You are on page 1of 2

Creative Arts lesson

Focus Artist: Fiona Hall Year Level(s):

Year 6
Artwork: Dead in the Water, Lesson duration: 60
1999 minutes
Creative Arts Focus: Visual Arts

Learning Intention: We are learning to look at Fiona Hall’s sculptures as inspiration to create own
expressions of ideas in sculptures. (VCAVAE029)

Success Criteria: I can use a range of different materials and include two different forms to make a
biomorphic - manmade- animal sculpture.

Victorian Curriculum (VC): THE ARTS – Visual Arts

Content strand: Explore and Express Ideas

Content descriptors(s):
Explore visual arts practices as inspiration to create artworks that express different ideas and beliefs.
• exploring how artists select and manipulate materials and techniques and use these in their own
art making
• exploring ideas and expressions when making artworks inspired by observation or imagination, for
example, Aboriginal and Torres Strait Islander art from the local community, graffiti art, graphic
design, or manga art
• analysing the materials used by artists in artworks to enhance the meaning of the work, for
example, the choice of material to enhance the viewer’s understanding of the artist’s intention
• exploring the ways in which artists communicate their views, beliefs and opinions in artworks and
use these in their own art making
• making aesthetic choices about the expression of ideas and beliefs and describe the use of visual
conventions and processes

Achievement Standards:
- By the end of Level 6, students explain how ideas are expressed in artworks they make and view. They
demonstrate the use of different techniques and processes in planning and making artworks .They use
visual conventions and visual arts practices to express ideas, themes and concepts in their artworks.

- Students describe the influences of artworks and practices places on their art making. They describe
how artworks that they make and view can be displayed to express and enhance meaning.

- Students describe and identify how ideas are expressed in artworks from different contemporary,
historical and cultural contexts.

Assessment strategy/strategies: Key vocabulary/terms:

Skills: - Fiona Hall
1. I can understand what the term biomorphic - Artist
means. - Sculpture
2. I can explore different ideas and beliefs of - 3-dimensional
Fiona Hall and use this to influence my - biomorphic
artwork. - materials
3. I can use a range of materials to create a 3- Resources:
dimensional artwork. - Dead in the water 1999: (National Gallery of
What skills will you analyse, how will you - Range of recycled products from Reverse Art
collect the data? Truck
• Students will complete a brief ‘My Artist - scissors
Statement’ at the end of the lesson. The - glue
following lesson students will use the ‘Artist - thin wire
Statement Flow Chart’ to create a more in
depth statement about their artwork. (The
Art of Ed, 2016, pp. 22- 23)

Lesson design
Lesson introduction (Whole – TUNING IN- RESPONDING): 10 minutes Focus question/s:
• The students will view the artwork ‘Dead in the water’ and have a - What is being
class discussion. represented in the
- Visual Thinking Strategies (VTS) will be used to allow students to artwork?
think how the artist has used materials and techniques to create the - What materials have
artwork. been used?
- VTS: students can talk about what they observe and be encouraged - How has the artist
to support their interpretation with visual evidence. (Heide Museum of created the piece?
Modern Art) - Can anyone relate to
• See if the students talk about the environmental aspect of the artwork this artwork?
otherwise discuss with the class the importance of environmental - Have you seen a
practice Hall partakes in and her passion for nature. biomorphic structure
Development/investigation (Part – INVESTIGATING TECHNIQUES AND Focus question/s:
MAKING): 40 minutes - Why did you choose
• Students are given the brief for the lesson: the artwork must contain a the specific animal and
least one component of an animal and a manmade object. manmade object?
- Students can go in any direction as long as the two components are - What was the
included and individuals can express their ideas at the conclusion of reasoning behind your
the lesson. material choices?
• Students firstly need to design their sculpture and think about what
recycled materials they would like to use.
• Allow students time to explore the materials and experiment with how
they are going to join all the different pieces together.

(Students will need more than one lesson to complete this task)

Plenary and conclusion (Whole – REFLECTING and GENERALISING): 10 Focus question/s:

minutes - What does your artwork
• Students need to reflect on their artwork: represent?
- At the end of the lesson students will complete a brief ‘My Artist - How did you find the
Statement’. In the following lesson students will write up their final creative process?
artist statement in more detail.
• Artist statement will be presented with the artwork.