Unit: The World Inside the Artwork

-Focus element: SHAPE-

Year Levels: Year 8

Victorian Curriculum Levels: Levels 7/8

Duration of Unit: 8 weeks

Term: 1

Year:

Learning Areas: (i.e. Arts, Creative & Critical Thinking, Science, Intercultural Understanding)
Learning Capabilities:
Critical and Creative Thinking Capability:
Questions and Possibilities
Synthesise information from multiple sources and use lateral thinking techniques to draw parallels between known and new solutions
and ideas when creating original proposals and artefacts (VCCCTQ034)

Ethical Capability:
Decision Making and Actions
Explore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and
action (VCECD017)
Personal and Social Capabilty:
Development of resilience
Assess personal strengths using feedback from peers, teachers and others and prioritise areas for improvement (VCPSCSE035)
Arts Discipline: VISUAL ART
Victorian Curriculum Unit Planner
Assessment Tools:
Some examples might be.
Incidental notes while students are sharing with the class and while observing group work.
Photographs and/or Video Documentation
Final art work and developmental notes in Visual Diary.
Presentation/reflection of artwork and work process.

Use a rubric to assess final work as well as the preparation/experimental work in their Visual Diary.

Strands and Content Descriptors:

Lessons: (The lessons that involve learning activities you

will be doing to address the Content Descriptor)

Explore & Express

Explore visual arts practices as inspiration to explore and develop
themes, concepts or ideas in artworks(VCAVAE033)

LESSONS 1-5

Explore how artists use materials, techniques, technologies and

processes to realise their intentions in art works (VCAVAE034)

Visual Arts Practices

Experiment with materials, techniques, technologies and
processes in a range of art forms to express ideas, concepts and
themes in artworks (VCAVAV035)

LESSONS 5-15

Develop skills in planning and designing art works and

documenting artistic practice (VCAVAV036)
Present & Perform
Create and display artworks, describing how ideas are expressed
to an audience (VCAVAP037)
Respond & Interpret
Analyse how ideas and viewpoints are expressed in art works and
how they are viewed by audiences(VCAVAR038)

LESSON 16
LESSONS 5-15
LESSONS 1-5

Weekly Teaching & Learning Activities (Week

by week plan of the Teaching and Learning
Activities in detail)
ART THINK/E5 MODELSTAGE OF UNIT:
WEEK 1: DENTITY: ENGAGE
LESSON ONE:
Introduce pop art resource going to use this
to analyse artworks to learn how to analyse
The World In the Artwork Focus on Art
Elements, Principles and Materials
An Art Start Art Activity
Select an artwork that interests you from the
POPART resource.
Work out which the art elements or design
principles are prominent in this artwork.
Rank the most four most important items in a
ranking ladder. Explain how the art elements
and design principles you have identified as
most important are used in the artwork to
create sensory effects or express feelings or
other ideas.
TAG online onto artwork on resource
LESSON TWO:
Focus on SHAPE as element

Resources and Materials

(List anything needed for that lesson)

Assessment (Link to summative and

formative assessment/link to assessment
standard).

MOMA PopArt Resource:

http://www.moma.org/interactives/redstudio
/popart/

By the end of Level 8,

students identify and analyse how other
artists use processes and visual
conventions to express ideas and convey
meaning

NGV Resource:
http://www.accessola.com/osla/toolkit/Resou
rces/ladder.pdf
http://www.ngv.vic.gov.au/school_resource/a
rt-start/art-activities-explore-art/the-worldin-the-artwork-focus-on-art-elementsprinciples-and-materials/
Ranking Ladder Resource:
http://www.accessola.com/osla/toolkit/Resou
rces/ladder.pdf
Projector with projected instructions, and
questions, white board, markers, student
visual diaries, student devices.

Preparation for summative responding

task.

Identify correctly in pairs provided object as

either geometric or organic in shape.
Explain in pairs a justification for what makes
provided object geometric or organic in shape.

Identify in groups the different types of shape

and line they would use in the two provided
artwork scenarios.
Explain in groups how line can be used to form
geometric/organic shapes and in turn affect
the meaning of an artwork.
Compare in groups the two provided artworks
in terms of visual conventions (line, shape,
contrast) and how they can affect the
meaning of an artwork.
WEEK 2: DENTITY: ENGAGE
***RESPONDING LESSON PLAN***
LESSON THREE:
Analyse an artwork together using correct
format of describing, analysing, and
interpreting.
Differentiate in pairs the types of responses
that make up the structure of an analysis describing, analysing and interpreting.
Demonstrate that they can successful upload
a picture of their chosen artwork onto blog
with labelled for re-use usage rights.

Projector with projected instructions, and

questions, white board, markers, student
visual diaries, student devices.

By the end of Level 8,

students identify and analyse how other
artists use processes and visual
conventions to express ideas and convey
meaning.
Preparation for summative responding
task.

LESSON FOUR:
NGV resource:
The World In the Artwork Compare and
Contrast
An Art Start Art Activity
Choose two artworks from Pop Art about the
same subject or theme. Based on what you
see compare and contrast the two artworks
considering:

http://www.ngv.vic.gov.au/school_resource/a
rt-start/art-activities-explore-art/the-worldin-the-artwork-compare-and-contrast/
An Affinity diagram /Venn diagram to focus
thinking.
Projector with projected instructions, and
questions, white board, markers, student
visual diaries, student devices.

By the end of Level 8,

students identify and analyse how other
artists use processes and visual
conventions to express ideas and convey
meaning.
Preparation for summative responding
task.

* what is represented or presented in each

artwork, and how
* the most important art elements and design
principles in each work and what sensory
effects or other meanings and ideas these
communicate
* the materials and processes used to make
each artwork

WEEK 3: ANALYSE:EXPLORE
LESSON FIVE: FINAL ANALYSIS DUE
Propose individually two ways that their
partner can answer to elaborate on their
analysis.
Analyse an artwork individually using correct
format of describing, analysing, and
interpreting.

Projector with projected instructions, and

questions, white board, markers, student
visual diaries, student devices.

By the end of Level 8,

students identify and analyse how other
artists use processes and visual
conventions to express ideas and convey
meaning.
Preparation for summative responding task

Demonstrate individually that they can update

their analysis to class blog. (ICT CAPABLITY)
LESSON SIX: IDEATE:EXPLORE

Projector with projected instructions, and

questions, white board, markers, student
visual diaries, student devices.

Explore 2 different elements in visual diaries.

Manipulate element in an unfamiliar
way/distort it.

Access to art materials, paint, pastels,

pencils, objects, string, paper, canvas, etc.

They demonstrate the use

of processes and visual conventions
to express ideas and convey meaning in
their artworks

Students plan and make their art works in

response to the exploration
of processes used in the work of other
artists.

WEEK 4: IDEATE:EXPLORE
**MAKING LESSON PLAN**
DOUBLE:
LESSON SEVEN:
Annotate exploration with analysis of how
exploration might impact students final
artwork.
Annotate each exploration in diary with artistic
intention, focus on how chosen element is
explored. How the medium might affect
intention.
Partner swap activityPartner proposes two ways artist might be
able to extend idea, expand on idea, given
viewpoint on meaning.
LESSON EIGHT
MAKING:
Now that we have swapped valuable ideas
and ways to push our explorations further.
Lets concentrate on one of the suggestions.

Projector with projected instructions, and

questions, white board, markers, student
visual diaries, student devices.
Access to art materials, paint, pastels,
pencils, objects, string, paper, canvas, etc.

They demonstrate the use

of processes and visual conventions
to express ideas and convey meaning in
their artworks

Students plan and make their art works in

response to the exploration
of processes used in the work of other
artists.

WEEK 5: IDEATE:EXPLORE
LESSON NINE:
Repeat of annotation activity on new
explorations.
Annotate exploration with analysis of how
exploration might impact students final
artwork.
Annotate each exploration in diary with artistic
intention, focus on how chosen element is
explored. How the medium might affect
intention.
Partner swap activityPartner proposes two ways artist might be
able to extend idea, expand on idea, given
viewpoint on meaning.
LESSON TEN: SELECT: ELABORATE
Select chosen element/exploration technique
PARTNER SWAP ACTIVITY
Swap final explorations once again.
Write two points of merit on each others
exploration.
Take into consideration feedback
Plan artwork

Projector with projected instructions, and

questions, white board, markers, student
visual diaries, student devices.
Access to art materials, paint, pastels,
pencils, objects, string, paper, canvas, etc.

By the end of Level 8,

students identify and analyse how other
artists use processes and visual
conventions to express ideas and convey
meaning.
Students plan and make their art works in
response to the exploration
of processes used in the work of other
artists.
They demonstrate the use
of processes and visual conventions
to express ideas and convey meaning in
their artworks.

WEEK 6:
LESSON ELEVEN:
IMPLEMENT/ELABORATE

Projector with projected instructions, and

questions, white board, markers, student
visual diaries, student devices.

Analysis of work in progress reflective practice

guided discovery on white board.
Student to volunteer to have their idea
workshopped on board.

Access to art materials, paint, pastels,

pencils, objects, string, paper, canvas, etc.

By the end of Level 8,

students identify and analyse how other
artists use processes and visual
conventions to express ideas and convey
meaning.

LESSON TWELVE: IMPLEMENT: ELABORATE

Annotate exploration as a class.
Ensure we are DESCRIBING, ANALYSING,
INTERPRETING.

WEEK 7:
LESSON THIRTEEN: IMPLEMENT:
ELABORATE

Projector with projected instructions, and

questions, white board, markers, student
visual diaries, student devices.

Summarise work in progress into a couple of

sentences, outlining focus element, intention,
how you have used/manipulated element to
highlight it.

Access to art materials, paint, pastels,

pencils, objects, string, paper, canvas, etc.

Leave summary and work in progress on desk.

Move two desks clockwise. You will write two
suggestions of ways they can extend what you
see. Medium? Is there another element that
they could manipulate/use that might
highlight their chosen element?
Share responses.
LESSON FOURTEEN: IMPLEMENT:
ELABORATE
Focus on suggestions.

By the end of Level 8,

students identify and analyse how other
artists use processes and visual
conventions to express ideas and convey
meaning.
Students plan and make their art works in
response to the exploration
of processes used in the work of other
artists.
They demonstrate the use
of processes and visual conventions
to express ideas and convey meaning in
their artworks.

Annotate how you feel about new suggestions

on your page. Has this inspired you?
How will you move forward?
WEEK 8:
LESSON FIFTEEN: EVALUATE & IMPLEMENT:
ELABORATE
Aim to finish artwork this week.
Making time.
Reflective annotation.

LESSON SIXTEEN: EVALUATE

FINAL ARTWORK DUE
Artworks are placed around the room.
Sticky notes are given to students to write
down feedback.
They are asked to write one
word/element/idea that speaks to them as
they look at each artwork.
We will use these sticky notes as spring points
for further discussion of artworks.
We will focus on
DESCRIBING
ANALYSING
INTERPRETING

Projector with projected instructions, and

questions, white board, markers, student
visual diaries, student devices.
Access to art materials, paint, pastels,
pencils, objects, string, paper, canvas, etc.

By the end of Level 8,

students identify and analyse how other
artists use processes and visual
conventions to express ideas and convey
meaning.
They demonstrate the use
of processes and visual conventions
to express ideas and convey meaning in
their artworks.
Students plan and make their art works in
response to the exploration
of processes used in the work of other
artists.