Australian Curriculum (AC)

UNIT PLANNER
Unit outline: Subject and Year level: Date:
The overarching viewpoint for this unit is Year 9 Visual Arts Term 2, 2021
“why do we make art?”. Students will explore
some of the different motivations/reasons Teacher: Time frame and duration:
behind three different art styles/movements. Angeline Buckler 1x 45 minute single lesson
2x 100 minute double lessons
Background information (context for learning including cohort);
Class is comprised of 28 students - 5 male and 23 female. One student is from an EALD background and one student is
identified as ATSI. There are 6 students in the class who are on intervention support plans due to frequent suspensions.
The class is completing a semester long Visual Arts elective and have already completed one term, which focussed on
drawing and painting skills through a pop-art lens. The school runs on a semester system and Term 2 is therefore an 8
week term. With this in mind the unit has been planned to run for 6 weeks - this allows for lost lessons due to NAPLAN
etc - and for students to have extra class time to work on their assessment pieces as required.

AC band level description excerpts:

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)

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

Plan and design artworks that represent artistic intention (ACAVAM128)

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)

(ACARA 2021)

Excerpts AC achievement standards appropriate to unit:

By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks they make and
view. They evaluate artworks and displays from different cultures, times and places. They analyse connections between
visual conventions, practices and viewpoints that represent their own and others’ ideas. 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.

(ACARA 2021)
Assessment: **rubrics and task sheets for each task are provided in appendix**

Summative Task 1 - My Place - Tile Series

(Artwork - Clay)
Students create a series of 6 clay tiles. These tiles must represent and communicate the importance of a “place” selected by the
student. Tiles should demonstrate the application of “abstraction”. Tiles should use a range of clay techniques (these could include:
relief carving, glazes, transfer print)
Achievement Standards:
Students evaluate how representations communicate artistic intentions in artworks they make.
Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and
subject matter in their artworks.
Summative Task 2 - My Place - Collagraph
(Artwork - Printmaking)
Students identify a “big issue” (eg. climate change) that could one day post a threat to their place. Students select materials for and
create a collograph that responds to the theme “at risk”
Achievement Standards:
Students evaluate how representations communicate artistic intentions in artworks they make.
Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and
subject matter in their artworks.

Summative Task 3 - My Place - Artist Statement

(Written or Audio)
Students write an artist statement to accompany their collograph. They justify their choice of materials through an
environmental/sustainability lens.
Achievement Standards:
Students evaluate artworks
Students analyse connections between visual conventions, practices and viewpoints that represent their own ideas

Formative Assessment - Visual Art Diary

Students maintain a visual art diary through-out the unit which includes a record of:
- Experimentation with techniques
- Analysing artists/artworks
- Reflecting on process and intentions
- Planning out artworks
If students have missed any assessment tasks during the term - they can negotiate with the teacher to use their visual art diary to
show that they have met the standards required. At the end of the semester students have the opportunity to book in for a
consulting session with the teacher to use their visual art diary to demonstrate how their Visual Art Diary meets the assessment
criteria. They need to justify HOW the work in their diary demonstrates their achievement of a standard either verbally or in writing -
not just show their diary.

General Capabilities (Darken /highlight the relevant application)

Literacy Numeracy
Comprehending texts Calculating and Estimating
Grammar Knowledge Recognising and using patterns and relationships
Visual Knowledge Using fractions, decimals, percentages , ratios and rates
Composing texts Using spatial reasoning
Word Knowledge Interpreting and drawing conclusions from statistical information.
Text Knowledge Using measurement
Specific strategy: Specific strategy:

Critical and creative thinking ICT Personal and social capability

Inquiring – identify, explore, organise information Applying social and ethical protocols and Self-awareness
and ideas practices Self-management
Generating ideas, possibilities and actions Investigating with ICT Social awareness
Reflecting on thinking and processes Creating with ICT Social management
Analysing, synthesising and evaluating reasoning Communicating with ITC
and procedures Managing and operating ICT

Intercultural understanding Ethical understanding

Recognising culture and developing respect Understanding ethical concepts and issues
Interacting with and empathising with others Reasoning in decision making and actions
Reflecting on intercultural experiences and taking responsibility Exploring values, rights and responsibilities
Cross-Curriculum Priorities (darken or highlight those relevant to unit of work)

Aboriginal and Living communities

Identity
Torres Strait islander
People
histories and Culture
cultures Country/place
Asia and Australia’s Asia and it’s diversity
engagement with Achievements and contributions of the peoples of Asia
Asia Australia/Asia engagement
 Systems
Sustainability World views
Futures
All task instructions and rubrics will be available on SEQTA for students to access at their own
pace. Videos will be available to students that help “unpack” the standards and requirements for
each task - these videos will have closed captions enabled.

Opportunities for student choice have been built into the unit - this allows students to pursue
their interests and/or techniques that they feel they can use to a high standard for their
assessable artworks. This allows students with hearing, visual, or attention difficulties to access
the instructional content. (Sousa & Tomlinson, 2018)

The visual art diary may be presented as either a physical diary or an electronic portfolio.
Students may choose to present their idea in audio, or video, format for this assessment task -
Differentiation and provided they still address the tasks/ideas required. This allows students with low written
extension strategies literacies to demonstrate their understanding. Choice is also important in catering to students
- Accommodations to from trauma backgrounds - as giving them both agency and structure is important to their feeling
meet individual
safe in the classroom. (Sousa & Tomlinson, 2018)
learning needs

While a template has been provided for the practitioner’s statement task - students may choose
to present this statement in any modality that they choose - provided they still address the
criteria outlined on the template. This allows students with low written literacies to demonstrate
their understanding. (Sousa & Tomlinson, 2018)

An issue for this class in particular is the proportion of students on intervention plans for
recurrent behaviour issues. These students are often absent from class. This unit has been
broken into deconstruction/technique blocks and production blocks - the recurrent theme of
“place” should allow students to draw on previous lessons for ideas - even if they have missed
individual lessons.
This unit links to other curriculum areas via the sustainability focus in the “environmental art”
portion of the unit - and via the use of “place” as a theme.

Year 9 Science - Science as a Human Endeavor

- Values and needs of contemporary society can influence the focus of scientific research
(ACSHE228)

Year 9 Civics and Citizenship - Understanding

- How citizens’ political choices are shaped, including the influence of the media
(ACHCK076)
Links to other - The influence of a range of media, including social media, in shaping identities and
curriculum areas attitudes to diversity (ACHCK080)

Year 9 Geography - Understanding

- Human alteration of biomes to produce food, industrial materials and fibres, and the use
of systems thinking to analyse the environmental effects of these alterations (ACHGK061)
- The perceptions people have of place, and how these influence their connections to
different places (ACHGK065)
- The effects of people’s travel, recreational, cultural or leisure choices on places, and the
implications for the future of these places (ACHGK069)

(ACARA 2021)
Unit Outline

Week Tasks and activities Assessment focus/evidence

1 Tuesday - Double Lesson - Deconstruction focus Art for passing on
Part 1: Deconstruction understanding (visual)
- Deconstruct/analyse artworks for meaning
- Prompt questions: Viewpoint: ATSI art and art
- What do you think the image represents? for communication*
- What was the artist trying to communicate?
- Who do you think produced the artwork? Artist/artworks: John Olsen -
- What materials have they used? Five Bells; Clifford Possum
- How have they represented change in the landscape? Tjapaltjarri - Napperby Lake
- Move through series: rock art, contemporary, cont. non-ATSI
- Complete deconstruction in visual art diaries *this viewpoint will be used
as a guide to frame activities
Artworks for analysis (links): in this part of the unit -
Napperby Lake - Clifford Possum Tjapaltjarri students will be made aware
https://www.kateowengallery.com/artists/Cli12/Clifford-Possum-Tjapaltjarri- of the viewpoint but do not
8519bg.jpg need to respond directly to
Five Bells - John Olsen it - instead they will use the
https://media.artgallery.nsw.gov.au/collection_images/1/133.1999%23%23S. guided prompts outlined in
jpg individual lessons*

Part Two: Application ATSI art - aerial landscapes,

- Choose a landscape photo x-rays, rockart etc.
- Create a series of sketches for how you could represent the
landscape as in an aerial view - try scales, lines etc Formative assessment in
visual art diaries targeting:
Landscape photos (links): - Conceptualise and
https://www.shutterstock.com/blog/abstract-aerial-landscapes develop
- Select one of the photographs from this blog post representations of
themes, reflecting
Thursday - Double Lesson - Technique focus on the styles of
Part 1: Practicing a technique artists, including
- Choose your best sketch from last lesson (if away spend a few Aboriginal and
minutes looking over the activity and sketching out some ideas) Torres Strait Islander
- Lay a colour wash using watercolour paints (teacher demo first) artists
- While the wash dries experiment with the different materials laid out - Manipulate
on your table to see what colours, textures, tones etc you can materials and
produce with them that you might be able to use to add layers to techniques, to
your landscape develop and
- Choose a range of mediums or techniques (at least 3) and add layers represent their own
to your landscape (pencils, markers, oil pastels, charcoal) artistic intentions
(ACAVAM126)
Part 2: Reflection - Develop and refine
- Reflection prompts: techniques and
- What worked/what didn’t? processes to
- Did the additional mediums apply the way you thought they represent ideas and
would over the wash? why/why not? subject matter
- If you had to choose something to change, what would it be? (ACAVAM127)

Friday - Single Lesson - Planning focus TfEL focus - Domain 3

Planning for individual artworks Develop Expert Learners:
- Start planning for your own artworks - 3.1 and 3.4
- Choose a place that has meaning for you
 - Start by listing as many places as you can think of, your first
idea is not always your best!
- Consider the following prompt questions before choosing:
- What meaning does the place have?
- Eventually you will need to produce an artist's
statement about your place - so is the meaning
something you are comfortable sharing?
- Will you be able to fully represent your place if not?

- If time allows, can you start gathering some images of your

place?
- Are there photos available?
- Can you look it up on Google Maps?
- Collect these images in visual art diary
Tuesday - Double Lesson - Deconstruction focus Continued from previous
2 Deconstructing a theme (place) week’s focus with the
- In your visual art diaries respond to the following questions - this addition of:
doesn’t have to be a written exercise! You could brainstorm ideas,
make a concept map, do a series of sketches, test out different Formative assessment in
materials etc - just make sure that you include notes to explain your visual art diaries targeting:
thinking. - Plan and design
artworks that
- In what different ways could you represent your place? represent artistic
- How could you show it spatially? intention
- Would the aerial view technique work? - Evaluate how
- What different colours, textures, tones etc are present? representations
- How could you show them? communicate
artistic intentions in
- In what different ways could you represent its meaning to you? artworks they make
- What meaning does your place have to you? and view to inform
- Are there physical features that convey that meaning? their future art
- If not, how could you represent the things you can’t see? making

Some other ideas: TfEL focus - Domain 4

- What could you do with the photos you collected? Personalise and Connect
- Can you manipulate those photos in some way to make them Learning:
represent your meaning? - 4.1 and 4.2

Thursday - Double Lesson - Technique focus Choosing your place -

Choose one of the ideas you planned out last lesson to explore in this lesson. research and
If you are stuck for somewhere to start - why not try representing the place experimentation
you have chosen using the aerial landscape technique that we have
practiced?

Friday - Single Lesson - Planning focus

Today’s lesson is a feedback session - you are going to peer review each
other's planning so far. In pairs or groups of three - look over each other’s
visual art diaries and make a comment on the following:
- The places they considered and the place they have chosen
- The techniques they have experimented with
- The way(s) they have tested of representing their place, or parts of
their place.

3 Tuesday - Double Lesson - Deconstruction focus Art for sharing

Part 1: Responding to artworks feelings/emotion
Today we will be viewing a couple of videos and an online gallery of artwork.
For each interactive, please attempt to answer the following questions in
your visual art diaries.
 Viewpoint: How far can you
Cow abstraction video: abstract a piece of art
https://vimeo.com/106467474 before it loses meaning?*
- Is the painting still of a cow?
- Why/why not? Artist/artworks: Isamu
- Would you know it was a cow if you hadn’t seen the video? Noguchi - Sculptures; Loren
Orsillo - Assemblages
Isamu Noguchi
https://www.noguchi.org/isamu-noguchi/biography/biography/ *this viewpoint will be used
- Can you tell what any of the sculptures are supposed to represent? as a guide to frame activities
- Do their names make a difference? in this part of the unit -
- Is the art itself the only way to convey meaning, or can we use other students will be made aware
methods? of the viewpoint but do not
need to respond directly to
Loren - Artist profile: it - instead they will use the
https://www.youtube.com/watch?v=bFv-quyR5jU guided prompts outlined in
- Does art still have meaning if the artist doesn’t select a meaning? individual lessons*

Part 2: Introducing summative task 1 Abstraction - expressionism

Introducing your medium: clay tiles - as a class we will go over the task sheet through to assemblages
and rubric before you get started later this week.
Formative assessment in
Thursday - Double Lesson - Technique focus visual art diaries targeting:
Part 1: Experimenting with techniques - Develop and refine
- Today you will be experimenting with different clay techniques techniques and
- Demo to be given of how to roll out clay to make an even sheet and processes to
techniques for cutting out tiles shapes (cutters, knife, wire). Students represent ideas and
are to roll and cut 4 clay tiles each from recycled clay. subject matter
- Rotation stations set up for students to move between in small - Plan and design
groups. Stations to include: artworks that
- Print transfer represent artistic
- Relief carving intention
- Taping out (with paint) - Evaluate how
- Adding layers/building up representations
communicate
Part 2: Reflection on techniques artistic intentions in
- Reflection: respond to reflection prompts in visual art diaries artworks they make
- What worked/what didn’t? and view to inform
- Which was your favourite technique? why? their future art
- Which techniques do you think might work for representing making
different aspects of your place? - Analyse a range of
visual artworks from
Friday - Single Lesson - Planning focus contemporary and
- In visual art diaries create your final tile designs so that you can past times to
begin production next week. See assignment sheet for assessment explore differing
requirements. Teacher needs to sign off on your designs by the end viewpoints and
of the lesson. enrich their visual
- Your design should consist of a series of concept sketches, one for art-making
each of the tiles in your series.
TfEL focus - Domain 3
Develop Expert Learners
- 3.1 and 3.2
Work on clay tiles all week - to allow time for drying, glazes, firing etc. Clay Tiles - Summative
4 Assessment Task targeting:
Final 15 minutes of each lesson is set aside for reflection tasks. - Conceptualise and
develop
Reflection prompts - clay tiles: representations of
- Which techniques did you apply to your final artwork? themes, concepts or
 - What difficulties did you encounter? subject matter to
- Which aspect do you think you executed best? experiment with
- How does the tile series you have completed communicate your their developing
place? personal style,
- What elements have you chosen to represent? reflecting on the
- Do you think you have done so successfully? styles of artists,
- Did you encounter any problems? including Aboriginal
- How have you used abstraction in your tile series? and Torres Strait
- Are there particular artists whose influence you have used? Islander artists
- Do you think your artwork still conveys the meaning you - Manipulate
intended it to? materials,
techniques,
technologies and
processes to
develop and
represent their own
artistic intentions

TfEL focus - Domain 4

Personalise and Connect
Learning:
- 4.3 and 4.4

Abstracting place - working

on clay tiles
Summative Task One: Clay tiles
Due Friday Week 4 - this means that your tiles need to be complete and ready for firing today!

Tuesday - Double Lesson - Deconstruction focus Art for inciting change

5 Part 1: Questioning (environmental art)
Instead of answering questions you will need to brainstorm what questions
you have about the artworks. Start by listing all the things you think you Viewpoint: Why does your
know from viewing the artwork and then make a list of questions that you choice of materials matter -
would need to ask to find out if you’re right, or to uncover further meaning. when making statements
(some ideas to consider: materials, intention, wider portfolio of work) with art?*

Put your questions into a class Google Doc so we can see what sorts of Artist/artworks: Néle
questions were being asked. Azevedo - Minimum
Monument; Ken and Julia
Class discussion - did you guess my question(s)? (see Part 2) Yonetani - Sweet Barrier
Reef
Part 2: Comparing
- Sweet Barrier Reef Discussion Prompt - where did they get the *this viewpoint will be used
sugar? as a guide to frame activities
- Does the artwork contribute to the industry it is protesting? in this part of the unit -
- Is that a problem? Why? students will be made aware
Compare to Minimum Monument - Is it a better choice of medium? Why? of the viewpoint but do not
need to respond directly to
Artworks for comparison (links): it - instead they will use the
guided prompts outlined in
Sweet Barrier Reef - Ken and Julia Yonetani individual lessons*
http://kenandjuliayonetani.com/wp/wp-content/uploads/2016/01/newimag
e11.jpg Threats to place and
http://kenandjuliayonetani.com/wp/wp-content/uploads/2016/01/sugar5po vehicles for change -
pup.gif environmentalist art

Minimum Monument - Nele Azevedo

https://static.wixstatic.com/media/b69ec0_acb513a581ad4b1da221f5c93ed Formative assessment in
bc8b8~mv2.jpg/v1/fill/w_541,h_406,al_c,q_80,usm_0.66_1.00_0.01/b69ec0 visual art diaries targeting:
_acb513a581ad4b1da221f5c93edbc8b8~mv2.webp - Plan and design
artworks that
Part 3: introducing the assessment (collagraphs) represent artistic
As a class we will go over the task sheet and rubric for your next assessment. intention
- Evaluate how
Thursday - Double Lesson - Technique focus representations
Choosing materials communicate
- At your table you have been provided with a number of different artistic intentions in
materials that you could use to make your collagraph. Experiment artworks they make
with different materials and composition: and view to inform
- What materials do you think work well together? Why? their future art
- Which ones don’t work? making
- How do you think the different textures will come out after - Analyse a range of
printing? visual artworks from
contemporary and
Although this part of the process is similar to making a collage - you need to past times to
remember that the plate is not the final product - your print may come out explore differing
looking very different to what you think! viewpoints and
enrich their visual
Making a plate art-making, and
Once you have chosen the materials you want to use it is time to stick the consider
materials to a backing plate. The teacher will demonstrate how this process international
works. You will need to compose and stick down all of the elements of your artworks
collagraph by the end of the lesson so that we can apply a varnish.
TfEL focus - Domain 2 Create
Applying varnish Safe Conditions for Rigorous
If time allows - teacher will demonstrate how to apply a varnish to your Learning:
collagraph - to protect it during the inking process. If we run short of time - 2.3 and 2.4
the teacher will varnish the plates before the next lesson.

Friday - Single Lesson - Planning focus

Today we are dividing the class into two groups - one group will be using the
inking station to make prints using their collagraph, the other will be
planning out the collagraph for their place - groups will switch at the halfway
point so that everyone gets a turn at each activity.

Making prints (group 1 - 1st half; group 2 - 2nd half)

Using the collagraph plate that you produced last lesson you will now try
applying ink and making some prints. Teacher to give a demonstration of
how to apply ink to plates and produce a print (using relief printing
technique - like for lino cuts). An inking station will be set up where you can
apply ink and print your work.

Plan your collagraph (group 2 - 1st half; group 1 - 2nd half)

- Prompt questions:
- What objects might you use?
- How will you overcome any issues you had with the practice
print?
- Make a list of the materials you will use
- Try sketching out some ideas for your layout if you have time
- these are not final - you may choose to change your
arrangement once you have your materials.

Homework
Collect materials from your place that you could use to create your
collagraph. If you are not able to visit your place directly - collect similar
 objects, or provide the teacher with a list of materials that you might need (if
teacher provided this needs to be discussed prior to the end of the lesson).
You will need to have your materials ready by Tuesday’s double.

Summative Task Two: Visual Art Diary

Due Friday Week 5 - please submit your physical Art Diary to the teacher and book in for a consulting
session next week.

Work on collagraphs all week - to allow time for composing, varnishing etc. Continued from previous
6 week’s focus with the
Final 15 minutes of each lesson is set aside for reflection tasks using the addition of:
provided template - these reflections will form the basis of your artist
statement - you will have the single lesson this week to work on the Collagraph - Summative
statement after which you will need to work on it for homework. Assessment task targeting:
- Manipulate
materials,
techniques,
technologies and
processes to
develop and
represent their own
artistic intentions
Practitioner’s Statement -
Summative Assessment task
targeting:
- Evaluate how
representations
communicate
artistic intentions in
artworks they make
and view to inform
their future art
making

TfEL focus - Domain 2 and 4

- 2.4, 4.3, and 4.4

Making a statement -
working on place based
collographs

Summative Task Three: Collagraph prints

Due Friday Week 6 - This means your final collagraph PRINTS need to be complete and dry by the end of
the Friday single lesson!

The final two weeks of the semester have been reserved as overflow time to Overflow weeks
7&8 allow for lost lessons due to NAPLAN and public holidays.

Summative Task Four: Artist Statement

Due Friday Week 7 - Your statement needs to be typed up and uploaded to SEQTA by 5pm!

Teaching and learning resources

SEQTA learning management system is used to present content to students, organise assignment instructions, provide
feedback to students etc.

A projector is used in the classroom to show images and/or presentations to the class.

A whiteboard + markers is utilised to write out additional instructions for students.

For the first two weeks of technique practice students should be provided with: watercolour paints, pencils, markers
of different thickness, oil pastels, and different types of charcoal.

Students will require/use recycled clay for their clay tiles project.

Collagraph materials available to students for practice plates should include: dried leaves, sticks, string, litter from the
yard (for example bread ties, or bottle caps), textured paper (gloss, rough etc.)

Other resources (eg. image, videos) have been embedded in the lesson sequence above and/or are listed in the
reference list below.

References (resources)

ACARA. (2021). F-10 Curriculum: Year 9-10 Visual Arts.

https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/visual-arts/

ACE Open. (2020). Studio Artist Profile - Loren Orsillo. Youtube. https://www.youtube.com/watch?v=bFv-quyR5jU

Azevedo, N. [Artist].(various). Minimum Monument. viewed

https://www.neleazevedo.com.br/galeria-2-monumento-minimo

Department of Education and Children’s Services, South Australia. (2010). South Australian Teaching for Effective
Learning: Framework guide. Government of South Australia. viewed
https://www.education.sa.gov.au/sites/default/files/tfel_framework_guide_complete.pdf?acsf_files_redirect

Feature Shoot. (2020). Abstract Aerial Landscapes We Love (and How to Photograph Them). Shutterstock.
https://www.shutterstock.com/blog/abstract-aerial-landscapes

Ghimenti, J. (2015). The Cow Study. Vimeo. https://vimeo.com/106467474

Olsen, J. [Artist]. (1963]. Five Bells. viewed

https://media.artgallery.nsw.gov.au/collection_images/1/133.1999%23%23S.jpg

Possum, C. [Artist]. (2021). Napperby Lake. viewed

https://www.kateowengallery.com/artists/Cli12/Clifford-Possum-Tjapaltjarri-8519bg.jpg

Sousa, D. & Tomlinson, C. (2018). Differentiation and the Brain : How Neuroscience Supports the Learner-Friendly
Classroom (Use Brain-Based Learning and Neuroeducation to Differentiate Instruction), Solution Tree.

The Isamu Noguchi Foundation and Garden Museum. (2021). Noguchi: Biography. The Isamu Noguchi Foundation
and Garden Museum. https://www.noguchi.org/isamu-noguchi/biography/biography/

Yonetani, K. & Yonetani, J. [Artist] (2009). Sweet Barrier Reef. viewed

http://kenandjuliayonetani.com/en/works/sweetbarrierreef/