Skolbanken – inspiration och utveckling från hela landet
9en Individual craft artefact
Innehåll
Content/ Target
You decide the content yourself based on your idea. You plan and produce one bigger or several smaller processes in craft. You're expected to think through what material you need and what techniques to use as well as what tools you need to produce your craft artefact.
Success strategies
Plan a project on your own from the teachers suggestions and consider different options regarding technique, shape, form and coloursetting.
Actively listen to and follow instructions, both oral and written instructions and individual. Use your classmates as resourses when learning and be a recourse for your classmate. Bring and use your computer for slöjdportfolio and slöjdlexikon.
Think about working thorougly and in a safe functional way.
Use your knowledge from earlier years of craft but also challange yourself to new techniques and more complex work depending on your skills and time.
Use lessons efficiently and prepare before class.
Use your slöjdportfolio to keep track of your process so that you keep up with your work. Also analyse your work process using the support questions.
Think about that you are the one that lead the process forward and work independently solving problems during that time. Don´t forget to use your teacher and classmates in that process for guidance.
Assessment
How you give form to and produce your craft artefact.
How you reflect on choice of material, cultural connection, symbols and colours and shape.
How you handle tools and machines.
The quality of your handicraft when you sew, embroider, knit or chrochet.
How you try and retry during your process.
In what way you contribute to formulating action alternatives that lead the process to improvement.
How you use your creativity and independence.
How you make judgments about your process in slöjdportfolio in text and pictures using term specifics.
Resourses
You have access to material in the textile classroom or other material that you look up yourself, for example using clothes you have grown out of or an old bag that you want to redo. In textiles, you can find literature to use or you can login to slöjdlexikon to look for ideas and instructions.
Links
username: Rödabergsskolan
password: 12345
Uppgifter
-
Idea, planning and work process
-
Textile fibers and what they are used for
Matriser
Knowledge requirements at the end of year 9
The ability to give form to and produce craft artefacts using different materials, hand tools, tools and craft techniques. |
||||
| F | E | C | A | |
|---|---|---|---|---|
|
Craft artefact
|
|
Pupils in a simple and partly systematic way can give form to and produce craft artefacts using different materials based on instructions.
|
Pupils in a developed and relatively systematic way can give form to and pro¬duce craft artefacts using different materials based on instructions and partly their own initiatives.
|
Pupils in a well-developed and systematic way can give form to and produce craft artefacts using different materials based on instructions and their own initiatives.
|
|
Tools
|
|
In their work, pupils can use hand tools, tools and machines in a secure and basically functional way.
|
In their work with crafts, pupils can use tools, instruments and machines in a secure and appropriate way
|
In their work, pupils can use tools, instruments and equipment in a secure and appropriate way with precision.
|
Ny rubrikThe ability to choose an approach based on the aim of the craft task and some quality and environmental aspects.
|
||||
| F | E | C | A | |
|
approach
|
|
Based on the aim of the craft task and some quality and environmental aspects, pupils choose their approaches, and give simple reasons for their choices.
|
Based on the aim of the craft task and some quality and environmental aspects, pupils choose their approaches, and give developed reasons for their choices.
|
Based on the aim of the craft task and some quality and environmental aspects, pupils choose their approaches, and give well developed reasoning for their choices.
|
|
Inspiration material
|
|
Pupils in crafts can contribute to developing ideas in interaction with inspirational material.
|
Pupils in crafts can develop ideas in interaction with inspirational material.
|
Pupils in crafts can develop ideas in interaction with inspirational material provided and material which pupils have themselves obtained.
|
|
combine
|
|
In addition, pupils can test how material and handicraft techniques can be combined with respect to an object’s form and function.
|
In addition, pupils can test and retest how material and handicraft techniques can be combined with respect to the form and function of an object.
|
In addition, pupils can systematically try and retry how material and handicraft techniques can be combined with respect to the form and function of an object.
|
|
Process
|
|
During the work process, pupils contribute to formulating and choosing action alterna¬tives that lead to improvements.
|
During the work process, pupils formulate and choose action alternatives which with some adaptation lead to improvements.
|
During the work process, pupils formulate and choose action alternatives that lead to improvements
|
Ny rubrikThe ability to make judgements about the work process with some use of terms specific to the crafts.
|
||||
| F | E | C | A | |
|
make judgments
|
|
Pupils can also make simple judgments about the work process with some use of terms specific to the crafts, and show simple relationships between form, function and quality.
|
Pupils can also make simple judgments about the work process with relatively good use of terms specific to the crafts, and show simple relationships between form, function and quality.
|
Pupils can also make well developed judgments about the work process with good use of terms specific to the crafts, and show simple relationships between form, function and quality.
|
Ny rubrikThe ability to interpret what a craft artefact expresses based on trends and traditions in different cultures.
|
||||
| F | E | C | A | |
|
Interpret
|
|
In addition, pupils interpret what a craft artefact expresses and apply simple reasoning based on their own experiences, as well as trends and traditions in different cultures.
|
In addition, pupils interpret what a craft artefact expresses and apply developed reasoning based on their own experiences, and also trends and traditions in different cultures.
|
In addition, pupils interpret what a craft artefact expresses and apply well developed reasoning based on their own experiences, and also trends and traditions in different cultures.
|
