Unit Planner: Australian Visual Art Through The Ages

Pre service Teachers: Mary-Anne Murnane, Timothy Phillips, Belinda OBrien Year level: Grade 6 AusVELS Level: Level 6 Unit Title: Australian Visual Art Through The Ages

Unit Adherence to the Victorian Education and Learning Standards (AUSVels)

(All information the AusVELS website: http://ausvels.vcaa.vic.edu.au/Level6)

Strand
Discipline based learning

Domains
The Arts

Learning Focus
Investigate a range of traditional and contemporary arts forms, styles, media, materials, equipment and technologies in the arts disciplines of Dance, Drama, Media, Music and Visual Arts Art (two-dimensional and three-dimensional) individually and in combination. They learn about ways to design, improvise, represent, interpret, make and present arts works that communicate feelings and their interests and understanding of themselves, their relationships and other people.

Standards
At Level 6, students independently and collaboratively experiment with and apply a range of skills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, make and present arts works. They investigate a range of sources to generate ideas and manipulate arts elements, principles and/or conventions in a range of arts disciplines and forms as they explore the potential of ideas. In their arts works, they communicate ideas and understandings about themselves and others, incorporating influences from their own and other cultures and times. They evaluate the effectiveness of their arts works and make changes to realise intended aims. They consider purpose and suitability when they plan and prepare arts works for... Reading and viewing By the end of Level 6, students understand how the use of text structures can achieve particular effects. They analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. They compare and analyse information in different texts, explaining literal and implied meaning. They select and use evidence from a text to explain their response to it. Writing Students understand how language features and language patterns can be used for emphasis. They show how specific details can be used to support a point of view. They explain how their choices of language features and images are used. They create detailed texts elaborating upon key ideas for a range of purposes and audiences. They demonstrate understanding of grammar, make considered choices from an expanding vocabulary, use, accurate spelling and punctuation for clarity and make and explain editorial choices. Speaking and listening Students listen to discussions, clarifying content and challenging others ideas. They understand how language features and language patterns can be used for emphasis. They show how specific details can be used to...

English

Literacy Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709) Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713) Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708) Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)

History

The content provides opportunities to develop historical understanding through key concepts including sources, continuity and change, cause and effect, perspectives, empathy and significance.These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries. of

Experiences of Australian democracy and citizenship, including the status and rights VELS Unit Plan Template Aboriginal people and/or Torres Strait Islanders, migrants, women, and children. (ACHHK114)

By the end of Level 6, students identify change and continuity and describe the causes and effects of change on society. They compare the different experiences of people in the past. They explain the significance of an individual and group.students sequence events and people (their lifetime) in chronological order, and represent time by creating timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and compare information to answer inquiry questions. They examine sources to identify and describe points of view. Students 1 develop texts, particularly narratives and descriptions. In developing these texts and organising and presenting their information, they use historical terms and concepts and incorporate relevant sources.

Strand
Discipline Based Learning contd

Domains

Learning Focus

Standards

Communication Interdisciplinary Learning

As students work towards the achievement of Level 6 standards in Communication, they use their understanding of communication conventions to communicate effectively with peers and to respond appropriately when they are part of an audience; for example, by waiting for the communication of others to be completed before responding. They practise listening attentively to identify and communicate main points to others. They reflect on the implicit messages received through body language and begin to understand that verbal and non-verbal messages do not always correspond. They practise sending consistent messages during their interactions. Students experience a variety of aural, written and visual communication forms in both formal and informal settings.

Listening, viewing and responding At Level 6, students ask clarifying questions about ideas and information they listen to and view. They develop interpretations of the content and provide reasons for them. They explain why peers may develop alternative interpretations. They describe the purpose of a range of communication strategies, including non-verbal strategies, and evaluate their effectiveness for different audiences.

Presenting At Level 6, students summarise and organise ideas and information, logically and clearly in a range of presentations. They identify the features of an effective presentation and adapt elements of their own presentations to reflect them. Using provided criteria, they evaluate the effectiveness of their own and others presentations.

Thinking Processes

As students work towards the achievement of Level 6 standards in Thinking Processes, they make observations and pose questions about people and events within and beyond their own experience, and develop a growing awareness of the complexity of the world around them.Using these questions as a basis, students undertake investigations independently and with others. Their investigations include time for sustained discussion, deliberation and inquiry, with teachers providing appropriate tools and support in this process. Students develop strategies to find suitable sources of information and they learn to distinguish between fact and opinion. They develop an understanding of how our views are socially constructed and not always based on evidence.

At Level 6, students develop their own questions for investigation, collect relevant information from a range of sources and make judgments about its worth. They distinguish between fact and opinion. They use the information they collect to develop concepts, solve problems or inform decision-making. They develop reasoned arguments using supporting evidence.

Physical, Personal, and Social Learnin

Interpersonal Development

As students work towards the achievement of Level 6 standards in Interpersonal Development, they develop skills and behaviours for connecting with a variety of groups, including peer and community groups. Students participate in a range of classroom activities where they explore the similarities and differences in the values and beliefs of a range of individuals and groups. They begin to reflect on what this may mean for themselves when building and maintaining relationships with a diverse range of people. They explore and discuss behaviours which demonstrate sensitivity to cultural differences in their interactions with others.

At Level 6, students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. They work cooperatively to allocate tasks and develop timelines. Students accept responsibility for their role and tasks. They explain the benefits of working in a team. They provide feedback to others and evaluate their own and the teams performance.

Civics and Citizenship

As students work towards the achievement of Level 6 standards in Civics and Citizenship, they learn about the origins and establishment of the Australian nation at Federation. They examine the nature of the Australian federal system of governance that developed. They consider the effects of Australian federation on the democratic rights of different groups of people such as Aboriginal and Torres Strait Islander (ATSI) people, women and non-British migrants.

At Level 6, students describe the nature of Australias democracy that developed as a result of Federation. They describe the three levels of government and some of the key functions of each level. They explain the basic elements of Australias federal parliamentary system and key democratic principles and values such as freedom of speech and equality before the law. They explain the concept of multiculturalism and describe the contribution of various cultural groups, including Aboriginal and Torres Strait Islander communities, to Australian identity. They demonstrate understanding of the process of making and changing laws.

VELS Unit Plan Template

Childrens Prior Learning (Prior Knowledge)

Key Unit(Including Resources Key Teaching Strategies Structured Learning Environment and Essential In The Arts during Grade 5 (also VELS level 6) students were working toward the level 6 Learning Questions) standards in The Arts. It is expected that in Grade 5, Level 6 students were engaged in a broad Standard classroom with Digital Projector range of arts-based activities. The knowledge and skills attained in Grade 5, Level 6 in The Arts Structured Learning Environment: Access to art space/classroom for last six lessons (a including learning about a range of art styles from diverse cultural and historical contexts; The first six sessions of the unit will be formally structured with set learning analytical/critical skills in relation to art appreciation and interpretation; exposure to a range of art generalist teacher could coordinate with the specialist activities and several formative assessment tasks (founded on an mediums; and research skills (AusVELS: Introduction to The Arts, 2013) will be required to art teacher to have all art-based carriedto out inquiry/discovery-based learning approaches) to sessions assist students build the embark on Australian Visual Art Through The Ages. during the specialist classes). relevant knowledge and skills to complete the summative assessment task for the Computer andbe internet access for research relating to unit. For example, students will completing a survey/interview with family/friends This unit will build on the previously acquired skills of students by adding various levels of relating to life in the 1980s. visual art movements and historical eras. complexity to cater for Grade 6, Level 6 standards across a range of disciplines with The Arts as
the central starting point. Students will utilize previously acquired Arts based skills to broaden their capabilities in this Trans-disciplinary unit. The last six sessions of the unit will be semi-structured to enable students to set design and simple costume construction; complete the group based research project. A semi-structured environment will be simple/portable musical instruments. utilised to stimulate creativity and enable group skills to further develop. Students Class set ofparticular digital cameras ortheir IPADs for project during each will be expected to complete stages of research photographical session(s). lesson, but will determine the focus of their research project including an art era, and Music player of some form and music relevant eras and research presentation methods. Teachers will facilitate and to guide students throughout this semi-structured component of the unit. of focus.

A range of art materials including paints, materials for

Essential Learning Questions: Clipboards. Visual Art movements reflect social movements - exploring art through the ages helps us to understand how society has changed/progressed/repeated itself. Visual Art is linked closely with cultural identities and helps us to understand different experiences and perceptions of life. Art tells stories about a time and place, sometimes underlying stories that were not documented in any other way Visual Art helps us understand lifestyles and trends of particular historical eras.

Individual student sketchbooks/scrapbook workbooks.

VELS Unit Plan Template

Monitoring (Assessment) A combination of formative and summative assessment methods will be applied both the process of creation as well as the product created will be assessed. The processes of working in teams, researching, and reflecting on learning outcomes intermittently, in addition to a final group presentation are all fundamental to the learning process in this unit. The multifaceted model of assessment in The Arts as put forth by RusselBowie (2012) will be employed in this unit. The proposed assessment methods are outlined below: Formative assessment: completion of weekly set tasks: individual and group-based; and written and practical. Formative assessment: contribution and participation in the group based research project Teacher observation and consultation with small research groups. Summative Assessment: group-based project to be completed over 6 lessons creation of a Living Painting. Students will work in groups of four. each group will select an Australian painting from a particular era in history.

Evaluation of the Unit

Students: A teacher led post unit reflection session will be held with students one week after the completion of the unit. A broad group discussion regarding key learning outcomes for the class will be conducted. Also, each student will complete a brief written summary of their key learning(s) from the unit in their Grade 6 Portfolio. Students will also have the opportunity to make one positive comment about another groups presentation, implementing a adapted informal model of assessment (Russel-Bowie, 2012). Teachers: Year 6 teachers, including relevant specialist teachers to engage in a post unit conference to review the implementation of the unit, and make suggestions for changes in relation to future implementation.

VELS Unit Plan Template

Sequence of Lessons: Australian Visual Art Through The Ages

No.

Duration

Preparation & Learning Environment Standard Classroom with Digital Projector Research Project Explanation Handout/PowerPoint Presentation Excursion notices to be handed in preparation for next weeks class

AusVELS Strands Discipline based learning

Domains

Learning Focus Listening and respondin g

Standards

Lesson (Activity)

Assessment & Evaluation

2 hours (double lesson)

English The Arts

Level 6

Overview of unit Visual Art Through The Ages: explanation of transdisciplinary basis of the unit and summary of topics to be explored during the unit. Overview of Assessment tasks including a written explanation of the research project. Initial assessment task. Explanation and whole of class development of a questionnaire/survey relating to life in the 1980s. Students to administer the survey in preparation for the following double session. Summary of excursion to The National Gallery of Victoria: excursion notices to be returned within one week. Attendance at NGV free exhibition on 1980s style art, Mix Tape: http://thecityjournal.net/news/ new-ngv-exhibitioncelebrates-local-undergroundarts-scene-of-the-1980s/. Small question sheet to be completed. Whole of class discussion regarding exhibition: style of art, likes/dislikes, perceptions of the era, Students to report back after exhibition in the art gallery foyer.

Whole of Class development and completion of a questionnaire related to life in the 1980s. Student participation in this process will constitute a small component of the assessment for this unit.

2/3

Half day (4 hours) Excursion

Teacher to check all excursion notices have been returned. Brief worksheet related to exhibition to be prepared. Jotters, clipboards and pens to be provided for student use during excursion.

Discipline based learning

English

Listening and respondin g. Reading and writing.

Level 6

Students to submit completed NGV exhibition worksheet

Interdisci plinary

Exploring arts forms Thinking Complexi process ty and es place in society.

The Arts

Remind students to have 80s lifestyle questionnaires complete in preparation for the next lesson.

VELS Unit Plan Template

No.

Duratio n 1hour

Preparation & Learning Environment

AusVEL S Strands
Discipline based learning

Domains

Learning Focus Reading writing & responding Appreciatio n and reflection

HumanitiesHistorical knowledge and understandin g HumanitiesHistorical knowledge and understandin g. Reasoning. Processing. Reflection and evaluation. Listening viewing and responding. Civic knowledge and understandin g community engagement. Managing personal learning

Stand ards Level 6 Level 6 Level 6

Lesson (Activity)

Assessm ent & Evaluatio n

English The arts Humaniti eshistory

Final 1980s session: Feedback related to questionnaires administered to families and friends. Link discussions of data gathered about 80s culture and life to art viewed during the exhibition. If students require prompting and reminders, a presentation of 80s style art can be found at: http://eightiesart.tumblr.com/

5/6

Half day excursi on

Koori heritage centre, advanced planning for access to photographic collection. Seek parental approval for and participation in, the homework task.

Discipline based learning

The Arts

Level 6

The 1970s class to attend a half day excursion to the Koori Heritage Trust www.koorieheritagetrust.com and participate in the walking tour and view photographic exhibition of indigenous political activism in the late 60s and 1970s. Students will also hear a talk, from an indigenous elder, on life in Australia during this period of political upheaval, which saw divisions amongst the indigenous community itself. Students to make notes in their investigation journal, responding to a teacher prepared prompt sheet, about the power of images in telling a story.

Interdiscipl inary Learning

Communi cation & Thinking Processe s

Level 6

Teacher to lead a post excursion reflection on the power of images/pho tos in illustrating the tension and feelings of the time.

Physical, Personal and Social Learning.

Civics and citizenship Personal Learning

Level 6

Homework task: students to look, under strict parental supervision on-line for images supporting news storie from indigenous activism of the late 60s and 1970s as well as through their own family albums, reflecting and commenting on the images in the following lesson.

VELS Unit Plan Template

No.

Duratio n 2 hours

7/8

Preparation & Learning Environment Ensure the schools digital cameras are reserved and charged, students may, with parental permission bring a camera from home.

AusVEL S Strands

Domains

Learning Focus

Standards

Lesson (Activity) This lesson focuses on photography as a tool. In a group session, students are to share their homework task, focusing particularly on how images support stories but also act as recorders of history, such as political or family history. The 2nd half of the lesson sees students staging or creating a photo (idea to be vetted by teacher) which is to be saved and will become the focus of the next lesson.

Assessment & Evaluation The quality of discussion will act as a guide, informing the teacher of the students understanding of images and historical documents.

Interdiscipl inary Learning

Discipline based learning

Communic ation. Design, creativity and technology . Thinking processes. The Arts. Humanitie s-history

Listening, viewing and responding. Presenting. Creativity. Reflection & evaluation Creating and making. Historical knowledge and understandin g. Civic knowledge and understandin g community engagement. Working in teams. Managing personal learning Exploring and responding. Historical knowledge and

1 hour

On receiving students photos and archival images and loading them onto teachers computer, ensure projector/inter active whiteboard is active and connected to PC/Mac.

Physical, Personal and Social Learning.

Civics and citizenship Personal Learning. Interperso nal developme nt.

This lesson focuses on student responses to their own images juxtaposed with those from 70s political activism, in a post 1967 referendum Australia. Firstly students will be asked to respond to other students photos, imagining what story they might support and secondly, are to select one photo from 1970s focus, and reflect on the power of the image and its role in the preservation of history.

This session is self-assessed with the teacher acting as a facilitator and moderator.

Discipline based learning

The Arts Humanitie s-history

VELS Unit Plan Template

understandin g. Interdiscipl inary Learning Communic ation. Thinking processes. Listening, viewing and responding. Presenting. Reflection & evaluation.

10

Class set of IPADS Standard classroom with digital projector. Prepare Youtube links as required Prepare brief worksheet related to 1960s webbased research

Discipline based learning

The arts Humaniti esHistory

Media and dance

Historical knowledge and understandin g. Listening, viewing and responding. Presenting. Creativity. Reflection & evaluation Civic knowledge and understandin g community engagement. Working in teams. Managing personal learning

Interdisci plinary learning

Physical, Personal and Social Learning

Communic ation. Design, creativity and technology . Thinking processes. Civics and citizenship Personal Learning. Interperso nal developme nt.

Recap of previous lesson, 1970s Today: The 1960s Class begins with Youtube presentation, Australian Ads from the 1960s.http://www.youtube.com/watch? v=RnBFS07BgdQ Large Group Discussion regarding Americanisation, gender roles, links with television and actual life, cultural exclusions in the media and so on. Teacher to engage students in iconic dance to fuel their interest: The Twist frame this with a post dance discussion of americanisation of Australian popular culture. In pairs on IPADS students to find an example of 1960s Australian visual art/advertising that exemplifies the Americanisation of Australian popular culture; and locate some information about the political climate in the 1960s.

Student participation in discussion and activities Brief worksheet relating to 1960s web-based research

VELS Unit Plan Template

No.

Duratio n 2 hours

Preparation & Learning Environment

Class set of IPADS Standard classroom with digital projector. Prepare YouTube links as required. http://www.ngv. vic.gov.au/johnb rack/education/r esources/BRAC K_Online_Educ ation_v3.pdf

AusVEL S Strands
Discipline based learning

Domains
English

Learning Focus
Literacy Participate in and contribute to discussions, clarifying and interrogating ideas (ACELY1709 ) Plan, rehearse and deliver presentations (ACELY1710 )

Standards
Speaking and listening Students listen to discussions, clarifying content and challenging others ideas.

Lesson (Activity)
The 1950s Class looks at examples of abstract and figurative visual art from the 1950s. Focus on Bracks Collins Street 5pm. Large group discussion regarding mood and meaning of work. Comparison between Melbourne of 1955 and today in terms of work ethic and social issues. Individually or in pairs, students engage in creative writing activities: free verse poetry, imaginative dialogue, monologue or descriptive paragraph. Write and perform. Plan Creative Project Choose an artwork as the subject of your Living Painting. Discuss elements to be included in project: visuals, text, music/sound, media and performance. Form groups to brainstorm and plan project and assign tasks.

Assessment & Evaluation

Student participation in discussion and creative writing activities and spoken word performance.

11

They create detailed texts elaborating upon key ideas for a range of purposes and audiences. At Level 6, students independently and collaboratively experiment with and apply a range of skills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, make and present arts works

Discipline based learning

The Arts

Investigate a range of traditional and contemporary arts forms

VELS Unit Plan Template

12

Discipline based learning

The Arts

Investigate a range of traditional and contempor ary arts forms

At Level 6, students independentl y and collaborativel y experiment with and apply a range of skills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, make and present arts works

Plan Creative Project Choose an artwork as the subject of your Living Painting. Discuss elements to be included in project: visuals, text, music/sound, media and performance. Form groups to brainstorm and plan project and assign tasks.

1319 ses sio ns

Realization of creative/assessment task: living painting

VELS Unit Plan Template

10