Unit plan

Unit Title:
Year Level:
Lesson Duration and Times
Teacher:
Semester/Term
Year:

Elements of Art
Year 7
1 hour lessons, 3 times a week
Lauren Wilson, Mentor :Bronwyn Packwood
Term 2
2015

Description:Thisshouldcapturethebigidea/issues/experience,significantknowledgeandunderstandingthat
willbedevelopedthroughtheunitandsetuptheframeworkforthelearningjourney

Inyear7,studentsidentifyandanalysehowotherartistsusevisualconventionsandviewpointsto
communicateideasandapplythisknowledgeintheirartmaking.Theyexplainhowanartworkis
displayedtoenhanceitsmeaning.Theyevaluatehowtheyandothersareinfluencedbyartworks
fromdifferentcultures,timesandplaces.
Studentsplantheirartmakinginresponsetoexplorationoftechniquesandprocessesusedintheir
ownandothersartworks.Theydemonstrateuseofvisualconventions,techniquesandprocessesto
communicatemeaningintheirartworks.
Themainfocusofthisunitisthedifferentelementsofartanddevelopingthebasicsinartmaking
toallowforfurthergrowthinartisticablilty.Studentswillexplore,experinment,developartistic
skills,techniguesandprocessesthroughthedifferentartelementsofline,colourandtonethough
variousactivities.Theseactiviteswilldevelopstudentsartisticconfidenceasstudentswillbeable
tomanipiulateandmixdifferentelementsandmaterialstocomposeapieceofart.
Thefocusmediums,techniquesandskillsforthisunitofworkareDrawingandpainting.

Rationale:Thisshouldexplainwhythisunitisrelevantfortheparticulargroupoflearners.Itshouldinclude
detailsabouthowthisbuildsonpriorunitsandlearning.Whoarethelearnersinthisgroupandwhataretheir
needs?

The student cohort is made up a varying artistic ability and experience, and as
such this program has been designed to accommodate this.
Students extend their understanding of safe visual arts practices and choose
to use sustainable materials, techniques and technologies. Their
understanding of the roles of artists and audiences builds upon their
experience from the previous years.

LearnerContext:Eachsubheadingmustbeaddressedinthelearnercontext.
Whatdoesthelearneralreadyknow?
Amajorityofthelearnershaveparticipatinginartmaking/artclassesbefore.Somehavemoreexperiencethen
others,andsomehavecompletedthetaskseg.(colourwheel,drawingfaces)before
Findoutfromthelearnerandstateherewhatthestudentpriorknowledgeisinthisareatoassistwithyour
planning.

Whatdoesthelearnerneedorwanttoknowinrelationtothisunit?
Findoutfromthelearnerandstateherewhatthestudentwantstoknow/learnaboutinthisareatoassistwithyour
planning.
Howdothelearnersbestlearn?
Studentsinthisclasslearnbestwithexplicitanddirectinstructionrequiredtocompleteagiventask.

FOCUS QUESTIONS

What are the specific content knowledges (procedural and declarative) and understandings
that will drive the unit? Why, how, what questions.

What is line?
What are the primary colours?
What are the secondary colours ?
What are warm colours?
What are cool colours?
What are complementary colours?
What pimary colours mix together to make secondary colours?
What is tone and grayscale?
What is shade?
What is tint?
What is monochoromatic colour?
What is monochromatic scale?
How do you draw a face?
How do you draw a portrait?
How can I improve my drawing skills?
How can I improve my painting skills?
How can I use these elements and principles to enhance my artwork?
LITERACY CONCEPTS AND STRATEGIES

What are the specific literacy concepts covered in the unit and what strategies will be used
to demonstrate teaching and learning? ie, spelling, grammar, vocabulary, text form/type.
(First Steps resources)
The main vocabulary is the art elements :

Line

Colour

Tone

Scale

Monochromatic

Colourwheel

Hue

value

Shade

Tint

intensity

Understanding these concepts and keys words leads into practical aspects where more terms
and concpets are learnt through completeing set tasks. During and after the tasks is when

tudents demonstrate their understanding of the concepts learnt.

Eg- what is and how do I use paint?
How can I make this Colour out of these colours ?
By mixing these colours I make this colour.

PRODUCT & ASSESSMENT

How will I check the learner has made progress?
Formative: one on one dissusions with students on their work. Group/table
discussions on students work
Summative:
assessment sheet
How I will I inform learners and others about the learners progress?
by Providing students with Continual verbal one on one and group/table feedback in
class.
Australian Curriculum/NTCF outcome
Assessment
link
CoverpageLine
Colourwheel
Warm/coolfaces
Greyscaletone
Monochromaticscale
Drawingfaces
Drawingportraits
Paintingportaits

Practice techniques and processes to

enhance representation of ideas in their art
making (ACAVAM121)

Present artwork demonstating consideration

of how the artwork is displayed to enhance
the artist intention to an audience
(ACAVAM122)

Specific Student Needs and Adjustments:

If designing unit for a particular cohort, consider ways to profile learner needs, list specific
considerations and requirements

Thereareanumberofstudentswithintheclassthathavevaringdegreesoflearningdifficulties.Forthese
studentsscaffoldingthecontextandlessonstomeetstudentsneedsandcommunicatingthetaskeffectively
willbeimplimentent.

Key Resources for Unit

People, texts, AV, technology, websites etc)

N/A

Learning Journey sequence of lessons/strategies

WEE
K
1

LESSON
LINE

COLOUR
WHEEL

TOPICS/CONTENT
Students are to create
a cover page for their
visual diary using their
name and different
types of lines.

Students are to
complete a colour
wheel using the 3
pimary colours
Students introduce to
terms:
Primary colours
Secondary
colours
Complementart
colours
Warm cools
Cool colours

TEACHING
STRATEGIES
Studnets to copy the line example and definition of
line from the the board into their visual diaries (on
second page to leave room for cover page).
Students are then to create a cover page with their
name in the centre using different styles of lines.

ASSESSMENT
Completed
cover page

Teacher demonstration and example

Students are to paint a colour wheel using the three
primary colours : red, yellow and blue.
Completed
colour wheel
with lables and
terms in visual
diary

RESOU

Visualdia
Leadpenc
Colouredp

Colourwhe
template
Primaryco
Brushes
Water
Sicssors
glue

2
WARM/
COOL
FACES

TONE
GREYSCA
LE

MONCHO
MATIC
SCALE

Studentsaretopainta
sun/moonfaceusingwarm
andcoolcolours.

Studentsaretocompletea9
tonegreyscale
Studentsintroducetoterms:
Hue
Value
Tone
Shade
Intensity

Studentsaretocompletea9
tonemonchomaticscale
Terms
Shade
Tint
Monochromatic

Example on board
Students to use their knowledge of warm and cool
colours and complete a sun and moon face. The sun
side should be painted with warm colours and the
moon side should be painted with cool colours.
Student work on mixing colours and making new
shades and tints. They also work on refining and
developing their painting skills.(not rushing)

Teacher demonstration and example on board

Students to paint a 9 tone greay scale using white
and black paints. Studnets learn what shades and
tints are and how they are made (adding more white
for a tint or more black for a shade) .Student work
on refining and developing their painting skills.(not
rushing)

Teacher demonstration and example on board

Students to complete a 9 tone monochromactic
scale using white, black and red paints. Studnets
develop their understanding of shades and tints are
and how they are made (adding more white for a tint
or more black for a shade) .Student work on refining
and developing their painting skills.(not rushing)

Completed
warm/cool face

Sun/moo
template
Warm co
paints
Cool colo
paints
Brushes
Water
Sissors
Glue

Completed 9
tone greyscale

9 square
template
Black an
paint

Completed 9
tone
monochromatic
scale

DRAW
FACES

Students are to follow

teaher demonstration
of how to draw a face

3
DRAW
PORTRAIT
S

PAINT
PORTRAIT
S

Students to use skills

from last lesson to
draw a portrait of their
partener/friend

Teacher demonstrats the steps involed in drawing a

face. As a class all Students follow along with each
step, before moving onto the next. Once all steps
are completed student now refine their faces adding
in details ect.
Students that finish can work on drawing another
face by themselves remembering to follow the
steps.
Students are to pair up with a friend and sit across
from each other on a table. Students are to draw
each other following the steps from the last lesson.
Adjusting, adding, subtracting

Studentstopainttheirportrait Stundets are to use the drawn portrait from previous

usingamonochromaticscale. lessons and using a monochromatic tone of their
choice paint the portrait. Student work on creating
different shades and tints within their choosen
colour. Student continue refining and developing
their painting skills.(not rushing)

Completed
drawn face

Pencils
Eraser
Sharpen
Visual di
A3 pape
Completed
drawn portrait

Completed
painted portriat

A3 pape
Paint
Water
Brushes