Visual Art Project Description (Topic) Art Nouveau (Year Level) 9 (Dimension) A4/2D (Medium) Mixed

Student Name: Jamie-Louise Gury Student I.D.: 20172170

Art Nouveau Stained Glass

Students will create an Art Nouveau inspired stained glass
panel.

Students will, through a process of exploration and

experimentation, choose a medium to paint onto ONE A4
Acetate Sheet from Acrylic or Glass Paint, Inks, Dyes,
Markers, Pen, or Mixed Media. Students choice of media will
be based on the competence developed throughout their
medium development process.

Students will select subject matter that fits into the art
movement Art Nouveau and features key style and subject
elements intrinsic to Art Nouveau (flora and/or female figures)
exploring the concept of beautiful objects and the aesthetic
purpose of art.

Students will choose ONE Art Nouveau artist as a source of

inspiration throughout their Art Inquiry as they produce their
portfolios to explore idea and design development. The choice
of artist will be recommended to come from one of the four
artists covered in class case studies.
http://www.theageofelegance.com/info/styles/
nouveau/nouveau-style.jpg

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content/uploads/2014/10/IMG_5658.jpg post/2016/11/28/Art-in-Advertising-Art- ak0.pinimg.com/564x/59/89/5d/59895db849
Nouveau 2871a8827d4edeb808c3af.jpg

The final A4 Stained Glass panels will be

joined in a constructed chandelier for purpose
of exhibition exploring the themes of Art
Nouveau as an aesthetic that permeated every
part of society and domestic lives.

Students will complete ONE semester of Visual

Art Studies. Term ONE will consist of art
response and idea and skill/technique
developments. Term TWO will consist of art
production and exhibition.

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htmain.jpg
Jamie-Louise Gury 20172170 Page 2 of 19 EDSM13 FPD ASSIGNMENT
Abbreviations: L = Literacy N = Numeracy ICT = ICT Competency CCT = Critical and Creative Thinking SCH = Social, Cultural, Historical Context

EB = Ethical Behaviour PSC = Personal and Social Competence IU = Intercultural Understanding EC = Essential Content AN = Art Nouveau
Unit Overview (Discipline) Visual Art (Topic) Art Nouveau (Year Level) 9 (Term) 1 (M/R) Responding
Student Name: Jamie-Louise Gury Student I.D.: 20172170
Wk Topic EC/Knowledge Key Skills Resources Assessment
Introduction to Art Nouveau / Analysis: Use of - L/CCT: Students - TAN p.5-9 Informal Assessment
Stylised Still Life Drawing visual art language, discuss AN styles - Prezi 1 Students will take part
- Situate AN historically and its visual conventions and features. - YouTube 1 in a Kahoot on
1
SCH, exploring influences. and art terminology - N: Students Flora and Elements and
- Explore AN styles through still to respond to create copies of art materials Principles and
life and design mimicry. artwork. AN art features. for still life. complete HO 5.
Values, Beliefs and Art Analysis: Visual - L/CCT/IU: - Prezi 3 Assessment Check:
Meaning / Recreating AN conventions Students analyse - HO 1 Students will be
Elements and Principles identified in a AN artworks using Watercolour allowed class time to
2 - Exploring the social responses complex visual art pencils & work on Group
to AN. Exploring the Elements compositional language and fine point Presentations in order
and Principles used by AN and arrangement of exploring social markers for to supervise content
recreating them in small scale. artwork. power of art. exploration. direction.
Commentary and Social Analysis: Using - L/CCT: Artwork - Prezi 5 In Class Image
Issues in Art / Creating (FELDMAN) to analysis. - MOMA p. Analysis
Posters with Messages analyse artwork - EB: Students 9-10, p. 33 Guided short response
3 - What was AN saying? from contemporary create and - InkInd to an artwork using
- Students will create draft and past times. consider artistic Butchers FELDMAN.
posters that explore a comment. commentaries. paper Weighting = 15%
Artistic Purpose and Intention SCH: Identification - L: Artistic - TAN p. 27 Assessment Check:
/ Mimicking Gustave Klimt of representations production. - Prezi 2 Journal Progression
4 - Artist Study: Gustave Klimt. in artwork within a - CCT/IU: Artist - Klimt either 1 artist or 2
- Explore SCH, techniques etc. given context. study, exploring - YouTube 2 artworks,
- Developing use of Acrylics. influences and art Acrylic paint researched/analysed.
Historical Setting and Subject SCH: Viewpoints in - L: Art making. - TAN p. 16 Group Oral
Matter / Developing Line Skills artwork from - ICT/PSC: Group - Mucha Presentations
- Artist Study: Alphonse Mucha. particular artists Presentation - MOMA p. 5 min pres. In groups
5
- Explore SCH, techniques etc. and styles. using ICT. 10, p. 14 of 3-4. Art movement
- Exploration of mediums for line - IU/CCT: Explore - HO 2 and artist investigation.
making and types of line in AN. artist and works. Markers etc. Weighting = 15%
Symbolism and Art in Design / SCH: Practices, - L: Artistic - TAN p. 19 Assessment Check:
Exploration of Mediums techniques and Production. - YouTube 3 Students will have 3-
- Artist Study: Emile Galle. viewpoints of artists - IU/CCT: Artist - TAS 1 4 A4 pages of Journal
6
- Explore SCH, techniques etc. from different study, exploring Dyes, inks, complete, developing
- Use of dyes, pens, inks, paints, cultural groups. SCH, influences pens, paints annotations exploring
markers for transparent surfaces and artwork in AN. experiments SCH for AN and artists
Artistic Influence and Visual Inquiry: Ideas for - L/PSC: Idea - TAN p. 30 Investigatory Journal
Art Portfolios art-making production and - YouTube 4 5 A4 pages of images
- Introduction to art project. appropriate for 2D exploration. - Prezi 4 and annotations
7 - Artist Study: Louis Tiffany. painting on - IU/CCT: Analyse - TAS 2 exploring the SCH
- Idea Development Strategies transparent and appropriate - Secese contexts of art
i.e. brain storming, sketching, surfaces. an artist style and Pencils and nouveau and 2 artists.
artist/subject/style influences. influences. markers Weighting = 20%
Art Themes, Materials and Inquiry: - L/N/ICT/CCT: - YouTube 5 Assessment Check:
Composition Exploration of Continuing idea - Secese Students will have
- Continuing idea development, media, materials and design Digital progressed through
8
artistic influences and mediums. and technologies in development devices and the initial stages of
- Use digital technologies and application to using ICT and variety of idea production and
painting skills and techniques. different art forms. other techniques. paints design development.
Artist Reflection and Inquiry: Visual art - PSC/CCT: - Slide S 1 Informal Peer
Experimentation language used in Critique of peers - HO 3 Assessment
9 - Experimentation in a variety of the development of design process. Variety of Use of rubric to peer
mediums and techniques and artwork and design - N/L: Design paints, assess portfolios.
reflecting through annotations. experimentation. experimentation. markers etc. Weighting = N/A
Applying Visual Art Language Inquiry: Recognise - L/CCT/PSC: - HO 4 Working Portfolio
Developing a resolved final and use visual art Resolving artwork - YouTube 6 Engagement in the
design, to be produced next conventions (e.g. design and Images for development of a
10 term, through use of visual art examining the reflecting an art mimicry of resolved artwork, skill,
language in the critique of representation of processes and the human idea, and creative
students own work both verbally the human form in appropriate use of form in Art development.
and through annotations. cultural contexts). art mediums. Nouveau Weighting = 30%

Jamie-Louise Gury 20172170 Page 3 of 19 EDSM13 FPD ASSIGNMENT

 Unit Overview Resource References (Discipline) Visual Art (Topic) Art Nouveau
Student Name: Jamie-Louise Gury Student I.D.: 20172170
Video/Interactive Resource
Resource Abbreviation Link Description URL
Prezi 1 Prezi Presentation Art Nouveau https://prezi.com/ljho5kheuczg/art-nouveau/
Prezi 2 Prezi Presentation Gustave Klimt https://prezi.com/t-rd0sbg4ro-/gustave-klimt/
Prezi Presentation Art Elements and https://prezi.com/uia5uae2h_yz/art-elements-and-
Prezi 3
Principles of Design principles-of-design/
Prezi 4 Prezi Presentation Brainstorming https://prezi.com/qvusbshq1hes/cubing-template/
Prezi 5 Prezi Presentation Feldman Analysis https://prezi.com/bduz91clbg_n/feldman-analysis/
Slide Share Presentation The https://www.slideshare.net/kpikuet/elements-and-
Slide S 1
Elements and Principles of Art principles-of-art-presentation
Video Art Nouveau Overview https://www.youtube.com/watch?v=P4luPnObQYo
YouTube 1
Goodbye Art Academy
Video Gustav Klimt Biography https://www.youtube.com/watch?v=UXLiaEJ0yH4
YouTube 2
Goodbye Art Academy
YouTube 3 Video Emile Galle Poetry in Glass https://www.youtube.com/watch?v=ei-Ow9X3744
YouTube 4 Video Louis Comfort Tiffany https://www.youtube.com/watch?v=bV_9mQgZVdU
Video How to create faux stained https://www.youtube.com/watch?v=f6HQIIqgtkI
YouTube 5
glass using only acrylic paint and glue
Video Tiffany. Louis Comfort Tiffany, https://www.youtube.com/watch?v=3mD3pShSm2o
YouTube 6
Vitrail, Stained Glass, Art Nouveau
Klimt Klimt Museum Galleries http://www.klimt.com/
https://itunes.apple.com/us/app/secese-vital-art-
Secese IOS App Secese Vital Art Nouveau
nouveau/id897245112?mt=8
https://play.kahoot.it/#/?quizId=d5d400c4-e37b-4875-
Kahoot Quiz Elements and Principles 9ed4-
Kahoot
of Art 7ff2de5e6e0b&user=JGUERY&token=6a43be33-
8692-4001-8be7-f3c44ddbf2a8

Text Resources
Resource Abbreviation APA Reference
National Gallery of Art Washington. (2000). Teaching Art Nouveau 1890-1914. Retrieved from
TAN
http://www.nga.gov/content/ngaweb/education/teachers/teaching-packets/art-nouveau.html.
Mucha The Mucha Foundation. (2017). Home. Retrieved from http://www.muchafoundation.org/.
The Museum of Modern Art. (1960). Art Nouveau: Art and Design at the turn of the Century.
MOMA
Retrieved from www.moma.org/calendar/exhibitions/2752 .
The Art Story. (2017). Art Nouveau: Concepts and Styles. Retrieved from
TAS 1
http://www.theartstory.org/movement-art-nouveau.htm#concepts_and_styles_header.
The Art Story. (2017). Art Nouveau: Art Nouveau Glasswork and Jewellery. Retrieved from
TAS 2
http://www.theartstory.org/movement-art-nouveau.htm#later_developments_header.
InkInd Design. (2017). Art in Advertising: Art Nouveau. Retrieved from https://www.inkind-
InkInd
design.com/single-post/2016/11/28/Art-in-Advertising-Art-Nouveau.

Hand Outs/Worksheets
Abbreviation Description
Worksheet providing guided exploration and mimicry of the elements and principles of Art
HO 1
Nouveau.
Worksheet providing instructions, guidance, and examples for the exploration of use of medium
HO 2
to recreate types of line stylistic to Art Nouveau.
HO 3 Worksheet providing guided elements and principles experimentation.
Worksheet for students to self reflect and evaluate their own design process and the
HO 4
effectiveness of their design for the purpose of being a stained glass panel in a chandelier.
Worksheet on YouTube Clip Art Nouveau Overview Goodbye Art Academy identifying key
HO 5
features of Art Nouveau.

Jamie-Louise Gury 20172170 Page 4 of 19 EDSM13 FPD ASSIGNMENT

General Capability SCSA Descriptor for the Arts Key Elements
- In the Arts, students use literacy along with the kinetic, symbolic, verbal and visual languages of the five Arts subjects. This enables - As students create, design, analyse, comprehend,
students to develop, apply and communicate their knowledge and skills as artists and as audiences. Through making and responding, discuss, interpret and evaluate artworks.
students enhance and extend their literacy skills as they create, compose, design, analyse, comprehend, discuss, interpret and evaluate - As students understand and use visual art terminology.
Literacy (L) their own, and others', artworks. - As students access knowledge, make meaning, express
- Students understand that the terminologies of the Arts vary according to context and they develop their ability to use language thoughts, emotions and ideas.
dynamically and flexibly. They use their literacy skills to access knowledge, make meaning, express thoughts, emotions and ideas, as well
as interact with, and challenge, others.
- In the Arts, students select and use relevant numeracy knowledge and skills to plan, design, make, interpret, analyse and evaluate - As students plan, design, make, interpret, analyse and
artworks. Across the Arts subjects, students can recognise and use numbers to calculate and estimate; spatial reasoning to solve problems evaluate artworks.
involving space, patterns, symmetry, 2D and 3D shapes; scale and proportion, to show and describe positions, pathways and movements; - As students calculate and estimate spatial reasoning,
Numeracy (N) and measurement to explore length, area, volume, capacity, time, mass and angles. patterns, symmetry, 2D/3D shapes, scale and proportion,
- Students use numeracy in the design, construction and display of art. Students work with a range of numerical concepts to organise, movements, and measurements.
analyse and create representations of data relevant to their own, or others', artworks, such as diagrams, charts, tables, graphs and motion - As students design, construct and display art.
capture. - As students create representations of data.
- In the Arts, ICT capability enables students to engage with digital and virtual technologies when making and responding to artworks. - As students create and share their artworks through
Students can, for example, use interactive multimedia platforms, communication and editing software, and virtual tools and environments, digital platforms and virtual tools.
to design, create and share their artworks. They can enhance their ICT capability as they generate ideas and explore concepts and - As students explore available technologies for production
possibilities by exploiting available technologies. and research.
ICT (ICT) - Students learn to apply social and ethical protocols and practices in a digital environment, particularly in relation to the appropriate - As students learn to apply social and ethical protocols
acknowledgment of intellectual property and the safeguarding of personal security when using ICT. They use digital technologies to locate, and practices in a digital environment, i.e. copyright,
access, select and evaluate information, work collaboratively; share and exchange information; and communicate with a variety of collaboration, and communicate.
audiences.
- In the Arts, critical and creative thinking is integral to making and responding to artworks. In creating artworks, students draw on their - As students make and respond to artworks.
curiosity, imagination and thinking skills to pose questions and explore ideas, spaces, materials and technologies. They generate, design - As students make and receive effective feedback about
Critical and and analyse art forms, consider possibilities and processes, and make choices that assist them to take risks and express their ideas, works.
concepts, thoughts and feelings creatively. In responding to the Arts, students learn to analyse traditional and contemporary artworks and - As students communicate and share their thinking,
Creative Thinking identify possible meanings and connections with self and community. They consider and analyse artists' motivations and intentions and visualisation and innovations to a variety of audiences.
(CCT) possible influencing factors and biases. They reflect critically and creatively, both individually and collectively, on the thinking and design
processes that underpin arts making. They offer and receive effective feedback about past and present artworks and performances, and
communicate and share their thinking, visualisation and innovations to a variety of audiences.
- In the Arts, students develop and apply ethical understanding when they encounter or create artworks that require ethical consideration, - As students encounter or create artworks that require
such as work that is controversial, involves a moral dilemma or presents a biased point of view. They explore how ethical principles affect ethical consideration.
the behaviour and judgment of artists involved in issues and events. Students apply the skills of reasoning, empathy and imagination, and - As students explore how ethical principles, and life
consider and make judgments about actions and motives. They speculate on how life experiences affect and influence people's decision experiences affect the behaviour and judgement of artist.
Ethical Behaviour making and whether various positions held are reasonable. - As students apply skills of reasoning, empathy and
(EB) - Students develop their understanding of values and ethical principles as they use an increasing range of critical thinking skills to explore imagination, considering and making judgements about
ideas, concepts, beliefs and practices. When interpreting and evaluating artworks and their meaning, students consider the intellectual, actions.
moral and property rights of others. - As students increase CCT to explore ideas, concepts,
beliefs and practices.
- As students consider moral and property rights of others.
- In the Arts, personal and social capability assists students to work, both individually and collaboratively, to make and respond to artworks. - As students work both individually and collaboratively to
Arts learning provides students with regular opportunities to recognise, name and express their emotions while developing art form-specific make and respond to artworks.
skills and techniques. As they think about ideas and concepts in their own and others' artworks, students identify and assess personal - As students name and express their emotions, and think
Personal and Social strengths, interests and challenges. As art makers, performers and audience members, students develop and apply personal skills and about ideas and concepts in artworks and assess personal
Competence (PSC) dispositions, such as self-discipline, goal setting and working independently, and show initiative, confidence, resilience and adaptability. strengths, interests and challenges.
They learn to empathise with the emotions, needs and situations of others, to appreciate diverse perspectives, and to understand and - As students develop self-discipline, goal setting, showing
negotiate different types of relationships. When working with others, students develop and practise social skills that assist them to initiative, confidence, resilience, adaptability, and
communicate effectively, work collaboratively, make considered group decisions and show leadership. empathy, as well as effective communication.
- In the Arts, intercultural understanding assists students to move beyond known worlds to explore new ideas, media and practices from - As students explore new ideas, media and practices from
diverse local, national, regional and global cultural contexts. Intercultural understanding enables students to explore the influence and different cultural contexts.
impact of cultural identities and traditions on the practices and thinking of artists and audiences. Students might explore forms and - As students explore the impact/influence of cultural
structures, use of materials, technologies, techniques and processes, or treatment of concepts, ideas, themes and characters. They identities on the practices and thinking of artists.
Intercultural develop and act with intercultural understanding in making artworks that explore their own cultural identities and those of others, - As students make artworks that explore their own cultural
Understanding (IU) interpreting and comparing their experiences and worlds, and seeking to represent increasingly complex relationships. identities and those of others, seeking increasingly
- Students are encouraged to demonstrate empathy for others and open-mindedness to perspectives that differ from their own and to complex relationships.
appreciate the diversity of cultures and contexts in which artists and audiences live. Through engaging with artworks from diverse cultural - As students demonstrate empathy and open-mindedness
sources, students are challenged to consider accepted roles, images, objects, sounds, beliefs and practices in new ways. to alternative perspectives.

Jamie-Louise Gury 20172170 Page 5 of 19 EDSM13 FPD ASSIGNMENT

 Forward Planning Document (Discipline) Visual Art (Topic) Art Nouveau (Year Level) 9 (Term) 1 (Weeks) 2-7 (M/R) Responding/Making
Student Name: Jamie-Louise Gury Student I.D.: 20172170

FPD COVER PAGE

General Capabilities:

Literacy Numeracy ICT Critical and Creative Thinking Ethical Behaviour Personal and Social Competence Intercultural Understanding

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and

Cultures Asia and Australias engagement with Asia Sustainability

General Capabilities Abbreviations:

ICT = Information and CCT = Critical and Creative PSC = Personal and Social IU = Intercultural
L = Literacy N = Numeracy EB = Ethical Behaviour
Technology Capability Thinking Competence Understanding
Other Abbreviations:
M/I = Motivation/ LS = Lesson Steps LC = Lesson Closure T = Transition TPS = Think Pair Share WS = Welcome and Settle
Introduction Students
PU = Have Students EC = End Class H/W = Home Work CL = Curriculum Links W/L = Week/Lesson H/O = Hand-out/
Pack Up Worksheet
AN = Art Nouveau GC = General R = Responding M = Making CP = Class Preparation SCH = Social, Cultural, and
Capabilities Historical Contexts

Jamie-Louise Gury 20172170 Page 6 of 19 EDSM13 FPD ASSIGNMENT

 W SCSA CL SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
/ OBJECTIVES (& General Capabilities) EXPERIENCES QUESTIONS
Making Responding
L
W Responding: - R: Students will be Establishing Prior M/I: [5 min] WS class running through the class aims - What did Art - Prezi Art
2 Visual conventions able to explain how Knowledge: A whole and having students gather their visual diaries, and Nouveau mean Nouveau
identified in artists can embed their class brainstorming note taking devices for CP. [5 min] Run through the to its artists? https://prezi.com
L complex work with their own activity at the beginning Prezi Presentation Art Nouveau with the class - What values or /ljho5kheuczg/ar
1 compositional values and beliefs. of the class in response having students point out specific uses of Elements beliefs did they t-nouveau/.
arrangement of - R: Students will be to What does Art and Principles within works of Art Nouveau. LS: [5 imbue in it? - H/O: Guided
artwork. able to identify how Nouveau Look Like? min] Perform a whole class brainstorm activity asking - How did its Elements
audiences react to will provide an What does Art Nouveau look like?. [5 min] Provide contemporary exploration
Making: artwork and how this opportunity to assess students with the H/O and art materials to explore the audience react sheet for
Recreating Art can affect an artwork. students level of key features of Art Nouveau. [30 min] Students will to Art Nouveau? recreation of key
Nouveau Elements - M: Students will be engagement in the complete the H/O and develop technical art making - What Elements features of Art
and Principles. able to identify and previous week. skills as they first identify the key features of Art and Principles Nouveau.
recreate the elements Student Observation: Nouveau, using art examples from the Secese App are utilised by - Secese App.
Analysis

Focus: Values, and principles of art Constant observation of (Students will have been informed to purchase this Art Nouveau? - Students own
Beliefs and Art movement Art Nouveau. student progress free IOS app at the beginning of the year in their - How can we visual diaries.
Meaning / - M: Students will be through the making book lists). Students will then recreate those uses of recreate Art - Variety of
Techniques used able to effectively use process will allow elements and principles in a variety of art mediums. Nouveau line, pencils, fine line
by Art Nouveau. watercolour pencils, fine opportunity to informally Students will use the work sheet as a guide, however colour, style and markers,
point markers, and other assess student making they will performs these design explorations in their subject? watercolour
Key Terms: sketching materials to skill level and own visual diaries. LC: [5 min] PU and clean the pencils,
Values, Beliefs, and recreate key elements of development. class in preparation for the bell. T: Remind students charcoals, and
Art Meaning. Art Nouveau. - GC: L/CCT/IU/N to bring their digital devices to the next class. EC. pastels.
W Responding: - R: Students will be Assessment Check: M/I: [5 min] WS class running through the class aims - How was Art - H/O: Group
2 Visual conventions able to interpret Students will be allowed and having students gather their digital devices for Nouveau Oral
identified in meaning and intent of class time to work on CP. [5 min] H/O to students the marking rubric for the adapted into Presentation
L complex Art Nouveau artworks. Group Presentations in Group Oral Presentation Assessment and the popular Marking Rubric.
2 compositional - R: Students will be order to supervise FELDMAN analysis framework. Run through these aesthetics of the - H/O:
arrangement of able to identify how Art content direction. as a class to confirm student understanding. LS: [5 time? FELDMAN
artwork. Nouveau infiltrated Students will be min] Allocate students their groups for the Oral - What art forms analysis outline.
popular aesthetics of its instructed to use Google Presentation Assessment, providing them with their does Art - Physical
Making: time and identify the art docs for effective use of specific artist focus. (Artists include: Gustave Klimt, Nouveau take? resources and a
Recreating Art forms in which Art ICT for collaborative Alphonse Mucha, Emile Galle, Louis Tiffany, Aubrey - What did Art list of
Nouveau Elements Nouveau appears. work. By the end of the Beardsley, May Gibbs, Koloman Moser, and Henry Nouveau mean recommended
and Principles. - R/M: Students will be lesson students will van de Velde). [30 min] Students will begin their to its audience? websites.
Analysis

able to efficiently use have been allocated 1 investigation of Art Nouveau and their allocated artist - What is the - Students own
Focus: Values, ICT and research artist to focus. Students using ICT and physical resources in small groups. effect of Art digital devices.
Beliefs and Art resources, in small will have selected at Students will be encouraged to use Google Docs for Nouveau within - Selection of
Meaning / groups, to begin an least 1 artwork from the working collaborative and will be prompted with design forms, books about Art
Techniques used investigatory process chosen artists questioning throughout this process. LC: [5 min] other than Nouveau and
by Art Nouveau. into Art Nouveau for the repertoire. Have students pack PU and perform a quick Q&A painting, 2D art specific artists.
purpose of oral - GC: L/ICT/CCT/PSC. with the whole class working through the Key forms?
presentation. Questions. T: Remind students to bring their art
making materials to the next class. EC.

Jamie-Louise Gury 20172170 Page 7 of 19 EDSM13 FPD ASSIGNMENT
W/L SCSA CL Specific Lesson Objectives
W Responding: - R: Students will be
3 Critical analysis able to make
frameworks considerations regarding
C (FELDMAN) used commentaries made by
1 to analyse artwork artists within their works.
from contemporary - R: Students will be
and past times. able to identify Art
Nouveau advertising
Making: Creating and interior design
Art Nouveau Draft styles.
Posters that - M: Students will be
Convey Meaning. able to produce draft
Analysis
designs of posters that
Focus: explore some form of
Commentary and commentary.
Social Issues in Art - M: Students will be
/ Creating Posters able to effectively use a
with Messages. variety of pencils and
markers to produce a
Key Terms: Art draft form of an A3
Commentaries. poster design.
W Responding: - R: Students will be
3 Responding: independently able to
Critical analysis analyse a given artwork
C frameworks using the FELDMAN
2 (FELDMAN) used analysis framework, and
to analyse artwork visual art language,
from contemporary within test conditions.
and past times. - R: Students will be
able to adhere to test
Making: Creating condition expectations
Art Nouveau Draft and conduct the
Posters that appropriate behaviour to
Convey Meaning. such conditions.
- M: Students will have
Analysis
Focus: made progress on their
Commentary and oral presentation
Social Issues in Art assessment task in their
/ Image Analysis own time, collaborating
using FELDMAN. with their group
members. Their
Key Terms: presentations will have a
Analysis distinct theme and artist
Frameworks, and focus, with the collection
Art Investigation. of biographical
information.
Jamie-Louise Gury 20172170 Page 8 of 19
Assessment & GC Teaching & Learning Experiences Key Questions Resources
Establishing Student M/I: [5 min] WS class running through the class aims - What - MOMA Art
Engagement: Students and having students gather their visual diaries, and commentaries Nouveau: Art
will perform a small note taking devices for CP. LS: [5 min] H/O printed was Art and Design at
group brainstorm to the copies of MOMA p. 9-10, p. 33 and InkInd Web Page Nouveau the turn of the
question How do Art to students and group read them as a class. [5 min] trying to make century p. 9-10,
Nouveau artists make Have students work in small groups to create a quick as an art p. 33.
commentaries in their brainstorm addressing the question How do Art movement? - InkInd Art in
art?. Nouveau artists make commentaries in their art? [5 - What is Advertising
Student Observation: min] Having students working independently, have involved in https://www.inki
Through constant them create another brainstorm for Art in Advertising poster design? nd-
observation of, and What commentaries can we make in our own art? [30 - How do design.com/sing
conference one on one min] Students will then commence work on the artists create le-
with, students as they creation of an original draft design for an A3 poster commentaries post/2016/11/28
create their posters it using their own visual diaries and a variety of pencils within their /Art-in-
will be possible to asses and markers. Students will attempt to portray some art? Advertising-Art-
students skill levels and form of comment within the poster whether it is for - How can we Nouveau.
capacity for high order product advertising, social issues, or an event. make - Students own
thinking in creating Students will be encouraged to develop their Art comments in visual diaries.
commentaries through Nouveau styles of design. LC: [5 min] PU and clean our own work? - Variety of
art. the class in preparation for the bell. T: Students will be pencils and
- GC: L/EB/CCT/PSC reminded of the assessment in the next class. EC. markers.
Formal Assessment: M/I: [2 min] WS class running through the class aims. - What is - Prezi
In Class Image [5 min] Run through the Prezi Presentation FELDMAN involved in the FELDMAN
Analysis - Students will Analysis with students in order to confirm students analysis of Analysis
be required to analyse, understanding of how to use the FELDMAN analysis artworks? https://prezi.com
in guided short response framework. [3 min] Hand out H/O for In Class Image - What is the /bduz91clbg_n/f
form using FELDMAN Analysis Assessment Task and printed copies of The FELDMAN eldman-
analysis framework, The Precious Stone Series, 1900. Outline to students the analysis analysis/.
Precious Stone Series, instructions and rules of behaviour for the assessment framework? - H/O: In Class
1900, by Alphonse task. I.e. the class is to be silent from the moment the - How do we Image Analysis
Mucha. The task will be test papers are handed out to the moment test papers describe, FELDMAN
performed in an in class are collected, and any cheating will be dealt with analyse, Framework
testing setting and accordingly. LS: [35 min] Students will complete the In interpret and providing
students will be allowed Class Image Analysis Assessment Task working make structure for
35 mins to complete the through the guided short response assessment paper. judgements guided short
task. Students will work independently and in silence as they about a piece response.
Weighting = 15% analyse The Precious Stone Series, 1900, by of artwork from - H/O: Printed
Assessment Check: Alphonse Mucha. Provide time scaffolding for students a given time? copies of the
Update on students on the board, verbally providing time prompts at the - What made image The
progress for Oral halfway point, 10 minutes left, 5 minutes left, 1 minute Art Nouveau Precious Stone
Presentation Task. left and time up. LC: [5 min] Collect students more than just Series, 1900, by
Students will have completed responses, having the class remain in an art style? Alphonse
developed content and silence until all papers are collected. T: [5 min] Mucha, and a
biography of artist. Assessment Check on student progress for the Oral digital version to
- GC: L/CCT/IU Presentation due in two weeks time. And remind be projected on
students of other upcoming assessments. PU/EC the screen.
EDSM13 FPD ASSIGNMENT
W/L SCSA CL Specific Lesson Objectives
W Responding: - R: Students will be
4 Identification of able to recite simple
representations in biographical information
C artwork within a and the social, cultural
1 given context. and historical contexts
surrounding Gustave
Social. Cultural, and Historical Contexts
Making: Mimicking Klimt and his artworks.
Gustave Klimts - R: Students will be
style through the able to identify the
use of Acrylic Paint. practices, techniques,
and concepts used by
Focus: Artistic Klimt, analysing
Purpose and Medicine & Hygeia
Intention / 1901, as a whole class.
Mimicking Gustave - M: Students will begin
Klimt. exploration and mimicry
of Klimts style, colours
Key Terms: Artistic and techniques, using
Purpose, Art acrylic paints on a small
Concepts, scale. Students will
Techniques, and develop their painting
Intended Materials. skills and use of colour.
W Responding: - R: Students will be
4 Identification of able to consider
representations in viewpoints,
C artwork within a interpretations, and
2 given context. critiques of Klimt and his
work.
Social. Cultural, and Historical Contexts
Making: Mimicking - R: Students will be
Gustave Klimts able to explore Klimts Students should be kept
style through the use of persuasive,
use of Acrylic Paint. communicative, or
expressive,
Focus: Artistic representation by
Purpose and analysing Klimts The
Intention / Kiss 1907-08.
Mimicking Gustave - M: Students will
Klimt. complete exploration
and mimicry of Klimts
Key Terms: style, colours and
Intended Audience, techniques, using acrylic
Audience, and paints on a small scale.
Viewpoints. Students will develop
their painting skills and
use of colour.
Jamie-Louise Gury 20172170 Page 9 of 19
Assessment & GC Teaching & Learning Experiences Key Questions | Resources
Establishing Student M/I: [5 min] WS class running through the class aims - Who is - Prezi Gustave
Engagement: As and having students gather their visual diaries, and Gustave Klimt? Klimt
student complete a note taking devices for CP. [5 min] Have students - What art forms https://prezi.com
worksheet for the actively watch YouTube Klimt Bio taking notes does he /t-rd0sbg4ro-
analysis of Klimts about Klimts SCH. LS: [5 min] Provide an overview produce? /gustave-klimt/.
Medicine & Hygeia as a of Klimts art style and run through Prezi Presentation - What are the - YouTube
class it will be possible Gustave Klimt. [15 min] H/O FELDMAN analysis social, cultural Klimt Bio
to see students framework and printed copies of Klimts Medicine & and historical https://www.yout
understanding on Hygeia, 1901. As a class students will analyse the contexts ube.com/watch?
analysis concepts. aforementioned artwork. [5 min] H/O printed regarding Klimt v=UXLiaEJ0yH4
Skills Check: examples of Klimts works and direct students to and his work? .
Observing students http://www.klimt.com/. [15 min] Students will begin an - What - H/O: Feldman
progression through the exploration and mimicry of Klimts style, techniques techniques does analysis sheet
Klimt mimicry task, it will and use of colour. Students will use acrylic paints on Klimt use? for artwork
be possible to see what a small scale in their own visual diaries to focus on - What are his analysis.
painting skill level ONE Klimt work from either: Medicine & Hygeia, art practices? - Students own
students are at, and 1901, The Kiss, 1907-08, Portrait of Adele Bloch - How do we visual diaries.
provide an opportunity Bauer I, 1907, and Lady with Fan, 1918. Students will emulate these - Acrylic Paints.
to direct skill be able to complete these studies in the next class. techniques in - Examples of
progression. LC: [5 min] PU and clean the class in preparation for our own art Klimts work.
- GC: L/CCT/IU/N the bell. T: Remind students that they will be checked practice using - Klimts works
on their progress for their Investigatory Journal in the Acrylic Paints? http://www.klimt.
next class and to bring any work completed. EC. com/.
Skills Check: M/I: [5 min] WS class running through the class aims - How did his - TAN Teaching
Observing student and having students gather their visual diaries, and contemporary Art Nouveau p.
completion of the Klimt note taking devices for CP. [3 min] Students will audience 27
mimicry task makes it independently read TAN p. 27. LS: [25 min] Students receive Gustave http://www.nga.
possible to see what will continue work on their small scale Klimt mimicry Klimt? gov/content/nga
painting skill level making exercise. Students will be working on their - How do our web/education/t
students are at. development of their painting skills with acrylic paints own eachers/teachin
as well as making considerations about Klimts use of contemporary g-packets/art-
on task to ensure colour and intended audiences. Students will have audiences nouveau.html.
completion within the completed their small scale Klimt studies within the receive Klimts - Examples of
time frame. time frame of this class. [12 min] Students will work? Klimts work
Assessment Check: analyse in small groups of 3-4 students, Klimts The - How does including,
Students will have Kiss, 1907-08. Students will focus on forms of Klimts work fit Medicine &
progressed through the representation and intention within the artwork using into the art Hygeia, The
Investigatory Journal the STICI analysis framework. Students will receive a movement of Art Kiss, Portrait of
assessment task, having H/O to shape their analysis and will be asked to Nouveau? Adele Bloch
completed research and question how Klimts work first into the art movement - What have you Bauer 1, and
analysis for Art Nouveau of Art Nouveau. LC: [5 min] Have students PU and learnt about Lady with Fan.
and have chosen ONE clean the class in preparation for the end of the class. Acrylics as a - Students own
artwork for ONE artist, T: [5 min] Assessment Check of students progress medium in your visual diaries.
beginning annotations. on their investigatory journals. Remind students that mimicry of - Acrylic Paints
- GC: L/CCT/IU/N their progress on the Oral Presentation Task will be Klimts styles and brushes.
checked in the following class. EC. and techniques.
EDSM13 FPD ASSIGNMENT
 W/L SCSA CL Specific Lesson Objectives
W Responding: - R: Students will be
5 Viewpoints in able to identify social,
artwork from cultural and historical
C particular artists contexts surrounding
1 and styles.
Alphonse Mucha and his
artworks.
Social. Cultural, and Historical Contexts
Making: - R: Students will be
Developing Line able to recognise the
skills through the power of visual arts in
emulation of Art advertising and how art
Nouveau using can act as an agent for
markers, fine lines, change.
and fine - M: Students will
paintbrushes. display a variety of line
making techniques as
Focus: Historical
they study Alphonse
Setting and Subject Mucha.
Matter / Emulating
- M: Students will
the line of Alphonse develop skills in the
Mucha.
creation of fine line and
delicate line work,
Key Terms: Art
experimenting with a
and Advertising. variety of mediums.
W Responding: - R: Students will be
5 Viewpoints in able express
artwork from understanding of the Art
C particular artists Nouveau movement,
2 and styles. through oral
presentation to their
Making: peers.
Developing Line - R: Students will be
Social. Cultural, and Historical
skills through the able to consider the
emulation of Art societal roles and
Nouveau using responsibilities of artists
markers, fine lines, while independently
and fine analysing artwork.
Contexts
paintbrushes. - R: students will be able
to evaluate the success
Focus: Historical of their own work, and
Setting and Subject that of their peers
Matter / Emulating through the use of a
the line of Alphonse marking rubric, as
Mucha. students progress
through the oral
Key Terms: presentation
Historical Settings. assessment task.
Jamie-Louise Gury 20172170 Page 10 of 19
Assessment & GC Teaching & Learning Experiences Key Questions Resources
Knowledge Check: M/I: [5 min] WS class running through the class aims - Who is - TAN Teaching
Quick Q&A on Artist. and having students gather their visual diaries, and Mucha? Art Nouveau p.
Skills Check: As note taking devices for CP. [5 min] Have students - What art forms 16
students progress actively watch YouTube Alphonse Mucha does he http://www.nga.gov/
through the task of https://www.youtube.com/watch?v=eGje-ufpQXw produce? content/ngaweb/edu
cation/teachers/teac
emulating the line having them make note of any artistic features that - What are the hing-packets/art-
styles of Art Nouveau they see across Muchas work. LS: [5 min] H/O copies social, cultural nouveau.html.
through a variety of of and have students read TAN p. 16 and MOMA p. 10 and historical - MOMA Art
mediums it is possible and p. 14. Have student perform a Think-Pair-Share contexts Nouveau: Art
to informally assess about Mucha and the historical setting of Art Nouveau. regarding and Design at
students skill levels in [5 min] H/O printed examples of Muchas works and Mucha and his the turn of the
line work and provides direct students to http://www.muchafoundation.org/. work? century p. 10,
opportunity to aid [20 min] Students will perform a variety of line - What p. 14.
students in building techniques across a variety of mediums as they techniques does - Muchas work
these art making skills. recreate small studies of works by Mucha. Students Mucha use? http://www.muchafo
Assessment Check: will perform these sketches in their own visual dairies. - What power undation.org/.
- Students own
Students will briefly LC: [5 min] Have students PU and clean the class in can the Arts
show their progress for preparation for the end of the class. T: [5 min] Quick have in visual diaries.
- Markers, fine
the oral presentation Q&A with the whole class on Alphonse Mucha and his advertising?
assessment task in the SCH and art forms. Get students to consider the - How do artists liners,
watercolours
next class to ensure considerations of creating art for advertising and how make
students are ready. artists create commentaries. Remind Students that commentaries? and brushes.
- GC: CCT/L/IU/N Oral Presentations are in the next class. EC.
Formal Assessment: M/I: [5 min] WS class running through the class aims. - What are the - H/O: Active
Group Oral Have students gather their note taking devices and origins of Art watching notes.
Presentation - H/O Active Watching and Peer Assessment Nouveau? - H/O: Peer
Students will perform a worksheets giving students instruction on how to - Why is Art assessment
5 min oral impartially assess their peers presentation skills and Nouveau and marking rubric
presentation, in groups content. LS: [45 min] Run through students Group Oral important art for active
of 3-4, Students will Presentations that will be 5 minutes each. Students movement to watching of their
present their can use a variety of resources to present including ICT study? peers oral
investigations into the and physical resources. Students should include visual - What presentations.
art movement Art elements to their presentations of their analysis of Art differences are - Projector
Nouveau, its historical Nouveau as an art movement and short biography of there in how equipment for
setting and socio- ONE artist and a quick analysis of ONE of the artists different artists students to
cultural contexts, and works. During the intermission from one group to the adopt one art present oral
analyse the life and 1 next students will be encouraged to share 2 Stars and style? presentation if
work of either Gustave 1 Wish regarding their peers performance (i.e. 2 good - What makes requiring
Klimt, Alphonse things, and 1 thing that may need to be worked on). Art Nouveau the PowerPoint.
Mucha, Emile Galle, LC: [5 min] Ask students to share an interesting piece same style - H/W: Students
Louis Tiffany, Aubrey of information that they learnt about Art Nouveau or across multiple will begin, if not
Beardsley, May Gibbs, ONE of the artists that their peers presented on in the art forms and already doing
Koloman Moser, or class. T: Remind students to bring their art making mediums? so, on the
Henry van de Velde. resources to the next class and to continue working on - What makes a Investigation
Weighting = 15% their Investigatory Journals for Assessment Check next successful oral Journal.
- GC: PSC/ICT/L/IU week. EC. presentation?
EDSM13 FPD ASSIGNMENT
 W/L SCSA CL Specific Lesson Objectives
W Responding: - R: Students will be
6 Practices, able to recognise works
techniques and by Emile Galle.
C viewpoints of artists - R: Students will be
1 from different able to consider the
cultural groups. alternate viewpoints,
interpretations and
Making: Use of techniques involved
Social. Cultural, and Historical
dyes, inks, pens, when art enters design.
watercolour and - M: Students will use
acrylic to establish, colour wheels and Art
and recreate, an Nouveau art examples
Contexts
Art Nouveau to establish a colour
Colour Palette. palette for Art Nouveau,
that hey can take into
Focus: Symbolism, their own art making.
and Art in Design / - M: Students will
Exploring the produce colour palettes
Mediums and in both watercolour and
Colour Palettes of acrylic paints
Art Nouveau. establishing differences
in the effects of colour.
W Responding: - R: Students will work
6 Practices, collaboratively to test
C techniques and and document their
1 viewpoints of artists peers reactions to experiment process
from different different Emile Galle
cultural groups. works as an exercise in
considering viewpoints,
Social. Cultural, and Historical Contexts
Making: Use of interpretations, and
dyes, inks, pens, critiques.
watercolour and - R: Students will be
acrylic to establish, able to identify
and recreate, an techniques and art
Art Nouveau practices that Emile
Colour Palette. Galle uses in his art
making.
Focus: Symbolism, - M: Students will
and Art in Design / experiment with
2D Painting on different mediums
Transparent emulating an Art
Surfaces. Nouveau colour. palette
to assess colour.
Key Terms: - M: Students will show
Symbolism. a capacity for
adaptability across art
mediums and surfaces.
Jamie-Louise Gury 20172170 Page 11 of 19
Assessment & GC Teaching & Learning Experiences Key Questions Resources
Establishing Student M/I: [5 min] WS class running through the class aims - Who is Emile - H/O: Art Profile
Engagement: and having students gather their visual diaries, and Galle? and overview
Students will complete note taking devices for CP. [2 min] Show students - What art forms worksheet.
a worksheet on Emile YouTube Emile Galle Poetry in Glass. [3 min] H/O does he - YouTube
Galle, his social, Emile Gale Artist Profile. LS: [20 min] Students will produce? Emile Galle
cultural and historical use colour wheels and examples of Art Nouveau - What are the Poetry in Glass
context and how his artworks to establish an Art Nouveau colour palette. At social, cultural https://www.yout
glasswork belongs this stage students will use coloured pencils and their and historical ube.com/watch?
within Art Nouveau. Secese IOS App to establish a collection of colours contexts v=ei-Ow9X3744.
Skills Check: As that evoke Art Nouveau. [20 min] Students will surrounding - Secese App
students progress progress their exploration of an Art Nouveau colour Galle and his art - Students own
through the colour palette using Acrylic and Watercolour paints on small works? visual diaries.
palette task it is scales in their own visual diaries. Students will begin - How was his - Watercolour
possible to assess annotations that allow students to contemplate if work received at and Acrylic
their level of different art mediums have an affect on the effect and the time of paints.
understanding of impact of colours. Students will be able to make production? - Colour wheels
colour theory and to distinctions in how colours appear across mediums - What does an and art
assess their and determine those that best suit Art Nouveau. LC: [5 Art Nouveau examples.
production skills in min] PU and clean the class in preparation for the bell. colour palette
watercolour and acrylic T: Remind students that their Investigation Journal consist of?
paints. progress will be checked in the next class and are - Do mediums
- GC: L/IU/CCT/N expected to have 3/5 A4 pages complete. EC. affect colours?
Skills Check: M/I: [5 min] WS class running through the class aims - How do - TAN Teaching
Observing students and having students gather their visual diaries, and different Art Nouveau p.
through the note taking devices for CP. [5 min] Students will read audiences react 19
TAN p. 19 and TAS Glass Work as a class. LS: [10 to Galles work? - The Art Story
will create opportunity min] Students will create a quick brainstorm in small - What Glass Work
to assess students groups considering the techniques and audience techniques does http://www.thear
skill levels across reactions to Galles work. Students will document their he use? tstory.org/move
mediums. peers reactions to Galle works and consider how the - What is the ment-art-
Assessment Check: form of Glass in Art may shape this. [20 min] Students significance of nouveau.htm#lat
Students will have 3 will briefly explore through experimentation the work in glass? er_development
A4 pages of their effectiveness of different mediums on transparent - How do s_header.
investigation journal surfaces. Students will use a variety of dyes, inks, perceptions of - Students own
complete. Students will pens, watercolours, and acrylic paints on acetate art change when visual diaries.
be developing their sheets, pieces of clear plastics, plastic sheet protectors their forms - Dyes, inks,
annotations regarding and a variety of laminated papers. Students will serve a physical pens,
SCH contexts for Art develop technical skills across a variety of mediums purpose? watercolour and
Nouveau and for ONE and begin to consider the strengths and limitations of - How would you acrylic paints,
of their TWO chosen certain mediums performance when they are used on like people to acetate sheets,
artists. At least ONE transparent surfaces. LC: [5 min] PU and clean the judge the plastics etc. for
artist has to be class in preparation for the bell. T: [5 min] Assessment success of your painting skills
different from that Check of Investigation Journal. Remind students that own artworks? development on
which the student next week they will commence their inquiry and design - Art medium transparent
covered in their oral process for the production of a resolved artwork and to considerations? surfaces.
presentation task. begin to think about their chosen subject matter. EC.
- GC: L/IU/CCT/N
EDSM13 FPD ASSIGNMENT
W/L SCSA CL Specific Lesson Objectives Assessment & GC Teaching & Learning Experiences Key Questions Resources
W Making: - R: Students will be Knowledge Check: M/I: [5 min] WS class running through the class aims - Who is Louis - YouTube
7 Ideas for art- able to describe the Students will take part and having students gather their visual diaries, and Tiffany? Louis Tiffany
making appropriate production project and in a Kahoot quiz on digital devices for CP. [5 min] Have students actively - What art forms https://www.youtube
C for chosen be able to identify the Elements and watch YouTube Louis Tiffany thinking about elements does he .com/watch?v=bV_9
mQgZVdU.
1 discipline (e.g. artist influence Louis Principles of Art and of art that are effective in this art form. LS: [5 min] Run produce? - Secese App
brainstorm, mind Tiffany. Key Features of Art through Prezi Presentation Brainstorming. H/O Art - What concepts - Prezi
map, - R: Students will be Nouveau in order to Making Project marking rubric and description. [5 min] does he explore Brainstorming
annotations/sketch able to identify the establish students Students will take part in a Kahoot quiz reviewing in his work? https://prezi.com/qvu
es, photography, techniques and absorption of content elements and principles and key features of Art - Why is it sbshq1hes/cubing-
media testing). concepts Tiffany from prior weeks. Nouveau https://play.kahoot.it/#/?quizId=d5d400c4- important to template/.
explores in his work. Establishing Student e37b-4875-9ed4 7ff2de5e6e0b&user=JGUERY explore a - TAN Teaching
Focus: Art - R: Students will be Engagement: &token=6a43be33-8692-4001-8be7-f3c44ddbf2a8. [30 concept in art? Art Nouveau
http://www.nga.gov/
Influence and able to create a concept Observation of min] Students will independently create brainstorms - What is Art
Inquiry

content/ngaweb/edu
Visual Art Portfolios for their art design to students as they and initial sketches for the idea and design process for Nouveau and it cation/teachers/teac
/ Idea and Design revolve around. produce brainstorms the production of a resolved artwork in line with the key features? hing-packets/art-
Development. - M: Students will be exploring Tiffanys project description. Through their brainstorming - What are the nouveau.html.
able to produce style and influences process students will consider Tiffanys style, considerations - H/O: Art
Key Terms: Artistic brainstorms, and initial and ideas for their own influences, and SCH and be able to identify Tiffanys regarding project marking
Purpose, Visual Art sketches exploring work provides techniques in consideration for their own works. LC: [5 painting on a rubric and
Portfolios. subject matter and style opportunity to assess min] PU and clean the class in preparation for the bell. transparent description.
for production of a student understanding. T: Remind students that their Investigatory Journals surface?
resolved art piece. - GC: L/PSC/CCT are due in the next class. EC.
W Making: - R: Students will be Formal Assessment: M/I: [5 min] WS class running through the class aims - What are - Secese App
7 Ideas for art- able to identify the Investigatory Journal and having students gather their visual diaries, and Tiffanys - YouTube Art
making appropriate techniques Tiffany uses Students will submit digital devices for CP. [5 min] Have students actively techniques and Nouveau
C
C for chosen in his work and how they 5 A4 pages, which watch YouTube Art Nouveau as a recap on Art practices? Overview
2 discipline (e.g. might apply it to their explore the social, Nouveau influences and key design features. LS: [40 - Why is it https://www.yout
brainstorm, mind own art production. cultural and historical min] Students will be allowed the freedom to continue important to ube.com/watch?
map, - R: Students will contexts of Art to development of ideas through sketching, explore multiple v=P4luPnObQY
annotations/sketch continue to develop a Nouveau. Students will brainstorming, or research. Students will have begun design options o.
es, photography, concept for their works. provide a focus TWO to make decisions on subject matter and potential art in the initial - Students own
media testing). - M/R: Students will be artists from the art mediums that they have been developing skills in over stages of design visual diaries.
able to use multiple movement and the past six weeks. Students will be forming a development - Access to
Focus: Art resources, both physical demonstrate collection of art examples of Art Nouveau as forms of - What digital devices
Influence and and across ICT, to understanding and visual inspiration and be making decisions regarding concepts, and for research.
Inquiry

Visual Art Portfolios explore design ideas through potential compositions by sketching a variety of design subject matter, - Markers, pens,
/ Idea Development influences for the annotations, mind- options. Students will be encouraged to begin are you pencils and
Strategies. production of a resolved maps, and gathering of developing annotations to accompany their design considering in butchers paper
artwork. visual examples. process as an integral part of an artists idea and the design of for initial idea
Key Terms: Artistic - M/R: Students will be Students will briefly design development. Throughout students your own explorations.
Purpose, Visual Art able to effectively use analyse ONE artwork experimentations, students will use a variety of works? - Access to
Portfolios. brainstorming, from each artist using mediums such as markers, pens, pencils, paints, and - What artists physical art
sketching, and elements FELDMAN framework are encouraged to experiment with scale. LC: [5 min] other than Louis books and
and principles as a guide. PU and clean the class in preparation for the bell. T: Tiffany are you images of flora
experimentation to Weighting = 20% Remind students that they will be continuing idea and influenced by? for inspiration.
develop initial ideas into - GC: L/CCT/IU/ICT design development for the rest of the term in order to
rounded designs. commence art production in term two. EC.

Jamie-Louise Gury 20172170 Page 12 of 19 EDSM13 FPD ASSIGNMENT

 Visual Art Assessment Outlines (Topic) Art Nouveau
Student Name: Jamie-Louise Gury
ARTS RESPONSES:
In Class Image Analysis
Group Oral Presentation
Investigatory Journal
ARTS IDEAS:
Working Visual Art Portfolio
ARTS SKILLS AND PROCESSES:
Working Visual Diary
ARTS IDEAS:
Working Visual Art Portfolio
ARTS SKILLS AND PROCESSES:
Resolved Artwork Students will produce a resolved artwork over the course of Term
Two that expresses key features of Art Nouveau and explores
some form of concept, depicting Flora and/or female subjects.
Jamie-Louise Gury 20172170
(Year Level) 9 (M/R) M & R
Student I.D.: 20172170
Term One Assessment Tasks
Students will analyse The Precious Stone Series, 1901, by
Alphonse Mucha using FELDMAN analysis frameworks in a short-
Weighting = 15%
guided response form. Students will have 35 minutes to complete
this task within in class testing conditions.
Students will perform a 5 minute oral presentation in groups of 3-4
presenting an overview of the art movement Art Nouveau and
provide focus on the Social, Cultural, and Historical contexts of
the art movement and ONE focus artist from the following:
Weighting = 15%
Gustave Klimt, Alphonse Mucha, Emile Galle, Louis Tiffany,
Aubrey Beardsley, May Gibbs, Koloman Moser, or Henry van de
Velde. Students will provide a brief analysis on ONE artwork from
their chosen/allocated artists repertoire.
Students will produce 5 A4 pages of images and annotations
exploring the Social, Cultural and Historical contexts of Art
Nouveau and TWO of its key artists. ONE artist must be different
from that covered in the Oral Presentation Task. Students will
Weighting = 20%
demonstrate understanding and ideas through annotations, mind-
maps, and gathering of visual examples, briefly analysing ONE
artwork from each artist of study using FELDMAN analysis
framework.
ARTS RESPONSES TOTAL: Weighting = 50%
Students will display an engagement in the development of a
resolved artwork, through skill, idea, and creative development.
Students will produce multiple pages of design development and
experimentation using annotations to reflect on work and perform Weighting = 30%
improvements. Students will display competency in the use of
visual art language and flexibility and creativity in the idea
development process.
ARTS IDEAS TOTAL: Weighting = 30%
As students progress throughout the unit they will display skill
development across a variety of techniques and mediums as they
Weighting = 20%
record all of their art making productions throughout the semester
in their visual diaries.
ARTS SKILLS AND PROCESSES TOTAL: Weighting = 20%
TERM ONE TOTAL: /100 marks
TERM ONE WEIGHTING: 50% of Unit Total
Term Two Assessment Tasks
Students will display a continued engagement in the refinement of
a design for a resolved artwork, creating experimentations in
media, use of element and principles and design, using Weighting = 30%
annotations to reflect on their own work in order to produce a
resolved art piece in lines with the project description.
ARTS IDEAS TOTAL: Weighting = 30%
Weighting = 70%
ARTS SKILLS AND PROCESSES TOTAL: Weighting = 70%
TERM TWO TOTAL: /100 marks
TERM TWO WEIGHTING: 50% of Unit Total
Page 13 of 19 EDSM13 FPD ASSIGNMENT