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About this Resource Package

TEACHER RESOURCE

In the Year 3 & 4 Australian Curriculum:

The Arts provide opportunities for students to learn how to create, design, represent, communicate
and share their imagined and conceptual ideas, emotions, observations and experiences.

VISUAL ARTS IN YEAR FOUR -


Students experience and explore the concepts of artists, artworks, world and audience. Students learn
in, through and about visual arts practices, including the fields of art, craft and design. Students
develop practical skills and critical thinking which inform their work as artists and audience (QCAA,
2018).

Students should work towards developing the follow skills individually and collaboratively:
 Conceptual and perceptual ideas and representations through design and inquiry processes
 Visual arts techniques, materials, processes and technologies
 Critical and creative thinking, using visual arts languages, theories and practices to apply aesthetic
judgment
 Respect for and acknowledgement of the diverse roles, innovations, traditions, histories and cultures of
artists, craftspeople and designers; visual arts as social and cultural practices; and industry as artists and
audiences
 Confidence, curiosity, imagination and enjoyment and develop a personal aesthetic through engagement
with visual arts making and ways of representing and communicating.

Making and Responding:

MAKING
Includes learning about and using knowledge, skills, techniques, processes, materials and technologies to
explore arts practices and make artworks that communicate ideas and intentions.

RESPONDING
Includes exploring, responding to, analysing and interpreting artworks.

Information from the Queensland Curriculum and Assessment Authority: Years 3 and 4 band plan — Australian Curriculum:
Visual Arts (2018).

Goals for the Resource


 Learn about the portraiture and the various forms it can take.
 Investigate portraits from around the world and in different time periods.
 Understand the relevant artistic elements and conventions used and how artists create identity
and emotion in their portraits
 Develop understanding of own identity and how it can be represented in art
 Apply design elements and conventions to create own visual art portraiture in multiple forms.
 Learn, apply and use digital technology to create a media arts piece using newfound
knowledge.
 Create own meaning and understanding of others artwork and their own through written
responses.

Upon completion of this resource package students will:

KNOW:
 At least three different prominent artists throughout time who created different styles of
portraits (one being an Australian artist, creating artwork representing Aboriginal or Torres
Strait Islander people)
 The role and importance of portraiture throughout history
 How artists imply meaning and impart emotion through their artwork
 How advancement in technology have impacted and changed portraiture and how people use
and create them
 How identity and other factors impact portraiture artworks and create meaning for audiences

DO:
 Develop and create a visual arts piece that is inspired by a particular style of portraiture
 Create multiple forms of portraiture building drawing, colour and digital manipulation skills.
 Create self portraits and show and describe they identity
 Respond to their own artworks, as well as those created by others and identify artistic
elements and conventions, the intention of the artist as well of the method and medium used.
 Develop own interpretation of artworks and meaning and emotions they create.
 Create an art portfolio that shows the progression of their journey through portraiture and
displays artwork created and responded to through the task.

Differentiation
Teachers should have an understanding of particular students who will require additional support
or extension. Developing an understanding of prior knowledge and understandings will direct the
teacher to how much explicit teaching will be required. Adapting the resource to suit the needs of
learners and they preferred learning styles will produce the best outcome for students completing
this package.

Strategies for providing additional support


 Scaffold the tasks for the students, break them down and provide further help through
examples and modelling of activities.
 Extend time of students who are having difficulty
 Pair students who require support with an extension student who can guide and assist where
necessary
 Seek assistance from support staff and teacher aides for students who require more one on
one support
 Allow and encourage students to show responses and understandings in different ways or
forms, verbal responses can be used in place of written where appropriate.
 Include collaborative tasks or options for group work

For students requiring extension allow students to work ahead through the resource and to create
more detailed artworks and provide more extensive responses. Students could do independent
research to further understanding of artist and artworks relating to portraits. Encourage students to
show different interpretations of artwork e.g. create multiple pieces to show different parts of your
identity through the use of different colours etc. Teachers can also provide further requirements in
response with more detailed and challenging questions.

Assessment
The assessment for this unit of work will be the resource package itself. It will act as an arts portfolio
showcasing the students’ journey through portraiture and the application of the related elements and
conventions in their own artworks. Throughout the folio student will have to demonstrate
understandings by responding to questions and the development of artist’s statements. The artist
statements will enable learners to demonstrate their knowledge of the elements and conventions
used as well as their interpretation of the intention of the artist, the method and medium used to
create the artwork and how the artwork linked to identity. Students will have to apply skills and
techniques used by other artists to create works that express their own identity. Students will have to
show their proficiency using technology in the second piece of art by using software and applications
to modify and create a visual arts piece with enhanced meaning through colour, pattern and texture.
Portfolio Format:

Students could complete this as a hard copy printed resource, however the preferred method of
completion would be through an application on a tablet. Two options for this are Seesaw and Book
Creator.

In this case teachers would input the resource into the chosen App and students will be about to
complete the tasks and take photos of their artworks. Using an App for this task will enable students
to make audio or written responses. Videos can also be imported to show processes. This format also
enables students to share their work with others and also parents. Teachers are also able to access the
student’s work to check progress and success.

The Criteria on the following page has been taken from the Queensland Assessment and Reporting
Authority and can be used for assessing student’s competence with this task.