Unit/

Week
Unit 3,
Week 1.
Lesson
One

Assessment Key Knowledge/

Task
Key Skills

SAT 1, Part
Key knowledge:
1.
Exploration
-the characteristics of an
Proposal

Lesson Outline

This is the very first lesson of Unit 3, VCE Studio Arts.

NB. Over the summer holidays, students were required to think about and
produce a theme/concept they would like to explore within this subject.
exploration proposal;


Lesson Focus:
-conceptual possibilities and
Students will acquire an understanding of the assessment requirements
ideas to be explored in the
of VCE Studio Arts 3&4. They will be introduced in detail to SAT 1, Part 1
design process;
(Exploration Proposal) and be educated of what it entails. This lesson will

deliver content and learning activities for students to begin their research
-the focus and subject
in thinking about the content, themes, materials and techniques they
matter to be explored in the
might like to explore throughout this year.
design process;


Subject Overview Mini-Lecture:
-art language and
In order for the class to grasp what is required of them throughout the
terminology
course, the teacher will run through the 4 SATs that they are to complete

-art form/s to be explored in throughout the course. They will be introduced to the importance of
documentation and annotation within a Visual Diary as they complete
the design process;
their work. They will be shown the online Student Resource Site:

-sources of inspiration to be www.misspholland.com for their reference throughout the unit.
investigated, analysed and

interpreted in the design
Past-Students Folio Presentation:
process;
For students to Visually grasp what is involved within this Unit, they will

be shown a high-scoring past students folio for inspiration and
-materials to be explored in
understanding.
the design process with a

proposal as to how the
Concept Presentation:
characteristics of selected
The class will be warmed-up with individual members verbally and
materials may support the
casually presenting to the class the theme/s they wish to explore during

Resources













PowerPoint of
brief overview
of Units 3 &4
and SATs

www.misspho
lland.com

Past Students
Folios

communication of ideas;

-the techniques to be
developed in the design
process;




Key Skills:

-discuss conceptual
possibilities and explain the
ideas to be explored;

-explain the materials to be
explored;

-apply appropriate art
language and terminology.

this course. They will listen to other students constructive feedback and
ideas on their concept.

Pop Brainstorm:
Individual students will now complete a pop-brainstorm of the concept
they just exposed to the class. Within their Visual Diaries, they are to
write down any ideas, mediums or inspirations they have related to their
concept/s. The feedback and ideas from the class should also be included
in their brainstorm.
Students are to complete this on their devices and share with the teacher
using Google Drive for formative assessment purposes. (This allows
students to take their Visual Diaries home for the homework task).

Exploration Proposal:
The class will be exposed in detail of what is required of them in their first
SAT. They will learn of what it entails and what students need to do to
prepare writing for it.
They will be introduced to the online Student Resource site:
misspholland.com and run through the resources available for them for
SAT 1, Part 1.
They will also be given a hard copy of the SAT Task sheet for their
reference.

Technique Brainstorm:
Students will now brainstorm what artistic techniques they may like to
try throughout this course. They must include at least 3 2D and 3 3D
techniques in their brainstorm. This must be shared with the teacher on
Google Drive also.

Artist Inspiration:
Students will now begin individually complete research into sources on

Brainstorming
online tool:
https://bubbl.u
s/mindmap

Google drive


Course Online
Site:
www.misspholl
and.weebly.co
m


Google Drive

inspiration within their chosen theme. They must research artists who
inspire the, articles, images and past works. These are to be
recorded/printed out/documented in order to be included and annotated
within their visual diaries. NB. The artists must use different mediums.

HOMEWORK TO BE COMPLETED BEFORE NEXT CLASS:
Students are to have researched and found no less than;
-3 artists who inspire them in regards to their concept
-3 examples of other artistic works who inspire them

Unit 3,
Week 1.
Lesson
Two

SAT 1, Part
1.
Exploration
Proposal

Key knowledge:

-the structure of a design
process including a plan;
-the nature and aspects of
aesthetic qualities to be
achieved in the design
process;
-art language and
terminology.

Key Skills

-prepare an exploration
proposal;
-describe and explain the
focus and subject matter to
be communicated and

Writing an Exploration Proposal Mini Lecture

The structure and techniques of how to write an exploration proposal will
be covered. The document Guide to writing an Exploration Proposal
will be run through in the class.

Each part of the Proposal will be broken down into the following:

1: Introduction to the artistic styles, artworks and artists who have
inspired you.
2: Explanation of the aspects and concepts of your work you wish to
explore
3: Explanation of the mediums an techniques you wish to use and explore
4: Explanation of how you intend to finish and present your work
5: Any considerations you need to think about in the creation of your
works

Exploration
Proposal
Guide:
http://www.m
aribsc.vic.edu.a
u/sites/default
/files/files/exp
loration%20pr
oposal.pdf

Example of

developed;
-describe the art form/s to
be explored; for example,
photography, digital
imaging, textiles, painting,
installation art, assemblage,
printmaking, drawing, film,
video
-discuss the sources of
inspiration to be
investigated and analyse in
relation to students
individual ideas;
-communicate how the
aesthetic qualities may be
explored in relation to the
ideas;
-explain the materials to be
explored;
-explain the techniques to be
developed with a proposal
as to how selections may
support the communication
of ideas;
-explain the selection of
materials and techniques in
light of the analysis of
specific constraints;
-plan the design process;
-apply appropriate art
language and terminology.

Analysis of top scoring students Exploration Proposal
An example of a students Exploration Proposal will be projected at the
front of the class and using the knowledge the students acquired from the
mini lecture, the class will analyse the successful elements included the
proposal.



Proposal Writing:
The class will construct dot points of what they wish to discuss within
their proposal. They are forming a proposal-plan. This will be completed
in class and they will be allocated 20 mins for each of the components.

1: Introduction to the artistic styles, artworks and artists who have
inspired you.
(10 mins)

2: Explanation of the aspects and concepts of your work you wish to
explore
(10 mins)

3: Explanation of the mediums and techniques you wish to use and
explore
(10 mins)

4: Explanation of how you intend to finish and present your work
(10 mins)

5: Any considerations you need to think about in the creation of your

Exploration
Proposal:
http://preshils
tudioart.com/u
nits-34-
overview/unit-
3-exploration-
proposal/exam
ples-of-
exploration-
proposal/

Unit 3,
Week 2.
Lesson 1.

SAT 1, Part
2.
Developmen
tal Folio

works
(10 mins)

Any questions the class has about each section will be addressed during
the class time.

HOMEWORK FOR NEXT CLASS:
Students must attempt to now flesh out and write a draft of their Proposal
to be formatively assessed.
Key knowledge:
Lesson Focus:

-ways of responding
Developmental Folio- Art Explorations
creatively to sources of
Students will have been introduced into the requirements of SAT 1, Part
inspiration and ideas in the
2.
exploration proposal;
This is a practical lesson to enable them to acquire inspiration and ideas
-methods for conceptual and
of different artistic techniques and methods they may like to use.
aesthetic development of
These will most likely be a refresher of the techniques students already
subject matter including
know from previous art classes in lower years.
experimental and

exploratory work;
-properties of materials and Practical Demonstrations:

techniques appropriate to
the selected art making and Devised from the information gathered in the students Technique
Brainstorms completed and sent to the teacher in the first week, this
art form/s;
lesson will provide students with a range of different 2D techniques they
-methods for recording and
may wish to use within their artistic explorations.
documenting the working

processes;
These will be mini-demos that are pre-set up and easy to run through. If
-appropriate art language
and terminology;
students wish to use and explore the medium further, this will involve a

more detailed and in-depth demonstration with the teacher/art
Key skills
technician.

Technique
Brainstorms
previously
completed






Art-making
resources

Demos will include:

Basic Printmaking
Painting with various mediums
The carious types of Photo release
Drawing with charcoal


Art annotation discussion:
After each demo is completed and a mini-work is produced, the class will
discuss what could be written as form of annotation.

The class must use artist terminology and language when responding.
This will be completed in more detail next class.







Key Knowledge:

Lesson Focus:
-processes of reflection,
Students will learn of the importance of annotation of their exploratory
analysis and evaluation;
works. They will learn how to appropriately and comprehensively
annotate their developmental folio using appropriate art language and
-strategies for developing,
identifying and evaluating a terms. Annotation is a crucial part to Studio Art and their personal
range of potential directions explorations. It will be discussed how annotations are to be used
throughout the design
throughout SAT1 and SAT2 and why they are important.
process;

Annotation Mini Lecture:
-methods for recording and
The class will run through the importance of annotation. They will view
documenting the working
processes;
the article How to Annotate an A LevelSketchbook and take
appropriate notes from this.
-explore materials to meet
individual goals;
-develop and refine
techniques appropriate to
the communication of
individual ideas;
-appropriate art language
and terminology to annotate
thinking and working
practices.

Unit 3,
Week 2.
Lesson 2

SAT 1, Part
2.
Developmen
tal Folio
(Annotation
of
exploratory
works)

-appropriate art language

How to
Annotate an A
Level
Sketchbook
http://www.st
udentartguide
.com/articles/

and terminology;
Key Skills:
-identify, document and
evaluate the explorations
throughout the design
process;
-document reflections, and
analyse and evaluate the
experimental and
developmental work,
including the clarification of
ideas and working
processes;

A close look at past students annotation:
Students will examine closely a past students annotation seen within
his/her folio. The class will pick out what is good/bad/important/not
necessary from the annotative works.






Elements and Principles Table:
This is an activity aimed at refreshing the class of the elements and
principles of art. They will be will be given the blank table (Appendix 1)
and must fill it out with their understanding of what each element or
principle encompasses.

Once this is completed, students may now self-check if they were correct.
They may add to or alter what they have written in their table. This will
be a key resource when annotating their folios for the future.

a-level-art-
sketchbook


Past students
folio imahes:
http://gallery
gogopix.net/st
udio+arts+foli
o

Elements
and
Principles
Table:
Appendix 1.

Elements
and
Principles:
http://artedal
l.com/vocabul
ary/vocabular
y_06.html

Unit 3,
Week 2,
Lesson 3

SAT 1, Part
2.
Developmen
tal Folio
(Exploratory
Works)

Key knowledge:
-ways of responding
creatively to sources of
inspiration and ideas in the
exploration proposal;
-methods for conceptual and

Class Annotation Task:
This is a brief task to allow the students to fully grasp how they are
requireed to annotate. They will be put in small groups of 3 and together
are to annotate a small piece of work given to them by the teacher. This
will be of any medium. They must be comprehensive and sophisticated in
how they write their annotation.

Class Presentation:
The groups will now present to the class what they have written, an
recieve peer feedback.


HOMEWORK FOR NEXT CLASS

By this point, students will have completely grasped the notion of
annotation. They must now begin (if they have not done so already) to
annotate their trails and explorations in their folio. This must be done for
next class in order for the teacher to formatively assess the progress of
the student.


Lesson Focus:
This lesson will give students another opportunity to learn about
different mediums and techniques they can work with and explore if they
so choose.

Practical Demonstrations:

Small
piece/image
of a range of
artwork


Unit 4,
Week 1.

SAT 2, Part
1.
Folio of
Artworks

aesthetic development of
subject matter including
experimental and
exploratory work;
-properties of materials and
techniques appropriate to
the selected art making and
art form/s;
-methods for recording and
documenting the working
processes;
-appropriate art language
and terminology;

Key skills

-explore materials to meet
individual goals;
-develop and refine
techniques appropriate to
the communication of
individual ideas;
-appropriate art language
and terminology to annotate
thinking and working
practices.


Key Knowledge
-appropriate art language
and terminology;

Devised from the information gathered in the students Technique
Brainstorms completed and sent to the teacher in the first week, this
lesson will provide students with a range of different 3D techniques they
may wish to use within their artistic explorations.

These will be mini-demos that are pre-set up and easy to run through. If
students wish to use and explore the medium further, this will involve a
more detailed and in-depth demonstration with the teacher/art
technician.

Demos will include:

Clay Sculpture
Using paper as a sculptural medium
Wire Sculpture techniques
Wooden Sculpture

After the demonstrations, each member of the class must practice their
three dimensional skills using at least one of the mediums shown. This is
to be documented and annotated within their visual diary.

Technique
Brainstorms
previously
completed






Art-making
resources

Lesson Focus:

Students will run through the next 2 SATs they are required to complete
for Unit 4. This lesson will focus on the factors that make a good folio of
final pieces. They will learn what they will be expected to produce by the

-appropriate methods for

reflection and evaluation;
-ways in which the finished
artworks relate to each
other;
-ways in which potential
directions contribute to the
production of finished
artworks
-ways in which ideas are
communicated in finished
artworks;
Key skills
-use appropriate art
language and terminology;
-explain how materials and
techniques were applied in
the finished artworks;
-explain how aesthetic
qualities were resolved in
the finished artworks;

end of the year as well as the importance of creating a sound relationship

between each of their works.

NB. They will have previously viewed the past top students works in the
Top Arts Exhibition at the NGV.

Unit Overview Mini-Lecture
The class will be given a mini-lecture with a PowerPoint presentation
explaining the contents and requirements of Unit 4 Studio Arts, including
the 2 SATs they are required to complete.

Discussion of top scoring past students works
The class will have visited the NGVs gallery Top Arts exhibition prior to
this class and a discussion will occur as to what students have seen.
During the excursion, students were required to take a photograph of
their favourite work in the exhibition (and adjoining folio if available) and
post it on a Google Slides Shared Doc.

The class will now periodically analyse the individual works, using
appropriate art language and terms and discuss why it they are successful
and high-scoring final pieces.

Relationship between the pieces
The class will learn of the importance of creating and developing a
relationship between the final art pieces they create. It will be explained
why they must be related and that it is a crucial part of the marking
criteria, so they must ensure they abide by the requirements of the study
design.
They will be shown artworks by multiple artists that are related to each
other and would work in this instance. Students are to comment as to
how the selected works are related, why it is important that they are and

PowerPoint
Presentation



NGV Top Arts
Exhibition

Google Slides





Art Pieces to
be studied:
-Appendix 2
Deborah Klein
-Appendix 3
Reko Rennie

Unit 4
Week 17.

SAT 2, Part
2.
Art Making
Visual Diary,
Reflective
Piece &
Artist
Statement

Key Knowledge:
-methods of applying
materials and techniques;
-aesthetic qualities of
finished artworks;
-methods relavent to the
presentation of a cohesive
folio
Key Skills:
-explain any further
refinement to the possible
directions in order to
produce artworks
-discuss the presentation of
the cohesive folio

how it enhances the communication of themes within the pieces.

Mini Essay (for formative assessment)

Students are to construct a mini essay of what exactly they would like to
produce for their final art pieces. They MUST state how they are related to
each other and the relationship the two have together.

Lesson Focus:
At this point, students will be just putting the finishing touches on their
final pieces.
This lesson will discuss the importance of presentation and the
refinement of aesthetic qualities within students folio of finished
artworks.

Group Article Task:
Students are to get in groups of 4, and will read the article When is an
artwork finished?. In a table they are to not down when the featured
artists believe their work is finished. They must pull out the included
elements of refinement within the article. The groups are to present their
findings briefly to the class.






Individual Assessment:
Students will use the visual map and assess if they believe their piece is
finished.

Article
When is an
artwork
finished
http://www.ar
tnews.com/201
4/02/24/when
-is-an-artwork-
finished/

Visual Map:
How to know
when an
artwork is
finished
http://thevirtu
alinstructor.co
m/blog/how-

Unit 4,
Week 18

SAT 2, Part
2.
Reflective
Piece &
Artist
Statement

Key Knowledge
-appropriate art language
and terminology;
-appropriate methods for
reflection and evaluation;
-ways in which potential
directions contribute to the
production of finished
artworks;

Framing and Presentation
The class will be shown the various options they may use to present their
work. They will be instructed that although their pieces do not need to be
framed, presentation of their work is marked and taken inconsideration
within their final grade.
The class will generate ideas as to how present their works that may not
be in frames etc. These will be listed on the board for reference.

Student Annotation
Students are to annotate what they have learnt in regards to finishing off
their work and the presentation of it. They are to comment on their future
and final plans to complete their folio of works.
Lesson Focus:

Students will understand the requirements of SAT 2, Part 2 (Section B and
C). They will be shown how to construct their pieces and given examples,
ideas and resources to aid their completion of it.

Reflective Piece Think Pair Share

Students will learn what is to be included in their reflective piece. They
will be given the Art-Isan Resource (Page 224-233) for their reference.

to-know-when-
an-artwork-is-
finished

How to
choose the
best frame to
present your
artwork
http://www.ar
tistsnetwork.co
m/articles/art-
demos-
techniques/ho
w-to-choose-
the-best-frame-
to-present-and-
protect-your-
artwork

Artisan
Resource:
https://cshsst
udio3-
4.wikispaces.c
om/file/view

-ways in which the finished

artworks relate to each
other;
-ways in which ideas are
communicated in finished
artworks;
Key skills
-use appropriate art
language and terminology;
-identify and describe the
focus and subject matter of
the folio;
-explain the ways in which
potential directions
contributed to the
production of finished
artworks;
-reflect on the effectiveness
of finished artworks to
communicate ideas and
aims;
-analyse how the finished
artworks realise the
communication of ideas;
-discuss how relationships
are established between
finished artworks;

They are to write up dot-points and plan their reflective piece.

They are to pair up and tell a peer what they will be including in their
reflective piece. The fellow student will question and critique the
students work. They will then swap roles and complete.

Artist Statement

Students will now run through what they are required to produce within
their artist statement.
The individual elements will be run through and noted on the board.

Artist Statement Research

Students are required to research a piece of art and its adjoining artist
statement. They are to analyse the elements of the statement within that
particular piece. They are to annotate what they do do/not like within this
writing and add this in within their Visual Diary.

Student Statement
Students are to commence writing their statement in class.
A full plan of their reflection piece, and a completed draft of their artist
statement must be produced by next class for means of formative
assessment.

/writing+your
+evaluation.p
df
How to
Write an
Artist
Statement
http://www.a
gora-
gallery.com/a
dvice/blog/2
015/05/12/h
ow-to-write-
an-artist-
statement/