You are on page 1of 9

Australian Curriculum (AC)

UNIT PLANNER 2015


Unit outline: Australia as Home
Subject and Year level: Date: 22/05/15
Students will learn and understand
Visual Art Year 8
colour theory, space, rhythm and
Teacher: Hannah Everett Time frame and duration:
abstraction while exploring how
1 x 50 min single and 2 x 100
colours can impact and express
minute double /week over 6
emotion. Students will observe and
weeks
discuss Australian landscape artists,
whilst creating their own landscapes
of home. Students will engage in
using recycled items to create
sculptures about the environment.
Background information (context for learning including cohort);
Students will have in prior weeks gained previous knowledge and understanding of drawing
fundamentals and principles, spatial awareness, compositions and introduced to abstraction.
AC Arts subject(s): The Arts - Visual Arts
AC band level description excerpts:
Students consider the qualities and sustainable properties of materials, techniques,
technologies and processes and combine these to create and produce solutions to their
artworks.
They consider society and ethics, and economic, environmental and social factors.
Students document the evolution of selected art styles and associated theories and/or
ideologies.
As they experience visual arts, students draw on artworks from a range of cultures, times
and locations.
As they make and respond to visual artworks, students design, create and evaluate visual
solutions to selected themes and/or concepts through a variety of visual arts forms, styles,
techniques and/or processes. They develop an informed opinion about artworks based on
their research of current and past artists. Students examine their own culture and develop
a deeper understanding of their practices as an artist who holds individual views about the
world and global issues.
Students extend their understanding of safe visual arts practices and choose to use
sustainable materials, techniques and technologies.
AC achievement standards:
By the end of Year 8, students identify and analyse how other artists use visual conventions and
viewpoints to communicate ideas and apply this knowledge in their art-making. They explain
how an artwork is displayed to enhance its meaning. They evaluate how they and others are
influenced by artworks from different cultures, times and places.
Students plan their art-making in response to exploration of techniques and processes used in
their own and others artworks. They demonstrate use of visual conventions, techniques and
processes to communicate meaning in their artworks.
Assessment (for, of and as learning) strategy: What evidence will be collected to demonstrate
student learning?

Formative
Observation of student engagement, understanding of tasks and art concepts
Class discussions - student input and engagement
Peer assessment during presentations and evaluating each others artworks

Summative
Visual Diary graded on documentation of students exploration, experimentation, processes,
personal evaluation, reviews and critiques
Five minute oral presentation graded on presentation skills, understanding of task and art
concepts and knowledge of chosen topic
Final products of artwork graded against a rubric

General Capabilities (Darken /highlight the relevant application)


Literacy

Numeracy

Comprehending texts
Grammar Knowledge
Visual Knowledge
Composing texts
Word Knowledge
Text Knowledge

Calculating and Estimating


Recognising and using patterns and relationships
Using fractions, decimals, percentages , ratios and
rates
Using spatial reasoning
Interpreting and drawing conclusions from statistical
information.
Using measurement

Critical and creative thinking

ICT

Inquiring identify, explore, organise


information and ideas
Generating ideas, possibilities and
actions
Reflecting on thinking and processes
Analysing, synthesising and evaluating
reasoning and procedures

Applying social and ethical protocols


and practices
Investigating with ICT
Creating with ICT
Communicating with ITC
Managing and operating ICT

Personal and social


capability
Self-awareness
Self-management
Social awareness
Social management

Intercultural understanding

Ethical understanding

Recognising culture and developing respect


Interacting with and empathising with others
Reflecting on intercultural experiences and taking
responsibility

Understanding ethical concepts and issues


Reasoning in decision making and actions
Exploring values, rights and responsibilities

Cross-Curriculum Priorities
Aboriginal and
Torres Strait
islander
histories and
cultures
Asia and
Australias
engagement
with Asia
Sustainability

(darken or highlight those relevant to unit of work)

Living communities
Identity
People
Culture
Country/place
Asia and its diversity
Achievements and contributions of the peoples of Asia
Australia/Asia engagement
Systems
World views
Futures

Differentiation
and extension
strategies
Accommodations
to meet individual
learning needs

Links to other
curriculum
areas

Flexibility of tasks to adapt to the needs of certain students within the


classroom.
For students on Negotiated Education Plans (NEP) or Negotiated
Learning Plans (NLP) and English as a second language, further
scaffolding will be needed to make sure students understand the tasks
given.
In regards to gifted and talented students setting further learning
outcomes to tasks. For example with task looking at colour and shapes,
have gifted and talented students look at incorporating textures and
how textures support the aesthetics and movement of a piece.
For students on the Autistic Spectrum the incorporation of their
interests. For example if a student is into anime, anime styled
landscapes and Japanese drawing techniques could be introduced into
the landscapes tasks.
http://www.australiancurriculum.edu.au/studentdiversity/meeting-diverselearning-needs
Humanities and social sciences Geography and History
English
Mathematics

Unit Outline: Australia As Home

Wee
k

Tasks and activities

Colour Theory
Discuss and introduce colour theory
Fill out and colour in colour wheel worksheets
with choice of medium i.e. acrylic, coloured
pencil or pastels
(Appendix 1 Colour Wheel worksheet)

Relevant
AC
descriptor
(s) 8.1,
8.2
8.1
8.3
8.4
8.8

Assessment focus/evidence

Formative
Observation
Discussion
Behaviour managament and
Engagement
Peer assessment

Introduce Wassily Kandinskys work and focus


on expression through colour, discussing
Kandinskys circlular colour studies
(http://www.kinderart.com/arthistory/kandinskycolors.
shtml)
(http://www.theartstory.org/artist-kandinskywassily.htm)

Learn about colour and emotion through


listening to music and creating own Kandinsky
inspired circle artwork.
When works finished present together on the
wall and as a class discuss and compare how
the collaboratively the pieces work together
and enhance one anothers pieces aesthetics
and formal elements
Write reflection of processes in visual diary, if
not finished homework

Abstract landscapes
Introduce and acknowledge Aboriginal Artwork
and dreamtime
(Indigenous arts Australia, 2001)

Summative
Final product graded
Visual Diary entry

Head to the library and use computers and


books to look at different Aboriginal works and
dreamtime stories
Reflect in visual diaries their own idea of home
and Australia using prompting questions from
worksheets
(Appendix 2 Home Worksheet)
Power point presentation of Australian and
Aboriginal artists
- Ken Done
- Pro Hart
- Albert Namanjari
- Sydney Nolan
- Sally Morgan
- James R Jackson

8.1
8.3
8.4
8.5
8.7
8.8

Formative
Observation
Discussion
Engagement
Summative
Visual diary entries

Using acrylic create own abstract lanscape of


home using colours that express emotion, show
organic and inorganic shapes, space and
movement

Working on own landscape


Written reflection in visual diary of processes
and evaluation or finished work
Discussion on the classes responses and
evaluation of landscapes, why their home is
important to them and how they expressed
that in their landscape piece

Teacher led discussion on use of colour,


composition, movement and rhythm, compare
and contrast traditional landscape painting to
contemporary
Experiment in visual diaries with coloured
pencils colours, organic and inorganic shapes
for them to create their own abstract landscape
(Ken Done Australia, 1988)
(Ken Done: Paintings, Drawings, Posters and
Prints, 1986)
(The Art Of Ken Done, 2002)
(A treasury of Australian Painting, 1980)

Recycled Sculptures
Teacher led discussion in response to last task
of how we are to protect our landscapes and
take care of the environment through recycling
follow with class discussion on how recycling is
important for the environment.
Investigate and research using books and on
computers, how rubbish affects the land, sea,
animals, birds and sea animals.
Write down information and do sketches in
their visual diaries on a chosen area, animal
etc
Look at Louise Nevelsons work
(http://www.biography.com/people/louise-nevelson20854319)
(http://www.pacegallery.com/artists/327/louisenevelson)

Create own recycled sculpture using recycled


items
(Sculpture with simple materials, 1966)

Paint scultpures in one colour that helps the


student put across their message about
recycling.

8.1
8.4
8.8

Formative
Observation
Summative
Final product graded
Visual diary entries

8.1
8.2
8.3
8.4
8.7

Formative
Observation
Discussion
Engagement
Summative
Visual Diary entries

Work on recycled sculptures


Set oral presentation task on their sculpture
and information gathered on their chosen topic

8.1
8.4

Work on recycled Sculpture


Presentation of finished work and information
collected including personal evaluation and
analysis of work
Set up as a display for the school

8.2
8.5
8.6
8.7
8.8

Formative
Discussion
Observation

Summative
Final product marked
Presentation to the class of proj
Peer assessment

Teaching and learning resources


Worksheets
Appendix 1 Colour Wheel worksheet
Appendix 2 Home worksheet
Music
Playlist of music with a variety of genres, moods and sounds

Visual Media
Power point Presentation on Wassily Kandinsky
Powerpoint presentation on Australian and Aboriginal Artsists focussing on landsca
- Ken Done
- Pro Hart
- Albert Namanjari
- Sydney Nolan
- James R Jackson
- Sally Morgan

Books
Splatt, W., & Burton, B. (1980). A treasury of Australian Painting, Melbourne, Victor
ONeil Publishers Pty Ltd.
Sunset Editorial Staff., (1966). Sculpture with simple materials, California, Lane Boo
Editor Chance, I., (2001). Katja Now, Indigenous arts Australia, Tandanya, Adelaide,
Australia,
Hyde Park Press.
McKenzie, J., (2002) The Art Of Ken Done, Sydney, Fine Art Publishing Ltd.
Editor Drury, N., (1986) Ken Done: Paintings, Drawings, Posters and Prints, Sydney
Craftsman House.
Editor Drury, N., (1988) Ken Done Australia, Sydney, Craftsman House.
Websites
http://www.kinderart.com/arthistory/kandinskycolors.shtml
http://www.theartstory.org/artist-kandinsky-wassily.htm
http://www.biography.com/people/louise-nevelson-20854319
http://www.pacegallery.com/artists/327/louise-nevelson
Youtube
Moma
The Tate

Appendix 1 Colour Theory worksheet

Appendix 2 Home Worksheet

My Home

Is Australia home to you?

Have you had another home in another country or city?

What is your family background?

What do you like the most about the Australian landscape?

What do you like about your home?

What activities do you like doing with your family?

What colours do you see when thinking of home?