Assignment 2

Jacinta Shand- S00170448
VCE UNIT OUTLINE

VCE Study:
and 4
Studio Art
Unit: 3
Studio Arts Unit 3: Studio practices and processes Overview

In this unit students focus on the implementation of an individual studio process
leading to the production of a range of potential directions. Students develop and
use an exploration proposal to define an area of creative exploration. They plan and
apply a studio process to explore and develop their individual ideas. Analysis of
these explorations and the development of the potential directions is an intrinsic
part of the studio process to support the making of finished artworks in Unit 4.
For this study, the exploration proposal supports the student to identify a direction
for their studio process. The student determines the studio process. This process
records trialling, experimenting, analysing and evaluating the extent to which art
practices successfully communicate ideas presented in the exploration proposal.
From this process students progressively develop and identify a range of potential
directions. Students will select some of these potential directions from which to
develop at least two artworks in Unit 4.
The study of artists and their work practices and processes may provide inspiration
for students own approaches to art making. Students investigate and analyse the
response of artists to a wide range of source material and examine their use of
materials and techniques. They explore professional art practices of artists from
different historical and cultural contexts in relation to particular artworks and art
forms.
The exhibition of artworks is integral to Unit 3 and students are expected to visit a
variety of exhibitions throughout the unit, reflect on the different environments
where artworks are exhibited and examine how artworks are presented to an
audience. Students are expected to visit at least two different exhibitions and study
specific artworks displayed in these exhibitions during their current year of study.
Topics/ AOS:
1. Exploration Proposal
2. Studio Process
3. Artist and studio practices
Learning outcomes:
On completion of this unit the student should be able to:
Outcome 1
prepare an exploration proposal that formulates the content and parameters
of an individual studio process including a plan of how the proposal will be
undertaken.
Outcome 2
progressively present an individual studio process recorded in written and
visual form that produces a range of potential directions, and reflects the
concepts and ideas documented in the exploration proposal and work plan.
Outcome 3
examine the practice of at least two artists, with reference to two artworks by
each artist, referencing the different historical and cultural context of each
artwork.
Studio Arts Unit 4: Studio practice and art industry contexts Overview
In this unit students focus on the planning, production and evaluation required to
develop, refine and present artworks that link cohesively according to the ideas
resolved in Unit 3. To support the creation of artworks, students present visual and
written evaluation that explains why they selected a range of potential directions
from Unit 3 to produce at least two finished artworks in Unit 4. The development of
these artworks should reflect refinement and skillful application of materials and
techniques, and the resolution of ideas and aesthetic qualities discussed in the
exploration proposal in Unit 3. Once the artworks have been made, students provide
an evaluation about the cohesive relationship between the artworks.
This unit also investigates aspects of artists involvement in the art industry,
focusing on a least two different exhibitions, that the student has visited in the
current year of study with reference to specific artworks in those exhibitions.
Students investigate the methods and considerations of the artist and/or curator
involved in the preparation, presentation and conservation of artworks displayed in
exhibitions in at least two different galleries or exhibitions. Students examine a
range of environments for the presentation of artworks including public galleries
and museums, commercial and private galleries, university art galleries, artist-run
spaces, alternative art spaces and online gallery spaces.
Topics/ AOS:
1. Production and presentation of artworks
2. Evaluation
3. Art industry contexts
Learning outcomes:
On completion of this unit the student should be able to:
Outcome 1
present at least two finished artworks based on selected and evaluated
potential directions developed through the studio process, which
demonstrate refinement and application of materials and techniques, and
that realise and communicate the students ideas expressed in the
exploration proposal.
Outcome 2
provide visual and written documentation that identifies and evaluates the
extent to which the artworks reflect the selected potential directions, and
effectively demonstrates a cohesive relationship between the works
Outcome 3
compare the methods used by artists and considerations of curators in the
preparation, presentation, conservation and promotion of specific artworks in
at least two different exhibitions.
Rational:
The following units have been planned in accordance to the VCE Studio Art
standards and requirements (Studio Arts (2017-2021), 2016).Thus upon
students completing both units will have a completed a SAT with a minimum
of two final artworks. Furthermore, students will need to complete two SAC
both of which have been based on the questions students will get in their
exam (Studio Arts Written examination 2014, 2014). The first SAC will be
based on artists and analysis of artworks as required by unit three, area of
study three. Suggested by the advice for teacher (VCE Studio Arts
Assessment Handbook 20102016, 2009) the two artist that will be focused
on are John Brack and Henri de Toulouse-Lautrec .Students in class will be
give information and resource on John Brack (Education Resource - John
Brack, 2014).These resource will unpack artworks of the artist and the
context of the work was made and presented. In addition to Brack, students
will also have research and available information on Henri de ToulouseLautrec ("Henri de Toulouse-Lautrec Biography, Art, and Analysis of Works",
2016). While students will be encouraged to focus on these two artists for
their SAC they are not restricted to just those two artists. The second SAC
will be based around art industry contexts associated with unit four, area of
study three. Students in semester two will have two gallery visits, the first
being to the National Gallery Victoria and the other to Daine Tanzer Gallery.
These visits will allow students to observe and analysis artworks within a
gallery space. Moreover this is a great experience to provide valuable insight
to art industry contexts. The information gather from these experiences can
be used to complete the second SAC. The SAT is a major assessment
covering many areas of study across unit three and four. Within the SAT
students will have two major written the exploration proposal and evaluation.
These tasks provide evidence and guidance to a well thought though
understanding development to the studio process. The SAT will be assessed

using the VCAAs marking rubric.
Scope and sequence

Semester 1- Unit 3
Wee
k
1.
2.
Content/
Topics
AO
S
Lesson
description
Theme,
ideas and
sourcing
inspiratio
n
AO
S2
Students will use a

range of books
internet sources
exploratio
n
proposal
Students will do
some observations
AO
S1
Students will visit

a local gallery
(morning
peninsula reginal
gallery)
In this lesson
students will be
brainstorming and
collecting/ arrange
resources into
element in which
are involved in
their EP
(exploration
proposal)
Learning
outcomes/
indicators of
learning
Students will be
able to use and
understand the
many ways in
which
inspiration can
be harness to
start developing
an idea.
Learning
Activities
Students will be
able to source
and arrange
information
needed to
create their
exploration
proposal
Mind Map
(idea, artist,
materials)
Assess
ment
Mind mapping
Find 5 images
that represent
your theme
Gallery artist
brake down
worksheet
Student
s will
be
formati
vely
assesse
d in
their
ability
to
collect
and
organis
e
exploratio
n
proposal
AO
S1
4.
Explorati
on
proposal
AO
S1
5.
Work plan
6.
Artist and
artworks
AO
S1
AO
S3
Artist and
artworks
AO
S3
8.
Explorati
on
9. Explorati
on
10. Explorati
on
11. Explorati
on
AO
S2
AO
S2
AO
S2
AO
S2
In this lesson
students will be
taught the areas
in which they
need to have in
their exploration
proposal. Using
their worksheet
from last class
students to help
them write, they
will begin to write
a draft copy in
which the teacher
can then look over
Students can
finalize
exploration
proposal
Make a weekly
work plan
In this lesson
students will be
investigating one
artist, their
practices and
method. Students
will look at a
range of artworks
by this artist
In this lesson
students will be
investigating
another artist,
their practices and
method. Students
will look at a
range of artworks
by this artist
Explore materials
and folio
Explore materials
and folio
Explore materials
and folio
Explore materials
and folio
Students will be
able to write a
draft copy of an
exploration
proposal
including all
sections in
which a EP
needs to cover.
Example draft
and highlight
key area and
words.
sources
related
to their
topic/
idea
Daft
explora
tion
proposa
l due
Explora
tion
proposa
l due
Students will be
able to
investigate one
artist and their
context while
additionally
analysing
pieces of their
work
Students will be
able to
investigate a
second artist
and their
context while
additionally
analysing
pieces of their
work
Artist table
sheet 1
Artist table
sheet 2
Artist
and
artwor
ks
SAC
12. Develop
AO
S2
Development and
Potential
directions
Shown in folio
13. Develop
AO
S2
Development and
Potential
directions
Shown in folio
14. Develop
AO
S2
Development and
Potential
directions
Shown in folio
15. Develop
AO
S2
Development and
Potential
directions
Shown in folio
16. Develop
AO
S2
Development and
Potential
directions
Shown in folio
17. Develop
AO
S2
Finalizing Potential
directions
Finalize folio for
unit 3
Semester 2- Unit 4
Review
of folio
and
potenti
al
directio
ns
Week
Content/
Topics
AOS
Lesson description
1.
Final
artwork
AOS
1
Work on final artwork
2.
Final
artwork
Final
artwork
Final
artwork
Final
artwork
Final
artwork
AOS
1
AOS
1
AOS
1
AOS
1
AOS
1
7.
Final
artwork
AOS
3
AOS
1
8.
Gallery visit
3.
4.
5.
6.
Review of
Gallery visit
AOS
3
AOS
3
and folio
Work on final
and folio
Work on final
and folio
Work on final
and folio
Work on final
and folio
Work on final
and folio
Learning
outcomes/
indicators of
learning
Learning
Activities
Assessme
nt
artwork
artwork
artwork
artwork
artwork
art industry
context
worksheet and
glossary
A theory class on
gallery spaces and art
industry context
Work on final artwork
By then end of this
week students should
have completed at
least one artwork or
be over half way with
both artworks
For this class students
will visiting
-NGV
-Dianne Tanzer Gallery
In this class student

will be discussion the
excursion and
reflecting on their
experience in the
galleries
Students will then be
doing a small
presentation on one of
the artworks they saw
in one of the galleries
Formally
assess
students
to make
sure they
are on
track to
finishing
Students will be
able to see and
analyse artworks
within a Gallery
space.
Students will be
able to assess and
examined artworks
and their display
methods
The students will
be able to visually
analyse an artwork
from the gallery
visits
The students will
be able to describe
the artwork within
a space and the
importance of
presentation
Worksheet for
NGV
Worksheet for
Dianne Tanzer
Gallery
Class
presentation
sheet
SAC:
Galleries
10.
11.
12.
13.
14.
Final
artwork
Final
artwork
Final
artwork
Final
artwork
AOS
1
AOS
1
AOS
1
AOS
1
Work on final
and folio
Work on final
and folio
Work on final
and folio
Work on final
and folio
Evaluation
writing
AOS
2
In this class student

will be unpacking an
example written
evaluation whereby
they can then use this
information to assist
them in writing their
own draft
Evaluation
writing
16.
Exam prep
17.
Exam prep
AOS
2
artwork
artwork
artwork
artwork
In this class students

will be doing peer
assessments of their
classmates draft
evaluation this allow
them to have
feedback on edits that
can be made to their
final submission
Final
artworks
due
The students will
be able to critically
and objectively
make judgments
on their final
outcomes
Example
evaluation
sheet
The students will

be able to examine
the strength and
limitations of the
studio process
The students will
be able to analyse
the cohesiveness
between the folio
and the final
outcomes
The students will
be able to write a
cohesive
evaluation to
complete their
folio
The students will
be able to give
feedback and
suggestions to
peers drafts of
their evaluation.
SAT Final is
Due
Assessments Unit 3 and 4

Task
SAC
Area of study
Unit 3 AOS 3
Description
Artist and artworks
SAC
Unit 4 AOS 3
Galleries
SAT
Unit 3 AOS 1
Folioexploratio
n proposal
Studio
processes
Production
and
presentati
on of
artwork
Evaluation
Unit 3 AOS 2
Unit 4 AOS 1
Unit 4 AOS 2
Weighting
5%
5%
Due S1
Week 3
60%
Due S1
Week 15
Due S2
Week 12
Due Date
Semester 1
Week 5
Semester 2
Week 8
Review
Semester 1
Week 15
Final
submission
Semester 2
Week 12
Due S2
Week 13
Exam
30%
November
SECONDARY LESSON PLAN 1- Exploration Proposal (Ma

YEAR LEVEL & SUBJECT: Studio Arts
DATE: S1 Week 2
NO. OF STUDENTS: 20
LESSON DURATION: 50 min
TOPIC/FOCUS: How to write an Exploration Proposal

VCAA Key Knowledge and Skills:
- conceptual possibilities and ideas to be explored in the studio process

- the focus and subject matter to be explored in the studio process
- the characteristics of an exploration proposal
- art form/s to be explored in the studio process
- sources of inspiration to be investigated, analysed and interpreted in the studio process
-the aesthetic qualities, including reference to art elements and art principles, to be explored in th
- the characteristics of selected materials that will communicate ideas and be explored in the stud
- the techniques to be used in the studio process that will communicate ideas
- appropriate terminology for discussing the design process.
- prepare an exploration proposal
- discuss conceptual possibilities and explain the ideas to be explored
- describe and explain the focus and subject matter to be communicated and developed
- describe the art form/s to be explored
- discuss the sources of inspiration to be investigated and analysed in relation to students individu
communicate how the aesthetic qualities may be explored in relation to the ideas
- discuss the intended use of art elements and art principles to be explored
- explain the materials to be explored
- explain the techniques to be explored and propose how these may support the communication o
- explain the selection of materials and techniques
- plan the studio process
- apply appropriate terminology in the discussion of the design process.
GOALS AND OBJECTIVES:

The students will be able to:
- Identify key areas of resources for their exploration proposal
- Organise and categorise information in the form of concept map
- Create 4 detailed mind maps that highlight in depth thought into the area consisted
exploration proposal
SUMMARY OF RESOURCES REQUIRED:
- Concept map sheet ( see appendix 1)
- Visual diaries
LESSON PROCEDURE
STEPS OF THE LESSON
TIMIN RESOURCE
(key activities and key
Student/Teacher Relat
G
S
questions)
5min
Opening
Explain what an
exploration proposal is?
Students have may question that the te

to answer about the requirements of th
proposal
Tell students when it is

due
10
mins
Appendix
1
Lesson Development:
Students will start to
draw their concept maps
20
mins
Give students some time

to gather resource in
order to complete their
maps
The teacher may have to assist student

the concepts maps in relations to their
15
mins
Closure
Student will then each
present their maps with
a small presentation of
how they have used the
concept maps to
organise their ideas
Not all students may want to present th

teacher may need to encourage some s
SECONDARY LESSON PLAN 2- Exploration Proposal (Ma

DATE: S1 Week 2
NO. OF STUDENTS: 20
TOPIC/FOCUS: How to write an Exploration Proposal

- conceptual possibilities and ideas to be explored in the studio process

- the focus and subject matter to be explored in the studio process
- the characteristics of an exploration proposal
- art form/s to be explored in the studio process
- sources of inspiration to be investigated, analysed and interpreted in the studio process
-the aesthetic qualities, including reference to art elements and art principles, to be explored in th
- the characteristics of selected materials that will communicate ideas and be explored in the stud
- the techniques to be used in the studio process that will communicate ideas
- appropriate terminology for discussing the design process.
- prepare an exploration proposal
- discuss conceptual possibilities and explain the ideas to be explored
- describe and explain the focus and subject matter to be communicated and developed
- describe the art form/s to be explored
- discuss the sources of inspiration to be investigated and analysed in relation to students individu
communicate how the aesthetic qualities may be explored in relation to the ideas
- discuss the intended use of art elements and art principles to be explored
- explain the materials to be explored
- explain the techniques to be explored and propose how these may support the communication o
- explain the selection of materials and techniques
- plan the studio process
- apply appropriate terminology in the discussion of the design process.

- Identify each area in the example exploration proposal
- Summarise each paragraph in two dot points in the example exploration proposal
- Highlight use of art terminology in the example exploration proposal
- Highlight effective words/wording in the example exploration proposal
- Mark the example exploration proposal using the marking criteria
- Student will be able to start writing a draft exploration proposal of their own
-

- Appendix 2 the example exploration proposal
LESSON PROCEDURE
STEPS OF THE LESSON
TIMIN RESOURCE
G
S
questions)
5
Opening
mins
Explain what they will be The teacher may like to answer any que
doing this class
EP process and how todays task will he
their own EP.
Highlight the due date of
when their daft
At this point the teacher may like expre
exploration proposals are are not to copy this example EP but rat
due
guide to their own writing.
Lesson Development:
Appendix
15min 2
Students wills be given a students maybe confused by the task a
s
example
example EP. They will
assistance in what to do
EP
need to follow the
instruction given to them students also may need to be refocused
at the top of the sheet.
alternative methods of unpacking the e
25min
s
5
mins
After students have

completed the example
EP task they will then
move onto attempting to
write their own. Students
can use their concept
maps from last class to
help write their draft EP.
Closure
Students will need to
consider how much of
their exploration
proposal needs to be
done for homework as
the daft will be due at
the end of the week.
The teacher may what to formatively as

students are going with their draft and
require help
The teacher may want to again highlig

due date of their draft.
SECONDARY LESSON PLAN 3- Artist and Artwork (Respo

DATE: Semester 1 Week
NO. OF STUDENTS: 20
LESSON DURATION: 50
TOPIC/FOCUS: Artist one: John Brack

-art practices related to artworks in more than one historical and/or cultural context
-artworks from different historical and/or cultural contexts that reflect the artists interpret
matter and influences
-the use of art elements and art principles to demonstrate aesthetic qualities and commun
meaning
- the materials, techniques and processes used in the production of the artworks
- a range of recognised historial and contemporary artworks.
- analyse ways in which artworks reflect artists interpretations of subject matter, influenc
historical contexts and the communication of ideas and meanings
- analyse and discuss ways in which artists use materials, techniques and analyse the way
use art elements and art principles to demonstrate aesthetic qualities
- research and discuss art practices in relation to particular recognised historical and conte
artworks
- Identify at least 2 artworks by John Bracks
- Complete a task sheet with their understanding and knowledge of the artist
- Explain influence of the artist and the historical and cultural context
- Appendix 3 Artist one
- Appendix 5- presentation of John Brack
LESSON PROCEDURE
TIMIN
G
RESOURCE
S
STEPS OF THE LESSON

questions)
Student/Teacher Rel
5 mins
Opening
The teacher will introduce to
the student the artist they will
be learning about
The teacher may want to reiterate

will be and the requirement of wh
need to know.
Students will also be told that
This is also a time to highlight to s
in learning about this artist will while they have to know two artis
help them in the up and
the SAC, the two artist in class do
coming SAC
used the two artist used in the SA
teacher may want to advise that s
will be looked at in depth in class
to use them in the SAC.
Lesson Development:
40
mins
the
presentatio
n
the artist
one work
sheet
5 mins
In this class students will be

given a presentation on the
artist with discussion
questions and visual analysis
questions.
Students may have additional que

artist and/or artworks.
Student will also be given a

worksheet in which they can
fill out to organise their note
taking
Closure :
Give students further resource
in which they can use to
additionally investigate the
artist.
The teacher can formatively asses

understanding of the artist and th
ability to visually analysis works
http://www.ngv.vic.gov.au/john
brack/education/
https://www.artgallery.nsw.gov.
au/collection/artists/brackjohn/?
100 Moments in Australian
Painting by Barry Pearce
Student may need to be prompted

the class discussion
A student may be very interested

can be given extra resource to en
learning. Alternatively a student m
understand the artist and these re
further their understanding.
SECONDARY LESSON PLAN 4- Artist and Artwork (Respo

DATE: Semester 1 Week 5
NO. OF STUDENTS: 20
LESSON DURATION: 50 mins
TOPIC/FOCUS: Artist two: Henri de Toulouse-Lautrec

-art practices related to artworks in more than one historical and/or cultural context
-artworks from different historical and/or cultural contexts that reflect the artists interpret
matter and influences
-the use of art elements and art principles to demonstrate aesthetic qualities and commun
meaning
- the materials, techniques and processes used in the production of the artworks
- a range of recognised historial and contemporary artworks.
- analyse ways in which artworks reflect artists interpretations of subject matter, influenc
historical contexts and the communication of ideas and meanings
- analyse and discuss ways in which artists use materials, techniques and analyse the way
use art elements and art principles to demonstrate aesthetic qualities
- research and discuss art practices in relation to particular recognised historical and conte
artworks
- Identify at least 2 artworks by Henri de Toulouse-Lautrec
- Complete a task sheet with their understanding and knowledge of the artist
Explain influence of the artist and the historical and cultural context

- Appendix 4 Artist two
- Appendix 6- presentation of Henri de Toulouse-Lautrec
LESSON PROCEDURE
TIMIN
G
RESOURCE
S
5 mins
Students may also need

to be reminded about
the SAC
Lesson Development:
40
mins
the
presentatio
n
the artist
one work
sheet
5 mins
STEPS OF THE
LESSON
questions)
Opening
The teacher will
introduce to the student
the artist they will be
learning about
In this class students will

be given a presentation
on the artist with
discussion questions and
visual analysis
questions.
Student will also be
given a worksheet in
which they can fill out to
organise their note
taking
Closure :
Give students further
resource in which they
can use to additionally
investigate the artist.
https://www.moma.org/a
Student/Teacher Relati
The teacher may want to reiterate when

and the requirement of what students w
The teacher may also want to reiterate
artists explored in class do not have to b
Sac however it is recommended.
Students may have additional questions

and/or artworks.
Student may need to be prompted into
class discussion
The teacher can formatively assess stud

understanding of the artist and the stud
visually analysis works
A student may be very interested in this

be given extra resource to encourage th
Alternatively a student my not fully und
and these resources can help further th
understanding.
rtists/5910?
locale=en#works
http://www.theartstory.or
g/artist-toulouse-lautrechenri.htm
http://www.artic.edu/aic/
resources/resource/338?
search_id=1&index=0
http://www.tate.org.uk/a
rt/artists/henri-detoulouse-lautrec-2058
SECONDARY LESSON PLAN 5- Gallery visit (Respondi

NO. OF STUDENTS: 20
LESSON DURATION: A Whole
TOPIC/FOCUS: 2 Gallery visits

-the methods and intentions of public art galleries and museums, commercial and private
university art galleries, artist run spaces, alternative art spaces, outdoor spaces and onlin
exhibiting artworks
- the curatorial considerations, exhibition design and promotional methods involved in pre
displaying artworks in current exhibitions
- the methods used by and considerations of artists and curators working in galleries in co
artworks, including lighting, temperature, storage, transportation and presentation of spec
current exhibitions
- the processes associated with the production, presentation, conservation and promotion
artworks in current exhibitions
- the characteristics of different types of gallery spaces visited in the current year of stud
- identify and describe the characteristics of different types of gallery spaces visited in the
study
- describe and compare the methods of and intentions in exhibiting artworks in public art
museums, commercial and private galleries, artist run spaces, alternative art spaces, univ
galleries and museums, outdoor spaces and online galleries, which have been visited in th
- analyse how specific artworks are presented in different exhibitions and demonstrate an
the artists and gallery curators intentions
- analyse and evaluate curatorial considerations, exhibition design and promotional metho
preparing and presenting specific artworks for display
- analyse and evaluate methods and considerations involved in the conservation of specifi
related to exhibitions visited this year
- Identify the differences between the two gallery spaces
- Visually analyse artworks within a gallery space

- Appendix 7- NGV gallery visit worksheet
- Appendix 8- Dianne Tanzer Gallery visit worksheet
LESSON PROCEDURE
STEPS OF THE LESSON
TIMIN RESOURCE
G
S
questions)
Visit one: NGV exhibitionNGV
Every Brilliant Eye
worksheet
Australian Art Of The
Students may not know how to fill out t
1.5 hr
1990s
need guidance of how to get informatio
worksheet
Students are advise to
ask questions during the
tour
1.5 hr
Dianne
Tanzer
Gallery
worksheet
Visit two: Dianne Tanzer

Gallery
Students are advise to
ask questions during the
tour
Students may not know how to fill out t

need guidance of how to get informatio
worksheet
15
mins
Closure
Remind students that
there is online resource
that can assist them in
finding out more
information about
galleries and the artist
Students may need to be reminded tha

be used in their SAC
http://www.ngv.vic.gov.a
u/exhibition/everybrilliant-eye/
http://thisisnofantasy.co
m/exhibition/australianwar-memorial/
SECONDARY LESSON PLAN 6- Gallery visit (Respondi

NO. OF STUDENTS: 20
TOPIC/FOCUS: Responding to gallery visit

-the methods and intentions of public art galleries and museums, commercial and private
university art galleries, artist run spaces, alternative art spaces, outdoor spaces and onlin
exhibiting artworks
- the curatorial considerations, exhibition design and promotional methods involved in pre
displaying artworks in current exhibitions
- the methods used by and considerations of artists and curators working in galleries in co
artworks, including lighting, temperature, storage, transportation and presentation of spec
current exhibitions
- the processes associated with the production, presentation, conservation and promotion
artworks in current exhibitions
- the characteristics of different types of gallery spaces visited in the current year of stud
- identify and describe the characteristics of different types of gallery spaces visited in the
study
- describe and compare the methods of and intentions in exhibiting artworks in public art
museums, commercial and private galleries, artist run spaces, alternative art spaces, univ
galleries and museums, outdoor spaces and online galleries, which have been visited in th
- analyse how specific artworks are presented in different exhibitions and demonstrate an
the artists and gallery curators intentions
- analyse and evaluate curatorial considerations, exhibition design and promotional metho
preparing and presenting specific artworks for display
- analyse and evaluate methods and considerations involved in the conservation of specifi
related to exhibitions visited this year
- Visually analyse an artwork from the gallery visits
- Describe the artwork within a space and the importance of presentation
- Appendix 9- Class presentation sheet
LESSON PROCEDURE
STEPS OF THE LESSON
TIMIN RESOURCE
G
S
questions)
5
Opening
mins
The class will begin with
The teacher may need to lead discussio
a discussion about the
students questions about the excursion
excursion and students
experiences.
Some students may not have been able
excursion and this is an opportunity for
notified about what they peers to fill them in on what they misse
are doing in todays class
10
mins
30
mins
5
mins
Lesson Development:
Appendix 9presenation
worksheet
Students will be given 10

mins to pick and source
the artwork in which
they will talk about in
their presentation.
required to do a quick 35 min presentation
following the
requirement of the task
sheet
Closure
Discuss with the class
about how this
information can be
useful in preparation of
the up and coming SAC.
The teacher may want to give students

they do not waste time on selecting a p
their mind
Remind students this is an informal pre

whereby they are just sharing their kno
class rather than testing their knowledg
artworks
the teacher may want reiterate when th

requirements of what s in the SAC
SECONDARY LESSON PLAN 7- Evaluation (Making

DATE: S2 Week 13
NO. OF STUDENTS: 20
TOPIC/FOCUS: How to evaluate your work

-identify and describe the focus and subject matter of the artworks identify and describe t
subject matter of the artworks
- explain the ways in which potential directions contributed to the development and refine
- provide visual evidence of selected potential directions used to develop the artworks
- explain further refinement to the potential directions in order to develop the artworks
- reflect on the effectiveness of artworks to communicate ideas
- analyse how the artworks realise the communication of ideas
- discuss the refinement and presentation of artworks
- explain and evaluate how materials and techniques were applied in the artworks
-explain and evaluate how aesthetic qualities were resolved in the artworks
- evaluate the presentation of artworks
- use appropriate terminology
- Critically and objectively make judgments on their final outcomes

- Examine the strength and limitations of the studio process
- Analyse the cohesiveness between the folio and the final outcomes
- Appendix 10- example evaluation sheet
LESSON PROCEDURE
TIMIN
G
RESOURCE
S
5
mins
STEPS OF THE LESSON

questions)
Opening
the class will begin going
over the requirements of
for the evaluation and
the marking criteria
Lesson Development:
15min
s
25min
s
5
mins
Appendix
10example
evaluation
sheet
Student may need further explanations

requirement of this evaluation is and w
done.
Students wills be given a

example evaluation.
They will need to follow
the instruction given to
them at the top of the
sheet.
students maybe confused by the task a

assistance in what to do
After students have

completed the example
evaluation task they will
then move onto
attempting to write their
own. Students may like
to begin by making a
plan with dot points for
each area
Closure
The teacher may what to formatively as

students are going with their draft and
require help

consider how much of
their evaluation needs to
be done for homework.
Students also may need to be refocuse

alternative methods of unpacking the e
evaluation.
The teacher may want to again highlig

due date of their draft.
SECONDARY LESSON PLAN 8- Evaluation (Making

DATE: S2 Week 13
NO. OF STUDENTS: 20
TOPIC/FOCUS: How write an evaluation

-identify and describe the focus and subject matter of the artworks identify and describe t
subject matter of the artworks
- explain the ways in which potential directions contributed to the development and refine
- provide visual evidence of selected potential directions used to develop the artworks
- explain further refinement to the potential directions in order to develop the artworks
- reflect on the effectiveness of artworks to communicate ideas
- analyse how the artworks realise the communication of ideas
- discuss the refinement and presentation of artworks
- explain and evaluate how materials and techniques were applied in the artworks
-explain and evaluate how aesthetic qualities were resolved in the artworks
- evaluate the presentation of artworks
- use appropriate terminology

- Write a cohesive evaluation to complete their folio
- Give feedback and suggestions to peers drafts of their evaluation.
LESSON PROCEDURE
TIMIN
G
5
mins
20
mins
20
mins
RESOURCE
S
STEPS OF THE LESSON

questions)
Opening :
This class will begin with the
teacher finding out where
the majority of the class is
at with their evaluation
draft. This can be done by
asking students to raise
their hand if they are
behind, on track or done
Lesson Development:
Students will be given some
time to continue writing.
Student/Teacher Rela
Teacher may want to assist students

on what to focus on for this class
If students are behind this is a chanc

dot point their ideas as they will nee
for the next activity
This activity requires

students to submit their
draft whereby the teacher
Student may like a check list of wha
will then re hand out the
do, thus the teacher at this point ma
drafts to a peer in the class. what the requirements of this task is
The peer will then need to
read over make notes of any
edits the person can make
to their evaluation. The
person will need to correct
- Spelling and grammar
- Missing area
- Suggestion of
additional strength
and weaknesses
5
mins
Closure
consider how much of their
evaluation needs to be done
for homework
The teacher may want to again high

to due date of their evaluation.
Appendix 1
Concept Maps
Concept maps are good at helping to visualise and map out your ideas. It can
help you organise ideas into categories and explore them more than you
usually would. Concept maps are a way of note taking method that can
valuably provide short cuts as they are often just words and lists in dot point.
Make a separate mind map for each of the flowing:
-
source of inspiration for ideas

focus theme/ concept
art form/s, materials and techniques
how art elements and principles will be explored
What a detailed mind map looks like:
For more examples look at the NGVs top arts folios.

http://www.ngv.vic.gov.au/toparts
Appendix 2
Example Exploration Proposal

Source: https://cshsstudio34.wikispaces.com/Writing+your+exploration+proposal
In the below example do the following
- Identify each area
- Summarise each paragraph in two dot points
- Highlight use of art terminology
- Highlight effective words/wording
- Mark this work using the marking criteria you will be marked with
One of my favourite things to do is observe people, whether it be in the city
or even in areas around my home, during the day and the night. The one
thing that I have noticed from my observations is that people and places
transform into something or someone different -and its this transformation
that really fascinates me.
I love to sit and watch change. Why and how people interact and move
within and around these spaces, and the changes that occur to them and
their environment throughout the different times of day. Im inspired and
fascinated by simply noticing the intricate differences in behaviours and
mannerisms of the people and how their actions force changes to occur to
others around them or the mood of their environment. Its these ideas and
images that I will be conceptually exploring throughout the design process.
The evolution and development of images and ideas is what I would like to
explore throughout the design process and demonstrate my exploration and
fascination with transformation.
Its my voyeuristic behaviours that will help me develop my theme of
transformation.
Transformation is something that really intrigues me, helps me understand
and form sometimes, conclusions of how our society and culture works, and
my place within it. Transformation of people and places from day to night and
what happens in between is the most interesting aspect of this idea. This is
one of the influencing factors in my decision to explore photography and the
electronic moving image that I believe will best highlight and depict
movement and change.
Transformation occurs in everyone and everything. I have watched it happen
to my friends and even myself, the people I know and live within in my area,
the places I go, and the places I used to live.
It can be the process of watching the transformation of a high-rise being built

in my area, the transition and movement of people moving into their new
home, and the changes that occur through time from its use. Or watching
and being part of old friends growing up and changing into completely
different people, physically and emotionally. Noticing minor and at times,
major changes in my friends and even within myself from when we are
hanging out during the day to when we are going out at night is another idea
that I would like to investigate. These are just some of the idea that I would
like to explore and experiment with throughout the design process.
I believe transformation happens as a result of the difference in social values
and the acceptable conduct between the day and night. Behaviours that
arent acceptable during the day appear to be completely fine at night.
Watching all of these transformations bring me great satisfaction and
intrigues me to explore and attempt to portray what these people are like
either at night or during the day.
Alter egos, and noticing it within myself. The atmosphere of the night has a
great deal to do with why people feel comfortable acting like they do and
why they feel like they can be themselves, or even be someone else
completely different. You can hide within the night, and there is a feeling of
separation and loneliness but also of connection to what is different. I would
like to explore these ideas and images through my work. Creating still and
moving images that best define these ideas.
Music can be categorised into day and night music, the difference in song
types and sounds demonstrates transformation of how ideas and images in
my mind change through between dawn and dusk-songs. I often listen to
these different and specific types of songs only at night or day, so they
connect me to different emotions and ideas. I would also like to connect
sounds to my moving images because it is something I do almost
subconsciously now. This realisation, and importance of ideas related to
sound through images is an idea that I will explore throughout the design
process.
The night itself is an inspiration of ideas. I really enjoy sitting out in the night
and noticing little change within my environment. The air goes still, the
flowers hide away and all the nocturnal creatures and behaviours come out
while the others sleep. Bill Henson, Australian photographer, depicts this
idea so well, the exploration of the innocence and still of night, movement
and change within it, and the action and stillness of figures. His images make
you feel like you shouldnt be looking or watching what they are doing-that
concept of voyeurism and watching something you shouldnt really
fascinates me. His photographic style and subjects really inspire me. The use
of light, and the way it can evoke emotions from. This is the same type of
feeling and response I would like to explore and experiment with in my
photography and moving images. Another photographic style that inspires
me is that of Man Ray. His use of black and white photography, subtly of
tones, obscurity of his models and the displays of messages through images
are strong ideas I would like to explore throughout the design process with
my photography.
There are also other artists that inspire me, and the different aspects of their
design processes, production of ideas and finished work inspire me. Sophie
Calle, the French sculptor, photographer, and installation artists inspires me
through her ideas -she takes voyeurism to the next level, following around
her subjects, and working as a chambermaid in a hotel, amongst other
things, to create ideas for her work. The work she produces is amazing; it
reflects this deep interest in strangers lives, which is an idea I would like to
explore within my work. Also the work of Christian Boltanskis presentation
and display of art is very inspiring- the many human faces simply placed on
metal poles or on walls with hundreds of others to evoke a feeling of
something forgotten and loneliness. These artists have ideas and techniques
that I wish to draw inspiration from, explore and experiment with whilst
creating my work.
I would like to explore photography, and installation art. I would like to trial
different types of processing and printing surfaces of my images with my
photography. Experimenting with different lighting and angles and through
the design process, trial styles of photography and the moving image that
play with tone, and texture through light. Photo and image manipulation will
most likely be explored. I will look to my inspirations to guide me with
technique and application. I would also like to play with perception and the
distinction between objects and people in my work, leaving everything very
ambiguous, and intriguing for the viewer to work out for themselves.
Exploring with the art element of tone (which will be shown by the light from
different angles) and texture (through the different fabrics in used to print
my photographs onto) through imagery will be experimented with and
elaborated upon. I also want to explore and experiment with the element of
strong and subtle and colour and applying this to the principle of contrast.
The contrast of: dark against bright, day against night, bright against vivid,
cool against warm colours within my photographs, and in my installation. I
will also be exploring and experimenting with movement throughout my
installation ideas: slow and subtle, controlled and unrestrained.
As a result of this exploration of process, I would like to be able to create
work that provokes emotion whilst improving my photography and
installation skills. To be able to develop a clear understanding of angles, and
lighting, so that I can produce work that clearly demonstrates
transformation. I would also like to gain a deeper understanding of what
transformation really is, to answer that question of why people and places
transform, and to enhance my own observations so it can be reflected back
to my work. It would be like a circle. Realising transformation more clearly. I
would like the audience of my artwork to have some sort of emotional

response to my work, whether it is a feeling of awkwardness, anger, sadness
or even confusion. I would also like the viewer to feel as if they are watching
something that they shouldnt be, and that they are intruding on someone
elses space. I hope that my work will make the audience look at the world in
a different way, and begin to notice the small changes and transformations
that are going on around them.
Appendix 3
Artwork 1 Artwork 1
Title and date of
artwork/s:
Title and date of
artwork/s:
Subject matter
Subject matter
Materials
Materials
Ideas and meaning
in artworks
Ideas and meaning
in artworks
Working methods/
techniques
Working methods/
techniques
Use of technology/
digital media/studio
Use of technology/
assistants,digital
artisans,
media/studio
craft/master
assistants, artisans,
craftspeople
craft/master craftspeople
Early influences
Early influences
Later influences
Later influences
Historical and/or
cultural context
Historical and/or cultural
context
Work environment (for
example, studio
workshop, Work
on-site
environment (for
installation)
example, studio
on-site
Patronage workshop,
(the
installation)
influence of those who
commissioned, and in
Patronage (the influence
some cases
of those who
determined subject
commissioned, and in
matter)
some cases determined
Commentssubject
on the matter)
artists style/aesthetic
Comments on the artists
qualities
style/aesthetic qualities
Artwork 2
Artwork 2
Appendix 4
Appendix 5
Presentation on the artist John Brack
Appendix 6
Presentation on the artist Henri de

Toulouse-Lautrec
(Suzuki, 2015)
Appendix 7
National Gallery of Victoria
Every Brilliant Eye: Australian Art of the 1990s explores a decade

in Australian art. Drawn from the NGV Collection, it provides an in
depth look at a period characterised by dramatic change as
artists adopted new technologies and increasingly heterogeneous
approaches to making art.
The exhibition offers an overview of art made from 1990 to 2000
and includes works in various media from video, installation,
photography, painting, sculpture, drawing, fashion and design, as
well as selected ephemera relating to various artist collectives,
artist run spaces and various subcultures that emerged during
this dynamic period in recent art history.
Artists:
- Gordon Bennett
- Constanze Zikos
- Patricia Piccinini
- Rosemary Laing
- Adam Cullen
- Sally Smart
- Janet Burchill
Curator/s of
exhibition:___________________________________________________________
What is role of the curator for this exhibition?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Explain the title of the exhibition?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Draw an example of the layout of the gallery space:
What type of gallery is the NGV?

______________________________________________________________________________
______________________________________________________________________________
Choose one artwork

Title:
_________________________________________________________________________
Artist:
________________________________________________________________________
What materials, method and techniques have been applied to this artwork?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Pick one art element to describe in relation to the artwork
Element:____________________________
Description:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Pick one art principle to describe in relation to the artwork
Principle:____________________________
Description:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What is the intention of the artist and how is it perceived by the viewer?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How does this artwork work it into the theme of the exhibition?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Choose another work
Title:
_________________________________________________________________________
Artist:
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Element:____________________________
Description:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Principle:____________________________
Description:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Appendix 8
Dianne Tanzer Gallery
Three works by Yhonnie Scarce from her Blue Danube series have been
curated into For Country: For Nation at the Australian War Memorial. The
exhibition highlights Aboriginal and Torres Strait Islander stories of military
service in times of war and peace, drawing inspiration from cultural traditions
and symbols of the warriors discipline, knowledge, leadership, and skill.
Aboriginal and Torres Strait Islander peoples contributed to Australian

defence forces from the Boer War to the present day. They have also worked
in ancillary, industry, and other home-front activities, and their communities
have been thrust into the front line of theatres of war. This exhibition will
highlight these stories and explore themes of remembrance and tradition
through family histories, objects, art, and photographs.
A work from Scarces Blue Danube series was recently acquired by the
Australian War Memorial for its permanent collection.
Curator/s of
exhibition:___________________________________________________________
What is role of the curator for this exhibition?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Explain the title of the exhibition?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Draw an example of the layout of the gallery space:
What type of gallery is the Dianne Tanzer Gallery?

______________________________________________________________________________
______________________________________________________________________________
Choose one artwork
Title:
_________________________________________________________________________
Artist:
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Element:____________________________
Description:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Principle:____________________________
Description:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Choose another work
Title:
_________________________________________________________________________
Artist:
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Element:____________________________
Description:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Principle:____________________________
Description:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Appendix 9
Class Excursion Review

This activity requires you to choose an artwork that you saw from either the
NGV exhibition or Dianne Tanzer Gallery exhibition
You are to source an image of your chosen artwork to have on display while
you talk.
During your 3-5 minute presentation you will need to cover
-
A visual analysis based on art element and principles

The context/idea in which the artist was trying to convey
Where it was displayed and why it was presented in that way
Any conservation techniques that would have been applied in
maintaining the integrity of the artwork
The curators interpretation of the artwork and its relevance to the
theme of the exhibition
Appendix 10
Example Evaluation
Source: Artisan text book pages 265-271.
Using a photocopied example from the book do the following below:
On your photo copy example do the following
- Identify each area
- Summarise each paragraph in two dot points
- Highlight use of art terminology
- Highlight effective words/wording
- Mark this work using the marking criteria you will be marked with
Assessment task 1- Responding task 1 (SAC) - 2 artist and 2 artworks
UNIT 3 Studio Art: SAC 1

Outcome 3
On completion of this unit the student should be able to examine the
practice of at least two artists, with reference to two artworks by each artist,
referencing the different historical and cultural context of each artwork.
Task:
Short answer response
You have 50 minutes to complete this task and will have NO access to notes
or textbooks. Complete all questions on the sheet provided. The task has a
total of 30 marks available.
1.
a) Define one art element.
Name of Element:_______________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(2 marks)
b) Define one art principle.
Name of Principle:_______________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(2 marks)
2. Discuss how an artist has used art elements and principles to develop
particular aesthetic qualities in the artwork.
Artist:_____________________________________________
Artwork:___________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(6 marks)
3.Using the same artwork you selected above, discuss the artists use of
materials and techniques in the artwork .
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(4 marks)
4. Discuss the ways in which a different artwork from the one above, has
explored ideas and communicated meanings in an artwork.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(6 marks)
5. Select two artworks by different artists. Analyse how each artwork

reflects particular influences and cultural contexts.
Artist 1:________________________________________________________
Artwork title: ____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Artist 2:________________________________________________________
Artwork title: ____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
(5+5=10 marks)
Assessment task 2- Responding task 2 (SAC)-Gallery
UNIT 4 Studio Art: SAC 2

Outcome 3
On completion of this unit the student should be able to compare the
methods used by artists and considerations of curators in the preparation,
presentation, conservation and promotion of specific artworks in at least two
different exhibitions.
Task:
Short answer response
You have 50 minutes to complete this task and will have CAN have access to
notes from the gallery excursion. Complete all questions on the sheet
provided. The task has a total of 30 marks available.
1. Discuss the different approaches to the preparation and presentation

of artworks in two different exhibition spaces you have visited.
Exhibition space 1: ______________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Exhibition space 2: ______________________________________________________

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(10 marks)
2. Pick one artwork within the two exhibitions to describe conservation

considerations and methods involved in storing this artwork.
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(5 marks)
3. Discuss the role of a curator in preparing this work for exhibition in a
public gallery.
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4. Compare the roles of two of the following art exhibition spaces:
A commercial gallery
A community environment
A virtual exhibition space
An artist-run space
An alternative art space
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(10 marks)
Making task 1- how to write an exploration proposal
Exploration Proposal
What is an exploration Proposal?
An exploration proposal is a plan of what you think you will be focusing on for
your year 12 studies in studio arts. Your proposal should discuss your theme
and inspiration, artistic influence as well as mediums you will be trailing
throughout your studio process. Your exploration proposal should highlight
and outline factors that will come into play when thinking and considering
possible pieces of artworks for you final design.
Why do you write an exploration proposal?
The reason you have to do an exploration proposal is to make it clear that
you have thoroughly though out your ideas and intention for what you will be
focusing on this year. The exploration proposal also shows that you have
done research to back up your ideas and show that you arent just doing
thing just because. This is also a change to give yourself some guidelines if
you find yourself stuck on what to do next.
How long should it be?
There is no word limit for this assignment. However it is expected that each
area is cover in detail.
This is a checklist to make sure you have covered all area required
in your proposal:
-
focus and subject to be explored (topic, theme, concept, content )

conceptual possibilities and ideas
art form/s to be explored (for example, painting, drawing, textiles)
source of inspiration and how these relate to the students individual
ideas
aesthetic qualities( art elements and principles, signs and symbols)
Materials and techniques to be explored
appropriate art language and art terminology
Marking Criteria for Exploration Proposal

Criteria
Discussion of focus
and subject to be
explored (topic,
theme, concept,
content )
Discussion of
conceptual
possibilities and
ideas
Discussion of art
form/s to be
explored (for
example, painting,
drawing, textiles)
Discussion of the
source of
inspiration and how
these relate to the
students individual
ideas
A discussion of
aesthetic qualities(
art elements and
principles, signs
and symbols)
Materials and
techniques to be
explored
Very high
discussion of the
focus and subject
is explored in
outstanding detail
High
discussion of the
focus and subject
is explored
in depth manner
Pass
discussion of the
focus and subject
is explored in some
detail
Low
discussion of the
focus and subject
is explored in little
detail
Very Low
discussion of the
focus and subject
is explored in no
detail
Shows an
outstanding
discussion of
conceptual
possibilities and
ideas
Discussion of art
form/s is explored
explained in great
detail
Shows an well
thought through
discussion of
conceptual
possibilities and
ideas
Discussion of art
form/s is explored
in detail
Shows a thought
out discussion of
conceptual
possibilities and
ideas
Displays some
discussion of
conceptual
possibilities and
ideas
Has no discussion
of conceptual
possibilities and
ideas
Discussion of art
form/s is explored
some detail
Discussion of art
form/s is explored
in little detail
Discussion of art
form/s is not
explored
Discussion of the
source of
inspiration and
how these relate to
the students
individual ideas is
exceptionally done
Discussion of the
source of
inspiration and how
these relate to the
students individual
ideas is expressed
in a detailed
manner
Good discussion of
aesthetic qualities
Discussion of the
source of
inspiration and how
these relate to the
students individual
ideas is explored
There is no
discussion of the
source of
inspiration or how
these relate to the
students individual
ideas
discussion of
aesthetic qualities
Discussion of the
source of
inspiration and
how these relate to
the students
individual ideas are
explored in little
detail
Little discussion of
aesthetic qualities
Materials and
techniques to be
explored is
expressed in great
Materials and
techniques to be
explored is
expressed
Materials and
techniques to be
explored is
expressed in little
Materials and
techniques to be
explored is not
explored
excellent
discussion of
aesthetic qualities
Materials and
techniques to be
explored is
expressed in
No discussion of
aesthetic qualities
Use of appropriate
art language and
art terminology
outstanding detail
Use of appropriate
art language and
art terminology is
shown in detail
throughout
detail
Use of appropriate
art language and
art terminology is
shown in
throughout
Use of appropriate
art language and
art terminology is
shown
detail
Use of appropriate
art language and
art terminology is
shown very little
Use of appropriate
art language and
art terminology is
not shown
Making task 2- how to write an evaluation
Final Evaluation
What is an Evaluation?
An evaluation is about making critical and well thought out reflections on the
studio process and the final outcomes. An evaluation is a way to look back on
the strengths and weaknesses of the processes in marking your final works.
Furthermore, it is an opportunity to objectivity assess your final outcomes.
Why do you write an evaluation?
Its an important learning process to be able to critically reflect. In reflecting
you are able to understand the thing you did well and the ways in which you
could have possibility improved. This also helps you understand the
examination processes of an assessor objectively grading you work.
How long should it be?
There is no word limit for this assignment. However it is expected that each
area is cover in detail.
This is a checklist to make sure you have covered all area required
in your proposal:
-
Identify focus of folio

Described the focus and subject matter of the folio
Explained the ways in which potential directions will be used to
produce my final artwork

Provide visual evidence of selected potential directions for the final
artwork
Explained any necessary refinement to potential directions in order to
produce final artwork

Reflected on the effectiveness of the final artworks to communicate
ideas
Analysed how the artworks realise the communication of the ideas
Discusses how the relationship between the final artwork has been
established
Explained how materials and techniques were applied to final artwork
Explained the aesthetic qualities that have been resolved in the final
artworks
Discussed the presentation of the cohesiveness within the folio
Used appropriate art language and terminology
Explained any refocusing used to produce the final artworks
Provide visual support materials that show refinement of technique and
skill
Marking criteria for Evaluation

Criteria
Identify focus of
folio
Described the
focus and subject
matter of the folio
Explained the ways
in which potential
directions will be
used to produce
my final artwork
Provide visual
evidence of
selected potential
directions for the
final artwork
Explained any
necessary
refinement to
potential
directions in order
to produce final
artwork
Reflected on the
effectiveness of
the final artworks
to communicate
ideas
Analysed how the
artworks realise
Very high
is done in a in depth
manner
Outstanding
description of the
focus and subject
matter of the folio
The explanation of
the ways in which
potential directions
will be used to
produce my final
artwork is displayed
in an exceptional
manner
Multiple examples of
visual evidence
explaining selected
for the final artwork
Explained any
necessary refinement
to potential
directions in order to
is written excellently
Reflection on the
effectiveness of the
final artworks to
communicate ideas
is explained in
tremendous detail
Shows a detailed
analysis of how the
High
is done in a detailed
manner
Great description of
the focus and subject
matter of the folio
Pass
is shown
Low
is done in little detail
Very Low
is not shown
Some description of
matter of the folio
Little description of
matter of the folio
No description of the
focus and subject
matter of the folio
The explanation of
the ways in which
will be used to
produce my final
in an detailed
manner
A few examples of
visual evidence
explaining selected
Explained any
necessary
refinement to
in order to produce
final artwork is
written very well
Reflection on the
final artworks to
communicate ideas
is explained in great
detail
Shows a great
analysis of how the
The explanation of
the ways in which
will be used to
produce my final
The explanation of
the ways in which
will be used to
produce my final
is little detail
The explanation of
the ways in which
will be used to
produce my final
artwork is not
displayed
Some examples of
visual evidence
explaining selected
Explained any
to potential
is written in some
detail
Reflection on the
final artworks to
communicate ideas
is explained in some
detail
Shows a analysis of
how the artworks
Minimal examples of
visual evidence
explaining selected
Explained any
to potential
is explained in little
detail
Reflection on the
final artworks to
communicate ideas
is explained in little
detail
Shows little analysis
of how the artworks
No examples of
visual evidence
explaining selected
Explained any
to potential
is not displayed
Reflection on the
final artworks to
communicate ideas is
not explained
Shows no analysis of
how the artworks
the communication
of the ideas
artworks realise the

communication of
the ideas
artworks realise the

communication of
the ideas
realise the
communication of
the ideas
realise the
communication of
the ideas
realise the
communication of
the ideas
Discusses how the

relationship
between the final
artwork has been
established
In depth discussion
about how the
relationship between
the final artwork has
been established is
shown
Explained how
materials and
techniques were
applied to final
artwork with
exceptionally
Gave an in depth
explanation about
the aesthetic
qualities that have
been resolved in the
final artworks
Detailed discussion
about how the
been established is
shown
Explained how
materials and
techniques were
applied to final
artwork in detail
A discussion about
how the relationship
between the final
artwork has been
established is shown
Little discussion
about how the
been established is
shown
Explained how
materials and
techniques were
applied to final
artwork in little detail
No discussion about
how the relationship
between the final
artwork has been
established is shown
Gave some
explanation about
the aesthetic
qualities that have
final artworks
Gave no explanation
about the aesthetic
qualities that have
final artworks
Discussion in regards
to the presentation of
the cohesiveness
within the folio is
explained in great
detail
Use of appropriate
art language and art
terminology is shown
in detail throughout
A well thought out
explanation of any
refocusing used to
to the presentation
of the cohesiveness
within the folio is
explained in detail
to the presentation
of the cohesiveness
within the folio is
explained in little
detail
Use of appropriate
very little
Some explanation of
any refocusing used
to produce the final
to the presentation of
the cohesiveness
within the folio is not
explained
Explained how
materials and
techniques were
applied to final
artwork
Explained the
aesthetic qualities
that have been
resolved in the
final artworks
Discussed the
presentation of
the cohesiveness
within the folio
used appropriate
art language and
terminology
Explained any
refocusing used to
produce the final
Gave an detailed
explanation about
the aesthetic
qualities that have
final artworks
Use of appropriate
in throughout
A detailed
explanation of any
refocusing used to
Explained how
materials and
techniques were
applied to final
artwork in some
detail
Gave an explanation
about the aesthetic
qualities that have
final artworks
to the presentation
of the cohesiveness
within the folio is
explained in some
detail
Use of appropriate
An explanation of
any refocusing used
Dis not explained

how materials and
techniques were
applied to final
artwork
Use of appropriate
terminology is not
shown
No explanation of
any refocusing used
artworks
Provide visual
support materials
that show
refinement of
technique and skill
produce the final

artworks
Give outstanding
visual support
materials that show
refinement of
technique and skill
produce the final

artworks
Give great visual
support materials
that show refinement
of technique and skill
artworks
artworks
artworks
Give visual support

materials that show
refinement of
technique and skill
Give little visual

support materials
Give no visual
support materials
Assessment 3 Making task (SAT) Rubric

Marking criteria provided by VCAA
Task 1
1. Use of an exploration proposal to define the development of an
individual design process that includes a plan of how the proposal will
be undertaken
2. Exploration and development of subject matter and ideas within the
design process that are related to concepts and ideas described in the
exploration proposal
3. Exploration and development of aesthetic qualities in the design
process relevant to the ideas described in the exploration proposal
4. Exploration of materials and development of techniques and processes
within the design process relevant to the art form(s) and ideas
described in the exploration proposal
5. Evaluation of exploratory and developmental work throughout the
design process
6. Selection and evaluation of a range of potential directions that will
form the basis of artworks in Unit 4
Task 2
1. Selected use of potential directions in producing finished artworks
2. Communication and resolution of ideas presented in cohesive finished
artworks
3. Application of materials and skills in the use of techniques and
processes relevant to the finished artworks
4. Documentation that clarifies the focus of the folio evaluates the use of
potential directions in the finished artworks and reflects on the
cohesive folio
5. Resolution of aesthetic qualities in the artworks that realises and
communicates the students ideas
6. Cohesive relationship between finished artworks
References
Australian War Memorial. (2016). Thisisnofantasy.com. Retrieved 21 October
2016, from http://thisisnofantasy.com/exhibition/australian-war-memorial/
Bowden, M., DaAglas, N., Lindley, P., Hannan, R., DAngelo, G., and Pearman, D.,
(2010). Art-isan. Port Melbourne, Vic.: Cambridge University Press.
Education Resource - John Brack. (2014)National Gallery of Victoria. Melbourne.
Every Brilliant Eye | NGV. (2016). NGV. Retrieved 20 October 2016, from
http://www.ngv.vic.gov.au/exhibition/every-brilliant-eye/
Henri de Toulouse-Lautrec Biography, Art, and Analysis of Works. (2016). The

Art Story. Retrieved 20 October 2016, from http://www.theartstory.org/artisttoulouse-lautrec-henri.htm
Studio Arts (2017-2021) (2016). VCE Study Design. from

http://www.vcaa.vic.edu.au/Pages/vce/ studies/studioarts/studioindex.aspx
Studio Arts Written examination 2014. (2014) (1st ed.). Retrieved from
http://www.vcaa.vic.edu.au/Documents/exams/studioarts/2014/2014studioart
s-cpr-w.pdf
StArtUp: Top Arts 2016 | NGV. (2016). Ngv.vic.gov.au. Retrieved 20 October

2016, from http://www.ngv.vic.gov.au/exhibition/startup-top-arts-2016/
Suzuki, S. (2015). The Paris of Toulouse-Lautrec Prints and Posters. The Museum
Of Modern Art.
VCE Studio Arts Assessment Handbook 20102016. (2009) (1st ed.). East
Melbourne. Retrieved from
http://www.vcaa.vic.edu.au/Pages/vce/studies/studioarts/studioindex.aspx
Writing your exploration proposal. (2016). Cshsstudio3-4. Retrieved 20 October

2016, from https://cshsstudio34.wikispaces.com/Writing+your+exploration+proposal

Assignment 2

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Jacinta Shand- S00170448

VCE UNIT OUTLINE

Studio Arts Unit 3: Studio practices and processes Overview

Jacinta Shand- S00170448

Jacinta Shand- S00170448

Jacinta Shand- S00170448

understanding development to the studio process. The SAT will be assessed

Scope and sequence

Students will use a

Students will visit

Jacinta Shand- S00170448

Jacinta Shand- S00170448

Jacinta Shand- S00170448

Work on final artwork

In this class student

Jacinta Shand- S00170448

In this class student

In this class students

The students will

Jacinta Shand- S00170448

Assessments Unit 3 and 4

SECONDARY LESSON PLAN 1- Exploration Proposal (Ma

LESSON DURATION: 50 min

TOPIC/FOCUS: How to write an Exploration Proposal

- conceptual possibilities and ideas to be explored in the studio process

Jacinta Shand- S00170448

GOALS AND OBJECTIVES:

Students have may question that the te

Tell students when it is

Give students some time

The teacher may have to assist student

Jacinta Shand- S00170448

Not all students may want to present th

SECONDARY LESSON PLAN 2- Exploration Proposal (Ma

LESSON DURATION: 50 min

TOPIC/FOCUS: How to write an Exploration Proposal

- conceptual possibilities and ideas to be explored in the studio process

GOALS AND OBJECTIVES:

Jacinta Shand- S00170448

SUMMARY OF RESOURCES REQUIRED:

After students have

The teacher may what to formatively as

The teacher may want to again highlig

Jacinta Shand- S00170448

SECONDARY LESSON PLAN 3- Artist and Artwork (Respo

DATE: Semester 1 Week

TOPIC/FOCUS: Artist one: John Brack

STEPS OF THE LESSON

Jacinta Shand- S00170448

The teacher may want to reiterate

In this class students will be

Students may have additional que

Student will also be given a

The teacher can formatively asses

Student may need to be prompted

A student may be very interested

Jacinta Shand- S00170448

SECONDARY LESSON PLAN 4- Artist and Artwork (Respo

DATE: Semester 1 Week 5

LESSON DURATION: 50 mins

TOPIC/FOCUS: Artist two: Henri de Toulouse-Lautrec

Jacinta Shand- S00170448

SUMMARY OF RESOURCES REQUIRED: