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EDAR424
Assessment 1: Lesson Sequence
Stage: 3 | Year: 6
Prior knowledge: Students have previously engaged in an excursion to the NSW art gallery to view the Archibald Prize, as well as attended the
About Face: Contemporary Portraiture workshop at the Museum of Contemporary Art (adapted for stage 3)(http://www.mca.com.au/learn/schools/k6/). This means that students have knowledge about the Archibald prize and also skills and techniques for drawing portraits.
Outcomes:
VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world
VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there are different
opinions about the value of artworks
VAS3.4 Communicates about the ways in which subject matter is represented in artworks (BOS, 2006,
p. 31).
Indicators:
VAS3.3
Talks about and writes about the meaning of artworks, recognising how artworks can be valued in different ways, by themselves as
Identifies and describes the properties of different forms, materials and techniques in artworks and comments on how these are
employed in the representation of subject matter
Discusses a range of artworks and their subject matter including paintings, drawings (BOS, 2006, p. 31).
Activity/Lesson development:
Introduction:
Teacher(T) facilitates discussion with students(Ss) to revise what the Archibald Prize
is.
Ss play the game invitations using artworks with the theme people and portraits,
specifically from the Archibald Prize.
T randomly chooses 3-5 students to be in. Each of these Ss receive an artwork
invitation to a dinner party. These invitees are given a minute to study their own
artwork in secret. The invitees then switch artworks and proceed to sit in front of the
class holding the switched invitations/artworks. The rest of the class ask the students
yes/no questions to figure out who the invitation/artwork actually belongs to.
Ss to focus on questions about form, technique, materials, colours etc.
Challenges: cannot repeat questions.
T can have a word wall up with visual art terms to help students use the correct
language.
Development:
T introduces the focus of unit is All that's good in me'( self-portrait as son Luca) by
Vincent Fantauzzo (Archibald Prize, 2014). Have the artwork displayed on the IWB
and share some information about Vincent whilst the Ss observe the artwork (e.g.
Born in the UK in 1977, studied Bachelor of fine arts in painting and has entered the
Artist: Cherry Hood
Title: Michael Zavros
From:
http://www.artgallery.nsw.gov.
au/prizes/archibald/2010/2907
4/
Archibald Prize 6 times (About Vincent Fantauzzo, n.d., Archibald prize 2014 finalist:
Students participate in discussion and T provides answers, if they are not mentioned.
Ss engage in think, pair, share THINK: to themselves about the message the artist
www.popplet.com
All that's good in me (self-portrait as son Luca)
- Vincent Fantauzzo
From: http://www.artgallery.nsw.gov.au/prizes/archibald/2014/29486/
From:
https://www.pinterest.co
m/pin/129197083035386
Outcomes:
VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world
VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways (BOS, 2006, p. 31)
Art Appreciation
Subject Matter: People
Indicators:
Form: Drawing
VAS3.1
Closely observes details of things in the world and seeks to make artworks about these
Explores subject matter of personal and social interest from particular viewpoints including objects, events,
places and spaces
colour
Materials: A3 paper, led pencil, coloured pencil
VAS3.2
Examines a range of concepts and their relationships to selected forms, and experiments with such things as
the expressive use of colour in painting or drawing (BOS, 2006, p. 31).
Activity/Lesson development:
Light outline
Introduction:
Ss to discuss the techniques learnt about drawing at the workshop from the
excursion. T create a mindmap on the board of techniques. T adds any
Heavy outline
techniques missed.
T demonstrates how to do each technique. Have Ss stand around a table, make
Cross-hatching
Development:
Ss bring out their think board. T to check that all Ss know what they will be doing.
Remind Ss they will be sketching artwork using lead pencil- Ss are to focus on detail
but not too much as the coloured pencils will go over the sketch and should enhance
Images from:
http://howtodraw.pencilportraitsbyloupemberton.co.uk/step-by-step-
pencil to each S.
T provide scrap paper for students to practice sketching parts if needed.
Once Ss have finished sketching, Ss should let the T know because prior to next
drawing-tutorial/pencil-drawing-techniques/basic-pencil-drawing-
step of artwork, Ss will watch video on soft and hard edges individually on an iPad
techniques/
(Link in source material). Ss watch video 2 (see left), which demonstrates circle
drawing with coloured pencil. Have Ss watch the video once through and then watch
a second time whilst copying technique. Afterwards have Ss practice drawing
Video: https://www.youtube.com/watch?v=TZiQK81Rjfw
Video 2: https://www.youtube.com/watch?v=hHJiRCQAVFE
Differentiation for students with learning needs can, for example, include:
-
Providing outlines of the face/body for them to either use or copy from tracing paper
https://s-media-cacheak0.pinimg.com/736x/e0/6d/97/e06d97a345522a221e45a8c05360f0b6.jp
Ss leave artworks on table for a few minutes and walk around to see the
progress of the class and share anything they found interesting so far.
Ss pack up artwork to T, think boards in tub and pencils and coloured pencils
From: http://www.secretsoffiguredrawing.com/wpcontent/uploads/2011/04/outline-of-eye-with-lashes.jpg
From: https://s-media-cacheak0.pinimg.com/736x/5c/b0/1
3/5cb013b7d43de0f81e986b8
66fd2807d.jpg
Outcomes:
VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world
VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways (BOS, 2006, p.
Appreciation
31).
Indicators:
Form: Drawing
VAS3.1
Closely observes details of things in the world and seeks to make artworks about these
Explores subject matter of personal and social interest from particular viewpoints including objects, events,
VAS3.2
Examines a range of concepts and their relationships to selected forms, and experiments with such things
Ss to look at artwork Start the riot and focus on the use of colour. Identify the colours used,
Discuss how the colours make them feel, what they might represent and why the artist may
have chosen that particular colour e.g. light blue may represent calmness. Link this to their
artwork have Ss think about the colours they have used/will used and how it may enhance
their artwork.
T to have list of steps on board for Ss to follow this lesson. Read through:
1. Discuss techniques outlined from previous lesson, have photo of techniques displayed on
IWB for Ss to review.
2. Remind Ss they have todays lesson and 40 minutes next lesson to complete artwork.
3. Ss need to watch the videos from previous lesson if they have not already. Ss must be on
colour this lesson.
4. Ss to start thinking about artist statement for label to go with artwork (will be completed
next lesson).
Development:
Whilst Ss are completing their artwork, T is to purposefully rove around the room to make sure
that students are on task and not falling behind. Provide encouragement and assistance to
From:https://www.pinterest.com/pin/321866704
597281598/
Conclusion:
Ss pack up artwork to T, think boards in tub and pencils and coloured pencils back on
shelf. Wipe down tables if necessary.
Lesson Plan 4: Me, myself and I for the whole world 1hr
Outcomes:
VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways (BOS, 2006, p.
Appreciation
31).
VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there are different
Subject Matter: People
Indicators:
Form: Drawing
VAS3.3
Talks about and writes about the meaning of artworks, recognising how artworks can be valued in different
beliefs
VA3.4
Identifies and describes the properties of different forms, materials and techniques in artworks and
comments on how these are employed in the representation of subject matter (BOS, 2006, p. 31).
Activity/Lesson development:
Introduction:
T prepares resources needed prior to beginning of lesson and have them ready on desks.
T to explain that Ss will be creating an art gallery using their artworks in the last 5-10 minutes
Development:
Whilst Ss complete artwork, T to roam around room and assist students where needed, as well
as prepare the string and pegs for Ss to hang their artwork on for the gallery walk.
Ss to mount their artwork with a black border (2cm) and create a label with an artists
statement including techniques used. The paper is to be mounted to black paper as well and
then stuck on the bottom border of the artwork. Extension activity for gifted and talented
students can provide a deeper explanation of their artwork, justifying why they used certain
techniques or colours.
T to check early finishers work to make sure they are completely happy with the final product.
Once S is completely finished, see picture in source material for early finishers activities.
In the last 15 minutes of lesson, Ss should begin to pack up all resources, and artworks should
be hung up. Then students will sit on the floor at the front.
Once all portraits are hung up, Ss will be directed to go on a gallery walk to view the class
artworks. T should remind Ss to pay attention to what they found interesting, things they liked
After the gallery walk, Ss sit on the floor in a circle. T leads discussion by asking Ss to
share what they found interesting in, focusing on ideas and techniques used.
Ask Ss questions about the subject matter: What is the artwork about? Compare the
audience interpretation to the artists meanings. Discuss how the artist has represented
the subject matter of people: what techniques have they used and how does this add to
the meaning behind the artwork. What connection can be made between the subject
matter and how ideas have been developed through the form and techniques?
T to remind Ss to justify their answers. Ss can compare their different opinions and
interpretations.
Ss can further reflect on something they enjoyed from the unit or something new that was
learnt.
Activity to be implemented this lesson or next: T create a shared folder with photos of each Ss artwork.
Ss choose one artwork (not their own) and write a response on this artwork. Students to focus on the
subject matter of the artwork what the artwork is about/represents and how it has been represented
by the artist. Ss discuss the techniques and how it adds to the meaning behind the artwork. Ss to
address how the artwork made them feel and justify why it made them feel this way (focusing on art
temrs, e.g. the use of colour and the relation to feelings.
References
Schools & Educators Primary Programs (K-6). (n.d.). Retrieved August 15, 2015, from http://www.mca.com.au/learn/schools/k-6/
A Tour of My Art Room -. (n.d.). Retrieved August 24, 2015, from https://www.pinterest.com/pin/321866704597281598/
Marking criteria
Outcome VAS3.1 Investigates subject matter in an attempt to represent likenesses of
things in the world (BOS, 2006, p. 31)
- Students should be able to make a plan and represent their ideas in a think
board. This plan should support students to create the artwork how they have
-
envisioned
Students should plan their think board with photos of themselves and what the
4
Student can describe
3
Student can somewhat
2
Student can describe
1
Student has
Explanation
thought very
finds it difficult to
project. Is
present but is
not invested in
the product.
goal-oriented.
Drawing
somewhat random
Drawing is expressive
Drawing is expressive
manner.
Drawing has few
The drawing
details. It is primarily
patterns, shading
representational with
detail OR it is
made of pattern,
unclear what
shading, or texture.
pattern, shading or
the drawing is
texture. Student
intended to be.
needs to improve
Student needs
control.
to work on
able to experiment a
little.
control.
Score
Knowledge
Gained Technique
Choice and
Student needs
of colour shows an
of colour shows
application of colour
to work on
advanced knowledge
knowledge of colour
shows knowledge of
learning colour
of colour relationships.
relationships. Colours
colour relationships.
relationships
Colour choice
Colours, however, do
knowledge in
being expressed.
Student can accurately
being expressed.
Student can
his/her work.
Student cannot
name 5 characteristics
name 4 characteristics
accurately name 3
accurately
characteristics of the
name 3
technique being
characteristics
how these 5
how these 4
of the technique
characteristics are
being studied
characteristics are
OR cannot
describe how
paintings.
characteristics
paintings.
relate to his/her
Design/
Composition
own work.
The student
design elements
to be able to
colour, texture,
apply most
design
elements to
his/her own
skill.
Creativity
short.
Student has copied
work.
Student has not
technique being
made much
attempt to meet
material as a starting
There is little
the
evidence of
requirements of
student's
personality comes
the assignment.
personality/voice
comes through.
painting.
assignment.
Total
Rubric made using http://rubistar.4teachers.org/index.php (art tab)
Students will write a response, which should include an opening statement, followed
by a series of paragraphs and a conclusion.
Paragraphs should address:
-
Students will also need to make sure they include correct use of capitals,
punctuation and grammar and spelling.
Marking criteria
Outcome VAS3.3 Acknowledges that audiences respond in different ways to
artworks and that there are different opinions about the value of artworks
(BOS, 2006, p. 31)
-
matter and how the techniques used support the subject matter
Students follow the structure of a response with paragraphs of information all
Marking sheet
Criteria
4
Scor
e
Descriptio
Makes a detailed
Makes a detailed
detailed description of
description of most of
description of some of
detailed or complete.
in a work.
Accurately describes
a work.
Accurately describes a
in a work.
Describes some
several dominant
couple of dominant
dominant elements
dominant elements in
Analysis
has difficulty
subject matter,
matter, meaning or
meaning or feeling of
the artwork.
Extensively addresses
between themselves,
between themselves,
Evaluation
Structure
artist.
Uses multiple criteria
criteria to judge
such as composition,
taste.
expression, creativity,
design, communication
accurately.
of ideas.
The response has a
evident organisational
inconsistent
no evident organisational
organisational
organisational
structure, which is
appreciation however is
read.
is somewhat
connected.
Paragraph has one or
sustained.
Paragraph has three to
purpose.
Paragraph has six or
errors in punctuation,
two punctuation,
five punctuation,
more punctuation,
capitalisation and
capitalisation and
capitalisation and
spelling.
spelling errors.
spelling errors.
errors.
basically.
Total
Rubric made using http://rubistar.4teachers.org/index.php