517 Assessment Task 1 Course Outline

Rhiannon Ognen s00133978 | EDAR517 Assessment Task 1- Curriculum Outline and Coursework Assessment Units 1 + 2
Introduction and Situational Analysis:

The school context for which I will be designing the course outline is Pascoe Vale Girls College. Pascoe Vale Girls College was established in 1956
and is a State government 7-12 secondary school for girls. It is set in fifteen acres of landscaped grounds in the northern suburbs of Melbourne.
The staff comprises four Principal Class members, seventy-eight effective full-time teachers and twenty-five Education Support Staff. The 1200
students that attend Pascoe Vale Girls College are drawn from a wide geographical area and a diversity of cultural and language backgrounds. I
will be teaching a class of twelve Year 11 Studio Arts girls aged between sixteen and seventeen. The aim of the College is to provide progressive
and engaging education for every girl, encouraging them to aspire to be their best. Pascoe Vale Girls Colleges vision is clear and based on the
belief that every student can learn. It is also based on the work of teams of teachers, students, parents and community members seeking better
outcomes, acknowledging common goals, and using feedback to establish greater achievements in a supportive environment. Pascoe vale Girls
College facilitates its teaching towards the Australian Victorian Essential Learning Standards for Year 7 - 10, and towards the VCAA standards for
VCE. There is a 1:1 ratio of students and laptops from Year 9 to 12, and library resource access for all. The art rooms dont have any advanced
technology/resources for the students, but a wide range of materials and equipment with passionate and dedicated teachers who support the
students in every aspect of the situation.
Rationale:
This comprehensive coursework outline resource is designed for Year 11 students completing VCE Studio Art, Unit 1 (Artistic inspiration and
techniques). The two area of studies this resource will focus on is A.O.S 2 (Materials and techniques) and A.O.S 3 (Interpretation of art ideas and
use of materials and techniques). This resource is designed to align with my practicum school, Pascoe Vale Girls College. The College runs a
weekly timetable with 50 minute lessons, with 3 single lessons and a double (total of 5 lessons a week). Unit 1 runs through Terms 1 and 2 with a
total of 95 lessons. This coursework outline resource provides teaching and learning activities (in both art making, art criticism, and art history),
assessment tasks, assessment rubrics, extensive resource materials and advice for teachers (concerning the sequencing of lessons and
progressive development of learning). It allows for the students to be exposed to a diverse range of materials, techniques, art forms, different
artists and artworks (from different times) to encourage individual distinctive styles within their creative process in Unit 1, to form a strong
foundation for Unit 2, 3 and 4. This course outline supports creativity, refines visual literacy, strengthens development of personal aesthetic,
with resources that support the program of study with formative and summative assessment.
This course outline is balanced and inclusive, as it provides the following:
- a range of opportunities for a student to demonstrate in different contexts and modes the knowledge, skills, understanding and capacities set
out in the curriculum. (Folios and extended responses).
- designed so that, under similar conditions, they provide, consistent information about student performance. (Including lots of lessons in the
library, so that all students no matter what Socio-economic status can complete the task using equal resources).
On completion of this coursework students will:
be able to explore and use a variety of materials and techniques to support and record the development of individual ideas to produce
artworks;
be able to discuss how artists from different times and culture have interpreted sources of inspiration and used materials and techniques in the
production of artworks.
Outline/Coursework includes:
Section1
Timetables/Timeline:
A Weekly Timetable
B Unit 1 Term 1 + 2
Dates
Section 2
Course Outline.
Including: Weekly
Teaching and Learning
Activities, Key Knowledge
and Skills addressed,
Resources, and
Assessment.
Section 3
Lesson Plans:
A Creating and Making
B Exploring and
Responding
Section 4
Outcomes:
Outcome 2
i Assessment Task Sheet
ii Assessment Rubric
Outcome 3
i Assessment Task sheet
Section 5
Worksheets needed to
teach and learn the unit.
______________________________________________________________________________________________________________________
Section 1 Timetables/Timeline
A Weekly Timetable:
MONDAY
Period 1
Period 2
Recess
Period 3
Period 4
Lunch
Period 5
Period 6
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Yr. 11 Studio Art

Yr. 11 Studio Art
Yr. 11 Studio Art

Yr. 11 Studio Art
Yr. 11 Studio Art
B Unit 2 - Term 1 and 2 Dates:

Term 1 Dates
Term 2 Dates
Monday the 25th of January, 2016 26th of March, 2016.

Monday the 11th of April, 2016 17th of June, 2016.
Weeks: 1- 9
Weeks: 10 - 19
______________________________________________________________________________________________________________________
Section 2 Course Outline. Including: Weekly (recommended sequence) Teaching and Learning Activities, Key Knowledge and Skills addressed,
Resources, and Assessment.
Colour coordinated key:
Outcomes focused
Theory
Exploring Materials and Techniques WORKSHOP
A + B (Creating and Making)
Analyzing Art WORKSHOP A + B
(Exploring and Responding)
Assessment of outcomes due
Excursion
Week/
Date
Week 1
(25/01)
Teaching and Learning Activities

(Pedagogy)
L1
Introduction to the Unit. Distribution of student handbook
including timeline for the students to fill in, student unit outline,
assessment sheets, rubrics, excursion permission forms, and VCE
policy declaration of authenticity.
- Explain the use of Edmodo, set up accounts and make sure everyone
has access to this online platform. (All work will posted on Edmodo for
the students who are away, and if they lose any work).
L2
Introduction to outcome 2: Read through assessment task sheet
(performance descriptors), and rubric.
- Whats expected of the students, task conditions and rules.
- Students will begin brainstorming the theme of outcome 2
- PPT on different materials and techniques
Introduction to Exploring materials and techniques WORKSHOP

(A) Theme of portraiture.
- Task outline worksheet
L3
Key Knowledge and Skills addressed (Curriculum)

Key knowledge
characteristics and properties of a variety of materials and
techniques;
materials and techniques used to produce a range of visual
effects;
methods for recording and evaluating the process of
making artworks
Key skills
investigate and explore materials and techniques
appropriate to art making and particular art forms;
research the characteristics and properties of particular
materials and techniques;
use materials and techniques to produce a range of visual
effects;
evaluate and record the exploration and use of materials
and techniques
Resources
L1
Student handbooks x 12
Students need Art folios
and theory folders.
L2
PPT Outcome 2
- Past students example
- Material and techniques PPT
Exploring materials and

techniques workshop task
outline worksheet (in
handbook)
L3
LIBRARY: Computers, books,
DVDs/videos and articles.
L4+5
PPT Introduction to the
LIBRARY: Students work on Outcome 2 Independently. Brainstorm
and research theme, materials and techniques you want to
explore using library resources.
Students will learn how to source a diverse range of inspirational
material to generate ideas.
Portrait drawing workshop

Artist of Influence/focus:
- George W. Lambert Profile
portrait of a girl (1922).
Easels, graphite pencils,
paper, timer (to time the
activities) and erasers.
- Show past Students example.

(using the library resources makes the outcomes equitable for all students
to achieve their full potential equally).
L4+L5
CREATING + MAKING: Exploring materials and techniques
WORKSHOP (A) Part 1 Portrait drawing using graphite pencils
(Teacher as the sitter)
- PPT introduction to materials and techniques: Using pencil/sight
method for proportions, negative space and value (chiaroscuro). Art
elements and principles of line, value, texture, contrast and proportion.
- Provide a demonstration.
- 2 minute silhouette of sitter on the paper (to see the scale of their
drawings to fit the page, many students start working really small)
- 10 minute drawing activity just focusing on line.
- 20 minute drawing activity (final: line, tone, all the techniques learnt).
- Annotation of work completed during this class.
- Evaluation work sheet.
Week 2
(01/02)
L1
EXPLORING AND RESPONDING: Talking about Art Elements and
Principles.
- Art Element and Principles Definitions Worksheet.
- George W. Lambert Profile portrait of a girl (1922) Worksheet (Art
Elements and Principles).
Students will learn appropriate art terminology to describe the

use of elements and principles in others artworks.
L2
Annotations Worksheet and students continue with Outcome 2
development.
Students will learn what makes good annotations and will be
provided with sample annotated images.
L3
Key knowledge
techniques;
effects;
making artworks
Key skills
effects;
L1
Art Elements and Principles
definition worksheet x 12
George W. Lambert Profile
portrait of a girl (1922)
Worksheet x 12
L2
Annotations Worksheet x
12
L3
L4+5
LIBRARY: Outcome 2 development.
- Artists of influence
- Information regarding different material and techniques.

and techniques
Willow charcoal,
Compressed charcoal (white
and black), charcoal pencils
for finer lines, kneadable
eraser, easels, fixative, timer
(to time the activities) and
paper.
Artists of influence/focus:
- Vernon Ah Kee George
Drahm (Uncle George) from
fantasies of the good (2004).
State Library of Queensland
Vimeo Vernon Ah Kee
Digital Story
Link:
https://vimeo.com/29398224
Key knowledge
L1
Subheadings to Analyzing
Art worksheet x 12
Analysis of Vernon Ah Kees
Worksheet x 12
Book: Artwise
L2
Art room resources, varied
depending on students
choice of material and
techniques.
L3
PPT
YouTube clips:
Students will learn how to cumulate a diverse range of

inspiration to generate ideas.
L4+5
WORKSHOP (A) Part 2 Portrait drawing using charcoal (Teacher as
the sitter).
THEORY:
- PPT introduction to materials and techniques: Previous techniques
applied (e.g. chiaroscuro), using a ground working into it with a
kneadable eraser.
- Queensland State Library Digital Story on Vimeo of Vernon Ah Kee.
PRAC:
- Activity 1: 10 minute drawing using charcoal pencils.
- Activity 2: 20 minute drawing using charcoal willow ground, charcoal
pencils for fine lines, compressed charcoal for high contrast definition
and highlights, and kneadable eraser to lighten areas.
- Provide a demonstration (model what the students will do)
Week 3
(08/02)
WEEKEND HOMEWORK: Edmodo quiz on Elements and Principles

L1
EXPLORING AND RESPONDING:
Activity 1: Analyzing Art response outline worksheet as a class.
- Analyze Vernon Ah Kees artwork George Drahm (Uncle George) from
fantasies of the good (2004).
Activity 2: Describing what you can see to partner. Students pair

up, one partner has their eyes closed while the other describes
what they can see in the image (Higher order questioning).
L2
Outcome 2 development.
L3
Creating + Making Workshop (A) Part 3 Intro: Portrait bust using
clay. (This time pairing up with someone in the class as the sitter).
- PPT with different materials and techniques
- Watch video clips

techniques;
effects;
making artworks
Key skills
effects;
and techniques
- Armature Demo
https://www.youtube.com/watch?v
=QBXrQ50Tk0o
- Face proportions
=m17DFYI0GLc
- Sculpting a head demo
=GH5Eri5pGW0
- Hollowing bust for the kiln
=88kE8WcBA2E
- Provide a Demonstration for students to follow
L4+5
WORKSHOP (A) Part 3: Portrait bust using clay. (This time pairing
up with someone in the class as the sitter).
- Re-cap of yesterdays PPT (Materials and techniques of a clay bust) and
discussion.
- 60 minute Activity: Creating a portrait clay bust.
- Take images for folios to annotate later and complete an Evaluation
sheet.
Week 4
(15/02)
L1
L2
Creating + Making Workshop Part 4 Intro:A5 Self-portrait etching
(Using a mirror)
- PPT for materials and techniques
- Videos of Etching
- Demonstration by teacher
Kathe Kollwitz MoMA multimedia: Guerrilla Girls Frida Kahlo and

Kathe Kollwitz (The Feminist Future: Theory and Practice in the
Visual Arts) - This symposium addresses critical questions surrounding the
relationship between art and gender, bringing together international leaders in
contemporary art, art history, and related disciplines. After the activism of the
1960s and 70s, and the revisionist critiques of the 1980s and 90s, this
symposium will examine ways in which gender is currently addressed by artists,
museums, and the academy, and its future role in art practice and scholarship.
Key knowledge
techniques;
effects;
making artworks
Key skills
effects;
and techniques
FOR TEACHER DEMO: Clay,

slip, Art smocks, tools,
armature, and newspaper (to
create a bust prepared for
the kiln).
L4+5
Clay, slip, Art smocks, tools,
armature, and newspaper (to
create a bust prepared for
the kiln).
L1
techniques.
L2
PPT for materials and
techniques
Videos of Etching
Artist of influence/focus:
- Kthe Kollwitz, War, 1923,
prints executed 1921-22
http://www.moma.org/explore/
multimedia/audios/261/3030
- MoMA link:
L3
Creating + Making Workshop Part 4: Students begin to draw
themselves on to paper and transfer image on to a plastic plate.
L4+5
WORKSHOP (A) Part 4
Artist book: The Passion of a

German Artist Paperback 31 Oct
2011 by Kthe Kollwitz published
by Klemens von Klemperer.
- Students continue to draw themselves on to paper and transfer image

on to a plastic plate.
- Students print their self-portraits on various materials.
WEEKEND HOMEWORK:
- Edmodo Quiz on Materials and Techniques Workshop
- Complete evaluation of etching
Week 5
(22/04)
L1
EXPLORING AND RESPONDING: Introduction to Analyzing Art
WORKSHOP (A)
- Analyzing art Workshop Task outline worksheet.
- Students learn how to form Analytical framework responses.
- Introduced to the two Artists on focus:
Guernica (1937) Pablo Picasso Painting
Kiki with African Mask (1926) Man Ray Photograph
L2
- Teacher:Student interview on outcome 2 development.
L3
LIBRARY: Students will use the library resources to collect notes
to support and inform their responses for the Analyzing Art
Workshop (A).
- Students can use this time to prepare good notes.
L4+5
Key knowledge
techniques;
effects;
making artworks
Key skills
effects;
and techniques
Demonstration by teacher:
Plastic plates, etching tools,
ink, printing press and paper.
L3
L4+5
Evaluation of art
worksheets handed out x 12
L1
Analyzing Art Workshop
Task outline worksheet (in
handbook)
L2
techniques.
- Teacher notes for individual
students
L3
L4+5
techniques.
Week 6
(29/02)
L1
EXPLORING AND RESPONDING: Analyzing Art WORKSHOP (A)
Part 1
Guernica (1937) Pablo Picasso
L2
L3
L4+5
Key knowledge
techniques;
effects;
making artworks
Key skills
effects;
and techniques
L1
Artwork of focus: Guernica
(1937) Pablo Picasso

Part 1 question sheet, lined
paper for answers and plastic
pockets to keep students
work organized.
Artworks:
YouTube Link:
Visual analysis
https://www.youtube.com/watc
h?v=PbLTE-ERzY0
Art Detective (2nd Edition)

pg. 126- 127 photocopies x
12
L2
techniques.
L3
techniques.
L4+5
Week 7
(07/03)
L1
Part 2
Kiki with African Mask (1926) Man Ray
L2
- Students present their work to the class. Time to receive feedback from
teacher and peers.
L3
L4+5
Key knowledge
techniques;
effects;
making artworks

techniques.
L1
Artwork of focus: Kiki with
African Mask (1926) Man Ray
Key skills
effects;
and techniques

work organized.
Artworks:
Kiki with African Mask (1926)
Man Ray
L2
techniques.
L3
techniques.
L4+5
techniques.
Week 8
(14/03)
L1
Part 3
Comparing two artworks table worksheet:
Kiki with African Mask (1926) Man Ray
L2
Analyzing Art Workshop Edmodo Quiz
L3
L4+5
Key knowledge
techniques;
effects;
making artworks
Key skills
effects;
and techniques
L1
work organized.
Artworks of focus:
Kiki with African Mask (1926)

Man Ray
L2
techniques.
L3
techniques.
L4+5
techniques.
Week 9
(21/03)
L1
L2
L3
L4+5
ASSMESSMENT due Outcome 2 due.
- VCE policy declaration of authenticity.
- Introduction to Outcome 3.
Key knowledge
techniques;
effects;
making artworks
Key skills
effects;
and techniques
L1
techniques.
L2
techniques.
L3
techniques.
L4+5
VCE policy declaration of
authenticity handing in with
all folios for outcome 2 x 12
HOLIDAY HOMEWORK
1 - Edmodo Quiz: Art Terminology
2 - Visit at least 2 different galleries and complete the Holiday Homework Worksheet
Week
10
(11/04)
L1
Introduction to Term 2:
- Outcome 3 task outline and rubric.
- Exploring materials and techniques WORKSHOP (B) theme of
Australian Flora task outline worksheet.
- Analyzing Art WORKSHOP (B) Task outline worksheet and
introduction to the 6 artists of focus for term 2.
L2
Analytical framework re-cap.
- Collaborative learning groups, students will work together to
Key knowledge
characteristics and properties of a variety of materials and techniques;
materials and techniques used to produce a range of visual effects;
sources of inspiration to explore individual ideas;
materials and techniques used to convey individual ideas;
methods for recording and evaluating the process of making artworks.
sources of inspiration for artists ideas and production of artworks;
ways in which artists from different times and cultures have interpreted
ideas and sources of inspiration;
types of materials and techniques used in making artworks in particular
art forms;
ways in which artists from different times and cultures have used
relevant resources and methods of research;
L1
Worksheets/Handbook
including:
- Outcome 3 task outline and
rubric
- Exploring materials and
techniques workshop (B) task
outline
- Analyzing art workshop (B) task
outline.
L2
form their responses to art.
L3
Instructions for tomorrow gallery visit/ worksheet and discussion.
L4+5
Excursion to Heidi MoMA: VCE Analytical Framework (Unit 1).
Week
11
(18/04)
L1
Analyzing Art WORKSHOP (B) Artist 1 O3
Artist:
Frida Kahlo
- Artist bio
- Formal framework analysis of artwork
- H/W: Edmodo Quiz
L2
Exploring materials and techniques WORKSHOP (B) Part 1 Still
Life Acrylic painting of Australian Flora (gum nuts and leaves
collected from the lake incursion).
- PPT introduction to materials and techniques.
- Demonstration
(still life will be set up for the week)
L3
Exploring materials and techniques WORKSHOP (B) Part 1 Still
Life Acrylic painting of Australian Flora (gum nuts and leaves
collected from the lake incursion).
- Activity 1: prepare canvas using primer.
- Activity 2: learn to mix the colours you need, and annotate so
you remember what colours you mixed.
a familiarity with art language and terminology

Key skills
investigate and explore materials and techniques appropriate to art
making and particular art forms;
research the characteristics and properties of particular materials and
techniques;
use materials and techniques to produce a range of visual effects;
explore the expressive qualities of materials and techniques to convey
individual ideas;
evaluate and record the exploration and use of materials and techniques
use a range of resources to research how artists interpret ideas and
sources of inspiration and use materials and techniques;
identify and describe sources of inspiration for artists ideas and
production;
compare and contrast the ways in which artists from different times and
cultures have interpreted ideas and sources of inspiration.
Key knowledge
art forms;
Key skills
techniques;
individual ideas;
production;
Refer to handbook.
L3
Worksheet for the gallery
visit x 12
L4+5
Excursion worksheet x 12
L1
PPT
Artwork of focus: Self-portrait
with cropped hair (1940). Oil on
Canvas.
MoMA Multimedia:
http://www.moma.org/explore/mul
timedia/audios/371/5061
L2
PPT
- Acrylic paint (primary
colours, white and black),
primer, paint brushes,
canvas, water cups, palettes,
easels and a drying rack.
L4+5
Exploring materials and techniques WORKSHOP (B) Part 1
continued Still Life Acrylic painting of Australian Flora (gum nuts
and leaves collected from outside).
- Annotate and evaluate artwork.
Week
12
(25/04)
L1
Artist:
Brook Andrew
- Artist bio
- H/W: Edmodo Quiz
L2
LIBRARY Exploring materials and techniques WORKSHOP (B)
Part 2 10x10cm Linoleum Cut based on the theme of Australian
Flora.
- Materials and Techniques PPT.
- research and design a Linoleum cut of Australian Flora.
L3
10x10cm Linoleum Cut based on the theme of Australian Flora.
- Transfer drawing onto lino and start cutting.
L4+5
10x10cm Linoleum Cut based on the theme of Australian Flora.
- finish transfer image and cutting.
Key knowledge
art forms;
Key skills
techniques;
individual ideas;
production;
- Show what impasto can do.

L3
Acrylic paint (primary
- Show what impasto can do.
L4+5
Acrylic paint (primary
L1
PPT
Artwork of focus: Sexy and
Dangerous (2005). Photograph.
Artists (Website) including

archives and essays.
Link:
http://www.brookandrew.com/
ABC Television series: Message
Stick. Includes: Videos (Transcript of
Videos and Quotes about Andrews
art) and gallery of images.
Link:
http://www.abc.net.au/tv/message
- print.
- Annotations and evaluation.
Week
13
(02/05)
L1
Artist:
Kthe Kollwitz
- Artist bio
- H/W: Edmodo Quiz
L2
Comparing two artworks table worksheet.
Key knowledge
art forms;
stick/stories/s1242475.htm
Artist biography from the National
Gallery of Victoria (Website).
Link:
http://www.ngv.vic.gov.au/ngvscho
ols/TraditionAndTransformation/art
ists/Brook-Andrew/
Australian Photography by Helen
Ennis (Book).
L2
PPT Materials and
Techniques
Artist of influence/focus:
Margaret Preston.
L3
10x10cm Linoleum cut to
work into, cutting tools,
Australian Flora inspiration
images and actual Flora from
outside.
L4+5
10x10cm Linoleum cut to
work into, cutting tools,
Australian Flora inspiration
images and actual Flora from
outside, ink, roller, printing
press, and paper.
L1
PPT
Artwork of focus: Self-Portrait,
Hand at the Forehead
(Selbstbildnis mit der Hand an
der Stirn)
L3
Incursion to the lake/lake house to create an Australian Flora
landscape drawing using coloured pencils and pastels (en plein
air). Using rocks to get the same view point for continuing the
drawings tomorrow.
L4+5
continued Incursion to the lake/lake house to create an Australian
Flora landscape drawing using coloured pencils and pastels (en
plein air).
- Collect gum nuts and leaves for next weeks class.
H/W: Annotation and Evaluation of artwork.

Key skills
techniques;
individual ideas;
production;
(1910, published c. 1946/1948)

by Kthe Kollwitz.
- Kthe Kollwitz, War, 1923,

prints executed 1921-22
- MoMA Multimedia link:
Artist book: The Passion of a

German Artist Paperback 31 Oct
2011 by Kthe Kollwitz published
by Klemens von Klemperer.
L2
Comparing artworks table
worksheet x 12
L3
Coloured pencils, pastels,
paper, board to lean drawing
on, fixative and a
foldable/portable chair.
L4+5
Coloured pencils, pastels,
paper, board to lean drawing
on, fixative and a
foldable/portable chair.
Week
14
(09/05)
L1
Artist:
Kathryn Del Barton
- Artist bio
- H/W: Edmodo Quiz
L2
Comparing two artworks in an essay.
- Students will learn how to create a cohesive outline/plan for an essay
comparing two artworks. (Outcome 3 help).
L3
Material and Technique Edmodo Quiz.
L4+5
Student choice of artwork/ Catch up on work missed out on.
Week
15
(16/05)
L1
Artist:
Jean-Michel Basquiat
- Artist bio
- H/W: Edmodo Quiz
L2
PPT other art materials and techniques.
Provide students for more ideas for Art making, other than the ones
through the workshop.
L3
Introduction to sculpture class artwork: introducing a new
Key knowledge
art forms;
Key skills
techniques;
individual ideas;
production;
Key knowledge
art forms;
Key skills
L1
PPT
Artwork of focus: You are
what is most beautiful about
me. Self-portrait with Kell and
Arella (2008).
Art Gallery NSW link:

http://www.artgallery.nsw.gov.au/prizes
/archibald/2008/28606/
L2
Art planning and writing.
L3
In class Edmodo quiz.
L4+5
Art room resources.
L1
PPT
Book: Basquiat by
Leonhard Emmerling
Hardcover.
Artwork of focus: Hollywood
Africans (1983)
material and technique.
- SCULPTURE: Dental plaster to create a mould, and plaster to
create the sculpture from that mould.
- PPT
- Finished examples
- Demo
L4+5
Art documentary and question sheet. (Exploring and responding)
- The Radiant Child: Jean-Michel Basquiat

techniques;
individual ideas;
production;
Whitney Museum of American Art

(Object label of the artwork)
including artist quotes. Link:
http://collection.whitney.org/object
/453
Ontario Gallery (Education
Resource). Link:
http://www.ago.net/assets/files/pd
f/AGO_BASQUIAT_Teacher_Guide.p
df
L2
PPT and students are
expected to write notes in
their theory folders.
L3
Demonstration: Dental
plaster, plaster, and small
bucket to fit hand from the
wrist down.
L4+5
DVD/Documentary: The
Radiant Child: Jean-Michel
Basquiat (2010) and
question sheet.
Week
16
(23/05)
L1
Artist:
An Xian
- Artist bio
- H/W: Edmodo Quiz
L2
CLASS ARTWORK
SCULPTURE: Dental plaster to create a mould of each students
hand, and plaster to create the sculpture from that mould.
L3
CLASS ARTWORK
(SCULPTURE: Dental plaster to create a mould, and plaster to
create the sculpture from that mould).
L4+5
CLASS ARTWORK
(SCULPTURE: Dental plaster to create a mould, and plaster to
create the sculpture from that mould)
Ways of presenting the artwork, and different meanings that can
be made according to how theyre displayed.
Week
17
(30/05)
L1
LIBRARY Outcome 3 Revision
Students will perform their Outcome 3 in relation to the
following artists/artworks:
- Sexy and Dangerous (2005) by Brook Andrew. [Photograph].
- Self-portrait with cropped hair (1940) by Frida Kahlo. [Oil on Canvas].
Research artists and information to help inform their responses to
the artists work.
L2
LIBRARY Outcome 3 Revision
Research artists and information to help inform their responses to
Key knowledge
art forms;
Key skills
techniques;
individual ideas;
production;
Key knowledge
art forms;
L1
PPT
Artwork of focus: Dr. John Yu
AC, 2003-4 (b.1960). Glazed
Ceramic.
Book: Art Detective (2nd

Edition) pages 100 101.
L2
Making dental plaster hand
mould.
L3
Making dental plaster hand
mould.
L4+5
The final art
pieces/discussion.
L1
L2
L3
Worksheet.
L4+5
Excursion and worksheets.
the artists work.
L3
Debrief about the gallery visit tomorrow. Talk about worksheet
that needs to be completed tomorrow. (Going to see an artwork
that will be on Outcome 3: Sexy and Dangerous by Brook
Andrew).
L4+5
Excursion to the National Gallery of Victoria.
Week
18
(06/06)
L1
Outcome 3 Revision
L2
Outcome 3 Revision
L3
Outcome 3 Revision
L4+5
ASSESSMENT due: Outcome 3 completed during this double
period.
Key skills
techniques;
individual ideas;
production;
Key knowledge
art forms;
Key skills
techniques;
individual ideas;
production;
L1
Outcome revision
L2
Outcome revision
L3
Outcome revision
L4+5
Outcome revision
Week
19
(13/06)
L1
Outcome 3 Review and discussion.
L2, L3, L4 +L5
Preparation/Introduction to Unit 2
Key knowledge
art forms;
Key skills
techniques;
individual ideas;
production;
L1
Teacher notes (like
examiners report to help for
next unit).
______________________________________________________________________________________________________________________
Section 3 Lesson Plans
A Creating and Making
SECONDARY LESSON PLAN
YEAR LEVEL & SUBJECT: Yr. 11 VCE Studio Art Unit 1
DATE: 04/02 (Week 2, L4+5)
NO. OF STUDENTS: 12
LESSON DURATION: 100 minutes
TOPIC/FOCUS:
CREATING + MAKING: Exploring materials and techniques WORKSHOP (A) Part 2
Portrait drawing using charcoal (Teacher as the sitter).
AusVELS/VCE STATEMENTS: Unit 1, Area of study 2, and Outcome 2: Materials and Techniques.
Key knowledge
ways in which artists from different times and cultures have interpreted ideas and sources of inspiration;
types of materials and techniques used in making artworks in particular art forms;
ways in which artists from different times and cultures have used materials and techniques;
Key skills
investigate and explore materials and techniques appropriate to art making and particular art forms;
research the characteristics and properties of particular materials and techniques;
explore the expressive qualities of materials and techniques to convey individual ideas;
identify and describe sources of inspiration for artists ideas and production;
GOALS AND OBJECTIVES:
The students will be able to:
explore and use a variety of materials and techniques to support and record the development of individual ideas to produce artworks.
learn a new material and techniques to inform their own understanding of art.
learn how to evaluate artworks they have created.
learn more about sources of inspiration to inform their own practice.
SUMMARY OF RESOURCES REQUIRED:
PPT
Projector for PPT and vimeo
Vimeo downloaded
Evaluation of Artworks worksheets x12
Willow Charcoal
Charcoal pencils
Compressed charcoal (black and white)
Kneadable eraser
Paper
Art smocks
Easels
Chair for sitter
LESSON PROCEDURE
TIMING
8.52 9.00
STEPS OF THE LESSON

(key activities and key questions)
RESOURCES
Roll.
Opening (links to previous lesson/s or new topic, purpose of

lesson):
Roll call.
PPT set up ready

to go.
INTRO: Introduce students to todays topic - Portrait

drawing using charcoal (Teacher as the sitter).
EXPECTED STUDENT
REACTIONS OR RESPONSES
TEACHER RESPONSES TO
STUDENTS
Students are expected to

pay attention, answer and
ask questions.
Answer and ask questions.
GOALS & METHODS OF

EVALUATION
Artwork:
George Drahm (Uncle George) from fantasies of the

good (2004).
Lesson Development:
9.00 9.40
PPT
Vimeo
downloaded
THEORY:
PPT introduction to materials and techniques.
- Show artist and artwork inspirations.
- Focus on Vernon Ah Kee: Queensland State Library Digital
Story on Vimeo of Vernon Ah Kee.
- Discussion about the material and technique during the
PPT. Use higher order questioning skills.
Techniques on PPT:
- using a ground working into it with a kneadable eraser.
- Chiaroscuro (how to use compressed charcoal)
- sight method (using a pencil to get proportions right.
- Negative space to get shapes in the correct proportions.

ask questions.
Answer and ask questions to

test and confirm learning.
9.40 10.30
Willow Charcoal,
PRAC:
- Provide a demonstration (model what the students will do)
- Activity 1: 10 minute drawing using charcoal pencils.
- Activity 2: 20 minute drawing using charcoal willow ground,

explore the material of
charcoal, using a variety of
techniques.

Charcoal pencils,
Compressed charcoal
(black and white),
Kneadable eraser,
Their responses to the teachers

questions.
The fluency of discussion and
contribution by all students
(calling on ones who dont)
10.30
10.40
Paper, Art smocks,

Easels and a Chair
for sitter.
charcoal pencils for fine lines, compressed charcoal for high

contrast definition and highlights, and kneadable eraser to
lighten areas.)
Evaluation of
Artworks sheet x
12
Discussion: how could we relate this material and

technique back to our own theme?
Annotate artwork on a separate piece of paper and
complete evaluation of artwork work sheet.
Closure (Options include summarising or reflecting on the
learning achievements/analysing errors; preparation for
future lessons etc):
10.20
10.30
Art room sink and

resources.
Pack-up.
Complete annotations and evaluation of artwork sheet for
H/W if not finished in class.

ask questions.

Final Artworks, annotations,

edmodo quiz and evaluation of
artworks sheets.
B Exploring and Responding

SECONDARY LESSON PLAN
YEAR LEVEL & SUBJECT: Yr. 11 VCE Studio Art Unit 1
DATE: 08/02 (Week 3, L1)
NO. OF STUDENTS: 12
LESSON DURATION: 50 minutes
AusVELS/VCE STATEMENTS: Unit 1, Area of study 3, and Outcome 3: Interpretation of art ideas and use of materials and techniques.
Key knowledge
ways in which artists from different times and cultures have interpreted ideas and sources of inspiration;
types of materials and techniques used in making artworks in particular art forms;
ways in which artists from different times and cultures have used materials and techniques;
Key skills
investigate and explore materials and techniques appropriate to art making and particular art forms;
research the characteristics and properties of particular materials and techniques;
explore the expressive qualities of materials and techniques to convey individual ideas;
TOPIC/FOCUS: EXPLORING AND RESPONDING: Analyzing Art (Formal Framework)
use a range of resources to research how artists interpret ideas and sources of inspiration and use materials and techniques;
identify and describe sources of inspiration for artists ideas and production;
compare and contrast the ways in which artists from different times and cultures have interpreted ideas and sources of inspiration.
GOALS AND OBJECTIVES:
The students will be able to:
discuss how artists from different times and culture have interpreted sources of inspiration and used materials and techniques in the production of artworks.
SUMMARY OF RESOURCES REQUIRED:
George W. Lambert Profile portrait of a girl (1922) worksheet x 12 (ART ELEMENTS AND PRINCIPLES)
PPT w/artwork analyzing
Visual diaries
Pencils
LESSON PROCEDURE
TIMING
STEPS OF THE LESSON

(key activities and key questions)
RESOURCES
EXPECTED STUDENT
REACTIONS OR RESPONSES
TEACHER RESPONSES TO
STUDENTS
(including consideration of the
need to adapt, reteach or extend)
GOALS & METHODS OF

EVALUATION
(including specific informal and/or
formal assessment links to
AusVELS/VCE)
Opening (links to previous lesson/s or new topic, purpose of

lesson):
Roll call.
8.52 9.00
INTRO: Analyzing Art using George W. Lambert Profile
portrait of a girl (1922).

- Focusing on art elements and principles.

ask questions.
Lesson Development:
9.00 9.10
PPT
Intro and PPT.
9.10 9.20
Artwork on PPT
Activity 1: Describing what you can see to partner.

Students pair up, one partner has their eyes closed while the
other describes what they can see in the image (Higher
order questioning).
Work with their partner,

begin to use art
terminology.
Answer and ask questions.
If students are engaged,

contribution to the class and by
their worksheets at the end.
George W. Lambert Profile portrait of a girl (1922)

9.20 9.35
Worksheets x 12
Activity 2: George W. Lambert Profile portrait of a
girl (1922)

ask questions. Everyone
will contribute.

Closure (Options include summarising or reflecting on the
learning achievements/analysing errors; preparation for
future lessons etc):
9.35 9.40
Pack up.
Discussion about our responses, find out what they want to
know more about.

Worksheet handed in at the end

of class for marking.
______________________________________________________________________________________________________________________
Section 4 Outcomes
Outcome 2:
i Assessment Task Sheet
Year 11 Studio Arts Outcome 2
Name:
Unit 1 Area of Study 2: Materials and Techniques

Start date: 26th of January, 2016. Worked on gradually for 9 weeks (Term 1).
Due Dates: 24st of March, 2016.
Outcome 2 is compiling a Resource Folder on a theme of your choice (approved by your teacher on the 02/01).
Task:
Compile a resource folder of inspirational material related to the theme of your choice (This will be finalized by Week 2 01/02 with consultation of your
teacher).
Experiment and explore at least 6 different techniques, media or methods in your journal before beginning your artworks (potential directions).
Investigate how two specific artists have used this theme or a material or technique in their work that is related to your work or ideas.
Using the theme and your inspirational material, create 2 artworks
Your artworks should include a variety of methods of interpreting your theme such as representational, interpretative, expressive, responsive and
analytical including design elements as a basis for description.
Annotate your inspirational material and evaluate your completed artworks.
You must include all developmental work leading up to your final images in your visual diary for authentication purposes.
Outcome 2 Rubric:
Name:
Criteria
Very High (5)
High (4)
Medium (3)
Low (2)
Very Low (1)
Compile a resource folder of

inspirational material related to
the theme of your choice. You
must include all developmental
work leading up to your final
images in your visual diary for
authentication purposes.
Extensive and cohesive resource

folder, including inspirational
material from a variety of
resources. Creative process is
authentic and thoroughly
documented throughout the
folder.
Most sections of the resource

folder are extensive and cohesive,
including material from a variety
of resources. The creative process
is adequately authentic and
folder.
Cohesive resource folder,

including inspirational material
from a variety of resources.
Creative process is adequately
authentic and documented
throughout the visual diary.
Most sections of the resource

folder are cohesive, including
inspirational material from a
variety of resources. The creative
process is vaguely authentic and
visual diary.
Resource folder lacks inspirational

material and only from a couple
of different sources. Creative
process is not documented or
authentic, and difficult to identify
throughout the folder.
Experiment and explore at least 6

different techniques, media or
methods in your journal before
beginning your artworks.
Using the theme and your
inspirational material, create 2
artworks: Your artworks should
include a variety of methods of
interpreting your theme such as
representational, interpretative,
expressive, responsive and
analytical including art elements
as a basis for description.
Annotate your inspirational
material.
6 diverse techniques, media or

methods have been thoroughly
explored and experimented with.
Out of the 6 techniques, media or

methods explored, most have
been have been thoroughly
experimented with.
Both artworks are produced to a
high standard, using a variety of
methods of interpreting your
theme as representational,
interpretive, expressive,
responsive and analytical
including design elements and
principles.
6 techniques, media and methods

have been adequately explored
and experimented with.
6 techniques, media and methods

have been vaguely explored and
experimented with.
Only a few different techniques,

media and methods have been
explored and experimented with.
Both artworks are produced to an

appropriate standard, using a
variety of methods of interpreting
your theme as representational,
including art elements and
principles.
Both artworks are produced to an

average standard, using a variety
of methods of interpreting your
including design elements and
principles.
Some parts of the two artworks

produced use a couple of
different methods of interpreting
your theme as representational,
interpretive, expressive, analytical
and includes some art elements
and principles.
Annotations are of a high

standard, giving an insightful view
of your inspirational material.
Your evaluations are consistent
throughout your folder and
showcase your deep exploration
and creative process of your
theme, evident in your finished
artworks.
Annotations are of an appropriate

Your evaluations are made
throughout your folder and
showcase your deep exploration
artworks.
Annotations are of acceptable

standard, giving a view of your
inspirational material.
Your evaluations are not
consistent throughout your folder
and showcase your exploration
artworks.
Annotations are of a low

standard, giving a general view of
your inspirational material.
Your evaluations are not
and do not showcase your deep
exploration and creative process
of your theme, evident in your
finished artworks.
Evaluation of artworks.
RESULT:
/25
GRADE:
Both artworks are produced to a

very high standard, using a variety
of methods of interpreting your
including art elements and
principles.
Annotations are of a very high
Your evaluations are very
and showcase your deep
exploration and creative process
of your theme, evident in your
finished artworks.
TEACHER COMMENTS:
Outcome 3:
i Assessment Task sheet
Name:
Unit 1 Area of Study 3: Interpretation of art ideas and use of materials and techniques
Due Date: 9th of June, 2016.
Task: You are to complete an essay extended response (1000 words) in class using the prompt bellow in regards to two Portraiture artists/artworks you have
studied during term two (Brook Andrew, Frida Kahlo, Kathe Kollwitz, Kathryn Del Barton, Jean-Michel Basquiat, and An Xian). You will be provided with extensive
outcome revision and a booklet will be provided for you to complete you response. You will have 90 minutes to complete this task in exam conditions, and will
submit what you have completed during that time.
Discuss how artists from different times and cultures have interpreted sources of inspiration and used materials and techniques in the production of artworks.
You are to complete an essay:
analyzing the two artists/artworks;
discussing:
- Subject Matter: What is the subject matter of the artwork? What do you see in the image?
- Theme: What is the artist trying to convey through the theme?
- Historical context: What cultural or historical factors has the artist been influenced by?
- Materials and techniques: What materials has the artist used to create this artwork? What techniques have been used?
- Aesthetic qualities/Art Elements/Art Principles: How has the artist used the art elements to convey their aesthetic quality? How has the artist used art elements
and principles to communicate ideas and meanings to the viewer? What elements contribute to the distinctive style of the artist?
Name:
Criteria
Very High (5)
High (4)
Medium (3)
Low (2)
Very Low (1)
Introductory paragraph including

the names of the artists and their
artworks, stating the intention of
the essay.
Introduction paragraph to the

essay is fluent and concisely
written, and includes a clear
intention. Both artists and
artworks are accurately specified.
A very detailed description of the
context, influence, and subject
matter of the artworks.
A very detailed description of
materials and techniques used to
create the artworks, and
influences of new technology
have been identified and
described.
A very detailed description of the
development of aesthetic
qualities and distinctive styles by
the artists, in the artworks they
produced.
A very clear and detailed
comparison and contrast
between the cultural and
historical context of the two
artworks.
A very appropriate choice of art
vocabulary and art terminology.
TEACHER COMMENTS:

essay is mostly fluent and
concisely written, and includes
the intention. Both artists and
artworks are accurately specified.
A detailed description of the
A detailed description of
have been identified and
described.
A detailed description of the
produced.
A clear and detailed comparison
and contrast between the cultural
and historical context of the two
artworks.

essay is adequately written, and
includes the intention. Both
artists and artworks are
accurately specified.
An adequate description of the
An adequate description of
have been identified.

essay includes the intention of
the essay. Both artists and
artworks are specified.

essay includes a vaguely includes
the intention of the essay. Both
artists and artworks are
mentioned.
A vague description of the
A vague description of materials
and techniques used to create the
artworks, and influences of new
technology have been
mentioned.
An adequate description of the

produced.
An adequately detailed
comparison and contrast
artworks.
Appropriate choice of art
A description of the development

of aesthetic qualities and
distinctive styles by the artists, in
the artworks they produced.
Description of context (influences

and subject matter of the
artworks).
Description of materials and
techniques, Influences of new
technology.
Description of development of
aesthetic qualities and distinctive
styles.
Comparison and contrast

between cultural and historical
context.
Use of appropriate art words and

terminology.
RESULT:
/30
GRADE:
A appropriate choice of art

A description of the context,

influence, and subject matter of
the artworks.
A description of materials and
techniques used to create the
artworks, and influences of new
technology have been identified.
A comparison and contrast

artworks.
A vague description of the

produced.
A vague comparison and contrast
artworks.
Appropriate choice of art

A very limited choice of art

______________________________________________________________________________________________________________________
Section 5 Worksheets needed to teach and learn the unit.
TERM 1 worksheets
A Exploring Materials and Techniques WORKSHOP (A) task outline.
B Analyzing Art WORKSHOP (A) task outline.
C Art Elements and Principles definitions worksheet.
D George W. Lambert Profile portrait of a girl (1922) Worksheet (Art Elements and Principles).
E Annotations worksheet.
F Artwork evaluation sheets.
G Analyzing Art worksheet with subheadings.
TERM 2 worksheets
A Exploring Materials and Techniques WORKSHOP (A) task outline.
B Analyzing Art WORKSHOP (A) task outline.
C Comparing two artworks worksheet.
D Gallery worksheets
TERM 1 (A)
TASK: Exploring Materials and Techniques WORKSHOP (A)
This workshop will run from Weeks 1-4 during Term 1. Students will explore a variety of different materials and techniques to create
artworks. This workshop will be centered on the theme of Portraiture.
Each week students will complete 1 finished artwork from different materials and techniques (total of 4).
Students must submit work into a folder with notes from the introduction lesson, annotations and art evaluation sheets.
The purpose of this learning activity is to introduce students to a range of different materials, techniques and artists that they can apply to
influence their own individual creative process.
WEEK 1 Part 1 Portrait drawing using graphite pencils (Teacher as the sitter).
WEEK 2 Part 2 Portrait drawing using charcoal (Teacher as the sitter).
WEEK 3 Part 3 Portrait bust using clay. (This time pairing up with someone in the class as the sitter).
WEEK 4 Part 4 A5 Self-portrait etching (Using a mirror).
TERM 1 (B)
TASK: Analyzing Art WORKSHOP (A)
This workshop will run from Weeks 6-8 during Term 1. Students will use the analytical framework to analyze artworks from different times
and cultures.
Each week students are required to complete a Formal framework short answer response for an Artwork provided during class time (in exam
conditions).
This workshop will focus on two artists and artworks. They are:
- Guernica (1937) by Pablo Picasso.
- Kiki with African Mask (1926) by Man Ray.
Students are allowed to research and study the artists prior to the learning activity and prepare 1 page of notes to help inform their answers.
The purpose of this learning activity is to introduce students to writing about art and learning appropriate art terminology.
WEEK 6 Part 1 Analyze Guernica (1937) by Pablo Picasso. Short answer response.
WEEK 7 Part 2 Analyze Kiki with African Mask (1926) by Man Ray. Short answer response.
WEEK 8 Part 3 Analyze by comparing the two artworks using the table provided.
TERM 1 (C)
ART ELEMENTS
Form: Shapes that are 3dimensional are called Form. Sculpture is an example of a shape that has the three dimensions of height width and depth. Repetition of
similar shapes or subjects within differing artworks creates unity within and exhibition
Shape: Shape creates spaces on the surface of a page. Shapes can be positive, or negative. Shapes can also relate to three-dimensional form.
Colour: The sensation seen by the eye, created by light reflection and absorption. Every colour has the characteristics of hue, tone and saturation. Colours are also
described as primary, secondary or tertiary.
Tone: Tone refers to the range of values between the dark and light values of any colour.
Line: A single stroke made with your choice of medium, for example, pen or charcoal. A line is the most commonly used element of design and can be express a
variety of meanings, moods and style. Line can be described as horizontal, vertical, and diagonal, curved, wavy, or thin, just to name a few descriptions.
Texture: Texture refers to surface, it is the visual representation of the structure of the surface of an object.
ART PRINCIPLES
Balance: Balance is achieved in a composition when all the elements within its form are in proportion to one another.
Symmetry an exact correspondence between the opposite halves of a figure, form, line, pattern, etc. on either side of an axis or centre; a balance or proportion
between parts of a whole, etc., e.g. painting or sculpture.
Asymmetry not symmetrical.
Rhythm: Rhythm is an aspect of harmony. A composition has rhythm if the elements of design are in unison with one another. This is often achieved by repeating
any of the elements of design.
Contrast: Contrast refers to the use of opposite elements, for example, straight and curved lines, black and white, light and dark. Contrast often intensifies the
properties of the other element.
Variety: Occurs in a composition when it possesses differences, or diversity, and is therefore not monotonous. For example, a diversity of materials, or different
forms, will give variety.
Unity: Refers to the overall relationship between all the elements of an artwork. Unity helps to hold the viewers attention, and is often achieved by limiting the
number of elements used, to ensure that too many opposing forces do not distract the viewer.
Proportion: Refers to the relationships between the sizes of the different elements within a composition.
Emphasis: This refers to the dominance, which is evident when an artwork possesses a particular centre of attention, or focal point.
TERM 1 (D)
TASK: George W. Lambert Profile portrait of a girl (1922) Worksheet (Art Elements and Principles).
Line:
Proportion:
Tone:
Symmetry:
Shape:
Contrast:
Colour:
Rythum:
Proportion:
Artwork:
Emphasis:
George W. Lambert Profile portrait of a girl (1922).
Variety:
Balance:
Unity:
TERM 1 (E)
SAT ANNOTATIONS
Your visual diary is a place to explore and develop your ideas, you need to annotate all your inspirations, images, sketches and evaluate your
own photography and artwork.
The way you do this is:
INSPIRATIONS
* Why have you chosen the inspiration,(what is it that attracts you to the image-remember design elements and principles ..Shape, colour,
subject matter)
* Where you found it?(always need to get address from net etc)
* How will it or does it relate to your own work? Either in the materials or techniques, colour , angle, subject matter etc)
* Do you envisage using the idea in some way??(can you describe the idea ,meaning or feeling in relation to your own work)
SKETCHES
* What are you trying to show in the possible artwork or photograph?
* Is this the layout or composition you will use and why? a new take on the design (by re-arranging the composition)
* How does it reflect your overall theme or ideas?
ARTWORKS/PHOTOGRAPHS
* What were the techniques or materials used? ie: different materials (charcoal, pastel, paint, coloured and lead pencil, fine liners,
printmaking, digital imaging, different techniques (if painting- brush use, if drawing- line use/ rendering style, colour theory- different colour
schemes eg analogous or harmonious,
* Reflection...have you analyzed and evaluated your explorations? re-think the idea (contemplate what you are trying to say is there
anything in the image that does not contribute to this? If so get rid of it and see the impact increase. Also, is there something missing that
could contribute to the message of the idea which I could include?
DOCUMENT YOUR PROCESSES............
Show development of a number ideas or themes. Show starting points.....
You will be assessed on:
* Generating ideas and identifying sources of inspiration
* Selecting diverse sources of inspiration and ability to annotate
* Range and variety of methods of translating ideas into visual form
* Methods of referencing and organizing visual material
* Reflection of ideas and work produced
TERM 1 (F)
Art self-evaluation Worksheet
1). List three things you did well:
1.
2.
3.
2). List three things you could improve on for next time:
1.
2.
3.
What will you do to improve them?
What did you learn from the project?
TERM 1 (G)
Year 11 Studio Arts Analyzing Art

When we look at an artwork and try to analyse it or gain an understanding of what it means and what the artists intention was, we look at a number of different things:
Title
The first thing we might look at is the title of the artwork.
Subject Matter
Subject matter is the next and most obvious thing to look at. What is the artwork about? Is it sculpture of a ballet dancer? Perhaps it is a painting of workers hurrying home or a photo
of a crime scene. This is what we call the subject matter and sometimes we know immediately what it is; but not always. Sometimes an artist may disguise the subject matter, or
sometimes the work may be so abstract that the subject matter is not evident at first and we are forced to look deeper into the work to search for clues.
Historical or Cultural Context
When the subject matter of an artwork is not clear, some knowledge of the cultural or historical context can help us to better understand the work. Knowledge of the place where the
artwork is set may also give us clues to the works meaning. An artwork from the fourteenth century China will certainly look different from a work created in Russia in the nineteenth
century. We may not know that Guernica was a town or that it was bombed during the Spanish Civil War. We may have to do some research to find out more about the artwork.
Cultural context is how an artist and artworks fit into a particular time and place in history. To understand this, we need to look at what was happening in the world at that time or in
that particular place. We also need to look at how people live in certain places, what form of government there was at that time and even what religion was most common in that
province or country. What was the accepted norm and what would have stood out as new and different, and perhaps unacceptable or shocking? Art has always been used to observe
current event and in some cases comment on them.
Function
We would also need to look at what the function of the artwork may have been. It may be that the artwork had a practical religious function and was part of a church. Or perhaps the
artwork fulfilled a storytelling function in an era when not many people could read. It is important to remember that at various times during history, and in different cultures, artwork
was created for many different reasons, not just as decoration.
Signs and Symbols
There are times when we need to decipher a code in the artwork we are looking at. It may be that we have a set of clues that the artist has devised for us, or there may be some
symbols in the artwork. Maybe there is a crucifix in the painting to show that there is a Christian element to the work. Perhaps the colours are a sign. Red is often used to show blood,
passion or fire. A child could represent innocence, or a small dog loyalty.
Materials and Techniques
This is rather more straightforward, as it is usually fairly clear for the viewer to see what the artwork is made from and how it has been made but not always. With something like a
painting you can usually tell what sort of paint has been used and how it has been applied. With digital art, you may not know the exact programme that has been used to manipulate
the artwork, but you will probably be able to guess that some sort of programme has been used.
Art Elements and Design Principles
At this stage, you should be able to look at an artwork and tell whether or not it has a balanced composition, comment on the types of lines that are have been used, and be able to
make some comments about the colour scheme. You should be able to comment on things like use of tones, shapes repetition and pattern. By analysing the art elements and design
principles that artists have used to tie their artwork together, we can assess the aesthetic considerations that make an artwork beautiful or, at the very least, interesting to look at.
TERM 2 (A)
TASK: Exploring Materials and Techniques WORKSHOP (B)
This workshop will run from Weeks 11-13 during Term 2. Students will explore a variety of different materials and techniques to create
artworks. This workshop will be centered on the theme of Australian Flora.
Each week students will complete 1 finished artwork from different materials and techniques (total of 3).
Students must submit work into a folder with annotations and art evaluation sheets.
The purpose of this learning activity is to expose students to a variety of different materials and techniques they can use to assist their
individual creative process.
WEEK 11 Part 1 Still Life Acrylic painting of Australian Flora (gum nuts and leaves collected from outside).
WEEK 12 Part 2 Incursion to the lake/lake house to create an Australian Flora landscape drawing using coloured pencils and pastels (en
plein air). Using rocks to get the same view point for continuing the drawings the next day.
WEEK 13 Part 3 10x10cm Linoleum Cut, based on the theme of Australian Flora.
TERM 2 (B)
TASK: Analyzing Art WORKSHOP (B)
This workshop will run from Weeks 11-16 during Term 2. Students will use the analytical framework to analyze artworks from different
times and cultures that that the theme of Portraiture.
Each week students are required to complete a Formal framework short answers response for an Artwork provided during class time in
exam conditions, and an edmodo quiz on the information learnt.
This workshop will focus on six artists. They are:
- Brook Andrew (Artwork of focus: Sexy and Dangerous, 2005).
- Frida Kahlo (Artwork of focus: Self-portrait with cropped hair (1940). Oil on Canvas).
- Kathe Wollitz (Artwork of focus: Self-Portrait, Hand at the Forehead, 1945).
- Jean-Michel Basquiat (Artwork of focus: Hollywood Africans, 1983).
- Kathryn Del Barton. (Artwork of focus: You are what is most beautiful about me. Self-portrait with Kell and Arella, 2008).
- An Xian (Artwork of focus: Dr. John Yu AC, 2003-4 (b.1960). Glazed Ceramic).
Students are allowed to research and study the artists and prepare 1 page of notes to help inform their answers.
The purpose of this learning activity is for students to learn how artists from different times utilized materials and techniques to create
meaning in their artwork.
WEEK 11 Part 1 Analyze Self-portrait with cropped hair (1940) by Frida Kahlo. Short answer response.
WEEK 12 Part 2 Analyze Sexy and Dangerous (2005) by Brook Andrew. Short answer response.
WEEK 13 Part 3 Analyze Self-Portrait, Hand at the Forehead (1945) byKathe Wollitz. Short answer response.
WEEK 14
WEEK 15
WEEK 17
Part 4 Analyze You are what is most beautiful about me. Self-portrait with Kell and Arella (2008) by Karthryn Del Batron. Short
answer response.
Part 5 Analyze Hollywood Africans (1983) by Jean-Michel Basquait.. Short answer response.
Part 6 Analyze Dr. John Yu AC, 2003-4 (b.1960) by An Xian. Glazed Ceramic. Short answer response.
TERM 3 (C)
Artist:
COMPARING TWO ARTWORK WORKSHEET

Artist:
Artwork:
Artwork:
Aesthetic qualities/Art Elements and Principles:
Aesthetic qualities/Art Elements and Principles:
Materials and Techniques:
Materials and Techniques:
Subject matter:
Subject matter:
Signs and symbols:
Signs and symbols:
Cultural/Historical context:
Cultural/Historical context:
Function:
Function:
TERM 2 (D)
GALLERY VISIT WORKSHEET
Name of Gallery:
Type of Gallery:
Exhibition name:
Date attended:
Artists in the exhibition:
Curator/Gallery Directors
name:
Artwork 1: Pick an artwork
and give a 500 word visual
analysis on it.
Write notes here and complete the 500 response for H/W:
Inspiration for own art

practice:
_____________________________________
References:
ABC Net. (2005). Message Stick TV: Transcript. ABC Net. Retrieved from http://www.abc.net.au/tv/messagestick/stories/s1242475.htm
Art Gallery NSW. (2008). Winner: Archibald Prize 2008. Art Gallery, New South Whales. Retrieved from http://www.artgallery.nsw.gov.au/prizes/archibald/2008/28606/
Art History Online. (2014). Guernica by Pablo Picasso analysis. YouTube. Retrieved from https://www.youtube.com/watch?v=PbLTE-ERzY0
Cohen, D., Grace, C. (2015). EDAR517, Week 1: VCE in the Arts. [Lecture, tutorial and PowerPoint]. Australian Catholic University, Melbourne.
Cohen, D., Grace, C. (2015). EDAR517, Week 2: Overview of VCE study designs. [Lecture, tutorial and PowerPoint]. Australian Catholic University, Melbourne.
Cohen, D., Grace, C. (2015). EDAR517, Week 3: VCE: Art/Studio Arts update. [Lecture, tutorial and PowerPoint]. Australian Catholic University, Melbourne.
Cohen, D., Grace, C. (2015). EDAR517, Week 4: Designing sequential, culminated and balanced programs. [Lecture, tutorial and PowerPoint]. Australian Catholic University, Melbourne.
Eisner, E. W. (1996). Overview of evaluation and assessment: conceptions in search of practice. Evaluating and assessing the visual arts in education: International perspectives, 1-16.
Ennis, H. (2007). Australian Photography. Google books. Retrieved from
https://books.google.com.au/books?id=r2uydWTN3kwC&lpg=PP1&dq=inauthor:%22Helen+Ennis%22&pg=PP1&hl=en#v=onepage&q&f=false
Kollwitz, K. (2011). The Passion of a German Artist Paperback. Klemens von Klemperer Germany.
Langton, M. (2005). Essay: Ethical portraits and Ghostscapes. National Gallery of Victoria. Retrieved from http://www.ngv.vic.gov.au/essay/brook-andrew-ethical-portraits-and-ghostscapes/
New York: MoMA. (2015). MoMA Multimedia. Museum of Modern Art. New York.
QAGOMA (2015). Brook Andrew Education resource. Queensland Art Gallery of Modern Art. Retrieved from https://www.qagoma.qld.gov.au/whats-on/exhibitions/apt8/artists/brookandrew
Stockley, M. (1991). Art Detective, Heinemann Educational Australia.
VCAA. (2015). VCE Studio Art Study Design. Victorian Curriculum Assessment Authority. Retrieved form http://www.vcaa.vic.edu.au/Documents/vce/studioarts/studioartssd2010.pdf
WMAA. (2015). Object label: Hollywood Africans, 1983. Whitney Museum of American Art. Retrieved from http://collection.whitney.org/object/453

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Rhiannon Ognen s00133978 | EDAR517 Assessment Task 1- Curriculum Outline and Coursework Assessment Units 1 + 2

Introduction and Situational Analysis:

Yr. 11 Studio Art

Yr. 11 Studio Art

Yr. 11 Studio Art

B Unit 2 - Term 1 and 2 Dates:

Monday the 25th of January, 2016 26th of March, 2016.

Teaching and Learning Activities

Introduction to Exploring materials and techniques WORKSHOP

Key Knowledge and Skills addressed (Curriculum)

Exploring materials and

Portrait drawing workshop

- Show past Students example.

Students will learn appropriate art terminology to describe the

evaluate and record the exploration and use of materials

Students will learn how to cumulate a diverse range of

WEEKEND HOMEWORK: Edmodo quiz on Elements and Principles

Activity 2: Describing what you can see to partner. Students pair

characteristics and properties of a variety of materials and

- Provide a Demonstration for students to follow

Kathe Kollwitz MoMA multimedia: Guerrilla Girls Frida Kahlo and

FOR TEACHER DEMO: Clay,

Artist book: The Passion of a

- Students continue to draw themselves on to paper and transfer image

Analyzing Art Workshop

Art Detective (2nd Edition)

choice of material and

Analyzing Art Workshop

Kiki with African Mask (1926)

a familiarity with art language and terminology

- Show what impasto can do.

Artists (Website) including

materials and techniques;

(1910, published c. 1946/1948)

- Kthe Kollwitz, War, 1923,

Artist book: The Passion of a

Art Gallery NSW link:

making and particular art forms;

Whitney Museum of American Art

Book: Art Detective (2nd

DATE: 04/02 (Week 2, L4+5)

LESSON DURATION: 100 minutes

STEPS OF THE LESSON

Opening (links to previous lesson/s or new topic, purpose of

PPT set up ready

INTRO: Introduce students to todays topic - Portrait

Students are expected to

Answer and ask questions.

GOALS & METHODS OF

George Drahm (Uncle George) from fantasies of the

Students are expected to

Answer and ask questions to

Students are expected to

Answer and ask questions to

Their responses to the teachers

Paper, Art smocks,

charcoal pencils for fine lines, compressed charcoal for high

Discussion: how could we relate this material and

Art room sink and