Samoa Year 9 School Syllabus - Visual Arts

Thematic Unit 1: My Samoan Identity

This unit explores self-identity through various artistic techniques and skill development.

Year 9: Family

Students explore their personal identity through artistic representations of their family. They learn to:

• Discuss and record important family features.
• Identify and reflect on personal identity and its impact.
• Explore art elements and principles related to portraiture.
• Explain the creation of their artwork.
• Create self-portraits or portraits of family members.
• Use appropriate vocabulary related to personal identity.
• Explore portraiture techniques used by other artists.
• Experiment with different media for artwork creation.
• Examine and analyze the work of expressionist artists and those focusing on portraiture.
• Interpret the artwork of artists who use 'Portraiture' as a theme.

Year 10: Samoan Social Structure: Village and Urban Life

This expands on personal identity by exploring the Samoan social structure in both village and urban settings. Students will:

• Discuss and record features of village and urban life.
• Identify and reflect on personal experiences within these settings.
• Explore art elements and principles related to Samoan structures.
• Explain the creation of their artwork based on these social structures.
• Draw various patterns and designs related to Samoan structures.
• Use different media to represent social and cultural contexts.
• Use appropriate vocabulary related to village and urban life.
• Explore techniques used by other artists, particularly those inspired by cultural backgrounds.
• Experiment with different media for original artwork creation.
• Examine and analyze the work of expressionist artists and those using cultural inspiration.
• Interpret artwork based on the theme of village or urban life.

Year 11: Samoan Belief Systems: Religion in Samoan Society

Students explore the role of religion in Samoan society and its impact on personal identity. They will:

• Discuss the importance of religion in society.
• Record the history of religion in Samoa.
• Identify and reflect on personal identity through the lens of religion.
• Explore art elements and principles related to religious artwork.
• Explain the creation of their artwork based on religion.
• Draw features related to religion in Samoa.
• Create artwork inspired by church buildings in Samoa.
• Use appropriate vocabulary related to personal identity.
• Explore techniques used by artists focusing on religious themes.
• Experiment with different media for original artwork creation.
• Examine and analyze the work of expressionist artists and those using religious themes.
• Interpret artwork based on the theme of religion.

Year 12: Current Issues Facing Samoan Society

Students use art to address current issues impacting Samoan society. They will:

• Discuss and record the role of family in contemporary society.
• Identify and reflect on Samoan identity and its impact on society.
• Explore art elements and principles related to social issues.
• Explain the creation of their artwork based on current issues.
• Create drawings and sketches related to selected issues.
• Explore different media for personal artwork creation.
• Use appropriate vocabulary related to personal identity in today's society.
• Explore techniques used by artists portraying social issues.
• Experiment with different media for original artwork creation.
• Examine and analyze the work of artists such as Michel Tuffery, Dr. Vanya Taulealo, and Momoe Von Reiche.
• Interpret artwork portraying issues in the Pacific.
• Create original artwork reflecting issues and potential solutions.

Thematic Unit 2: Samoan Material Culture and Ceremonies

This unit delves into Samoan material culture and ceremonies through artistic exploration.

Year 9: Traditional Patterns and Designs

Students explore the significance of traditional Samoan patterns and designs. They learn to:

• Define and describe Samoan patterns and designs.
• Identify examples and explain their significance and changes over time.
• Explain the function and aesthetic value of selected cultural objects.
• Create sketches based on traditional patterns and designs.
• Use various methods to explore lines, colors, forms, shape, space, value, and textures.
• Create cubist artwork based on observed patterns and designs.
• Experiment with different media (pencils, crayons, pastels) for painting, drawing, and printmaking.
• Use a multimedia approach to create artwork incorporating traditional patterns.
• Discuss and analyze artwork by artists using Samoan patterns and designs (e.g., Lalovai Peseta, Dr. Vanya Taulealo, Momoe Von Reiche, Pelenato Liufau, Michel Tuffery, Fatu Feuu).
• Research the origins of traditional patterns.

Year 10: Samoan Weaving and Body Adornment

Students explore the art of Samoan weaving and body adornment. They will:

• Define weaving and body adornment, describing their features and materials used.
• Identify examples and explain their use, significance, and function in Samoan society.
• Explain the aesthetic value of selected objects.
• Create sketches based on weaving and body adornment.
• Use various methods to explore lines, colors, forms, shape, space, value, and textures.
• Create cubist artwork based on observed objects.
• Experiment with different media (pencils, crayons, pastels) for still life compositions.
• Use a multimedia approach to create artwork.
• Discuss and analyze artwork by artists using these themes (e.g., Picasso, Van Gogh, Cezanne, Matisse, Leger, Lalovai Peseta, Vanya Taulealo, Momoe Von Reiche, Pelenato Liufau).

Year 11: Samoan Siapo and Samoan Tatau

This explores the cultural significance of Samoan siapo and tatau (tattooing). Students will:

• Define siapo and tatau.
• Name different types of siapo and their designs.
• Draw siapo designs and patterns.
• Collect and draw examples of Samoan designs and their origins.
• Create drawings of traditional patterns from siapo and tattoos.
• Describe features of traditional siapo and tattoo designs.
• Identify different patterns and explain their significance.
• Discuss the roles of women and siapo, and men and traditional tattooing.
• Create original artwork reflecting the use of siapo or tattoo symbols.

Year 12: Traditional Ceremonies

Students explore the various traditional ceremonies in Samoa. They will:

• Define "ceremony" and describe the features of Samoan ceremonies.
• Identify examples and explain their use and significance in Samoan society.
• Explain the functions of different ceremonies.
• Create sketches based on different aspects of Samoan ceremonies.
• Use various methods to explore lines, colors, forms, shape, space, value, and textures.
• Create original artwork from different viewpoints.
• Experiment with different media (pencils, crayons, pastels) for still life compositions.
• Use a multimedia approach to create artwork.
• Discuss and analyze artwork by artists using Samoan ceremonies as themes (e.g., Lalovai Peseta, Vanya Taulealo, Momoe Von Reiche, Pelenato Liufau).
• Use perspective devices (foreground, background, overlapping) in their artwork.

Thematic Unit 3: Samoa, Our Land: Our Heritage, Our Future

This unit focuses on Samoa's environment and its future.

Year 9: Our Vanishing Forest

Students explore the importance of Samoa's forests and the impact of environmental changes. They will:

• Define "forest" and describe the features of the Samoan environment.
• Identify examples and explain the different features of Samoan forests.
• Explain the significance of rainforests and their function and aesthetic value.
• Create sketches based on different aspects of forests.
• Use various methods to explore lines, colors, forms, shape, space, value, and textures.
• Create cubist artwork portraying the effects of climate change or development on forests.
• Experiment with different media (pencils, crayons, pastels) for landscape collages and paintings.
• Use a multimedia approach to create artwork.
• Discuss and analyze artwork by artists using forests as themes (e.g., Lalovai Peseta, Vanya Taulealo, Momoe Von Reiche, Pelenato Liufau).

Year 10: Our Fragile Mangroves and Marine Ecosystems

Students explore the importance of Samoa's mangroves and marine ecosystems and the threats they face. They will:

• Define "mangroves" and "marine ecosystem," describing their features.
• Identify features and explain their significance and the impact of climate change and development.
• Create sketches based on different aspects of mangroves and marine life.
• Use various methods to explore lines, colors, forms, shape, space, value, and textures.
• Create original artwork (paintings, cubist art, landscape drawings) from different viewpoints.
• Experiment with different media (pencils, crayons, pastels) for landscape collages and paintings.
• Use a multimedia approach to create artwork based on the impacts of climate change.
• Discuss and analyze artwork by artists using these themes (e.g., Lalovai Peseta, Vanya Taulealo, Momoe Von Reiche, Pelenato Liufau).

Year 11: Samoan Endangered Species

Students explore endangered species in Samoa and the importance of conservation. They will:

• Define "endangered species" and describe their features.
• Identify examples of Samoan endangered species and explain their features and the threats they face.
• Explain the significance of rainforests for natural species.
• Create sketches of different endangered species.
• Experiment with different media (pencils, crayons, pastels) to create posters or artwork about natural species.
• Use a multimedia approach to create artwork about saving endangered species.
• Analyze and interpret artwork by artists promoting conservation.

Year 12: Our Future

Students use art to envision the future of Samoa. They will:

• Define "future" and describe how they envision the future.
• Identify ideas about the future of Samoan society.
• Explain their vision of society in the future.
• Create sketches of their ideas for the future.
• Experiment with different media (pencils, crayons, pastels) for landscape collages and paintings.
• Use a multimedia approach to create artwork reflecting the future.
• Discuss and interpret artwork by artists representing their vision of the future.

Thematic Unit 4: Samoan Oratory, Proverbs, and Storytelling

This unit explores Samoan oral traditions through visual art.

Year 9: Samoan Songs, Chants, and Proverbs

Students explore the artistic expression of Samoan songs, chants, and proverbs. They will:

• Define "chants" and "proverbs."
• Describe the use of art elements and principles in relation to these oral traditions.
• Identify examples and explain how artists express their views on them.
• Explain their significance and aesthetic value in artwork.
• Create sketches based on different aspects of artwork.
• Use various methods to explore lines, colors, forms, shape, space, value, and textures.
• Create cubist artwork from different viewpoints.
• Experiment with different media (pencils, crayons, pastels) for landscape collages and paintings.
• Create original artwork representing Samoan chants, songs, and proverbs.
• Use a multimedia approach to create artwork.
• Discuss and analyze artwork by artists using these themes.

Year 10: Samoan Oratory: Traditional Attire for Special Events

Students explore Samoan oratory and the traditional attire worn during these events. They will:

• Define "oratory" and describe the features of costumes/dresses worn.
• Identify examples and explain the different objects/materials used.
• Explain the significance and function of oratory in Samoan society.
• Create sketches based on different aspects of traditional attire.
• Create artwork from different viewpoints.
• Experiment with different media (pencils, crayons, pastels) for landscape collages and paintings.
• Use a multimedia approach to create artwork.
• Analyze artwork related to costumes/dresses used in oratory ceremonies.
• Investigate different attire and design wearable art focused on Samoan oratory.

Year 11: Myths and Legends

Students explore Samoan myths and legends through visual art. They will:

• Define "myth" and "legend," describing the characters of the stories.
• Describe the use of art elements and principles in artwork.
• Identify examples of art elements and principles.
• Explain the different features of art elements used.
• Explain the significance and function of myths and legends in Samoa.
• Create sketches based on different aspects of myths and legends.
• Create sketches portraying selected myths and legends.
• Illustrate selected myths and legends into a storybook.
• Experiment with different media (pencils, crayons, pastels) for various art forms.
• Use a multimedia approach to create artwork based on a selected story.
• Discuss artwork by illustrators such as Gus Hunter and Robyn K.

Year 12: Samoan Fagogo Performance: Body Art and Fibre Art

Students explore Samoan fagogo (folktales) performance, body art, and fibre art. They will:

• Define "body art," "fibre art," and "folktale/fagogo."
• Describe the features of body art and fibre art.
• Identify examples of Samoan folktales.
• Explain the different features of Samoan body art and fibre art.
• Explain the significance of fagogo and the functions and aesthetic values of storytelling in Samoa.
• Create sketches based on different aspects of folktales, body art, and fibre art.
• Create artwork from different viewpoints.
• Experiment with different media (pencils, crayons, pastels) for various art forms.
• Use a multimedia approach to create original artwork.
• Discuss and analyze artwork by artists using these themes.