstrate the process of creating type through calligraphy pen and ink, higher order questioning throughout the ensure student understanding of the processes involved.

• Through their experimentation they will choose a contemporary well-known quote or saying that originated through social media or the internet and depict it using these historical typography styles with pen and Ink.

• Teacher will introduce students to Kells type trail as a reference for multiple type styles.

• Students will reflect on the resource’s depiction of Irelands heritage of lettering as a form of communication.

• Students will examine the work of Leo Mulligan from Kells Type trail 2023. Mulligan looked at how we connect to media by combining the print styles of past advertisements newspapers and printed media with the modern use of A.I generated algorithms for connecting people online.

​

Google arts and culture: group work

• In preparation for planning their collage composition, students will look at a collection of surrealist imagery on google arts and culture. Each group will examine the work of a different surrealist artist, Salvador Dali, Rene Magritte, or Giorgio de Chirico.

• Students will report their findings to the class through rearranging of their collage components to mimic the style of each of these artists compositions. Which elements do they focus on and how do they combine visuals?

​

Collage

• Teacher will introduce students to the different styles of collage such as Decoupage, Photomontage and Assemblages. Showing examples for each style.

• Students will search for relevant imagery within magazines, books and newspapers to cut out and include in their collage. These magazine cut-outs will focus on creating juxtaposed compositions utilising texture and shape to create surrealist designs

• Teacher will demonstrate the process of creating a harmonious composition with the collection of work created and magazine cut outs.

• Students will create mixed media collage poster layouts from their still life and typography piece by combining it with this cut out magazine imagery.

• Group critique analysing elements of the designs created.

• Students will apply information learned in critique before attaching the images to their card.

Group critiques

• Throughout the creating process, whole class group critiques will take place, during which, examples of work in progress will be shown of each of the features of quality in line with expectations, above expectations and below expectations.

 

Strand 4: Review of work and assembly of sculpture.

Within this final strand, students will explore the process of displaying and curating work as an artist, they will apply what they learn about sculptural installation to the curation and installation of their own work as an interactive exhibition within the school. Students will consider as a group how best to communicate their message to the viewer by placement and juxtaposition of each students work. Focusing on creating the desired impact on the viewer.

Teaching and learning activities:

Whole class response to work:

• Students and teacher will engage in an open discussion about the body of work created, what elements of work accurately represent their chosen aspects of internet language? what processes proves the most successful/ why?

• Teacher will reintroduce the success criteria and features of quality to aid in the students discussion.

• Teacher will encourage cross-discussion between students.

Installation artists:

• Students will look at the various ways that artists can display work, using google arts and culture to view a variety of interactive exhibitions and examine how artists install sculptural work through focusing on scale, composition, placement and lighting. How can this change how the viewer sees the work? How can this enhance the artist’s message.

• Teacher will introduce the work of artist Cindy Steiler, examining how she transforms 2D work into sculptural pieces. Looking at her collections “Alone Together”, and “All too Brief”.

• Teacher will introduce roles within the installation stage of the project.

Roles include:

• Acquiring and organizing exhibition space,

• Formation of sculptural strips using individual collages,

• Logistics of hanging and installing,

• Promotion and advertising team.

 

• Students will collaboratively designate roles and responsibilities for the installation stage.

• Contribution and fulfilment of roles within the group curation and installation of sculpture.

• Teacher will introduce students to the process of creating and refining an artist statement as an aid to help communicate the message of the piece.

• Contribution to collaborative artist statement.

• Opening of exhibition within school.

• Preparation of an announcement over intercom inviting students and staff to come and view the piece,

Self-assessment:

• Students will reflect on their work throughout the project by completing a self-assessment form highlighting areas of strength and areas in need of development. They will assess their ability to fulfil the success criteria of the project, providing them with a conclusive idea of the learning completed throughout this project.

 

​​Statements of learning

Statement and Examples of relevant learning in the project

​

SOL 3:  The student creates, appreciates and critically interprets a wide range of texts

Students find, critically appraise, and use digital content. They will learn to navigate and make judgements about the quality and reliability of content online. They compare this contemporary definition of media to historical examples of newspapers and propaganda.

SOL 5.Creates and presents artistic works and appreciates the process and skills involved

Creates a final series of works that incorporate multiple processes such as object drawing, collage and embroidery to communicate their ideas.

SOL 11. Takes action to safeguard and promote her/his wellbeing and that of others

Develop an understanding of online safety regarding personal information and reliability of sources through interaction with speakers from web wise. Apply this learning and informed understanding to their future activity online.

SOL 24: uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical manner

Students will explore the use of AI in this project both as a means to create imagery and as a communicative tool. Consider the ethics of AI generated art through discussions as groups and on a whole class basis.

 

Inclusive Education – Differentiation Strategies

 

• Group work will be a prevalent aspect of this course to account for any students who do not have access to phones or social media accounts. In groups these students will be able to learn from their peers and become informed enough to develop a concept for their work.

 

• Multiple methods of formative assessment throughout the project will allow students to discover which form of feedback is most beneficial to them. Some students respond best to direct and guided feedback whereas others may benefit from self-assessing their own work to better understand success criteria.

 

• Allow students to conduct research and present it in a variety of styles, written information, annotated sketches or printed and annotated images. This will allow for each student to conduct research in a way that plays to their strength.

 

• Teacher should incorporate tiered questioning including lower and higher ordered thinking this should accommodate a multitude of ability levels when it comes to critical and creative thinking. Allowing all students to engage in discussion regardless of ability level

 

• The total number of works completed can be adjusted to accommodate both higher achievers and students who work at a very slow pace. While the whole class will aim to complete three mixed media collages this number can be altered based on work rate and differentiated expectations.

​

Assessment and reporting

Essentially, the purpose of assessment and reporting at this stage of education is to support learning. Some learning outcomes lend themselves to once-off assessment, others to assessment on an ongoing basis as students engage in different learning activities.

Below I have outlined learning activities to be assessed through formative assessment throughout the duration of the unit.

Strand 1: Research Into the life of the internet

• Students will compile a journal style case study into their own interactions with the internet and social media.

• Research into artists Laura Byrnes in their sketchbook. Compilation of self-directed artist research in sketchbook.

• Rich participation and interaction during talk with visiting speakers from web wise.

Strand 2: Ideas development. Digital media as a visual language.

• Algorithm exploration: Think pair share. Record recognition of patterns and log similarities between algorithms.

• Investigation into the work of Hannah Hoch and Laurie Jover in their sketchbook.

• AI News story created with preexisting headline and ai generated image.

• Students will be assessed on their preparatory investigation into the work of Gerry Davis before artist visit. This investigation should take the form of research and questions prepared surrounding his series of work “The dancing Grass”.

• Mind map exploring initial concepts for investigation.

Strand 3. Create: digital ideas to analogue processes

• Initial preparatory sketches of a selection of primary source imagery.

• Completed object drawing in pencil showing areas of dark, medium and light tone.

• Sketchbook research into typography artist lee milligan, and the kells type trail.

• Experimentation in sketchbook with a series of typefaces in pen and ink.

• Chosen contemporary text or quote completed in pen and ink.

• Initial draft composition of collage element in styles of surrealist artists.

• Completed triptych of mixed media collages.

Strand 4: Review of work and assembly of sculpture.

• Written task in sketchbook reflecting on their body of work created and its links to their exploration of digital media through content and process.

• Sketchbook exploration into the work of installation artists including Cindy Steiler.

• Contribution and fulfilment of roles within the group curation and installation of sculpture.

• Contribution to collaborative artist statement.

• Completed self-assessment and evaluation of work

Features of Quality

Below I will describe the features of quality for each level of descriptor within each of the 4 strands.

Strand 1: Research Into the life of the internet

Level 3 The 4 descriptors are,

• Excellent engagement with artist research, strong selection for relevant artists looking at similar subject matter concepts. This research must be from reliable sources such as Google arts and culture, colossal, museum and gallery websites and historical archives. Research presented in sketchbooks must be visually and factually rich with annotated sketches and descriptions of the artist’s practice. Valuable and relevant questioning during visit from web wise. Insightful and in depth logging and analysing of their own interaction with social media noting patterns and evidence of questioning behind these patterns.

• Above expectations. Good engagement with artist research, at least 2 artists looking at similar subject matter and concepts. Research presented using both visuals and annotation sin sketchbook. Good engagement with speaker from web wise. Valuable engagement with the processes of logging their interactions with social media.

• In line with expectations. Engagement with some artist research, looking at an artist who explores similar themes or concept. Evident research into this artist In their sketchbook. Engagement with speaker from web wise. Recorded process of logging their interactions with social media.

• Yet to meet expectations. Minimal or no engagement with artist research, artist not relevant to the concept or subject matter. Little or no evidence of this research in sketchbook. Poor engagement with speaker from web wise. Poor or inconsistent evidence of logging of interaction with social media

Level 2 The 1 descriptor is:

• Engagement with research either through written information or through discussion with teacher. Inclusion of some artist research in sketchbook. Ability to discuss their interactions with social media as part of group or class discussions.

Level 1 The 2 descriptors are:

• Successfully Completed; Some understanding of concepts being discussed and ability to relate discussion surrounding the internet and digital media to their own lives when questioned individually.

• Progress Achieved: teacher can observe evidence of learning that demonstrated benefit from accessing learning outcomes within the project

 

Strand 2: Ideas development. Digital media as a visual language.

Level 3 The 4 descriptors are

• Exceptional: Excellent and inquisitive engagement with the AI activities. Informative and Rich comparison in both styles of collage and communication of concepts between the work of Hannah Hoach and Laurie Jover. Valuable engagement with visiting artist Gerry Davis. Rich exploration of initial ideas in sketchbook, investigating the role of digital media within their own lives as well as on a global level.

• Above expectations: exploratory engagement with AI activities, understanding of the role of AI in the spreading of false news stories. Good comparison in both styles of collage and communication of concepts between the work of Hannah Hoch and Laurie Jover. Good engagement with visiting artist Gerry Davis. Good exploration of initial ideas within their sketchbook looking at a range of aspects of social and digital media.

• In line with expectations participation in activities and tasks exploring the use of Ai. Recorded comparison in the collage works of Hannah Hoch and Laurie Jover. Engagement with artist Gerry Davis during Q and A session. Evidence of exploration of ideas and expanding f concept within their sketchbook in the form of a mind map.

• Yet to meet expectations. Little to no engagement with the group work activities, no evidence of inquisitive comparison between artists works. The quality of development in terms of ideas and skills is limited. No engagement with the q and a session or tutorial with artist Gerry Davis.

Level 2 The 1 descriptor is

• Evidence of preparing for work through plans in sketchbook, literacy skills visible through some annotation. Some engagement and communication in group work.

Level 1 The 2 descriptors are

• Successfully Completed participate in conversation surrounding ideas, communicate ideas with peers and teacher.

• Progress Achieved: some evidence of engagement in conversation surrounding ideas, attempts to communicate ideas with others.

 

Strand 3. Create: digital ideas to analogue processes

Level 3 The 4 descriptors are

• display an understanding of the connection between the vastness of the internet and the surrealist style of collage used through rich annotations in sketchbook. Demonstrates a excellent understanding of the components required in a surrealist work. Shows an exceptional understanding of how to complete each area of the task. High standard of primary source drawing completed with strong areas of tone. Visually striking typography piece completed with relevant text or quote.  Very high standard collage triptych completed incorporating multiple elements and processes to communicate the surrealist nature of the internet

• Above expectations the student shows a clear understanding of how to complete each area of the task.  Good quality primary source drawing completed relevant objects. Strong typography piece. High standard of collage triptych completed incorporating a range of at least 3 different processes or mediums to communicate the surrealist nature of the internet.

• In line with expectations: student understands how to complete each area of the task. Completed and relevant primary source object drawing. Completed typography piece Good collage completed with use of at least 2 different processes or elements.

• Yet to meet expectations. Poor or unconsidered collage with minimal exploration of different processes or elements. Little to no consideration in object chosen as primary source, and unconsidered choice of text or quote for typography piece.

Level 2 The 1 descriptor is

• Evidence of preparing for work through plans in sketchbook, literacy skills visible through some annotation. Engagement in the art and design processes taking place, personal care taken when using tools and navigating the classroom. care taking when storing and presenting the elements of their collage.

Level 1 The 2 descriptors are

• Successfully Completed: planning fro collage either through use of mind map or verbally with teacher. maintaining a set of personal goals for the project.

• Progress Achieved: understanding of personal goals and interaction with the artmaking processes.

Strand 4: Review of work and assembly of sculpture.

Level 3 The 4 descriptors are

• Exceptional: detailed and insightful reflection on the work created during the collage and research stages of work. Enthusiastic and valuable contribution to the assembly process of sculptural piece, working exceptionally well as part of the group. Demonstrate a sense of ownership and pride in the planning and exhibiting of their work. Demonstrate a strong and purposeful understanding of the culmination of research and concept exploration as a means to convey the subject matter surrounding the internet through valuable contribution to a group artist statement.

• Above expectations: good quality reflection on their work created during the collage and research stages of the work. Good contribution to the assembly process by fulfilling of roles designated to a high quality. Strong understanding of the process of communicating message behind work through contribution to artist statement.

• In line with expectations. Demonstrate good ability to reflect on their learning throughout the collage and research stages of the project. Participation in assembly process by fulfilling of roles and responsibilities. Contribution to a collaborative artist statement.

• Yet to meet expectations. Little or no participation in the reviewing of work. disregarding of roles or responsibility in assembling of sculpture. Minimal or surface level reflection on work. No contribution to artist statement

Level 2 The 1 descriptor is

• Achieved. Some reflection on their work created through project. Sense of ownership over their work. Understanding their involvement in the roles designated during the installation stage.

Level 1 The 2 descriptors are

• Successfully Completed communicates with teacher a reflection on activities participated in throughout the project. Evidence of some artwork completed

• Progress Achieved: awareness of the personal achievements completed throughout the project. Sense of pride in the exhibition of group sculpture