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Visual ArtsTopic: Landscape Painting Teacher and Class: Amber Archdale, Year 8

Visual Arts
Level: Year 8
Timing & Duration: 2 Doubles and a Single lesson per week +Homework
DEEP UNDERSTANDINGS: - Develop an artwork based on your understanding of one p
Students will understand: perspective and multiple media, drawing on your research
landscape art. (ACAVAR125)
- The concept of single point perspective and how to apply this to an - Demonstrate your understanding of landscape artwork
artwork. series of paintings and also a critical analysis of an artwork
- The idea that landscape art does not necessarily mean only paint - Develop and refine techniques and processes taught in t
effective artworks can be multimedia. represent subject matter in a final work (ACAVAM127)
- Evaluation of the work write a reflection on the topic t
-ESSENTIAL QUESTIONS: evaluates the final product a still life in relation to the le
the whole unit. (ACAVAR130)
- Where is your eye drawn to in a landscape artwork?

- What colours are used to represent a specific landscape?

- How does the angle of perspective alter the image?


Performance Task: 20 MARKS

- Analysis of a landscape painting 5/20 Marks
- Three landscape creations in three separate techniques painting, alternative methods, and a night landscape.15/20 ma

Feedback: What sort of feedback will students receive?

- Verbal feedback, in class assessing how far the student has travelled in the assessment. Additional support will be provided to st
who require it/ask for it.
- Written assessment feedback at the end of the unit. How did they manage their own learning? How did they manage their time
well did they execute the task? How in depth was their research, practical explorations, evaluation?
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Visual ArtsTopic: Landscape Painting Teacher and Class: Amber Archdale, Year 8
Visual Arts
Level: Year 8

Self-assessment will be possible at the end of each lesson, when students will leave their class work for the week at their workstati
and walk around to see each others work. This exercise also serves as a motivator to actually do work, because there is a subc
pressure put on them by themselves that wants to have something to show at the end of the day.

Students will be given a set of questions to ask themselves about their work in their development folio:
What do you find aesthetically pleasing (texture, tone, line, paper, colour) about your artwork? Why?
Relate this analysis to the image analysis at the beginning of the topic.

An information sheet on sentence structure for critiquing will be given to each student which will include language str
and sentence starters.
For example: I really like about my work although I think ... could be better. I might try using... next time.
This encourages a more in-depth critical discussion of their own work which is crucial in the further years of high school arts educatio
reflection is also highly important in many real world situations.


Achievement Standards

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 artwo
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, technique
to communicate meaning in their artworks.

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Visual ArtsTopic: Landscape Painting Teacher and Class: Amber Archdale, Year 8
Visual Arts
Level: Year 8

Teaching and Learning Approaches

In all lessons, the teacher will be available to answer students questions, and will continuously work the
room and provide support and advice. Each week every student will have at least one five minute discussion
with the teacher during class regarding their progress.

Week 1
Introduction to Landscape:
(T)he painter of the future will be a colourist the like of which has never yet been seen. Van Gogh

Monday Lesson 2:
-Single point perspective
-PowerPoint of landscape artworks (Appendix 1)
-Class analysis of a landscape painting

Tuesday Lesson 4&5:

-Colour blocking of landscape cut out coloured paper, stencilling, painting.

Thursday Lesson 6&7:

-Colour and tone in landscape
-Building on Tues. lesson
-Light source direction

Week 2

Monday Lesson 2:
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Visual ArtsTopic: Landscape Painting Teacher and Class: Amber Archdale, Year 8
Visual Arts
Level: Year 8
-Looking at impressionist and post-impressionist landscape artworks.
- each student does a critical analysis of one artwork (will be provided with a worksheet) (Appendix 2)

Tuesday Lesson 4&5:

-Creating their own landscapes using impressionist and post-impressionist techniques.

Thursday Lesson 6&7:

-Finish impressionist/post-impressionist painting and hand it up.
Week 3

Monday Lesson 2:
-Alternative methods of landscape creation objects from nature, rubbish, collage, combined with the use of

Tuesday Lesson 4&5:

-Collage/alternative methods of landscape construction finish and hand up.

Reflection on the Unit Plan

Identify what worked well during and at the end of the unit, including:
Activities that worked well and why
Activities that could be improved and how
Assessment that worked well and why
Assessment that could be improved and how common student misconceptions that need, or needed, to be

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Visual ArtsTopic: Landscape Painting Teacher and Class: Amber Archdale, Year 8
Visual Arts
Level: Year 8

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