UNIT

SUBJECT
YEAR LEVEL
UNIT DURATION
VICTORIAN CURRICULUM LINKS

THE WORLD INSIDE THE ARTWORK

VISUAL ART
YEAR 8
8 WEEKS
VISUAL ART LINKS:
RESPOND AND INTERPRET:
Analyse how ideas and viewpoints are expressed in
art works and how they are viewed by
audiences(VCAVAR038)
EXPLORE AND EXPRESS IDEAS:
Explore how artists use materials, techniques,
technologies and processes to realise their intentions
in art works (VCAVAE034)
VISUAL ART PRACTICES:
Experiment with materials, techniques, technologies
and processes in a range of art forms to express
ideas, concepts and themes in artworks (VCAVAV035)
Develop skills in planning and designing art works
and documenting artistic practice (VCAVAV036)
PRESENT AND PERFORM:
Create and display artworks, describing how ideas are
expressed to an audience (VCAVAP037)

CAPABILITIES:
INTERCULTURAL CAPABILITY:
Cultural Practices

Examine how various cultural groups are represented,

by whom they are represented, and comment on the
purpose and effect of these
representations(VCICCB014)
CRITICAL THINKING CAPABILITY:
Questions and Possibilities
Synthesise information from multiple sources and use
lateral thinking techniques to draw parallels between
known and new solutions and ideas when creating
original proposals and artefacts (VCCCTQ034)

ETHICAL CAPABILTY:
Decision Making and Actions

Explore the extent of ethical obligation and the

implications for thinking about consequences and
duties in decision-making and action (VCECD017)

OBJECTIVE OF UNIT:

Students will be able to analyse works of art with

reference to visual conventions inside the work and
how these help convey meaning and interpretations.
Students will produce a folio of explorations focusing
on specific elements of art. They will be able to
annotate each exploration with emphasis on merits of
each exploration, and possible links to final artwork.

RESOURCES/MATERIALS

Students will create a final artwork that focuses on

one key element of their choice.
Student visual diaries
Projector
Student devices
http://www.accessola.com/osla/toolkit/Resources/ladd
er.pdf

http://www.moma.org/interactives/redstudio/popart/
http://www.ngv.vic.gov.au/school_resource/artstart/art-activities-explore-art/the-world-in-theartwork-focus-on-art-elements-principles-andmaterials/
Class blog:
www.year8visualart.weebly.com
DIFFERENTIATION

In my lessons I incorporated a differentiation in

the delivery of content as a way to meet the
needs of diverse learners and support inclusive
student engagement. At the introduction of the
RESPONDING lesson (L2) I used an open-ended
questioning strategy where students feel
comfortable to relay their knowledge without
fear of having a wrong answer.

In addition to this, I also provided the key

vocabulary of geometric and organic at the
beginning of the lesson with their respective
definitions. This assists those students who may
be not be confident in remembering the
vocabulary, where it is written on the board for
them to refer to if they need throughout the
class.

To assist those learners that absorb knowledge

better visually, I made use of a visual graphic

organiser in the form of a mind map, to help
students make visual links between the
learning content.

Within the first lesson also I modified my

instructions to suit various learners needs in the
third activity where they are identifying and
explaining in groups.

I noted in my plan that for those groups that

may be finding it difficult to discuss the
questions, I would rephrase the question in
more simple terms to Imagine you were...
By doing this I center the questions on a more
personal, and subjective level to help prompt
ideas and discussion.

In lesson two (L2), I began in a similar fashion

noting key vocabulary terms of describe,
analyse, and interpret, and writing on the
board for the students to refer to throughout
the lesson.

In the revisiting of homework, I called for only

one volunteer who would be confident enough
to relay their findings. By working through only
one of the students responses we are using a
Guided Instruction (Fisher, 2008) approach,

where those students who may have found it

difficult to do the homework task are aided by
the help of the teacher and their peers.

ASSESSMENT

We worked through their discoveries on the

board using a mind map again, to help those
students who understand content more
effectively if it is presented in visual form.

RESPONDING LESSON:
Informal formative assessment is a key form of
assessment in these lesson plans. The relaying of
findings to the class when students return from
individual, pair or group work and responses are
worked through together on the board is most crucial
part of formative assessment. It is in these moments
when feedback can be given from me as a teacher,
and students are able to give feedback to each other
too, furthering the learning process. A formal
summative assessment approach takes form as the
final analysis that needs to be uploaded onto the
class blog. Up until this point, students have been
consistently building their knowledge in stages,
through a variety of analysis activities in pairs and
groups, and it is in the last lesson where should feel
confident enough to attempt the analysis individually.
Feedback would be given individually after
submission in a written format that would aid their

analyses in the future.

INDEPENDENT PRACTICE
REFLECTION

Content Descriptor (Taken from the Victorian

Curriculum Document)
Explore & Express

Learning Activity (The learning activity you will

be doing to address the Content Descriptor)

Explore visual arts practices as inspiration to explore

and develop themes, concepts or ideas in
artworks(VCAVAE033)

Lesson 6:
Explore 2 different elements in visual diaries.
Manipulate element in an unfamiliar way/distort it.

Explore how artists use materials, techniques,

technologies and processes to realise their intentions in
art works (VCAVAE034)

Lesson 8:
Select chosen element/exploration technique
Plan artwork
Lesson 9:
Creation of artwork

Visual Arts Practices

Experiment with materials, techniques,

technologies and processes in a range of art forms to
express ideas, concepts and themes in
artworks (VCAVAV035)
Develop skills in planning and designing art works and
documenting artistic practice (VCAVAV036)

Lesson 6:
Explore 2 different elements in visual diaries.
Manipulate element in an unfamiliar way/distort it.
Lesson 8:
Select chosen element/exploration technique
Plan artwork
Lesson 9:
Create artwork
Produce artwork
more

Present & Perform

Create and display artworks, describing how ideas are
expressed to an audience (VCAVAP037)
Respond & Interpret
Analyse how ideas and viewpoints are expressed in art
works and how they are viewed by
audiences(VCAVAR038)
Identify and connect specific features of visual artworks
from different cultures, historical and contemporary
times (VCAVAR039)

Lesson 8:
Display of final work.
Critique of each others work
Lesson 1:
MOMA PopArt Resource activity- students choose
artwork that interests them from PopArt resource
database. Use Ranking Ladder to determine which art
elements or design principles are prominent in artwork.
Discuss affect on artwork. Tag work with prominent
conventions/elements online on PopArt resource.

Lesson 2:
Focus on SHAPE as element
Identification and explanation of organic and geometric
shapes and imoact on artworks.
Comparison of two artworks in terms of visual
conventions and how they can affect the meaning of
the work.
Lesson 3:
NGV ArtStart Resource
Comparing and contrasting two artworks from pop art
resource.
Lesson 4:
Differentiation of the types of responses that make up
the structure of an analysis - describing, analysing and
interpreting
Analyse an artwork together using correct format of
describing, analysing, and interpreting. (ACAVAR123) &
(ACAVAM119)
Lesson 5:
Propose individually two ways that their partner can
answer to elaborate on their analysis
Analyse an artwork individually using correct format of

describing, analysing, and interpreting

Lesson 7:
Annotate exploration with analysis of how exploration
might impact students final artwork.
Annotate exploration with analysis of chosen element.
Annotate each exploration in diary with artistic
intention, focus on how chosen element is explored.
How the medium might affects intention.
Lesson 7:
Partner swap activitypartner proposes two ways artist might be able to
extend idea, expand on idea, given viewpoint on
meaning.
Lesson 13: Critique of each others work. Feedback.
Feedback?
Any new ideas?
EVALUATE
Where to from here?
What have we learnt?

SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT:

VISUAL ART, YEAR 8

DATE:

NO. OF STUDENTS: 30
LESSON DURATION: 40 mins
TOPIC/FOCUS: Structuring an analysis of an artwork
Australian Curriculum Statement:
Analyse how artists use visual conventions in artworks (ACAVAR123)
Develop ways to enhance their intentions as artists through exploration of how artists use materials,
techniques, technologies and processes (ACAVAM119)
GOALS AND OBJECTIVES (INCLUDE LINK TO Australian Curriculum):
Students will be able to:
Analyse an artwork together using correct format of describing, analysing, and interpreting. (VCAVAR038)
Differentiate in pairs the types of responses that make up the structure of an analysis - describing, analysing and
interpreting. (VCAVAR038)
Demonstrate that they can successful upload a picture of their chosen artwork onto blog with labelled for re-use

usage rights. (ETHICAL CAPABILITY) (VCECD017)

SUMMARY OF RESOURCES REQUIRED:
Yellow, green, 3x different coloured whiteboard markers, whiteboard, students visual diaries, projector, laptop, I will have
already asked students to bring 3 different colours highlighters each, laptop for each student.
LESSON PROCEDURE
TEACHER
GOALS & METHODS
RESPONSES TO
EXPECTED
OF EVALUATION
STUDENTS
TIMIN RESOURC
STEPS OF THE LESSON
STUDENT
(including specific
(including
G
ES
(key activities and key questions)
REACTIONS OR
informal and/or formal
consideration of
RESPONSES
assessment links to Vic
the need to adapt,
Curriculum)
reteach or extend)
2min
Power
OPENING:
Expected
point,
Recap of last lesson
responses: We
laptop
Ask students to recall what we
identified the
did.
impact of organic
Reiterate to students:
and geometric
We:
lines and shapes
DESCRIBED
on a artwork. How
ANALYSED
these elements
INTERPRETED
can affect the over
Write words on board in that
all feel or
10min
order.
meaning of a
-Actively listen to
work/the artists
responses,
Revisiting their
intention.
paraphrase
geometric/organic
-Revisit students homework task
students
shape artwork.
of identifying an artwork of their
responses if
NUMERACY CAPABILITY

choosing, that shoes evidence of

geometric/organic shapes/line.

needed so they
know that I
understand what
they have said.

-Ask for a volunteer from the

class to share their artwork.
-Search for artwork online via
projector so class can see it.
-Ask the class to write down
responses as they hear them in
their visual diaries.
Ask class:
What do you immediately notice
about the artwork?

Students raise
hand to answer

Students call out

responses as I
write on board.

What else do you see in this

artwork?
What kinds of shapes do you
notice?
What kind of line work/brush
work do you notice?
How do the shapes, lines,
brushwork make you feel?

Students write
down responses as
we say them in
visual diaries.

-Link and connect

ideas between
students.
-Here I am
validating their
responses, making
them feel valued
and capable.
Assuming the
projector is
projected onto the
whiteboard, use
markers to

Analyse how ideas and

viewpoints are
expressed in art works
and how they are
viewed by
audiences(VCAVAR038)

What colours are in the work?

How do these colours make you
feel?
5min

Visual
diaries,
highlights,
white
board,
markers.

circle/highlight
what areas the
student is
identifying, and
write responses.

What do you think are the artists

intention/the meaning of the
work?
Here students are
learning to differentiate
between the various
types of responses.

Write responses on board as I

hear them.
Lesson development:
QUESTIONING STRATEGY
Ask students in pairs to
differentiate the type of
response each word/phrase is.,
by highlighting each type with
a different colour.
Ie: What responses are the
descriptions of the work?
What responses are the
interpretations?
What responses are the analysis
of the work?
REMIND students that the
analysis responses are those
that talk about the:

Listen in on
responses. Note
any areas that
may need
clarification.

Synthesise information
from multiple sources
and use lateral thinking
techniques to draw
parallels between
known and new
solutions and ideas
when creating original
proposals and
artefacts (VCCCTQ034)
Analyse how ideas and
viewpoints are
expressed in art works
and how they are
viewed by

Visual conventions (line, colour,

shape) that help us come to a
conclusion about what the work
is about.
Ask students to use one coloured
highlighter on the description
responses.

audiences(VCAVAR038)
Students work in
pairs highlight
responses in visual
diaries.

They are practicing

their literacy skills by
learning how to identify
visual conventions, and
explain the impact of
these conventions on
an artists intentions.

Use another colour to highlight

the analysis responses.
Use green marker to highlight the
10 min
interpret responses.
Individual
student
laptops.

Pairs relay their

responses.

Ask pairs to relay their findings to

the class:
As they differentiate what type
each answer is, do the same on
the board, underlining responses
with corresponding colours to the
type of responses.
Introduce class to their class
blog:
Write steps up on board.
As a class with projector show
students how to upload the

Clarify answers if
needed.

Students follow
along on
laptops/write steps
down into visual
diaries.

Here they are reflecting

on their responses and
realising that they are
in fact describing,
analysing, and
interpreting without
realising, just by
responding to a few
questions.
I am preparing them
for their analysis
assignment.

response onto the shared class

wordpress blog. Ask students to
follow along.
1. Open up site:
www.year8visualart.wordpress.co
m
2. Type in password:
year8visualart
3. Click on ANALYSIS tab
4. Click on UPLOAD tab
5. Write the artwork title into
SUBJECT box
6. Note to students that it is In
this text box insert where they
will write their analysis of their
work.
7. Note the box to upload their
picture of their chosen artwork.
Remind them that we will go
through this in a minute.

Here they are learning

by doing.

Students may find

it difficult to follow
along.
Walk around and
clarify steps with
students as they
complete them.

ICT CAPABILITY
10min

Individual
students
laptops

-Make clear that we will upload

our analysis next week in class,
but that it is important that they
prepare their analysis before
class next week for homework.
-Remind students that they have

Here I am reiterating
criteria of their analysis
so they can be sure
they are ticking off

already completed a basic

analysis on an artwork of their
choosing (homework last class).
-But now it is time to reflect on
what they have already written,
and expand their responses using
the questions we asked today in
our example.
(Point to 3 words on board
describe, analyse, interpret)
Make clear to students that it is
important they upload a picture
of their choses artwork next to
their analysis. With correct
usage rights.
-Teach students how to find a
picture of their choses artwork
with labelled for re-use usage
rights.
Ask students to follow along, but
with their choses artwork.
1.Type artwork name into
Google.com
2. Click IMAGES
3. Click SEARCH TOOLS
4. Click USAGE RIGHTS
5. Click LABELLED FOR RE-USE

the assessment
criteria.

Explore the extent of

ethical obligation and
the implications for
thinking about
consequences and
duties in decisionmaking and
action (VCECD017)
Students follow
along on
laptops/write steps
down into visual
diaries.

Students may find

6. UPLOAD IMAGE to blog.

it difficult to follow
along.

They will need to show me their

uploaded image to demonstrate
that they know how to do it
before they leave the class as
their exit pass.
3min

Closure:
-Remind students of homework:
You are going to write an analysis
of this artwork using these 3 key
words as a guide. (Point to 3
words describe, analyse,
interpret).
Use the questions that we
discussed today in class as a
guide to help form your analysis.
Remember:
DESCRIBE
ANALYSE
INTERPRET

Walk around and

clarify steps with
students as they
complete them.

Students write
down homework.

Remind students:
Have analysis
prepared for next
class, where we
will upload it
together.

Once again, here I am

reiterating criteria of
their analysis so they
can be sure they are
ticking off the
assessment criteria.

ASSESSMENT Very High

High

Medium

Low

Very Low

Complex level
brainstorming
and mind
mapping that
shows a linking
of ideas and
inspiration.
Complex level of
analysis of each
exploration
point and link to
final outcome.

High level of
brainstorming and
mind mapping that
shows a linking of
ideas and
inspiration. High
level of analysis of
each exploration
point and link to
final outcome.

Standard level of
brainstorming and
mind mapping that
shows a linking of
ideas and
inspiration.
Standard level of
analysis of each
exploration point
and link to final
outcome.

Limited level of
brainstorming and
mind mapping that
shows a linking of
ideas and
inspiration. Limited
level of analysis of
each exploration
point and link to
final outcome.

Weak level of
brainstorming and
mind mapping that
shows a linking of
ideas and
inspiration. Weak
level of analysis of
each exploration
point and link to
final outcome.

Final
Complex level
Analysis of
understanding
chosen work of visual
conventions and
impact on
meaning/interpr
etation of work.

High level of
understanding of
visual conventions
and impact on
meaning/interpreta
tion of work.

Standard
understanding of
visual conventions
and impact on
meaning/interpreta
tion of work.

Limited level of
understanding of
visual conventions
and impact on
meaning/interpreta
tion of work.

Weak
understanding of
visual conventions
and impact on
meaning/interpreta
tion of work.

Contents of
folio

Final
Artwork

Complex
awareness of
chosen visual
convention.
Complex
evidence of
chosen visual
convention
within final
work.

High level
awareness of
chosen visual
convention. High
level of evidence of
visual convention
within final work.

Standard
awareness of
chosen visual
convention.
Standard evidence
of visual
convention within
final work.

Limited awareness
of chosen visual
convention. Limited
evidence of visual
convention within
final work.

Weak awareness of
chosen visual
convention. Weak
evidence of visual
convention within
final work.