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Curriculum Based Unit of Inquiry

Name: Kimiko Butler
Theme: Understanding and Appreciating the World Through Observation of Australian Botanical Artist Ellie Rowan's Year group: Yr. 3
Works
General description:
Explore the Australian botanical art of artist Ellie Rowan to develop an understanding of key visual elements, including shapes, colours, texture, value, and
form. Students will create observational artworks, deepening their indigenous and local Australian plant knowledge. Finally, students will craft storytelling
presentations using their artwork.
Educational experience:
This educational experience provides students with a holistic understanding and appreciation of Australian botanical arts while nurturing their artistic skills
and cultural understanding. Through hands-on engagement with Ellie Rowan's artwork and guided exploration, students will deepen their understanding
of fundamental visual elements, develop a connection to Australian indigenous and local plant species, and hone their storytelling abilities through creative
synthesis. Ultimately, this immersive study aims to inspire creativity, foster cultural appreciation, and deepen students' connections to the natural world,
enriching their educational experience.
Making Activities included: creating storytelling Responding Activities: Guiding the viewing of Ellie Rowan's Cultural references :
and botanical art, which are integral to arts- work involves employing the STW (See, Think, Wonder) Ellie Rowan's artwork Colonialism
based learning. strategy to stimulate children's interest in her artistry. Applying and Nature Painting
the RACE (Response, Attribute, Context, Evaluation) strategy
also enables a deeper observation of her work.
General Capabilities highlighted: ICT, CCT, PSC, Cross-Curriculum Priorities:
LIT, IU ATSIHC, SUST

Description Guiding students through Ellie This learning segment focuses on exploring and applying Participants utilise children's artwork as

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Rowan's artwork involves using the STW botanical art techniques inspired by Ellis Rowan. Participants inspiration to craft engaging narratives,
(See, Think, Wonder) strategy for active learn observation, sketching, shading, and colour mixing, refine delivery techniques and
observation and engagement. Initially, aiming to capture the intricate details and vibrant colours of incorporate visual aids for dynamic
students carefully observe details like plants and flowers. In a supportive environment, learners use presentations. They actively involve
colours and shapes, reflect on patterns and various plant specimens or images for inspiration, emphasizing children during presentations, fostering
themes, and generate questions about experimentation and creativity. This hands-on experience interaction and feedback. Subsequently,
broader implications. They also employ the cultivates practical skills in botanical illustration while fostering participants engage in reflective
RACE (Response, Attribute, Context, an appreciation for nature's beauty. It encourages personal discussions to assess effectiveness,
Evaluation) strategy to deepen analysis, form engagement with the subject, nurturing a deeper connection identify strengths, and enhance future
responses, identify attributes, consider to art and the natural world. presentations.
context, and evaluate artistic merit and
relevance.
Connection: Establish connections between Connection: Encourage students to relate Ellie Rowan's artwork Connection: Students relate personal
the artwork and students' personal to their experiences. For example, ask students to identify experiences to the artwork by identifying
experiences, interests, or prior knowledge. similarities between Rowan's botanical compositions and plants similarities or differences and establishing
Please encourage them to relate the themes they have encountered in their local environment or during a personal connection to the themes or
or elements in Rowan's art to their lives or nature walks. elements depicted.
experiences with nature.

Language: Facilitate discussions where Language: Have them describe Rowan's artwork using terms like Language: Students expand their visual
students can develop their vocabulary related "composition," "contrast," and "texture," fostering a deeper arts vocabulary by describing the artwork
to visual arts. A Teacher encourages them to understanding of visual arts terminology. using specific terms such as colour theory,
describe the artwork using descriptive composition, and texture, enhancing their
language, exploring terms such as colour ability to articulate observations and

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theory, composition, and artistic techniques. interpretations.

Inventive: Encourage students to think Inventive: Challenge students to think creatively about Rowan's Inventive: Students brainstorm alternative
inventively about the artwork by artwork. A teacher encourages them to brainstorm alternative interpretations or creative responses to
brainstorming alternative interpretations or interpretations or imagine different stories inspired by her the artwork, exploring diverse
creative responses. Students could imagine botanical scenes, promoting imaginative thinking and diverse perspectives and fostering imaginative
different narratives or perspectives inspired perspectives. thinking.
by Rowan's botanical compositions.

Making: Provide opportunities for students Making: Provide opportunities for students to create their Making: Students engage in hands-on art-
to engage in hands-on art-making activities botanical artworks inspired by Rowan's style. This could involve making activities inspired by the artwork,
inspired by Rowan's work. Students will be using similar techniques or mediums, such as watercolour using various techniques and mediums to
involved in creating their botanical artworks painting or collage, allowing students to apply their observations create their interpretations, applying
using similar techniques or mediums, and interpretations hands-on. observations and interpretations in a
allowing them to apply what they have practical context.
learned through observation.

Expressive: Encourage students to express Expressive: Encourage students to express their thoughts and Expressive: Students express their
their thoughts, emotions, and interpretations emotions inspired by Rowan's artwork through creative outlets. thoughts, emotions, and interpretations
of the artwork through various creative They could write poetry inspired by a specific piece, compose of the artwork through creative outlets
outlets. Students will write poetry, compose music that captures the mood of a botanical scene, or create a such as writing, music, or performance art,
music, or choreograph a dance inspired by dance performance interpreting the colours and shapes in allowing for personal expression and
Rowan's botanical themes. Rowan's compositions. interpretation.

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Respond: Finally, provide opportunities for Respond: Provide opportunities for students to respond to Reflection: Students participate in
students to respond to Rowan's artwork Rowan's artwork through various means. This could include reflective discussions to analyze their
through written or verbal responses, artistic writing reflective essays, delivering oral presentations, creating learning process and insights gained from
creations, or multimedia presentations. artistic interpretations, or producing multimedia projects, exploring the artwork, identifying growth
Encourage them to share their allowing them to share their interpretations, critiques, and areas and connecting their experiences to
interpretations, critiques, and connections to connections to broader themes or issues. broader themes or concepts.
broader themes or issues. Respond: Students respond to the artwork
through written or verbal responses,
artistic creations, or multimedia
presentations, sharing their
interpretations, critiques, and connections
to broader themes or issues inspired by
the artwork.

Australian curriculums: (ACAVAM106) (ACAVAM063) (ACSHE021) (ACAVAM106) (ACAVAM063) (ACSHE021)

(ACAVAM118), (ACAVAM121),
(ACAVAM123), (ACAVAM124)
Others are of the curriculums : (ACELY1692).
(ACELY1709). (ACSSU073). (ACSHE050).
(ACSIS060). (ACHASSK062). (ACHASSI102).
(ACHASSI099)
Question: Quiz or test on elements of visual
arts. Discuss how art elements are evident in
(ACSHE035)(ACHSE051)(ACSHE062) (ACSHE035)(ACHSE051)(ACSHE062)
ACSSU073 ACSHE083 ACHASSK062 ACHASSI102 (ACELY1692). (ACELY1709). (ACSSU073).
(ACSHE050). (ACSIS060). (ACHASSK062).
(ACHASSI102). (ACHASSI099)
Assessment Plan
Describe the specific techniques they used to observe and Assessment: Students collaborate with
sketch botanical specimens. Encourage them to explain how the teacher to co-create assessment

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Eliie Rowan's artwork. Children understand
art terms.
Evidence: Correctly answered visual
elements and positively participated in the
discussion.
Question: Can Lerner draw a simple
pattern?
Evidence: Process undertaken successfully.
they approached capturing intricate details and shapes.
Review students' sketchbooks or portfolios to assess the quality
and accuracy of their observational sketches. Look for evidence
of attention to detail, proportion, and overall craftsmanship in
their drawings.
Prompt students to discuss their process for shading and mixing Assessment: Students select and
colours to replicate the vibrant hues of plants and flowers.
Inquire about their techniques to achieve realistic depth and
dimension in their illustrations.
Evaluate students' botanical illustrations for evidence of
proficient shading techniques and adequate colour mixing.
Look for smooth transitions between light and shadow and
accurately represent colour variations in botanical specimens.
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criteria for their botanical artwork and
storytelling presentations.
A brainstorming session where students
and teacher discuss and agree upon
criteria such as observational skills,
creativity, storytelling effectiveness, and
presentation delivery.
Written or visual documentation of the
agreed-upon assessment criteria,
displayed in the classroom for reference
during the assessment process.
showcase their botanical artwork in a
classroom gallery setting, where peers
and the teacher provide feedback based
on the co-created assessment criteria.
Display of students' artwork in a
designated gallery space within the
classroom.
Peer feedback forms where students
assess and provide constructive feedback
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Question: Describe/ explain Ellie Rowan's
artwork using descriptive language.
Evidence: Learners can explain/describe the
works.
Engage students in a reflective discussion about their creative
process and personal connection to the subject matter. Ask
them how they incorporated experimentation and creativity
into their botanical illustrations.
Assess students' artworks for evidence of creative exploration
and personal expression. Look for unique interpretations of
botanical specimens, innovative use of materials, and evidence
of individual artistic style.
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on their peers' artwork, aligning their
comments with the agreed-upon
assessment criteria.
Assessment: Students deliver storytelling
presentations to small groups or
"roundtables" consisting of peers and the
teacher, who provide feedback and
evaluation based on the co-created
assessment criteria.
Video recordings or live presentations of
students delivering their storytelling
presentations to their assigned
roundtable groups.
Roundtable feedback forms where peers
and the teacher provide specific feedback
on storytelling effectiveness, presentation
delivery, and adherence to the agreed-
upon assessment criteria.