B. How can I now put into practice what I have learned?

Subject: VISUAL ART

Topic: Interacting and evaluating an Artwork viewed at an Art Gallery during an
excursion.

Year level: 9

AusVELS Links: Year 9 and 10 content descriptions (ACARA, 2015).

-

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 (ACAVAM125)
Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)
Plan and design artworks that represent artistic intention (ACAVAM128)
Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)
Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
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 (ACAVAR131)

Gardeners
Blooms
KNOWING

Verbal/
Logical/
Visual/
Musical
Intrapersonal
Interpersonal
Body/
Linguistic
Mathematical
Spatial
Kinesthetic
Activity 1: The first activity before beginning the set of activities to interact and evaluate an artwork is to complete the
Multiple Intelligence quiz to find out what activity prompt will suit you. Remember you are allowed to choose outside
of your quiz result.
DIFFERENTIATION:
- The activities are completed in pairs (ASD student paired with buddy, everyone will be in a pair), so social
stories of modelled behavior must be used prior to commencing the activities so students with ASD become
comfortable working in social situations.
- Break cards need to be leant by the student with ASD before commencing, to pre-empt and prevent anxiety
attacks.
- The activity must be very clear and concise written step by step.
Resource: What intelligence are you? Quiz
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm using the tablets.
Activity 2: The first activity requires you to recall facts. Choose from one of the activity options bellow:
List five facts
What are the
List ten things
What rhythms What was your
Quote what
Describe with
about
measurements
you noticed
are present in
first emotional
someone else
your own body,
artwork. (size,
and
about the work
the artwork?
response to the
said when
the shapes and
shape, colour,
dimensions of
of art and
work of art?
viewing the
flow of the
subject, etc.)
the work of
surrounding
work of art.
work of art.

UNDERSTAND
ING

APPLYING

art?
area.
Activity 3: You are required to demonstrate your understanding of the artwork. Choose one of the activity options
bellow:
Write a
What category
Turn this
What song
Create 5
Draw what the
What type of
paragraph
of Art does this artwork into a
would match
questions you
people looked
movements
about what
artwork belong cartoon script.
the mood of
would ask the
like viewing
could be
you see in the
to? Why?
this artwork?
artist about the
the artwork?
understood
artwork.
artwork?
from the
artwork.
Activity 4: You are required to demonstrate your understanding of the artwork. Choose one of the activity options
bellow:
Write a poem
Discuss the
Draw three
Discuss, using
Using
How do you
Discuss the
that restates
steps the artist things that you musical terms,
metaphor,
know how
use of stillness
what you
would have
understand
the sound/s
compare
others felt
in the work of
know about
taken to create about the work which could be yourself to the about the work
art.
the work of
the work of art.
of art.
created by the
work of art.
of art?
art.
work of art.
Activity 5: Now its time to execute your understanding of the artwork. Choose one of the activity options bellow:
Formulate six
Calculate the
Demonstrate
Illustrate the
Compile a list
Demonstrate
Demonstrate
questions you
number and
how the artist
work of art as of your feelings
some of the
what happened
would like to
quantity of
has used
a musical
about the work
reactions you
before and
ask about the
each material
positive and
score that
of art.
saw from
after the
work of art.
required to
negative space
others could
others, when
moment that is
build the work
within the
play.
they were
captured by
of art.
work of art.
observing the
the work of art.
work of art.
Activity 6: Now its time to execute your understanding of the artwork. Choose one of the activity options bellow:
Formulate a
Calculate how
Demonstrate
Illustrate was
Compile a list
Compile a list
Demonstrate
paragraph
much this
how the
instrument
of the feelings
on reactions
how the artist
that explores
artwork would
artwork was
might go with
not associated
you can get
worked to
the themes
be auctioned
hung in the
this artwork?
with this
form an
create the
can you see
for? Why?
gallery in
artwork.
artwork?
artwork.
in the
relation to
artwork?
other artworks

ANALYSING

CREATING

in a drawing.
and organize the artwork. Choose one of the activity options bellow:
Present a
Compare and
What more do
In a group
breakdown of
contrast the
you
discuss how
the colour and work of art to a
understand
different
pattern
piece of music
about yourself
people may
components
from the same from observing
react to the
you see in the time in history. and interacting
work of art.
artwork.
with the work
of art

Activity 7: Time to differentiate

Discuss from
Deduce the
at least two
weight of the
points of view
artwork if it
the
were made
statement:
from another
What is...?
material.
(sculpture,
(cardboard,
painting,
gold,
installation or
polystyrene,
collage, etc.)
wood, water,
books etc.)
Activity 8: Time to generate and create. Choose one of the activity options bellow:
Create an
Create a visual
Crop the
Create a
Create a 1
artist
diagram of the
artwork.
clapping
minute speech
statement to
artwork
rhythm to suit
on how you
accompany
including the
the artwork.
would create
the artwork.
measurements.
the artwork.
Activity 9: Time
Create a
commissionin
g brief for the
work of art

EVALUATING

to generate and create. Choose one of the activity options bellow:

How would you
Design a map
Compose a
Propose three
adapt the work of the features
song, in any
questions you
of art to make
of the artwork.
genre, that
would like to
it 2D from a 3D
reflects the
ask the work of
work, or 3D
mood of the
art itself.
from a 2D
work of art.
work?
Activity 10: Critique the artwork. Choose one of the activity options bellow:
Compare the
Develop a
Critique the
Select and
Assess how
strengths and
method which
artwork using
justify a theme
your
weaknesses
accurately
a mind map
song for the
personality
you see in the represents the
format,
work of art.
would interact
artwork using
work of art to
discussing
with the work

If the artwork
was a
machine,
demonstrate
how it would
move and what
it would create.

Create an idea
for the artists
next artwork
based on their
themes in this
artwork.

Create a
handshake that
would reflect
the artwork.

Create a roleplay between

the work of art
and the artist
who created it.

Create a dance
that you think
represents the
movement
within the work
of art.

Write a critique
from another
persons point
of view about
the work of art.

Look at the
balance within
the artwork
and discuss
how this is

a Rap lyrics
format.

scale on an A4
page.

space, form,
composition
and subject
content.

of art.

achieved.
Provide
reasons for
your opinion.

Benefits for the case study student:

1. The social stories and modelling of social behavior learnt prior to commencing the task, as well as through learning in pairs the case
study student will adopt appropriate social interactions (Bochner, Duchesne, Krause and McMaugh, 2011).
2. The case study student excels in the Arts and has Spatial Intelligence. So this task ensures she is catered for in terms of ability to be
interested, engaged and complete work to experience success. The nature of this task focuses on each students strengths allowing
everyone to succeed (Bochner, Duchesne, Krause and McMaugh, 2011).