Priyanka Kaur / SID - 19897888

102092 2C - Assignment 1
Professional Task - Annotate and Critical Discussion
 2016

Teacher: Duration: 11 weeks Stage: 6 Term: 1 & 2

Program Topic: Preliminary Visual Arts Year: 11 Class: 11.4 Class Size: 24

Rational: • Students acknowledge that visual arts encompasses the areas of art, craft and design, the subject is theoretically and practically
sustained by practice, the frames, and a conceptual framework about art.
Annotation 1 -Unit overview or description

• Foster interest and enjoyment in the doing, production and consumption of art, building audiences for art and to raise the
standard of cultural awareness in Australia.
• Students acknowledge the different sets of beliefs and value that condition understanding and practice.
• Offer students opportunities to engage in creative and inductive forms of inquiry and to be assessed on their production — through
the making of artworks — as well as on their critical and historical understanding of art, demonstrated in their writing and talking
about art.
• The study of artworks in historical and contemporary cultures reflects an ongoing interest in representations of the spiritual.
Visual Arts builds a desire in students to continue learning after school in further education in formal settings and as informed
citizens.
Syllabus Outcomes: P1: initiates and organises artmaking practice that is sustained, reflective and adapted to suit particular conditions
P3: demonstrates an understanding of the frames when working independently in the making of art
Annotation 2 - Selected Outcomes

P5: demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of
ways
P7: applies their understanding of practice in art criticism and art history
P8: explores the roles and relationships between concepts of artist, artwork, world and audience through critical and historical
investigations of art
P9: demonstrates an understanding of how the frames provide for different orientations to critical and historical investigations of art

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 Key Terms: Prehistoric art, rock painting, graffiti, Palaeolithic, Neolithic, idols, the ideal, functions of art, practice, four frames, art express,
medieval art, illuminated manuscripts,
Key Practitioners: Theory: Prehistoric art, Aboriginal rock painting, Lascaux cave painting, Ancient Greek and Roman art and architecture, medieval art,
Michelangelo, Da Vinci

Prac: Kahlo, Whitely, German expressionists, Peter Booth, David Fairbairn

Missing Element 1
Annotation 3

Forms Frames Conceptual Framework

2D painting, drawing, printmaking,  Subjective  Artist 

photography
3D Cultural  Artwork 
4D Structural  World 
Postmodern  Audience 
Assessment:
Assessment task #2: Artmaking Assessment task #1 and #3: Historical and Critical Studies
Identity and Self – 15% VAPD – 5% Research task – 10% Half Yearly Exam – 15%
(Due term 2) (Due term 2)
Annotation 4

Wk Making Historical and Critical Study Resources Teaching Literacy Regist

er
Strategies &
Numera
cy
1 Missing Element 2 Introduction to course: Handouts: Teacher
Annotation 5 - Teacher and student expectations - Course directed Paraphrasing
- Course overview overview syllabus
- Lesson structure - Assessmen Roundtable requirements
- Material requirements (including theory t and N- discussion in students
folder, VAPD, USB, etc.) Award own words.

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 - Assessment & N-Award - Syllabus Giving students Annotation 7 –
policies/handout - Term all necessary Relevant
- Syllabus information/handout planner documents for syllabus
- Term planner handout preliminary content
visual arts
Round table discussion on previous art course, making Make
subjects/background/interests, etc. them aware of definitio
Annotation 6 - Subject matter or focus of the what is ns
unit of work expected.

Classwork:
1. What is art?
(Art is anything that has been consciously
manipulated by an artist or has been
interpreted by an audience as such over
time. However,
the definition of art is constantly
evolving.)
2. Who are artists? Shoe
analogy – is this art?

Homework:
1. What is the purpose/function of art?

2 Letter to future self. To be opened after

HSC. Students
create
glossary
Homework: Go over answers from Class discussion
previous lesson.

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 Introduction to functions of art - Define: Student note
- Functional taking.
- Personal
- Political Q and A
- Historical
- Decorative
- Spiritual Handouts:
- Etc. - Assessmen
Students develop understanding that art is t task x 2
made for a purpose. - Practice
What is a VAPD? - VAPD
- VAPD handout Group work: In tables, students discuss the
- VAPD video? function of the following works (to be
- Examples printed out large and place on each desk). Textbooks,
- Annotation – How to do it. - Hans Holbein’s King Henry 8th plinth, old
- ArtExpress examples - Mambo shirt boot,
- Rococo pottery functions of
- Kathe Kollwitz’s The Mothers art, key terms
- Sydney Opera House
- Munch’s The Scream

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 Discuss with class.

Handout Assessment Task #1:

Research task 10% PP slide, projector,
Starting Prac - Identity: - Go through assessment. sample VAPDs
- Notes on “Identity” in art. - Students sign on
- PP slide with examples of
paintings, drawings and What is art?
prints that deal with identity - Look at definitions/textbooks
and storytelling. - Who decides?
- Students take notes - Why make it?
- Mind mapping (one page each): - Why study it?
- What is your - Example of boot on a plinth
background/what made you - Functions of art.
who you are? Start glossary of key terms
- What are you most
passionate about
(positive/negative)? Theory folder lesson
- What makes you unique?
To be finished for homework,
including images. Start honing in on
area of interest.
What is art history?
Homework: Begin brainstorming ideas - Recap last period
for identity – “what is your identity”. - Students attempt own definition.
- Why is it important?
- Simple overview: prehistoric,
traditional, modernism, post-
modernism/contemporary
- Introduce practice

Intro to Practice
- Link to syllabus dot points
- Get students to develop

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 understanding of material
and conceptual practice.
Annotation 8 – Student –led classroom -
Pedagogical approach

- Practice PP slide. Apply

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 understanding.
- Handout
3 Handouts: Students
Handout Assessment Task #2: - Timeline continue on
Artmaking task 20% - Artwork samples glossary.
- Go through assessment task. Check homework
- Students sign on. Pehistoric Art:
- Deconstruct requirements. - Timeline Introduction to
- Is it art? What is its function? art
Annotation 9 – Implement ICT – PP slide, projector metalanguage.
Modification 1

- Lascaux cave painting

- Create table discussing practice
of the Lascaux work.
Story telling through cave art: What
does it tell us about their identity?

Check homework
Prehistoric Art continued:
- Deconstruction of a Venus
of Willendorf.
- Questions, e.g.:
- How could we create a modern
day example of this using the
materials available to us. (i.e: fast
food rather than animal fats,
brick wall instead of cave wall,
what would we depict instead?).
- How is the female and male form
portrayed today, and how does it
reflect the culture of today?
(How does today’s culture impact
on male/female form?)
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 - The Venus was linked to the
survival of a whole culture.
Is there an equivalent
today?
Narrow down to a maximum of
three ideas. To discuss with teacher
one on one next lesson.
HOMEWORK: Consider your daily
routine and how you spend your
time. How would you leave your
mark illustrating your activity?
(Discuss). Pick random students to
present.
4 Check homework. Handouts: Teacher
Understanding art media: - Rock painting facilitated
- Material and conceptual strength. workshops
Conceptual strength through Aboriginal Rock paintings:
appropriate media use. Annotation 11 – Cross-curriculum Projector, PP slide Class
- Are certain materials and priority discussions
media more suitable for Art materials:
different concepts? - Lino + tools
Second half of the lesson: - Read handout on rock painting - Carboard
- Students take part in a and underline + blades
materials workshop, enabling words/sentences relating to - Scratch card
them to experience different material and conceptual - Pencils
materials and techniques. practice. - Charcoal
- Students experiment with - As a class, write on the - Ink
dry point, relief and board what are the key - Oil pastels
collagraphs. terms. - Oil sticks
- Using this information, attempt - Impasto
to answer the question: “how - Oil paints
Workshopping continued: does rock art reflect the practice - Chalks
- Students move to different of the artists?” - Etc.
desks to try out the following - As a class, students
materials and techniques: construct Homework:

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 - Ink, charcoal, impasto, oil Summarise table of prehistoric
sticks, watercolour, oil paint, art practice.
etc.
- If time permits, students
reflect on and annotate their
experiments.
Annotation 10 – Modification 2 –
Include Outcomes

5 Collect homework. Handouts:

Excursion note issued for ArtExpress - Excursion note
VAPD work: Introduction to the four frames. - Composition
- PP slide of influencing works. - Discuss what they handouts
- Discuss composition. remember from previous - Influencing
- Students look through textbooks years. works
and art books for works that use - Four Frames handout. - Four frames
materials or composition in a - Introduction to Ancient - Roman art
way that inspires them (do not Roman Art.
focus on the theme of the work). - Read through handout and Textbooks,
- Teacher to speak to all students underline what applies to
individually about their each frame. images
progress.
Homework: Check homework:
- Students must glue in VAPDs Structural Analysis of ancient Roman
and annotate the experiments Art:
from previous lessons. - Students discuss practice.
Students must have work to progress - Deconstruct work.
with for next lesson. - Interpret signs and symbols.
- Answer structural frame
short answer question.
Annotation 12 – High-order thinking

-
6 Artmaking. Four frames
- Take photos of handout from Students

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 student’s artmaking for Four Frames questions: previous lesson, begin self-
VAPDs. - As a class, create a list of four photos, VAPDs directed
Must be working on ideas at home frames questions to be artmaking
Annotation 13 – Evidence of learning answered on Ancient Roman art.
Student lead
Annotation 14 – Differentiation
discussion
- Teacher to provide examples on four
if necessary. frames
- Class to work through
answers. Answers to go in
Four Frames table.

Priyanka Kaur
Annotations of Unit of Work - Stage 6 (yr 11)

Annotation in Context
Title of Annotation
Context
Annotations should discuss the context and different components of UoW,
improvements to be made, using pedogeological theories to support your
points.

1. Unit overview/description (Rationale) is more relevant if it is written

Unit overview or according to the Unit of Work as it can explain that particular UoW’s
thorough planning. Since Rationale is from the syllabus in this UoW, but it
description
cannot describe the teacher's decisions on what to teach, pedagogy
approaches how to achieve the outcomes and meet the needs of the
student.

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 The outcomes the teacher has mentioned are all mixed in the ‘syllabus
2. outcomes column’ of this UoW. The preliminary year 11 codes (P1, P3, P5,
Selected outcomes P7, and P9) are correct but the descriptions are wrong, except P8 code and
description. The content is similar in the outcomes for preliminary and HSC
but the expectations are higher in HSC. So using words like ‘demonstrate’
and ‘applies their understanding’ instead of ‘explores’ and ‘identifies’, make
it difficult to comprehend how teacher will achieve such high expectations in
the preliminary course for all students.

1. There is no mention of the resources necessary for that UoW. It is

3. important to note the resources required to enable teachers to
Missing Element 1 organize them in advance and ensure that there are no last minute
hold ups.
2. Also, 'students learn from' and 'students know' are not listed, a very
significant element of the curriculum and the outcomes.
3. There is also no mention of the differentiation or scaffolds used for
students with various abilities.

Formal / Summative assessments are clearly stated in the assessment

4. column and the weighting is stated so that students are informed of the
assessment criteria and the deadlines of the assessment.
Assessment strategies
Formal and informal
assessments Informal Assessments are also implemented throughout the UoW in the
form of class and group discussions, presentations, question and answers
and other written tasks.
Assessment of,

The outcomes column in the UoW is also missing. It is a necessary

component to identify the outcomes that are applicable for that specific
5.
week. This is a useful way for teachers to recognize if and whether they are
Missing Element 2 implementing the outcome so that they don't overlook any of the lists.

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 At the beginning of the week, clearly mapping out the outline of the course
6. with a description of the key aspects is a great way to give students a
context, structure and direction on the content they will learn and explore.
Subject matter or focus
of the unit of work

7. The use of a separate general capabilities column in the UoW represents a

good way to make the use of the literacy and numeracy component explicit.
Relevant syllabus
It is clearly seen in the UoW that in every week students are practicing
content literacy through discussion, presentations, written task and questions and
answers.
8. Student-led classroom activities can give students the power and confidence
Pedagogical approach to comprehend topics from both perspectives. students are more in
command and the prospects of critical thinking and engagement gradually
improve.

9. ICT – During the third week ICT can be incorporated in the form of a Kahoot
quiz or other interesting task. On computers / laptops, quizzes and games
Modification 1
are a good way to alleviate the routine and increase engagement. It is also a
productive way of informal assessment to know what the students are
learning. Although it is ICT is included in the form of slides and videos, but
implementation of ICT is also effective when we include student’s
participation in it.

10. In week 4, art making activity is clearly linking to outcome ‘P6 – explores a
Modification 2 – range of material techniques in ways that support artistic intentions’.
The mention of outcomes in each week is helpful to clearly link outcomes
Outcome link
and also keep a track of the achievements in terms of the requirements of
the syllabus.

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 11. This lesson on 'Aboriginal Rock Painting' is vital for students to appreciate
Cross-Curriculum the uniqueness of diverse cultures and their art forms. This also serves as an
inclusive component of education. In the diverse classrooms, it is important
priority
to include activities and learning materials to reinforce inclusiveness,
connectivity and social and cultural scope.

12. Across the UoW, high-level thinking is carried out by offering students with
the task of understanding, remembering the content and then
High Order thinking
demonstrating their knowledge of the content.

13. Teacher has developed on-going strategies and methods to gather evidence
of learning. This is a repository of feedback that assists to adjust or improvise
Evidence of learning
lesson plans, pedagogies and assessments. In visual arts, VAPD’s are a very
good resource of gathering evidence to understand the level of
understanding of students in the practical as well as theoretical.

14. Activities that require complicated terms and terminology require some sort
scaffolding and assistance. There is no mention of the differentiation made
Differentiation or
for the various learners. It is also an integral part of learning and teaching
scaffolding to support approaches and documentation.
diverse students

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Critical Discussion

The unit of work (UoW) is designed for Visual Arts stage 6 students. The planning and sequencing of UoW is accumulated to meet the outcomes stated
in the amended Visual Arts Stage 6 Syllabus by NSW Education Standards Authority (NESA). Visual Arts involves students in art production, art analysis
and art history. The students research art works, writers, scholars and artists from Australia and those from other cultures, customs and periods
objectively and historically (NESA, 2016). Teachers need to follow an effective instructional approach in organising art classes, enabling students to gain
knowledge effectively and holistically and promote innovative approaches to art tasks (Birsa, 2018).  The UoW is focused on the cohesion of the
strategy of 'bloom taxonomy,' 'project-oriented learning' (PBL) and 'inquiry-based learning (IBL).'
Despite some inaccuracies, this UoW is based on the 'blooms taxonomy' approach. It enables students to remember, understand, demonstrate and
analyse the content. The function of Bloom taxonomy in the design and preparation of learning outcomes and goals is considered as one of the most
important factors. Its core aim was to ensure that the learning turns into a greater level of thought rather than simply an act or a process to remember
the facts in a well-defined structure (Hyder & Bhamani, 2016). In many ways PBL is incorporated into the UoW, where students are given the
opportunity to work individually and in groups. The PBL method, which is based on constructivism and is one of the alternative methods for creating

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this environment, is a learning understanding based on the development of creations, creativity, planning and design. Project works that will also
culminate in visual arts education classes are long-term works with a wide range of content that are created individually or by groups (Kalyoncu &
Tepecik, 2010)
While teaching and learning activities and strategies are in sync, but the same cannot be seen in the functional aspects such as the outcomes and the
differentiation columns. In the UoW, the outcomes are not assigned and aligned precisely for each week. The outcomes of the lesson and unit
programming are an evident and systematic measure of what the students are learning, what is expected and what will be accomplished in the course
of the semester. In the planning process, teachers define the outcomes of curricula that inform the organisation for each unit of contents and learning
experiences. The outcomes of the programme are crucial for decisions on the essential proof of learning (NESA, 2019).

Furthermore, the absence of effective differentiation methods is also a significant concern, since it is undeniable that the diversity in classrooms is
increasing and there is a need to promote inclusive educational opportunities. As it is also mentioned in the Australian Professional Standards for
Teachers, “Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of
abilities (1.5.2)” ("AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS", 2018). This is an effective way to consider the many differences between
students and consider these variations as lesson opportunities rather than disadvantages (Geelan et al., 2015). A pedagogical approach aimed at
reacting to such diversity in key and integrated education is the use of differentiation strategy that greatly increases the growth of each and every
student, the collective chances of success, and the efficient thriving of the classroom. (Roiha, as cited in Civitillo et al., 2016).

The focus on general capabilities aspect is evident in the column where literacy is mentioned but the other aspect is limited such as Information and
communication technology ICT. Phelps & Maddison (2008) implies that the resources and methods available for visual arts presentation have
significantly increased with the introduction of modern technology and software, and ICT provides innovative ways to expand the teaching and learning
of visual arts. Society is now seeking new visual literature for its people to work effectively in environmental and career contexts. The suggested
improvement to Week 3 is the Digital Educational Games (DEGs) that will be based on a revision of the curriculum content that students have learned

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in prior lessons, and will also allow students to generate new information. The research shows that digital educational games help to keep students
engaged. Kahoot is uniquely interactive and informative web-based learning software that allows instructors and course planners to incorporate
informational material into a quiz-like gameplay framework. In terms of the outcomes of students, the teachers will look at DGBL strategies as
resources that may theoretically improve interaction to a point where output is positively impacted. To sum, Kahoot's ability to support learners with
encouragement and success is immensely gratifying and relevant (Bawa, 2019). 

Formative classroom assessment is a procedure of using information of student performance and progress to alter teaching and learning practises to
best cater to the needs of students. (Wiliam as cited in Chen et al., 2017). Formal and informal assessments are appropriately delegated, taking into
consideration the time that students are expected to accomplish them. Throughout the UoW, informal or formative assessment is clearly apparent in
the form of group discussions, in-depth thinking, questions and answers, analyses, written and verbal tasks, class discussions, mind maps, sketches and
reflections in the VAPD. In addition, collaborative learning or group work is yet another student-centric method in which students in small
collaborations learn how to work together to solve problems. Collaborative learning with active student participation means that students are more
likely to benefit from in-depth learning (Munir et al., 2018).

The inclusion of Aboriginal Art in the lesson serves as a cross-curricular integration of learning content. In the week 4, students are exploring the
Aboriginal rock paintings and its conceptual practice. The more general purposes of art practice are achieved with cross-curricular integration, as well
as the goals of individual art areas of work. The creator differentiates between theoretical integration, task skills integration and material integration
(Birsa, 2018). Smith, Pohio & Hoeberigs (2018) have argued that, generally, teachers regarded visual arts as an outlet for students 'individualism and
creative expression however a strong cultural component has been considered necessary.

Although the UoW is already well arranged with regard to the teaching and learning strategies and all the components are noticeable. It can be more
versatile and engaging, with some alterations and modifications. It is also true that however well the curriculum can be planned today, it is very hard to
draw the attention it deserves from the visual arts course, before teachers turn it into a exciting application lessons (Kalyoncu & Tepecik, 2010). It is

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crucial for the UoW to be planned in a certain way that documentation about the subject matters, outcomes, assessments, due dates, learning and
teaching objectives is explicit so that anybody can plan lessons based on them. The instructions in the NSW Education Standards Authority (NESA)
Visual Arts Stage 6 Syllabus must be followed to maintain that the relevant content for the syllabus is not lacking.

References

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS. (2018). Retrieved 6 April 2020, from
https://educationstandards.nsw.edu.au/wps/wcm/connect/8658b2fa-62d3-40ca-a8d9-02309a2c67a1/australian-professional-standards-
teachers.pdf?MOD=AJPERES&CVID=

Bawa, P. (2019). Using Kahoot to Inspire. Journal of Educational Technology Systems, 47(3), 373-390.

Birsa, E. (2018). Teaching Strategies and the Holistic Acquisition of Knowledge of the Visual Arts. CEPS Journal : Center for Educational Policy Studies
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 Journal, 8(3), 187-206.

Chen, F., Lui, A., Andrade, M., Valle, H., & Mir, C. (2017). Criteria-referenced formative assessment in the arts. Educational Assessment, Evaluation and
Accountability, 29(3), 297-314.

Civitillo, S., Denessen, E., & Molenaar, I. (2016). HOW TO SEE THE CLASSROOM THROUGH THE EYES OF A TEACHER: CONSISTENCY BETWEEN
PERCEPTIONS ON DIVERSITY AND DIFFERENTIATION PRACTICES. Journal of Research in Special Educational Needs, 16(S1), 587-591.

Geelan, D., Christie, P., Mills, M., Keddie, A., Renshaw, P., & Monk, S. (2015). Lessons from Alison: A narrative study of differentiation in classroom
teaching. International Journal of Pedagogies and Learning, 10(1), 13-23.

Hyder, I., & Bhamani, S. (2016). Bloom’s Taxonomy (Cognitive Domain) in Higher Education Settings: Reflection Brief. Journal of Education and
Educational Development, 3(2), 288-300.

Kalyoncu, R., & Tepecik, A. (2010). An Application of Project-Based Learning in an Urban Project Topic in the Visual Arts Course in 8th Classes of Primary
Education. Kuram Ve Uygulamada Egitim Bilimleri, 10(4), 2409-2430.

Munir, M., Baroutian, S., Young, B., & Carter, S. (2018). Flipped classroom with cooperative learning as a cornerstone. Education for Chemical
Engineers, 23, 25-33.

Phelps, R., & Maddison, C. (2008). ICT in the Secondary Visual Arts Classroom: A Study of Teachers' Values, Attitudes and Beliefs. Australasian Journal
of Educational Technology, 24(1), 1-14.

Smith, J., Pohio, L., & Hoeberigs, R. (2018). Cross-sector perspectives: How teachers are responding to the ethnic and cultural diversity of young people
in New Zealand through visual arts. Multicultural Education Review, 10(2), 139-159.

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Visual Arts | NSW Education Standards. (2019). Retrieved 6 April 2020, from https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-
12/stage-6-learning-areas/stage-6-creative-arts/visual-arts-syllabus

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