OJECTIVES

  to apply and experiment a project methodology in the school curriculum as an exercise of visual and graphic education
  to employ correctly the tools connected with the graphic language.

COMPETENCES

  to be able to use knowledge, methods, graphic instruments and art material in the field of subjects inherent in the landscape and environment

MATERIALS
  material supports such as paper, colours, drawing tools, etc.
  cultural supports such as :
  books
  magazines
  photos
  filed materials
  articles
  pictures

OPERATIVE METHODOLOGY

First phase

Presentation and experimentation of a series of practical techniques related to the graphic representation (by employing different tools and materials)- Workshop
As a result, the following techniques have been chosen :
  Charcoal drawing (black and coloured)
  Crayon drawing (coloured and pencil)
  Indian ink drawing
  Printing with linoleum matrix
  Xylography
  Photography
The techniques have been presented also by using famous models of some great Art Masters such as Leonardo Da Vinci, Durer, Escher, etc.
These techniques have been experimented by the students both during the workshop and the curricular art activities.

Second phase

  Analysis of the results
  Analysis of the communicative features resulted from the employment of the different techniques
  Four main communicative fields have been selected :
1°, direct correspondence to reality : photography
2°, chromatic interpretation by using gradation and descriptive detailing : coloured crayons
3°, strong contrast between foreground and background with prevalence of ample contrasts and/or strong composed linearism : engraving techniques (linoleum and xylography)
4°, need to realize works with features of immediacy, such as sketches, quick details, etc. : black and coloured charcoal.

Third phase

On the field application. Outdoor activity Wander through Mugla’s downtown streets and choice of the perspective, the architectonic and environmental detail, landscape, etc.

Fourth phase

Realization of the works and exposition at school.

EVALUATION

Assessment is provided in three distinguished phases.

First phase

 Ongoing assessment and monitoring of the different phases of the project
 Assessment of the work progress in relation to the objectives
 Remedial intervention where necessary

Second phase

 Evaluation of the final result in relation to the objectives
 Assessment of the students’ learning level in relation to the subject proposed
 Assessment of the students’ acquired knowledge and competences

Third phase

 Evaluation of the individual’s and group’s ability to carry on an assigned task
 Evaluation of the interest and commitment in carrying out a concrete task based on a real request (realization of a product and its application in a real context)
 Evaluation of the operative dynamics pursued individually and in group during the different project phases
 Evaluation of the ability of the individual or the group in presenting their own work
 Evaluation of the level of awareness acquired by the students at the end of their project work.

Güzel Santlar Ve Spor Lisesi Mugla, TK.
 Recep Erdinc Ince,
 Mehmet Ozkaya,
 
Aydin Ugur Cakmak, 
- Ozkan Kaya