‘ Paint Our Community’ Unit Plan – Visual Arts

Australian Curriculum learning areas

Visual Art

English

Australian Curriculum General Capabilities

Literacy Personal and social capability

 - compose spoken, written, visual and multimodal learning area texts 1. - appreciate diverse perspectives
 - use language to interact with others 2. - contribute to civil society
 - express opinion and point of view 3. - understand relationships
 - understand how visual elements create meaning 4. - communicate effectively
 5. - work collaboratively
6. - make decisions
ICT capability 7. - negotiate and resolve conflict
8. - develop leadership skills
9. - develop self-discipline and set goals
 - define and plan information searches
10. - work independently and show initiative
 - locate, generate and access data and information 11. - develop reflective practice
12.

Critical and creative thinking Intercultural understanding

 - draw conclusions and design a course of action  - communicate across cultures

 - evaluate procedures and outcomes
 - consider and develop multiple perspectives
 - think about thinking (metacognition)
 - reflect on processes  - challenge stereotypes and prejudices
 - transfer knowledge into new contexts.
 - consider alternatives
 - seek solutions and put ideas into action Ethical understanding
 - pose questions
 - identify and clarify information and ideas  - explore ethical concepts in context.
 - organise and process information  - explore rights and responsibilities
  - consider points of view

Content Descriptions: Visual Arts (Queensland Curriculum & Assessment Authority 2015)

 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)
 Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129)
 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)

Understanding Essential Questions

Students will understand:
 evaluate how representations communicate artistic intentions in
artworks they make
 analyse connections between visual conventions, practices and
viewpoints that represent their own ideas
Students will be able to:
 manipulate materials, techniques and processes to represent
ideas and subject matter in their artworks.
 identify influences of other artists on their own artworks
What are key issues that society face?
How are issues represented in news and media?
How are issues transformed by perspective?
Key questions: Years 9 and 10
 Context as artist and audience:
 What evidence in the artwork reflects influence of artists from different cultures, times and places?
 How would different audiences respond to this artwork?
 How is the representation of ideas and subject matter in the artwork a reflection of the artist’s
viewpoint?
 How do artists from various contexts and viewpoints create individual responses to the same stimuli?
  explain how an artwork is displayed to enhance its meaning
Students will know:
 Contemporary and past histories of Australian and global art
culture
 Techniques related to materials used
 Advanced theory in the application of the elements and
principles of design
 How to research and evaluate information
 How to develop a creative design
 Knowledge as artist and audience:
 How does the artist’s choice of materials, processes and techniques enhance representation of
conceptual ideas?
 How does an artist’s practice and personal style reflect their viewpoint and intentions?
 What explicit and implied meanings are communicated by the artist’s use of personal symbols and
codes in their artwork?
 How does the artwork employ physical, psychological, sensory and intuitive devices to engage the
intended audience?
 Evaluations and judgments as artist and audience:
 How effectively does the representation of conceptual ideas in the artwork meet the artist’s
intentions?
 How do conceptual ideas and viewpoints compare between contemporary and past representations?
 What philosophical, ideological and/or political perspectives evident in the artwork affect the
audience’s interpretation of it?
 What is the value of artistic influence on personal style?

Assessment
Performance Tasks Other evidence
 Art Journal (throughout)
Responding:  Research
 Self evaluation  Evaluation
 Peer feedback  Experiments in technique and materials
 Sketches
Making:  Notes
 Art work  Brainstorming
 Exhibit  Photographs/ documentation of work progress
 Guided Gold Suggested teaching and learning experiences Assessment

Level
Inquiry Standard
Process PBL

Open Challenging 1. Present to students a series of works that encaputure a modern issue. Brainstorming
problem or Examples can include, but not limited to, Patricia Piccinini, eX de Medici, Initial question
question Fiona Foley, Michael Cook, Marina Abramovic, Ai Weiwei, and Banksy. developed (Week 1)

Do: students discuss what issues might be present in the artworks.

 Concept map in art diary how the issue is represented by the
artist and how it is interpreted by the audience.
 Ask: How does an artist’s practice and personal style reflect
their viewpoint and intentions?
 What explicit and implied meanings are communicated by the
artist’s use of personal symbols and codes in their artwork?
Structured

 How does the artwork employ physical, psychological,

sensory and intuitive devices to engage the intended
audience?
Introduce Process KWHLAQ and 6 Thinking Hats frameworks
Introduce CRAP Test evaluative framework

2. Lead a class discussion on essential questions

 How would different audiences respond to this artwork?
 How is the representation of ideas and subject matter in the
artwork a reflection of the artist’s viewpoint?
Do: students create their own questions about example issue.
Introduce Question Formulation Technique generative framework.

Immerse Sustained 3. Students will need to research these issues and begin to formulate their Research
 Inquiry own issues of interest. Use Question Formulation Technique framework. problem/question
(Week 2)
Do: Have students critically think about issues that are happening in
the news, in the community or in the world.

Ask the question: Why is this an important issue?

Use CRAP test, KWHLAQ, and 6 Thinking Hats.

4. Artist talk with local artists and representatives. Students begin to

research artists of influence.

Do: Information literacy and research skills taught and utilised to find
relevant and meaningful information to educate to next stage of art
development.

Explore Authenticity 5. Explicitly teach key research techniques as a workshop Discover other artists
focusing on same
Do: Students search for an artist of influence who reflects their issue issue – how have they
or works with a material similar to one of their choice. expressed the issue?
Do: Students complete note-taking exercises (tactical reading ( Week 3)
modules).
Use CRAP Test, KWHLAQ, 6 Thinking Hats and Question Formulation
Technique frameworks.
Guided

Identify Student 6. Reflect on current knowledge, what do we need to know now? Complete concept
voice and Do: Students to identify 3 main questions to pursue. Review these sketch in diary
choice with information discovered. (Week 4)
Do: Students ask themselves what overarching issue will the class
focus on and why?
Use CRAP Test and KWHLAQ frameworks.
 Gather 7. Using art journal, document ideas, information and thoughts on chosen Explore skills and
issue techniques
Teacher provides a
Do: Settle on medium to be utilised in the exhibit: drawing, painting, series of mini-
sculpture, mixed media, multi-media etc workshops designed
to encourage student
8. Begin identifying places to exhibit their artwork experimentation
Do: designs for flyers or social media
Secure a venue

(Week 5)

Create Public 9. Students begin to brainstorm perspectives. Ask: What perspectives are to Creation of artwork /
product be challenged? body of art (Week 6 -
Do: How to depict these perspectives 9)
Do: Design and create artwork Creation and
Open

Do: Design and create advertising for venue distribution of flyers

Use 6 Thinking Hats and Question Formulation Technique frameworks to the community

Share Critic and 10. Organise, set up and run a ‘local’ exhibit. Exhibit (Week 10)
revision

Evaluate Reflection 11. Self and peer evaluations Self evaluation

Structured

Do: Reflect on inquiry unit and make suggestions for future units i.e. Assessment
how could hospitality or business students be involved? (Week 9- 10)
Use KWHLAQ and Question Formulation Technique frameworks.