Art Unit

Lauren Kennedy and Marianne Johnson 30129736
EDBED2004: APPROACHES TO TEACHING

Assessment two.
Unit title: What can you see?
Your name and number: Lauren Kennedy 30125179 and Marianne Johnson 30129736
Course: EDBED2004: APPROACHES TO TEACHING

Summary : Year level Grade one
Number of sessions Five weeks
Arts (s) areas covered: Students will use a range of mark making tools to explore texture, lines and shape. Creating two
and three dimensional art works through collage, paint and colour.
Students will use visual arts works to communicate their observations and represent their ideas in response to the stimulus
materials presented in the class room and found in the environment. (Victorian Curriculum and assessment Authority, n.d.)
(Victorian Curriculum and assessment Authority, n.d.)
Other disciplines
AUSVELS- interdisciplinary strands / Australian Curriculum -general capabilities
English
Literature
Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

Assessment two.
Literacy
Engage in conversations and discussions, using active listening behaviours, showing inters, and contributing ideas,
information and questions (ACELY1656)
Use interaction skills including turn taking, recognising the contribution of others, speaking clearly and using appropriate
volume and pace (ACELY1657)
Speaking and Listening
Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate
use of formal and informal terms of address in different contexts (ACELY1454)
Mathematics
Measurment and geometry
Measure and compare the lengths and capacities of objects using uniform informal units (ACMMG019)
Recognise and classify familiar ttwo dimensional shapes and three dimensional objects using obvious features (ACMMG022)
Science
Science understanding
Biological science
Living things have a variety of external features (ACSSU917)
Living things live in different places where their needs are met (ACSSU211)
Chemical sciences

Assessment two.
Everyday materials can be physical changed in a variety of ways 9ACSSU018)
Interpersonal Development
Students learn to work in teams to complete structured activities, to stay on task and share resources fairly, consolidating turn
taking skills. To reflect on the teams challenges and sucesses and their own contribution.
Rationale:
This unit of study is important in the 21st century, as it covers a wide range of topics, with a focus on the big picture. This unit
looks at the objects around us, using the art based medium of shape and line the student begin to look at everyday objects,
places and construction with a new perspective. This will be supported with the use of several different tools throughout the
unit. Throughout the unit there are a number of topics that give students concepts of larger ideas as the unit continues. To
plan lessons that improve outcomes for the class, teachers must endeavour to include depth of knowledge and
understanding, substantive communication, higher-order thinking and connection to the world beyond the school (Roy, Baker,
& Hamilton, 2015). Starting at the school and working its way out, the unit develops multiple skills and concepts through active
participation.
The teaching and learning philosophies that have been engrained throughout the unit include but are not limited to, the
constructivist approach to teaching and the 5 Es model. From a constructivist standpoint, children learn through doing,
actively being involved in the learning (Kearns & Austin, 2007). This unit takes this idea and adapts it, using a mixture of
hands on, physical activities as well as a little bit of the theory behind it to make sense of the information. The unit has been

Assessment two.
planned with activities that incorporate real tools, giving students greater control of their art work.
The five Es is an
educational model that discusses how a lesson or a unit could be set out. Throughout a topic teachers will explore, explain,
engage, elaborate and evaluate each lesson they intend to teach (Victorian Department of Education and Training, 2014).
Using this model, each lesson within this unit has a beginning where the students are given opportunities to explore, the
teacher explains to topic and the students will engage with the set content. This has been done in a hands on way to gain the
childrens interest and focus, increasing the information they will retain from the lessons.
The main art focus of this topic is developing and mastering the skills and the concepts of visual art. Students will use a range
of mark making tools to explore texture, lines and shape. Creating two and three dimensional art works through collage, paint
and colour. This unit has been developed to steer away from the typical visual art implication of thirty pictures being hung of
the same image. When art is approached this way students may lose confidence in their abilities and will find art sessions to
be invaluable to their learning (Roy, Baker, & Hamilton, 2015). Within this unit, students have been challenged to go out, find
and create their own ideas, within certain limitations. This has been developed this way to engage student and get them
thinking about the world around them. Larger picture thinking gets the students to analyse more than just the surface of a
concept, students are encouraged to think about the larger implications of their actions and the actions of the community and
what impact these actions may have on society, the environment and the world.
The Australian Curriculum Assessment and Reporting Authority (2012), have defined the curriculum areas within the
AUSVELS. This unit can be linked to many AUSVELS Interdisciplinary Learning Strands including Mathematics, English and
science. Within the English domain links can be made to Literature, such as, Recreate texts imaginatively using drawing,
writing, performance and digital forms of communication (ACELT1586); Literacy, such as, Engage in conversations and
discussions, using active listening behaviours, showing inters, and contributing ideas, information and questions

Assessment two.
(ACELY1656), Use interaction skills including turn taking, recognising the contribution of others, speaking clearly and using
appropriate volume and pace (ACELY1657); and Speaking and Listening, such as, Understand the use of vocabulary in
everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of
address in different contexts (ACELY1454). Within the mathematics domain links can be made to measurement and
geometry, such as, measure and compare the lengths and capacities of objects using uniform informal units (ACMMG019),
recognise and classify familiar two dimensional shapes and three dimensional objects using obvious features (ACMMG022).
Within the science domain, there are a few links that can be made to this unit as well, Science understanding, Biological
science, such as, living things have a variety of external features (ACSSU917), living things live in different places where their
needs are met (ACSSU211); Chemical sciences, such as, everyday materials can be physical changed in a variety of ways
9ACSSU018). There can also be a link made to Physical, Personal and Social Learning, in the domain of Interpersonal
Development this domain looks at how students learn to work in teams to complete structured activities, to stay on task and
share resources fairly, consolidating turn taking skills. To reflect on the teams challenges and successes and their own
contribution (The Australian Curriculum Assessment and Reporting Authority, 2012).
This unit has been designed for student at level one. The students will coming in with their own knowledge and prior learning
(Roy, Baker, & Hamilton, 2015), this should include basic shapes from the previous year. With this in mind teachers are
aiming to build on this knowledge and develop the concept of shapes into a more in-depth, meaning rich experience. This unit
starts off small, with looking at the school, and then works its way out to whole towns and construction, giving students a
bigger picture image of the world they live in and the art that can be found around them. Including the real life into education
and broadening the topic, lesson by lesson in this way is a tool for engaging the interest of the students. The higher the
interest level the more the students are likely to retain the content (Kearns & Austin, 2007).

Assessment two.
Assessment is an integral step in the planning process, it focuses on the way that students learn, giving teachers an insight
into next steps for future learning (Roy, Baker, & Hamilton, 2015). There are three main types of assessment, formative,
summative and diagnostic. Diagnostic assessment occurs at the initial introduction of a topic, this is where teachers get an
idea of how much the class already knows about the topic. Formative assessment occurs throughout the unit, it is a way for
teachers to gather information about what the students are learning and what level of knowledge they are gaining from the
lessons that have been running. Finally a teacher will do a summative assessment at the end of a topic which will document
the students level of overall achievement (Department of Education, Science and Training and Gifted Education Research,
Resource and Information Centre, 2004). With this in mind this unit will use different techniques to assess the learning
occurring throughout. Most of the assessment criteria outlined is formative, it is assessed as the lesson progresses; this is
evident when assessment criteria includes items such as participates in class discussions. Some criteria has the expectation
that students will complete set tasks, this could be seen as summative, it provides physical evidence of the student
engagement and what they have taken away from each session. This unit would be planned for the middle of the year, after
the teacher had an idea of the students prior knowledge, the teacher would have conducted diagnostic assessment
throughout the first term to see what topics and skills needed to have higher focus throughout the year, and which could be
covered more briefly.
This unit has been created as a fast paced look at different concepts. Teachers could only do this if they knew that class
would be able to keep up with the different techniques. Evaluation is an important tool for teachers, they must ensure students
are gaining value from the information being provided (Kearns & Austin, 2007); and lessons may be extended out of a number
of periods if the teacher felt this was necessary for students to gain substantial meaning from the lesson.

Assessment two.
This unit has been designed to develop the students knowledge about the differing techniques that are used with different
tools in the visual arts domain. Looking at the world around them students develop knowledge about art techniques and the
way these can contribute to daily life and their community. With the integration of interdisciplinary domains, students develop
knowledge in English, mathematics, science and interpersonal development, throughout this arts unit.
References:
Australian Curriculum Assessment and Reporting Authority. (2012). The Australian Curriculum in Victoria. Retrieved
from: http://ausvels.vcaa.vic.edu.au/
Department of Education, Science and Training and Gifted Education Research, Resource and Information Centre (GERRIC),
The University of New South Wales (UNSW), 2004, Gifted and talented education: Professional development package for
teachers - Core module 5: Curriculum differentiation for gifted students.
Kearns, K. & Austin, B. (2007). Birth to Big School. NSW, Australia: Pearson Education Australia
Roy, D., Baker, W. & Hamilton, A. (2015). Teaching the arts: In early childhood and primary school settings. (2nd Ed). Port
Melbourne, Vic, Australia: Cambridge University Press
Victorian Department of Education and Training (2014) The e5 Instructional Model. Retrieved from:
http://www.education.vic.gov.au/school/teachers/support/Pages/e5.aspx

Assessment two.
Overview:
This unit of work is designed as an integrated unit, providing students with learning across the Arts, English, Mathematics,
Science and Interpersonal Development.
Students will investigate a range of shapes in different contexts relating to buildings and structures with in the environment.
They will investigate how towns differ in form and function with in different communities.
To demonstrate their learning in the arts through painting, drawing and 3d art forms. Exploring line, colour, shape, texture
and form.
The class group will have the opportunity to construct their own town with two and three dimensional structures. They will use
a design brief to plan out their ideas and provide a road map for the construction of the project.
Sequence: Should have sufficient information to allow a peer to pick up, understand the flow and develop the undeveloped
lessons to suit themselves.
Topic
Lesson Objectives
key questions
Main Learning Activity/ies
Other relevant
Assessments
disciplines/
Formative and
interdisciplinary strands
Summative

Assessment two.
Week 1
Students will
Shapes are
investigate the
looking for shapes in the
every where
shapes that can be
environment.
found in the
environment
Walk around the school
ways humans move.
Social Learning
Movement activity,
discover the different
Physical, Personal and
Discipline based
Completion of set
activities
Ability to identify a
Learning
number of different
Interdisciplinary
shapes, in different
learning
environments.
Sorting and classifying

shapes.
Art Lesson
For students to
The students will create their
Van Gogh
learn how to use
own version of Van Gough
the starry
oil pastels.
the starry night sky.
night
Discipline-based
Ability
Learning
to mix colour
Move paint around
Mixing colours
Moving paint
Link to the topic
around a canvas
Students will use a variety of
representation of the
to create texture.
shapes to create the
painting
the canvas
sillohette of the town below

the sky.
Create a fair

Assessment two.
Week 2
Students will identify
Towns
familiar locations in
towns, the shops,
their town or local
buildings and structures.
area.
Why these are important.
Learning
Indentifying important
Use paper plates to create
Interdisciplinary
buildings
a pie graph. Data, how
learning
Class discussion about
Social Learning
Discipline based
Participation in class
discussion
Completion of set
work
Abilitity to identify
different modes of
many students feel
transport
particular buildings and

businesses are important
to a town.
Investigating maps
Identify different ways and

objects of movement, with
in the classroom and
outside the classroom.
Art Lesson
Students are learning
Students will create their own
Van Gogh
concepts of
3 D abstract of the Starry
the starry
observational
night Sky
night
drawing. Location of
Discipline-based
Learning
discussion
Explanation of their
abstract 3D piece

Assessment two.
lines and spaces on
a page
Week 3
Students will identify
Moving and
different ways of
carry objects in different
carrying
moving and carrying
environments
(Forces)
with in the
environment.
How do we move and
different pushes and pulls
Social Learning
Pushing and pulling

studes explore the
Discipline based
Completion of set
work
Demonstration of a
Learning
mode of human
Interdisciplinary
moving and carrying
learning
Identification of
required to make a
movement with the
selection of objects move.
Air, land and water
Movement activity
students investigate
different ways humans
can move and carry
things.
Game Transport Bingo
Bouncing ball
Week 4
Students will learn
Group fun
about different
experiement. Make a
surfaces that can
prediction of how high a
Social Learning
activities and
discussions

Assessment two.
affect the movement
ball will bounce on a
of an object
variety of surfaces.
Creativity students
Discipline based
Completion of set work
Learning
investigate and build
Interdisciplinary
learning
objects that move
Movement activity
musical statues, simon
says.
3D and 2 D shapes in the

environment
Movie/YouTube relating to
shapes and towns (To be
Decided) for reflection on
learning.
Art Lesson
Students learn
Students begin creating
2D and 3D
Shape
sample buildings that they
shapes
Space
could place in a town. Using
Texture
open ended materials and 3D
form
templates
Discipline-based
Learning
discussion
Completion of a
building

Assessment two.
Week 5
Construction
To introduce the
What is a design brief and
purpose of a
how does it help us plan a
design brief.
creative work or
To represent
construction.
learning and
Creating the base of the
knowledge in the
town, roads. Revision of
creation of the
the design brief
town.
Creating and placing

buildings and structures
Creating and placing

vehicles and moveable
objects
Social Learning
Discipline based
whole class activity
Learning
Interdisciplinary
learning
Participation in
Completion of the
design brief
Completion of a
building or vehicle
for the town

Assessment two.
Arts Lessons
Level
Art discipline(s)
Creating and making
Time frame
50 minutes
Lesson overview:
For Students to experience and manipulate oil pastels. Mixing colours, moving paint around the canvass
Inspired by the style and work of Vincent Van Gogh.
AusVELS/ VELS strands/progression points:

Arts foundation Students make their own visual art work, exploring with guidance the use of arts elements, skills and
techniques associated with the medium of oil pastels on canvas.
F.5 exploration of ways that shapes, colours, images can be repeated.
Key questions for this lesson:

What colours can you see in the painting
a variety of blues, yellow, white
How could we make these colours with the paints we have?

blue with varying amounts of white. Yellow mixed with white

Assessment two.
How could we apply the paint to the canvass?

with brushes, pallet knives and spatulas
How do we create the swirling patterns in the paint?

dragging the tools through the paint on the canvas
Key Arts vocabulary you want to introduce or re-enforce in this lesson:

Light/Dark
Rough/smooth
Line
Thick/thin
Colour
Texture
Tools
Brushes
Palette
Palette knives

Assessment two.
List of materials and resources needed for this lesson:

Book The First Starry Night, Author Joan Shaddox Isom
Canvas
Oil paint or acrylic equivelant
Brushes
Palette
Palette knives
Time
Focus Questions
Procedure
Resources
Assessment
allowed
15 Min
Welcome children to class
Mat
Participation in
Sit on the mat
Teacher chair
group discussion.
What is the topic this week?

shapes are everywhere
Book
Read story First Starry Night by
Projector
Indentifying shapes
Joan Shaddox Isom
Access to three
in the painting
Could there be shapes in art?

Lets investigate.
paintings
Remind students of the topic of
shapes being everywhere.

Assessment two.
Sunflowers, The
Display three Van Gogh art works
Starry night, Caf
Ask the students to name the
Terrae at night
shapes they can see in the

paintings.
Sunflowers, Starry night, caf

terrace at night.
Move Students to the art table
Table
Participation in
Explain that you will guide them
Canvas for each
class discussion
What colours can be seen in
to create their own painting in the
student
this painting.
style we have been looking at.
Brushes and palette
10 Min
What shapes can you see?
knives
Look at the patterns and the
Zoom in on the Starry night
lines, are they straight or
Discuss the background of this
curved.
painting in more detail
Are they done in one long line
Colours, textures, patterns
or a lot of smaller strokes?
Oil paints

Assessment two.
The foreground of the trees and
the building will be created with
paper collage on top of the
finished paintings
Guide the students through
30 Min
Mixing colours
process of painting.
Demonstrating each step.
Moving the paint on
1. Lay down a thin layer of
the canvass
white paint across the

whole canvas
2. Mix white and blue to
Create a fair
create three different
representation of
shades.
the original painting
3. Use the brushes to paint

the swirling patterns in the
white paint on the canvas.

Assessment two.
4. Use a palette knife to drag
through the paint and add
texture.
When the students are happy

with their back ground image,
they can choose pieces of black
paper shapes to create the
sillohette of the forground.

Assessment two.
Arts Lessons
Individual lesson plans x 3 (copy this twice before filling in)
(See below) Must include introductory lesson this must include some arts learning, but can cover other areas as well.
Level
Art discipline(s)
Time frame
Creating and Making
50 Minutes
Lesson overview:
Building on concepts and language learnt in the previous art lesson. To interpret and create and art work in another way.
To think outside the squate

Students make and create works that communicate and idea and a message, using a variety of art elements materials and
technologies.
Progession point F.5 Making of visual effects to represent ideas

Depict
represent

Assessment two.
Image
Abstract
scale

Paper
Pencils
Time
Focus Questions
Procedure
allowed
10
Welcome children to class
minutes
Sit on the mat

Read story First Starry Night by
Joan Shaddox Isom
Remind them of the elements of

the picture, the Starry night Sky
Resources
Assessment

Assessment two.
Display the painting
10
Have two examples set up
Explain
Sand in the tray. Trace
Today we will be creating a 3D
swirling lines and cirlces of the abstract, using the picture as a

background. Use shredded
reference.
paper for the grass,

rectangles and cubes for the
Using a tray as the base, they
buildings, a long thin cone for
create the background of the
the tree in the foreground.
picture. Then using 3D objects to

represent the tree in the
30
Min
Create a similar design use
foreground, the houses in the
marker pens on paper instead
middle ground and the grass
of sand.
behind that.
To create

Assessment two.
Arts Lessons
Individual lesson plans x 3 (copy this twice before filling in)
(See below) Must include introductory lesson this must include some arts learning, but can cover other areas as well.
Level
Art discipline(s)
Time frame
Creating and Making
50 Minutes
Lesson overview:
Students begin creating sample building that they could place in their town construction. Using open ended materials and
3D templates. They will learn about shape, space, texture, and form.

Students create work that communicates a personal idea that relates to their community and local environment.
Progression point F.5 Students explore the ways shapes can represent ideas

What are the features of our town?
Lets sort these into 2D and 3D shapes

Assessment two.
Two dimensional
Three Dimensional
Design
Assemble
Scale
template

Origami paper
Pencils
Pens
Markers
Templates
http://justsomethingimade.com/2010/04/little-paper-houses/
http://www.origami-instructions.com/origami-house.html

Assessment two.
Time
Focus Questions
Procedure
allowed
30 Min
Building origami houses
http://www.origamiinstructions.com/origamihouse.html
display the instructions via

projector or computer screen.
Guide the students through each

step.
Demonstrating each fold and
action required.
Colour and decorate the finished

product.
Resources
Assessment

Assessment two.
20 min
Those that are confident with this

activity can make more on their
own.
Those that need support and

guidance work in small groups or
with the teacher

Assessment two.

Assessment two.
References
Victorian Curriculum and assessment Authority. (n.d.). AusVELS. Retrieved 2015, from The Arts, Curriculum:
http://ausvels.vcaa.vic.edu.au/The-Arts/Curriculum#level=1

Assessment two.

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Lauren Kennedy and Marianne Johnson 30129736

EDBED2004: APPROACHES TO TEACHING

Course: EDBED2004: APPROACHES TO TEACHING

Lauren Kennedy and Marianne Johnson 30129736

Lauren Kennedy and Marianne Johnson 30129736

Lauren Kennedy and Marianne Johnson 30129736

Lauren Kennedy and Marianne Johnson 30129736

Lauren Kennedy and Marianne Johnson 30129736

Lauren Kennedy and Marianne Johnson 30129736

Lauren Kennedy and Marianne Johnson 30129736

Main Learning Activity/ies

Lauren Kennedy and Marianne Johnson 30129736

looking for shapes in the

shapes that can be

Walk around the school

ways humans move.

Physical, Personal and

Sorting and classifying

The students will create their

learn how to use

own version of Van Gough

the starry night sky.

Move paint around

Link to the topic

Students will use a variety of

shapes to create the

sillohette of the town below

Lauren Kennedy and Marianne Johnson 30129736

Students will identify

towns, the shops,

their town or local

buildings and structures.

Why these are important.

Use paper plates to create

a pie graph. Data, how

Class discussion about

Physical, Personal and

many students feel

particular buildings and

Identify different ways and

Students are learning

Students will create their own

3 D abstract of the Starry

Lauren Kennedy and Marianne Johnson 30129736

Students will identify

carry objects in different

moving and carrying

How do we move and

different pushes and pulls

Pushing and pulling

Physical, Personal and

moving and carrying

movement with the

selection of objects move.

Air, land and water

Game Transport Bingo

Students will learn

surfaces that can

prediction of how high a

Physical, Personal and

Lauren Kennedy and Marianne Johnson 30129736

ball will bounce on a

Completion of set work