Unit Planning. GROUP COMPONIENT.

Alana Weinart and Catherine Spear

School Context
This yearly overview and unit plan has been designed for a class of year 9 students in a category 6 South Australian government 8-12 high
school setting. The yearly overview and unit overviews focus on visual arts and media arts. In the fourth term, the teachers of those subjects
have combined their efforts to create a collaborative transdisciplinary unit with an overarching theme of environmental awareness. The
students have undergone work throughout the year which has prepared them for the final unit in term 4 which will be the focus of the unit
and lesson plan. Within the class, there is one student with a mild hearing impairment which causes her difficulty hearing specific words when
in loud environments. There are 5 students in the class who are behind the ACARA standard in English to varying degrees, however, all
students English is above a year 6 standard.

YEARLY OVERVIEW

SEMESTER 1 SEMESTER 2

T1 T2 T3 T4

Theme The conceptual world; forming The World of Arts Languages; Indigenous Australian Cultural and The contemporary world;
narrative, identity, and stories. history , movements, genres, Media Perspectives Environmental Sustainability
Themes from Dinham (2017) contemporary

Visual Students work with
Art clay creating ceramic vessels
for different purposes
(functional/ decorative/
storytelling, ect.).. Students
examine historical/
contemporary ceramic artists
and create a hand coiled vessel
unique to their lives.
Curriculum links in appendix 1. ACAVAR131,
ACAVAM128, ACAVAM126, ACAVAM127
Students research a variety of
artistic movements and artists
throughout history. Students
select an art movement they
like and plan a series of
artworks that reflect the
movement.
ACAVAR131, ACAVAM128, ACAVAM126,
ACAVAM127.
Students analyse Australian and
Indigenous artworks and explore
different viewpoints. Students will
plan, design, create and evaluate their
own installation artwork that reflects
one of the viewpoints examined in the
Australian artworks.
ACAVAR131, ACAVAM125, ACAVAM128,
ACAVAM126.
Students will examine local artists
environmentally themed work.
Students select an art style from the
previous terms and apply these skills
to create a piece that reflects an
environmental message.
ACAVAM125, ACAVAM126, ACAVAM127,
ACAVAM128, ACAVAM129, ACAVAR130.
Media Students use DSLR cameras to
arts experiment using different
apertures, depth of field,
camera angles, and identify
how these impact the
audiences viewpoint. Students
create a photo story using
applying photography
techniques, using photoshop.
ACAMAR078, ACAMAM073.
Music
Students will explore themes/
genres in movies and shows.
Students experiment with
editing software final cut pro.
Students edit a pre-existing
movie trailer creating a new
theme or genre by
manipulating sound, lighting,
and music.
ACAMAM073, ACAMAM075,
ACAMAM0760.
Students compare the way Indigenous
Australians are portrayed in NITV vs
mainstream media. Examine how
producers manipulate an audiences
point of view. Students work in groups
and select a topical political issue and
write, film, and edit a short ‘news
report’, considering how their words,
images, music, and tone can influence
the audience's opinion.
ACAMAR079, ACAMAR078, ACAMAM076,
ACAMAM075, ACAMAM074, ACAMAM073.
Students research environmental
advertising, exploring the way they
manipulate emotions and opinions
through imagery, slogans and other
technical elements. Students will
create an environmental
advertisement for gallery night,
considering text layout, colour, font,
and alignment.
ACAMAR078, ACAMAM076, ACAMAM0,
ACAMAM077.
Students form a class band and play
pieces of music combining note
values and pitch. Students analyse
song lyrics about social issues.
Students work in groups to write a
short song about the environment
(to present at the visual arts
gallery night).
ACAMUM101,
 UNIT PLAN. To be Completed in term 4.

Learning Experience 1 Learning Learning Learning Learning Learning Experience

2 double lessons, 1 single Experience 2 Experience 3 Experience 4 Experience 5 6
2 double 2 double 2 double 2 double 1 double lesson +
lessons, 1 lessons, 1 lessons, 1 single lessons, 1 event night
single single single

Key ideas Inquiring – identifying, exploring and organising Generating Reflecting on Analysing,
for critical information and ideas ideas, thinking and synthesising
and possibilities processes and
creative and actions evaluating
thinking reasoning and
(Australia procedures
n
Curriculu
m 2019)
Visual HOOK: Recap Students to Students Students write Students to set up
Arts https://www.youtube.com/watch?v=S2SMvfGe7 discussion create their continue their artists exhibition:
2U artwork with creating their statement • hang/
Critical teacher artwork with (evaluating display
Discussion about the environmental theme, discussion guidance and teacher reasoning and artwork
visual elements, and emotional impacts of the with peers assistance. guidance and procedures alongside
video. about drafts assistance. behind piece, artist
using 2 Homework: discussing statement.
In pairs, students choose 2-3 environment art positives 1 continue Homework: meaning), to • set up food
pieces from list of artists to annotate for visual negative working on students will also be used and
arts techniques, personal opinions, and meaning method. artwork. aim to finish as their HP refreshment
interpretations. their artwork reveal video s table.
finalise before next script.
Make a mind map of possible ideas for final artwork plans learning
piece. and develop experience. Homework:
Summative
two finish artist
Assignment:
Homework: conceptual statement/
Appendix 3
Begin drafting ideas for final piece. designs. video script.
Students will be
Environmental theme chosen as it’s current and Individual
assessed on their
diversely relates to individual students. The student-
artworks based on
theme allows students to build on their current teacher
the techniques
knowledge from media and school subjects. discussions to
used, and its
(Yenawine, 2003). confirm
relevance to the
concept
theme. Students
sketches,
artist statements
possible
will also be assessed
materials, and
based on previously
realistic
stated criteria.
timeframe.
The event will
welcome students,
Formative friends, families and
Assessment: community. With an
Appendix 2 overarching
environmental
Teacher takes focus, half of
note of proceeds raised go
progress of to funding the art
each student department, and
to use as half go to local
reference environmental
when marking organisations.
final
summative As suggested by
pieces. Fasko (2001), this
unit places students
As suggested in the role of
by Gore, ‘professional
Griffiths and enquirer’. Allowing
Ladwig (2004), students to develop
Diversity in and present work
ideas similarly to how a
surrounding professional would
the opens doors for a
assignment is higher standard of
encouraged work and a more
and diverse range of
appreciated outcomes.
and shared
amongst
peers.
Yenawine’s
(2003)
suggestion of
diversity in
chosen media.
Curriculu (ACAVAR130) (ACAVAM128) (ACAVAM127 (ACAVAM126) (ACAVAM129)
m Links (ACAVAM125) (ACAVAM125) )
(ACAVAM126
)
Media Students will watch the video: Students will Formative Students to take Students Summative
Arts https://www.youtube.com/watch?v=S2SMvfGe7 use the peer Assessment: photos of record art assignment:
2U assessment Students finalised art explanation Students will finalise
method to meet with works with DSLR scripts and their adobe
Students will identify the media techniques that critique each teacher to cameras and register their portfolio which will
the producers used to engage the audience in the other’s confirm insert the work on HP contain:
content. advertisement design ideas. images into Reveal app. • artist
s (2 positives Once their poster Students will research
Students analyse and identify how WWF and a approved, design. Posters consider • sketches
advertisements utilise symbolic elements used to negative). students will be posted elements such • their final
convey social beliefs and values about the begin around the as lighting, poster
environment. Students will creating their school. sound quality, • copy of
finalise two poster on and their HP
Students begin planning a poster advertising the designs ready Photoshop Students begin background. Reveal
gallery night where students will present their for the next (can use exploring the HP video.
artworks. lesson. other with reveal app
negotiation). through
Homework: Students use adobe portfolio to experimentatio
begin documenting their artist research, Homework: n.
photograph and upload sketches, and record students
their critical and creative thinking process. finalise
posters,
ready to drop
in the image
of completed
art work.
Curriculu (ACAMAR078) (ACAMAM076 (ACAMAM0) (ACAMAM076) (ACAMAM077 (ACAMAM076)
m Links ) (ACAMAM077) )
Unit Planning. INDIVIDUAL COMPONIENT. Catherine Spear
 Detailed lesson plan by: Catherine Spear
Year level: 9 Duration: 90 minutes. Class size: 25

STRANDS
Making Responding
By the end of the lesson students will be able to begin By the end of the lesson students will be able to understand theme
experimenting with their own ideas in relation to the artists in artwork, understand artistic choice in subject matter
studied in the lesson(ACAVAM125) (ACAVAM125)

Students will a mind map representing these choices to influence Students will discuss the choices artists have made in their works.
the planning of their future works.(ACAVAR130) (ACAVAR130)
GENERAL CAPABILITIES CROSS-CURRICULUM PRIORITIES
x Literacy  Ethical understanding x Aboriginal and Torres Strait Islander
histories and cultures
 Numeracy  Personal and social competence  Asia and Australia’s engagement with
Asia
 ICT Competence  Intercultural understanding X Sustainability
x Critical and creative thinking
What kinds of messages are artists trying to convey in their environmentally themed
art?
This is important to grasp as students can conceptualise how artists portray certain messages to
different audiences and the reactions they evoke. Students will develop understanding about ways to
visually convey messages and create art themed towards an audience.
Content
Description Why have artists chosen to use particular materials in their art?
(what are the big
concepts and why This will assist students in understanding the thinking behind finalised art pieces- will begin deep
is the learning thinking about the topic. An understanding about the materials astists have chosen and the reasons
important?) (sustainability, irony, ect) will assist them in generating their own ideas for their own pieces.

How can I put this knowledge and ideas into my own art?
After examining other pieces of art students will begin transferring those ideas into their own work.
Idea generation in art heavily depends on research and using other ideas as inspiration. This thinking
process will heavily assist in planning future works.
Introduction. Video “We Love The Earth” as a hook to get students interested in the environmental
topic. https://www.youtube.com/watch?v=S2SMvfGe72U.
Encourage students to move their chairs to front of classroom closer to speakers (for the benefit of the
student with the hearing disability). Moving entire class forward under the guise of computer speakers
is a safeguard against discrimination from other students (ADCET, 2019).

Video will lead into discussion about the environmental theme. Discussion will be guided to
consider the videos use of environmental theme and message, visual elements and emotional
impact after viewing.

Students read through the summative task sheet as a class (appendix 3) and discuss.
Learning
Activities Students will work in pairs to go online and find art relating to environmental sustainability or
climate change. They will find ½ pieces and as pairs discuss what they think the art piece
means, why they chose that art piece, the efficiency of the material used and any ideas for their
final piece. These findings are shared with the class and uploaded to the online classroom* for
reference of other students.

In the remaining portion of the lesson students are to work as a classroom to create a mind map
of themes, materials, imagery, or general ideas for their final piece. This will also be uploaded
to the online classroom.

Homework:
Begin drafting ideas for final piece. Some time will be given next lesson to complete this.
 There is no formal assessment at this stage of the unit plan. However the artist
research done in pairs will contribute to the planning element in the summative
Assessment submission. The artist research is also part of the formative assessment checklist. As
a teacher I will be looking for engagement to the task and theme and with the lesson
generally.

Preparation / Organise enough laptops for students to use; 13 minimum.

Equipment Print out summative task sheets or upload to online classroom

Youtube Video https://www.youtube.com/watch?v=S2SMvfGe72U

Links of environmentally themed art to use if students are struggling

https://www.huffingtonpost.com.au/entry/artists-take-on-climate-
change_n_5ba25163e4b04d32ebfea0d4
Resources
http://theconversation.com/street-artists-are-joining-the-fight-to-save-the-environment-110400

https://artguide.com.au/art-climate-change-2019

http://debbiesymons.com.au/antarctica-dissolving-perception/

https://www.theflowersareburning.com/other-artists-and-projects.html

*Online Classroom. Students are part of an online classroom. The classroom is part of the google drive and
many class documents are uploaded to this. Saves paper and time.

Reflection
Upon peer reflection we decided to cut a lot of information out of the yearly overview- mainly from the other
subject areas. My peers brought up some really relevant thoughts regarding the time frame of this unit plan and I
whole heartedly agree- six weeks isn’t enough time to get sufficient research, drafting, making and reflecting done.
This unit plan has potential to be stretched across a term or even a semester if really built up. According to Gore,
Griffiths and Ladwig (2004), relevance is a key principle of productive pedagogy. The use of the environmental theme
relates to their studies by connecting with student background knowledge, the lesson and content have strong
relations to real life contexts and there is a small focus on solving a real world problem. Lassig (2009) also discusses
the advantage of using topics of relevance and substantial knowledge to the consumer, in that it allows for highly
creative interactions with work.

This task has been designed for students to be self efficient and responsible for their own learning. Both rubrics are
easily assessable for student reference. These task sheets are a roadmap to what is expected of the students in this
project and allows them to organise their own time and resources effectively. Schunk and Meece (2006) mention
that there have been positive correlations proving connection to self efficacy in learning and motivation during
learning. Allowing students complete artistic freedom was a conscious decision and will teach students skills like self
control, conflict management, time management and decision making.

The unit has been planned keeping students with disabilities in mind. The student with the mildly impaired hearing
will be placed at the front of the class by the speakers along with everyone else to ensure discreet assistance. Having
the students work in pairs and to then share their work will benefit the ESL students as they will presumably be
working with an English speaking student. In reality, if I were to take this into a classroom I would allow a lot of extra
research and a more gradual flow between lessons.

WORDS. 2298
Reference List
ADCET. (2019). Inclusive Teaching: Working with Students. [online] Available at: https://www.adcet.edu.au/inclusive-
teaching/working-with-students/ [Accessed 3 Jun. 2019].
Australian Curriculum. (2019). The Arts. [online] Available at: https://www.australiancurriculum.edu.au/f-10-
curriculum/the-arts/ [Accessed 27 May 2019].
Australian Curriculm. (2019). Critical and Creative Thinking. [online] Available at: https://australiancurriculum.edu.au/f-
10-curriculum/general-capabilities/critical-and-creative-thinking/\ [Accessed 28 May 2019].
Dinham, J. 2017 Delivering Authentic Arts Education, 3rd edition, Cengage Learning Australia Pty Limited.

Fasko, D. (2001). Education and Creativity. Creativity Research Journal, [online] 13(3-4), pp.317-327. Available at:
http://file:///C:/Users/cathe/Downloads/Education%20and%20Creativity%20%20(1).pdf [Accessed 28 Mar. 2019].
Gore, J., Griffiths, T. and Ladwig, J. (2004). Towards better teaching: productive pedagogy as a framework for teacher
education. Teaching and Teacher Education, 20(4), pp.375-387.

Lassig, Carly J. (2009) Promoting creativity in education : from policy practice : an Australian perspective. In:
Proceedings the 7th ACM Conference on Creativity and Cognition : Everyday Creativity, 27-30 October 2009,
University of California, Berkeley, Calif.

Schunk, D. H., & Meece, J. L. (2006). Self-Efficacy Development in Adolescence. In F. Pajares, & T.
Urdan (Eds.), Self-Efficacy Beliefs of Adolescents (pp. 71-96). Greenwich, CT: Information Age
Publishing

Yenawine, P. (2003). Jump Starting Visual Literacy: Thoughts on Image Selection. [online] Visual Thinking Strategies.
Available at: https://www.tandfonline.com/doi/abs/10.1080/00043125.2003.11653478 [Accessed 28 May 2019].
Appendix 1

CURRICULUM LINKS

Visual Arts

(ACAVAM125) Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style,
reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists

(ACAVAM126) Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions

(ACAVAM127) Develop and refine techniques and processes to represent ideas and subject matter

(ACAVAM128) Plan and design artworks that represent artistic intention

(ACAVAM129) Elaborations Present ideas for displaying artworks and evaluate displays of artworks

(ACAVAR130) Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making

(ACAVAR131) Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making,
starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks

Media Arts

(ACAMAM076 Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of
production processes

(ACAMAM073) Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through
images, sounds and text

(ACAMAM074) Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres
Strait Islander Peoples

(ACAMAM075) Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a
specific purpose, meaning and style

(ACAMAM076) Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of
production processes

(ACAMAM077) Produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory
issues

(ACAMAR078) Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by
media conventions, social beliefs and values for a range of audiences

(ACAMAR079) Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making,
starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media
artworks

Music
 (ACAMUM099) Improvise and arrange music, using aural recognition of texture, dynamics and expression to manipulate the elements of music to explore
personal style in composition and performance

(ACAMUM100) Manipulate combinations of the elements of music in a range of styles, using technology and notation

(ACAMUM101) Practise and rehearse to refine a variety of performance repertoire with increasing technical and interpretative skill

(ACAMUM102) Plan and organise compositions with an understanding of style and convention, including drawing upon Australian music by Aboriginal and
Torres Strait Islander artists

(ACAMUR104) Evaluate a range of music and compositions to inform and refine their own compositions and performances

(ACAMUR105) Analyse a range of music from contemporary and past times to explore differing viewpoints and enrich their music making, starting with
Australian music,including music of Aboriginal and Torres Strait Islander Peoples, and consider music in international contexts

All codes from Australian Curriculum (2019)

Appendix 2
Formative Assessment Checklist Student name ______________

Artist examination
complete
Two drafts complete
Is there a clear
environmental message?
Are there strong
connections to work
from other artists?
Appendix 3

YEAR 9 VISUAL ARTS. ENVIRONMENAL SUSTAINABILITY UNIT.

Students are to research and examine environmentally themed artwork. Using this as a sprint
board, students will design and create a piece of art that has a strong environmental message.
The piece of art can be in any medium however must be a realistic choice in terms of time frame
and school supplies. Students will present this art at an exhibition night open to the public. An
artist statement describing the reasoning behind the chosen media and the environmental
message will be presented alongside the art piece. The proceeds from the night will be split in
half; half to the school’s art department and the other half to a local environmental charity.

Break down of tasks

Part one: Drafting
• In pairs, examine and annotate environmentally themed art
o What media did the artist use
o What was the message behind it?
• Create a mind map of ideas for a potential piece
• Create two drafts for the final piece to be assessed by peers and teacher.
o Drafts to reflect influences from the artwork examined and annotated.

Part 2: Creating
• Use class time to create a piece of environmentally themed art in a medium of students
choosing. Keep in mind it must have a strong environmental message.

Part 3: Exhibition night

• Artists statement to be filmed and uploaded to HP reveal.
o Artist statement is a typed half page description of your art work; what is it, why
have you selected that medium, what message are you trying to convey.
o Use school cameras to film your spoken artist statement and upload this to HP
reveal.
• Assist in setting up and running the night
o Hang art work displays, promote the night- the more guests the more money we
can raise- during the night be ready to discuss your own work or the work of your
peers with exhibition goers

In this unit draws from ACARA achievement standards :

• Students evaluate how representations communicate artistic intentions in artworks they

make and view
• They identify influences of other artists on their own artworks.
• Students manipulate materials, techniques and processes to develop and refine
techniques and processes to represent ideas and subject matter in their artworks.
• They analyse connections between visual conventions, practices and viewpoints that
represent their own and others’ ideas
 A B C D N/A
20% In depth Strong Satisfactory Some planning Little to no
consideration of consideration of planning of final art and little planning. No
planning final art planning final art piece and message. thought put consideration
piece and message piece and Connection into of
being portrayed. message being between thinking environmental environmental
Strong connection portrayed. process and work is message. Little message.
between planning Connection evident to no display of
and thinking between planning thinking
process is clearly and thinking process in
visible in work. process is clearly work.
visible in work.
15% Strong evaluation Good evaluation Satisfactory Some Little to no
and identification and identification evaluation and understanding understanding
of artistic of artistic identification of of artistic of other artist
intention. This intention. This artistic intention. intention. Little work. No artist
understanding is understanding is This understanding to no reference influence in
clearly reflected in reflected well in is reflected in own artist influence final piece.
own work own work work in final piece.
20% Final piece of art Final piece of art Final piece of art Some planning Final piece of
work is refined and work is refined work shows evident in final work shows no
aesthetically and aesthetically satisfactory piece. Small planning. Little
intriguing. Sends a pleasing. Sends a planning and is message about to no message
strong message good message interesting to view. the about the
about the about the Sends a clear environment environment
environment environment. message about the evident.
environment
20% Artist statement is Statement is Artist statement Some reference statement
coherent and coherent and adequately to the meaning, doesn’t
clearly describes describes the describes meaning the reasoning describe
the meaning meaning behind behind the piece, and makes meaning,
behind the piece, the piece, the the reasoning some reference reasoning or
the reasoning reasoning behind behind the medium to other artist influence
behind the the medium and attempts to influence behind the
medium chosen chosen and reference other piece.
and makes strong makes reference artist influence
reference to other to other artist
artist influence influence
10% Students were Students were Student Little to no Student did not
helpful and helpful during the contributed to the attempt made contribute to
informative during exhibition. exhibition. to contribute to the exhibition.
the exhibition. exhibition.
15% Student has Student has Time management Student has No time
managed time managed time and organisation attempted to management
strongly and has well and has skills satisfactory manage time skills shown
showed excellent showed good
organisational organisational
skills. skills.
Final Grade __ / __%
Teacher Comments