Professional Documents
Culture Documents
Arts
Ability Level: Outline: This unit of work examines non-representational formations through the assemblage of found and recycled objects to create a 3D
high-medium self-portrait. Students will learn to use various modes of ICT including film making and projection mapping. The film will be projected onto the
sculptures to create a 4D artwork. These components are informed by an investigation of historical art movements including Cubism, Dadism.
Syllabus Outcomes:
Practice: 5.1: develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks.
Frames: 5.3: makes artworks informed by an understanding of how the frames affect meaning.
Representation: 5.:4: investigates the world as a source of ideas, concepts and subject matter in the visual arts.
Conceptual strength and meaning: 5.5: makes informed choices to develop and extend concepts and different meanings in their artworks.
Resolution: 5.6: demonstrates developing technical accomplishment and refinement in making artworks.
Practice: 5.7: applies their understanding of aspects of practice to critical and historical interpretations of art.
Conceptual Framework: 5.8: uses their understanding of the function of and relationships between artist – artwork – world – audience in critical and
historical interpretations of art.
Frames: 5.9: demonstrates how the frames provide different interpretations of art.
Representation: 5.10: demonstrates how art criticism and art history construct meanings.
Rationale:
Students practice and apply their developed skills and technique through building a 3D and 4D form.
Students develop knowledge, understanding and skills to critically and historically interpret art informed by their understanding of practice, the conceptual framework and the
frames. Students locate and investigate various visual and textual content to enhance their understanding of practice, the conceptual framework and the frames to further and
intuitively create deeper meaning within their artmaking.
Aim:
Students develop an understanding and appreciation for creating more sustainable choices. Students learn to enjoy and value different beliefs that affect meaning and
significance. To develop critical and historical judgements and interpret art. Furthermore, students will exercise their skills to create artworks informed by their understanding of
the frames, the conceptual framework and practice.
Artist Structural
World Subjective
Artwork Cultural
Artwork Post-modern
Formal
Rubric + Marking Sheet for 3D + 4D creation.
Assessment
of
Learning:
Learning Across the Curriculum: General Capabilities:
Cross-curriculum priorities Critical and creative thinking: Inquiring- Identifying, exploring analysing and organising
information, beliefs, values and ideas.
Sustainability Ethical understanding
Information and communication technology capability: powerpoint, website building,
OI.2: All life forms, including human life, are connected through ecosystems film production.
on which they depend for their wellbeing and survival. Literacy: Visual Knowledge, word knowledge, text knowledge, grammar knowledge.
Numeracy: applying measurement, geometry, balance, subtraction, problem solving.
OI.3: Sustainable patterns of living rely on the interdependence of healthy
social, economic and ecological systems. Personal and social capability: social management, self-awareness, self- management.
OI.4: World views that recognise the dependence of living things on healthy
ecosystems, and value diversity and social justice, are essential for achieving
sustainability.
OI.7: Actions for a more sustainable future reflect values of care, respect and
responsibility, and require us to explore and understand environments.
Information students learn to collect selected information that is adapted Through artmaking students develop skills in judging proportions, sizes, time and spatial
and shaped in their investigations of ideas and images. In developing informed relationships in 2, 3 and 4 dimensions. Particular artworks employ complex mathematical
points of view in written and practical forms, students consider how information knowledge and skills requiring precise measurement and geometry.
may be analysed and used to represent new interpretations of ideas and
interests.
Solving Problems
Communicating Ideas and Information
In Visual Arts Stage 6 students develop skills in representing ideas and Solving problems is regarded as being central to this syllabus. Practical forms of
interests in artworks, written and oral forms. Students learn to consider the knowledge are recognised as foundational to learning in the subject. Students in Visual Arts
different ways their ideas and interests may be understood by audiences and Stage 6 examine and assess the nature and requirements of the various tasks they undertake
how they communicate meaning. in the
art classroom. They make judgements about the appropriateness of actions and
Planning and Organising Activities procedures to solve problems in artmaking, art criticism and art history.
1.5 Differentiate teaching to meet the specific learning needs of students Indicated through the structured/ scaffolded activities for lower ability students can
across the full range of abilities achieve for this content area and outcome.
Indicated through the extension activities for all gifted and talented can achieve for this
Practice: 5.1: Students that have Introduce the topic student will be investigating. “Your Junk is my Treasure city.”
anxiety as the sight of an (can be applied to the
Conceptual assessment spoken to final interactive graphic
Framework: 5.2: before the class or asked Students receive/teacher explains letter of permission for excursion to the novel).
to see the teacher at one beach/park and assessment notification. Teacher notifies students will need a
parent’s signature before the excursion. Students sign the register acknowledging
Frames: 5.3: of their recess periods to
they have received the artmaking assessment.
have a one on one
Frames: 5.9: explanation of the task
as per individual learning
Conceptual plan. Students will be creating an assemblage sculpture using recycled and found
Framework: 5.8: objects from the beach, park and playground to create a non- representational
self-portrait. Students will be creating an informative film surrounding
environmental sustainability and the elements of art onto their self-portrait. (may
Students learn be assessed individually or as a group with teacher’s assistance). The audience can
about: participate and alter the outcome of the informative film by clicking and scrolling.
(The resolution of the final production is a group-based assessment).
The world as a
source of ideas
and concepts to
make art
Students may choose to Students may write the
The field of visual draw inspiration from Students are provided with a draft paper (will be glued into their VAPD’s). name using the
arts and design their journey to and from Students write a list of five objects that are of value to them. objects/signs/symbols
as comprising school and what they Through the subjective frame students will write why those objects hold meaning to create the shape of
conventions, encounter on their or any type of connection to THEIR everyday life, using TWO words. the letters.
activities, route.
traditions and Students write the objects up on the board and as a class, discuss an alternative
customs shaped use for the object. Teacher lead class brain storm and discussion surrounding how
by different the objects they have chosen may impact the world they are living in.
values and Students record the negative impacts their objects may have on the environment.
beliefs Students reflect on their objects shelf life/usefulness and whether they can
interchange that object with a memory instead.
How the frames Students draw the name of their object in the centre of the page and must include
offer alternative at least two of the objects that pose the least impact on the environment
ways to think somewhere on the page and three symbol or sign representing positive memories.
about
relationships
between the Students view the documentary twice Plastic Oceans- 12:13mins. Students have Students may create a
artist-artwork- Students receive a pens down during the first viewing. Through teacher led inquiry questions, the crossword using key
world-audience questions sheet to follow class discusses the following: words from the
and record the answers 1. That was fantastic, what did you think of the documentary? documentary.
Students learn and write any questions 2. Was there anything that shocked you the most?
to: they still have 3. Is there anything we can do as individuals to prevent more of this
surrounding their pollution destroying wildlife?
Develop research viewing experience. 4. How can we help ourselves?
and investigate Students take down three points of significance from the second viewing and
skills using their three important evaluations drawn from the class discussion.
visual arts (http://www.abc.net.au/catalyst/stories/3583576.htm
process diary
Develop Students selects from a various list of material provided by the teacher to trial for
subjective, Teacher guides students assembling their self-portrait sculpture. (card board, found leaves, sticks, wax, and Teacher guides
structural, to select a friendlier soft plastic.) students to use a more
cultural and material Students create a document entry in their VAPD’s for each material they selected challenging material
postmodern to use, their process/experience with each material and procedure including the
approaches to set parameters and dimensions.
making artworks Teacher monitors students’ progress, ensure grammar, spelling and punctuation is
correct.
Interpret and
explain Students may continue
relationships Students that need extra OH&S: students will learn about safety procedures when using sharp tools. developing the
between artists- help will be monitored This will be supported by teacher demonstrations and discussed as needed. characters background
artworks-the and offered extra OR assist students that
world-audiences assistance. Students will Students are inducted for using a stencil knife with a demonstration.
be guided to use easier 1.Have your plastic bottle clean and ready for cutting, with a cutting mat and need extra support with
materials. Flat plastics as blades. teacher guidance.
it eases motor skills. 2.Please make a dotted line with a marker where you intend to cut.
3.Use blades SAFELY and SLOWLY to cut the on the lines.
4.REMEMBER: ALWAYS cut AWAY from your hand.
5.Next, place the pieces in a variety of compositions. Take a photo of each
composition to see what you like the best.
6.Use the hot glue gun only on the inside and ask for help if you’re finding it tricky.
7.As a class we will write down the steps we went through for creating our self-
portrait.
8.Induction for handing blades back. (Watch your names being crossed off)
Teacher circles the classroom inspecting each student is using the tools correctly.
As teacher monitors and provides feedback as students are to assemble their blue
print sculptures.
Students conduct research and list the steps/procedure they will need to follow Students may create a
Students may edit their for creating a projection mapping onto their self-portrait. tutorial for peers to
film using their personal learn from.
mobile
device/laptop/tablet
provided through movie
maker.
Practice: 5.1:
Students learn
about:
Build their
research,
approaches to Students present their work to the class.
experimentation, Teacher helps with set up • Present your non-representational self-portrait to your
procedures, skills audience
and strategies • Turn on the projector and reveal where you found your
and develop materials.
judgements in
Students write a reflection on their creation.
their practical
Teacher monitors student’s progression, grammar, spelling and
action of using
punctuation.
diaries and
making of
artworks. Competition if there is time: Measure shapes and put them together
and the group that does it the best wins. Assessing their ability to
measure, accuracy, understanding, speed, dimensions measured
correctly, and this is to monitor the development and progress
compared to when the students started.
Evidence of Learning: Program Adjustments:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Justification:
According to the Australian Curriculum, Assessment and Reporting Authority (2019) teachers embed positive pedagogical strategies to nurture the development of
student’s personal and social skills (Davies, Cooper, Kettler, & Elliott, 2015). At stage five students are learning to develop their personal adolescent changes and challenges.
Concurrently students are learning to develop, regulate and stabilise an identity and understand not only themselves but the people surrounding them. Students will also be
learning to manage various familial relationships and how to learn more successfully. A students academic learning level, effectiveness of management and regulation of
emotions, building positive relationships, and development of empathy towards others can be determined by their level of maturation. (Aslan, Alyuz, Okur, Mete, Oktay,
& Esme 2018).
Embedded within this unit are activities including: groupwork, peer assessment, sharing work samples, outdoor work, games/puzzles, snowball activity, class
discussions, collaborative inquiry learning and jigsaw learning strategies. These activities will nurture a student’s personal and social capabilities these skills and promote a
positive attitude towards each other and to thrive as a good citizen. Subsequently this satisfies the 1.1.1 professional standard to Know students and how they learn as well
as their physical, social, and intellectual development and characteristics. Furthermore, Arguedas, Daradoumis & Xhafa (2016) discuss that the strategies embedded enhance
student’s communication, listening and problem-solving skills. Students exercise their accountability, self-regulation and practice a deeper more meaningful engagement
and confidence in public presenting. (Arguedas et al., 2016). Students are presented with the opportunity to exercise and maximise positive peer interactions, respect and
cooperation with each other within and outside of the classroom environment meeting 1.1.1 standard.
According to Cunnington, Kantrowitz, Harnett & Hill-Ries (2014) it is essential for literacy and numeracy to become integrated into cross curriculums.
Cunnington et. al (2014) discusses the direct correlation between a teacher’s delivery of rigorous explicit instructions and interdisciplinary expecta tions of literacy
and numeracy within visual arts through the successful results found in the Framing Student Success trial study. The integration of literacy and numeracy learning
while supports a student’s cognitive development has a positive correlation to a student’s academic success while cultivating their art making technique and
skills. Hattie and Yates (2014) discusses the effectiveness of applying explicit instruction, feedback, and visible learning maximises a student’s capabilities to practice
meaningful reflection surrounding their critical concepts and artmaking practice.
Hattie et al. (2014) recommends various learning techniques characterised with high-quality teaching and differentiation instruction may positively impact a student’s
academic success and overall learning journey. The unit satisfies professional standard 2.5.1 through the literary integration of comprehension, short answer writing,
grammar, punctuation, and spelling feedback as well as visual knowledge and stimuli. Students have the opportunity to lead literacy-based activities and exercise text types
including procedural writing, meta-language sentence starters, mind map brainstorms for a deeper enriched unit. Thus, the students thrive and develop their analytical,
descriptive, verbal, and written language skills (Milton, 2017; Nixon, 2016). Students also exercise their numerical knowledge and skills applying previous knowledge of
measurement, ratios, geometry, problem solving and balance meeting 2.5.1 (Cunnington et al., 2014). According to Hattie et. al (2014) student-received-feedback is one of
the most powerful and effective strategies a teacher can instil within and outside of a classroom environment creating a more positive teacher-student relationship. According
to Bailey (2017) the interweaving of literary and numerical priorities within visual arts has shown more successful academic results than delivering the priorities
separately.
Cappello & Walker (2016) discuss that visual thinking strategies strengthen a student’s creative skills, enhance critical thinking, and strengthen a student’s
communication and autonomy. Through these strategies’ students exercise applying original ideas and values within their artmaking and written work; creating a stronger
connection to the content delivered within a classroom. Students require a deeper connection to the content delivered by the teacher as it will enhance their appreciation
and engagement. Through breaking down the content or creating more challenging content that interests the students; the classroom will become a more positive experience
filled where students can develop resilience, higher-order thinking skills and setting increasingly challenging goals. To differentiate content is equally essential and in order
for students to reach their full potential scaffolding the content will assist students in achieving academic success.
Finally, students have the opportunity to develop their skills surrounding Information and communication technology (ICT) use. Through the structured assessment
students learn how to utilise numerous programs including various recording applications, movie maker and projection mapping to present as part of their assessment of
learning meeting the professional standard 2.6.1. Throughout the unit the teacher assesses as students are learning ensuring they are receiving the appropriate support
required to achieve successful results. According to Turan, & Göktaş, (2018) flipped classroom is an innovative and effective way to motivate students to engage with
the content delivered. Turan et. al (2018) discusses that students who have content delivered through the flipped classroom model indicated an increased motivation as
opposed to traditional textbook method. This unit is highly effective according to Turan et. al (2018) as it has an abundance of hands-on in-class activities, group work and
gamification activities available for students enhanced learning experience.
References:
Arguedas, M., Daradoumis, T., & Xhafa, F. (2016). Analyzing How Emotion Awareness Influences Students?Motivation, Engagemen t, Self-Regulation and
Learning Outcome. Journal of Educational Technology & Society,19(2), 87-103.
Aslan, S., Alyuz, N., Okur, E., Mete, E., Oktay, E., & Esme, A. (2018). Effect of emotion -aware interventions on students’ behavioral and emotional
states. Educational Technology Research and Development, 66(6), 1399-1413.
Australian Curriculum, Assessment and Reporting Authority. (2018). Retrieved May 1, 2019, from https://www.acara.edu.au/
Cunnington, M., Kantrowitz, A., Harnett, S., & Hill-Ries, A. (2014). Cultivating Common Ground: Integrating Standards-Based Visual Arts, Math and Literacy in
High-Poverty Urban Classrooms. Journal for Learning through the Arts, 10(1), 26.
Davies, M., Cooper, G., Kettler, R., & Elliott, S. (2015). Developing Social Skills of Students with Additional Needs within the Context of the Australian
Curriculum. Australasian Journal of Special Education, 39(1), 37-55.
Hattie, J., & Yates, G. C. R. (2014). Visible learning and the science of how we learn. Retrieved from https://ebookcentral.proquest.com
Milton, M. (2017). Inclusive Principles and Practices in Literacy Education. (International Perspectives on Inclusive Education).
Nixon, M. (2016), ‘Knowing me knowing you: Enhancing emotional literacy through visual arts’, International Journal of Education through Art, 12: 2, pp. 181–
193, doi: 10.1386/eta.12.2.181_1
Turan, Z., & Göktaş, Y. (2018). Innovative Redesign of Teacher Education ICT Courses: How Flipped Classrooms Impact Motivatio n? *. Journal of
Education and Future, (13), 133-144.