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Culture Documents
Lesson
1.
Objectives
Students will be able to:
Identify to the class 3 physical
things which may be mapped
Identify to the class 3 conceptual
ideas which may be mapped.
Curriculum Links
Literacy
Numeracy
History
ATSI Histories and Cultures
Asia & Australia's engagement with Asia
Critical and Creative Thinking
Personal and Social Capability
Intercultural Capability
Explore & Express
Explore visual arts practices as inspiration to
explore and develop themes, concepts or ideas in
artworks (VCAVAE033)
Explore how artists use materials, techniques,
technologies and processes to realise their
intentions in art works (VCAVAE034)
Assessment
Lesson Overview
Formative
Lesson 1. WK 1.
-Make clear learning goals for unit. (Write
on board)
Observing student
behaviour: Participation in
class discussion.
Summative
Lesson 2.WK 1.
-Group task: Mind map. Students put in
groups of 4. Students select one of the
following contemporary artists to create a
mind map on.
The Boyle family
Paula Scher
Olafur Eliasson
Maira Kalman
Stephen Walter
Making/
Responding
Explore (e5)
Responding
Modern maps.
(Topographic maps
-Weather maps
-Tribe maps
-Family quilt
-Food maps etc.)
-What is a map?
Literacy
Numeracy
History
ICT Capability
ATSI Histories and Cultures
Asia & Australia's engagement with Asia
Critical and Creative Thinking
Personal and Social Capability
Intercultural Capability
Historical maps
https://www.brainpickings.org/2012/04
/17/magnificent-maps-cartography-aspower-propaganda-and-art/
Artist/Movement
Engage (e5)
Making
2.
Students will be able to:
Correctly identify the Elements of
Art in class activities.
Identify the Elements in artworks
shown in class.
Literacy
Critical and Creative Thinking
Students learn through making and Responding.
Visual Arts Practices
Experiment with materials, techniques,
technologies and processes in a range of art forms
to express ideas, concepts and themes in
artworks (VCAVAV035)
Develop skills in planning and designing art works
and documenting artistic practice (VCAVAV036)
Formative
Observing student
behaviour: Contribution to
group task.
Teacher observes students
who may be identified as not
having friends/not making
connections with others.
Notes taken, seating
arrangement may be
adjusted if necessary.
Formative
Assess Products: Group task
work will be submitted to
teacher to be assessed by
depth of insight, connections
between chunks of
information, and breadth of
inquiry.
Grayson Perry
Colour: Monet
Matisse Kandinsky.
Line: Frank Stella
Lichtenstein, Charles Sheeler, M iro.
Shape: Matisse, Mondrian, Edward
Steichen.
Form: Alexander Calder, Lichtenstein,
Sol Le Witt.
Texture: Da Vinci, Martin Johnson
Heade, Winslow Homer.
-Students may wish to investigate The
Boyle Family for inspiration for Flipped
Learning Task.
Explain (e5)
Responding
Lesson 1. WK 3.
3.
Students will be able to:
Summative
Assess Products: View
products as vehicles to build
skills in the use of materials
and techniques, develop
visual problem solving skills,
encourage authentic
expression. promote
understanding of concepts
and processes.
Student Presentations.
Elaborate(e5)
Responding
Explain (e5)
Making
& Responding
Lesson 2. WK 3.
Students will be able to:
Sustainability
ICT Capability
ATSI Histories and Cultures
Asia & Australia's engagement with Asia
Formative
- Video Land artists
Observing student
behaviour: Participation in
class discussion.
4.
Students will be able to:
- Compare Aboriginal paintings
with actual maps (Google Earth)
and observe the similarities/
differences.
- Identify which community an
indigenous artwork comes from.
- Identify the way Aboriginal artists
have used the art elements &
colour.
Literacy
ICT Capability
ATSI Histories and Cultures
Students learn through making and Responding.
Visual Arts Practices
Experiment with materials, techniques,
technologies and processes in a range of art forms
to express ideas, concepts and themes in
artworks (VCAVAV035)
Develop skills in planning and designing art works
and documenting artistic practice (VCAVAV036)
Formative
Observing student
behaviour: Participation in
class discussion and learning
activities.
Lesson 1. WK 4.
- Teacher remind students to start thinking
about folio & resolved work.
Indigenous art-maps-identity.
Students go to:
http://www.ngv.vic.gov.au/ngvschools/Trad
itionAndTransformation/map/
- Using this map showing where artworks
were produced , observe the different
colours, symbols which are unique to that
community.
- Compare Aboriginal paintings with actual
maps (Google Earth) and observe the
Environmental issues
John Wosleley
Ping-yu-pan,
Aboriginal sand art/sand talk.
Indigenous artists:
http://www.ngv.vic.gov.au/ngvschools/
TraditionAndTransformation/artists/
Elaborate (e5)
Responding
similarities/ differences.
-Observe how Aboriginal arists use symbols
in the artwork. Reflect on what kind of
symbols we see & use in everyday life.
Literacy
Numeracy
ATSI Histories and Cultures
Summative
Assess products: Assess
students ability to identify
the formal qualities of an
artwork, and how the artist
has translated the landscape
into a painting using
appropriate Art language.
Discuss and identify how
artists express cultural
identity in their artworks, for
example, how artists from
different cultures express
the concepts of place and
country.
Lesson 2. WK 4.
- Observe the art works from Julie Dowling's
Federation Series 1901-2001 on the NGV
Traditions and Transformations online
resource.
- Research Julie Dowling in the 'Artists' tab,
read. about her community, and view the
video clip in the Tradition and
Transformation resource.
- Choose ONE of her paintings from on the
website to complete your analysis on.
Evaluate (e5)
Responding
5.
Students will be able to:
Formative
Explore (e5)
Making
6.
Literacy
Critical and Creative Thinking
Observing student
behaviour: Assess students'
ability to use each
process/medium (charcoal,
painting, clay.)
Assess Products: View
products as vehicles to build
skills in the use of materials
and techniques, develop
visual problem solving skills,
encourage authentic
expression. promote
understanding of concepts
and processes.
Formative
Observing student
behaviour: Assess students'
ability to use each
process/medium as selected
by student.
Formative
Observing student
behaviour:
Assess ability to apply their
understanding of how to
extract meaning from a work
by using the 'I see, I think, I
wonder' approach to art
dating materials!)
Students give 3 different materials :
charcoal, paint, & clay.
Students are given 20 minutes to
experiment with each material before being
told to move to the next material.
-Students must consider the elements &
Principles of art, and how the materials will
affect the interpretation of the works.
- Resulting works will all be put in students
folio as developmental work.
Differentiation: Teacher keep a watchful
eye over physically students offer
support/assistance where needed. This task
allows students such as EAL to observe
peers for instruction if needed.
Lesson 1 WK 6.
1. Students to select their most successful
exploration with a material and use it to
continue their folio exploration. Student is
not limited to using any particular medium.
Explore (e5)
Making
Explain (e5)
Responding
Lesson 2. WK 6.
- Students to choose one of their works
from experimentation.
- Students are given an 'I see, I think, I
wonder' worksheet.
- Students instructed to move 10 seats to
the right and fill in worksheet on the
student work in front of them.
analysis.
Assess effort put in to giving
feedback to a peer based on
their interpretation.
7.
Students will be able to:
Identify, analyse and evaluate how
other artists use materials,
techniques, technologies,
processes and visual conventions to
express ideas and convey meaning.
Identify how artists have expressed
viewpoints in their artworks.
Literacy
Numeracy
History
Critical and Creative Thinking
Personal and Social Capability
Intercultural Capability
ICT Capability
Students learn through making and Responding.
Respond and Interpret
Analyse how ideas and viewpoints are expressed in
art works and how they are viewed by
audiences (VCAVAR038)
Identify and connect specific features of visual
artworks from different cultures, historical and
contemporary times (VCAVAR039)
Formative
Observing student
behaviour:
Assess ability to apply their
understanding of how to
extract meaning from a work
by using the 'I see, I think, I
wonder' approach to art
analysis.
Assess ability to link together
information to create a mind
map which visually
represents connections.
Lesson 1. WK 7.
Contemporary artists who use maps.
- PowerPoint on contemporary artists using
Maps as inspiration for their work. Teacher
to discuss artists and artwork, allowing time
for questions.
-Students to allocated one artist from
examples provided in PowerPoint. A
worksheet with the image, and 'I see, I
think, I wonder', with space allowed for
response.
- Students may research artist in class on
laptop/phone .
-Students to address all criteria on
worksheet .
-From research and worksheet students are
to create a mind map on that artist linking
together all the pieces of information.
-Both components (written & mind map)
are to be handed in to teacher at end of
class.
Differentiation: Students whom experience
difficulty with language/writing may
respond in dot point form, on a computer,
or orally to teacher in individual discussion.
Elaborate (e5)
Matthew Cusick, Mark Bennett, Alberto Making &
Duman, Corriette Schoenaerts, William Responding
Pope.L, Arie A. Galles, Quin Ga,
Guillermo Kuitca, Layla Curtis, Alighiero
Boetti, Kathy Prendegast, Bruce
Nauman.
Literacy
Critical and Creative Thinking
Students learn through making and Responding.
Visual Arts Practices
Experiment with materials, techniques,
technologies and processes in a range of art forms
to express ideas, concepts and themes in
artworks (VCAVAV035)
Formative
Lesson 2. WK 7.
Students to work on folio & resolved works.
Observing student
behaviour:
Assess ability to work
independently on their folio.
Engage(e5)
Making
Student exhibition.
Evaluate (e5)
Making
8.
Students will be able to:
plan and make their art works in
response to exploration of
techniques, technologies and
processes used in the work of other
artists.
demonstrate the use of materials,
techniques, processes, visual
conventions and technologies to
express ideas and convey meaning
in their artworks
justifying their choices for
presentation of ideas in artworks or
designs appropriate for a particular
audience.
Summative
Overall assessment :
Determine whether students
behaviours, products, and
comments during discussions
to ascertain level of
understanding of the
concept of a map, and
growth in
manipulative/expressive
skills. Assess students
written critical analysis of
artists' work.