SACE STAGE 1 – Visual Study

Visual Art – Visual Year Duration: 7 weeks

LEARNING Study 11
Year
AREA   Time Frame: Semester 1, Term 2, Week 2-8
Level: 
SUBJECT 2 x 85-minute lessons and 1 45-minute lesson per week.
Week 1 – Public Holiday Monday, Week 5 – Student Free Day Friday

Cohort: 14 students, 10 female, 4 males. 3 students with one-plans 1 child -ESL, 1 child - ASD, 1 child who identifies as ATSI.

Prior Knowledge:
Throughout Term 1 and the first week of Term 2, students have completed their folio, practical, and artist statement. Many students have not
Background completed any Visual Art education since it was a compulsory subject in Year 8, and therefore they are lacking in art curriculum knowledge and
practices. A small group of students have chosen art every year as an elective since year 8 and obtain high grades in the subject. Additionally,
these students are part of the school’s extra curriculum club, the ‘Art Academy,’ in which students have to apply and present a portfolio to the
school board to be accepted or be ‘identified’ in their previous Visual Art classes. This unit needs to be somewhat scaffolded so students from all
levels can feel successful.

Unit title Visual Study, Stage 1, How can artists share their own and others’ stories through portraiture?

A visual study is an exploration of, and/or experimentation with, a style, an idea, a concept, media, materials, methods, techniques, and/or
technologies. Students base their exploration and/or experimentation on analysis of the work of other practitioners, individual research, and the
development of visual thinking and/or technical skills. They present the findings of their visual study as well as their conclusions and insights.
Description
As a guide, for a 10-credit subject a visual diary, folio, website, or display should be between eight and twelve A3 pages (or equivalent) of
practical study; a digital recording should be between 3 and 4 minutes. Supporting material should total a maximum of 750 words if written or a
maximum of 5 minutes if oral, or the equivalent in multimodal form.

The Visual Study Unit Plan provides comprehensive scaffolding so there are several entry points each ‘page’ for students at any readiness.
Differentiation and
extension strategies
Throughout the unit plan there are several activities to extend students who finish lesson tasks or check in assessments at a high standard.

Assessment Outline

Formative   Progress Visual Study check points

 Observation
Exit Cards
Assessment Class Discussions
Group conferences
One on one conferences

PA2 Exploration to acquire technical skills and use media, materials, and technologies.
PA3 Documentation of creative visual thinking and/or problem-solving processes.
KU2 Knowledge and understanding of visual arts in different cultural, social, and/or historical contexts.
Performance KU3 Understanding of aesthetic or functional qualities in works of art or design.
Standards KU4 Research and acknowledge sources to explore and develop insights into aspects of the visual arts.
AR1 Analysis and interpretation of works of art or design from different contexts.
AR2 Use of visual arts language to interpret and respond to works and their contexts.
AR3 Evaluation of own practical work.

Summative   Year 11 Visual Study Task Sheet

Assessment
Topic: Visual Arts in Context: Date Released:
How can artists share their
own and others’ stories
through portraiture?
Assessment Type: AT3: Visual Study Checkpoint Date/s:
Weighting: 40% Final Due Date:

Task Overview About the Task

Students will contextualise art – place works of art culturally, socially, and/or historically. This will
be achieved by:
 closely viewing different works
 analysing and interpreting works of art
o cultural and social customs and beliefs of the day
o availability and use of media, materials, techniques, and technologies
o intentions, purpose, or beliefs of the practitioner
o artistic, political, or economic climate of the time or place

Students are introduced to core concepts, forms, styles, and conventions of the visual arts, which
 will include the study of (some in more depth than others):
 genres and styles from different historical and/or cultural contexts
 elements of composition or design
 concepts relevant to the genre or style
 media or materials and their application
 different technologies and their uses
 techniques or methods and their application

This assessment will involve:

 locating and acknowledging information about the chosen visual study
 analysing and interpreting the work of relevant practitioners and works of art in context
 exploring and/or experimenting with styles, concepts, ideas, media, materials, methods,
techniques, and/or technologies, to further develop visual thinking and technical skills
 analysing information and ideas, and/or visual thinking and technical skills, and thoughts
on visual arts
 developing and communicating insights into aspects of the visual arts

Requirements and Format:

Word Count /Length 10 A3 sheets of practical study, or a digital recording of between 3
and 4 minutes.

Supporting material to a maximum of 750 words if written, a

maximum of 5 minutes if oral, or the equivalent in multimodal form.
Format/Text Type Visual diary/Folio – Visual, Written/Multimodal
Components Practical Study/Supporting Material

Rubric Analysis and

- Practical Application
A Coherent and well-considered
conceptualisation and development of
imaginative or personally relevant visual
ideas.
Comprehensive exploration to acquire
Knowledge and Understanding
Response
In-depth knowledge of selected core visual arts Perceptive analysis
concepts, forms, styles, and conventions. and interpretation
of a variety of works
In-depth knowledge and understanding of
of art or design from
visual arts in different cultural, social,
different contexts.
and/or historical contexts.
 technical skills and use media, materials, Discerning understanding of aesthetic or Clear and consistent
and technologies. functional qualities in works of art or design. use of visual arts
language to
Reflective and thorough documentation of Productive and well-considered research,
interpret and
creative visual thinking and/or problem- including locating and appropriately
respond to works
solving processes. acknowledging sources, exploring,
and their contexts.
experimenting, and developing perceptive
Effective application of technical skills and
and clear insights into a range of aspects of Insightful evaluation
sensitive use of media, materials, and
the visual arts. of own practical
technologies to communicate visual ideas in
work.
resolved work(s) of art or design.

B Well-considered conceptualisation and Some depth of knowledge of selected core Thoughtful analysis
development of imaginative or personally visual arts concepts, forms, styles, and and interpretation
relevant visual ideas. conventions. of works of art or
design from
Thorough exploration to acquire technical Some depth of knowledge and
different contexts.
skills and use media, materials, and understanding of visual arts in different
technologies. cultural, social, and/or historical contexts. Mostly clear and
consistent use of
Thoughtful documentation of creative Clear understanding of aesthetic or
visual arts language
visual thinking and/or problem-solving functional qualities in works of art or design.
to interpret and
processes.
Well-considered research, including locating respond to works
Mostly effective application of technical and appropriately acknowledging sources, and their contexts.
skills, and some sensitive use of media, exploring, experimenting, and developing
Well-considered
materials, and technologies to communicate mostly clear insights into different aspects of
evaluation of own
visual ideas in resolved work(s) of art or the visual arts.
practical work.
design.

C Considered conceptualisation and Knowledge of selected core visual arts Considered analysis
development of imaginative or personally concepts, forms, styles, and conventions and interpretation
relevant visual ideas. usually demonstrated in practical work. of two or more
works of art or
Competent exploration to acquire Appropriate knowledge and mostly clear
design from
technical skills and use media, materials, understanding of visual arts in different
different contexts.
and technologies. cultural, social, and/or historical contexts.
Generally clear use
Appropriate documentation of creative Appropriate understanding of aesthetic or
of visual arts
visual thinking and/or problem-solving functional qualities in works of art or design.
language to
processes.
Considered research, including locating and interpret and
Competent application of some technical appropriately acknowledging sources, respond to works
skills with media, materials, and technologies exploring, experimenting, and developing and their contexts.
 to communicate visual ideas in resolved some insights into different aspects of the Considered
work(s) of art or design. visual arts. evaluation of own
practical work.

D Elements of conceptualisation and some Some basic knowledge of selected core visual Some basic
development of visual ideas. arts concepts, forms, styles, and conventions. consideration of at
least one work of art
Some exploration of media, materials, or Recognition of one or more elements of
or design, with
technologies. visual arts in a cultural, social, or historical
superficial reference
context.
Partial documentation of creative visual to their context.
thinking or problem-solving processes. Some recognition of aesthetic or functional
Occasional use of
qualities in works of art or design.
Partial application of technical skills in visual arts language.
developing works of art or design. Some basic research, including locating one
Some description
or more sources, with attempted
and consideration of
acknowledgment, exploring, and
own practical work.
experimenting.

E Emerging skills in the conceptualisation and Some recognition of selected core visual arts Emerging awareness
development of visual ideas. concepts, forms, or styles. of connections
between works of
Some attempted exploration of media, Limited understanding of a visual arts
art or design and
materials, or technologies. context.
their contexts.
Limited documentation of creative Emerging awareness of the need to
Emerging use of
thinking or problem-solving. understand aesthetic or functional qualities
visual arts language.
in works of art or design.
Attempted application of technical skills to
Some description of
develop a work of art or design. Attempted engagement in a directed
own practical work.
research process.

Each student undertakes an investigation into 2 portrait artists. Student’s research and
Assessment Type 3: Visual analyse the work of artists representing different cultures and contexts. In this task the
student uses appropriate terminologies and language to respond to these artists and art 10 A3 sheets of practical study, or a digital
Study
works. recording of between 3 and 4 minutes.
The student completes experimentations and portrait studies based on ideas from the artists 2, 3 2, 3, 4 1, 2, 3
Weighting 40% studied. Supporting material to a maximum of 750 words if
They present a summary to demonstrate aesthetic understanding in a range of written, a maximum of 5 minutes if oral, or the
cultural contexts. This summary is an opportunity for a reflective and thorough equivalent in multimodal form.
documentation of their research and visual thinking, processes and exploration.
General Capabilities  ✔  Learning Assets  ✔ 

Critical & Creative Thinking  ✔  Collaboration

Ethical Understanding  ✔  Self-management ✔ 

ICT Capable  Communication ✔ 

Intercultural Understanding  ✔  Thinking ✔ 

Literacy  ✔  Research ✔ 

Numeracy

Personal & Social  ✔ 

Wee
Tasks and Activities Assessment focus/evidence
k
2 Lesson 1 Tuesday: 45 minutes Lesson 1:
Class Discussions
Introduction.
Acknowledgement of Country
Visual Study Guide PowerPoint with Page Break Down and Term Plan (including check in points).
Students to be given the task sheet and rubric, with an explanation of the task sheet, performance standards and how
to meet them.

Students to create a cover page for their Visual Study.

Lesson 2:
Lesson 2 Wednesday: 85 minutes Teacher to assess student’s prior knowledge
Class discussion
Visual Study: Page 1 Observation
This page will be the first of two pages consisting of drawings, research and annotations from teacher directed Check in
sessions within week 1. The first page is devoted to facial and head proportions, as it is an important skill
understand when studying portraiture. Students learn whether or not an artist intends to create a realistic portrait at
some point they need to consider the proportions of the subject's face and determine whether they will accurately
depict these proportions or deliberately enhance, exaggerate and/or distort them.

Proportions Activity 1:
This lesson includes key concepts, skills and Visual Arts Language relating to portraiture, prompting students to use
subject specific vocabulary in their annotations. This lesson will become the first page of the students Visual Study.
- Students to complete a proportions activity that doubles as a pre-assessment

Students will work with a partner to complete the following:

- Students to face each other and sketch with a graphite pencil a depiction of each other’s face (A5
size). Students to be reminded to pay close attention and try to use your observation skills to
accurately place the facial features.

Annotation:
Students answer the following questions based off their sketches:
Estimate the spaces between the following features:
- How far down the face are the eyes?
- Where does the hairline begin?
- How far apart are the eyes?
- Where is the nose, mouth, chin, eyebrows, etc. located in relation to each of the features?

Students to annotate these findings around the sketch.

Proportions Activity 2:
Students to use the internet to find at least 3 different websites and/or videos about drawing/painting portraits that
prescribe ratios/measurements for faces. Students to record these findings in their Visual Study folio.
Students now compare the proportions of their original sketch to the ‘prescribed’ models they found – annotating
these comments their original sketch – written in a different colour.

Teacher direction discussion:

Class discussion on this activity and these findings – what different techniques did students find?

**Teacher to use this discussion to observe student’s confidence, understanding and how effective individual
students use their time in activity 2.

Proportions Activity 3:
Students work with a partner to complete the following:
- Students to face each other and sketch with a graphite pencil a depiction of each other’s face (A5
size). Students to be reminded to pay close attention and to use their new knowledge of
ratios/measurements of faces.
Teacher to complete facial measurement techniques on the whiteboard so students can visually see the various ways
they can complete their sketch – differentiation strategy for students who lack confidence or understanding
(Appendix 1)

*Students who show great prior knowledge of proportions and portraiture are given the opportunity to extend
themselves within this activity by:
- completing the task with a different medium.
- deliberately enhance, exaggerate or distort facial features – provide images of William Dobells work – write brief
notes regarding an explanation of their decisions.

- Students to write around this revised sketch what they have learnt about faces, proportions and
portraits more generally as a result of this exercise.
**Students to hand up this first Visual Study page to teacher – teacher to assess students’ development, knowledge
and understanding.

Lesson 3 Friday: 75 minutes

Lesson 3:
Visual Study: Page 2 Exit Card
This is the second of two pages consisting of drawings, research and annotations from teacher directed sessions Observation
within week 1. The second page is devoted to emotions within portraiture. Students are to explore artist choices One on one conferencing
about colour, line, texture, and composition to evoke or express feelings. This can lead to abstracting a subject to
make it more expressive. Students learn how portraits artists aim to capture the essence of their subject – their
character, their story and their emotions – in the portrait and communicate these to the audience. This will be
exploring throughout the lesson.

Students to use the following links to explore emotional portraiture examples of ways of creating emotional art.

https://www.moma.org/learn/moma_learning/themes/expressionism/expressionist-portraits/
https://www.artsology.com/emotion-in-art.php
 https://drawingacademy.com/how-to-express-emotion-and-character-through-portraits
http://annebobroffhajal.com/category/drawing/portraiture/emotion-in-portraiture/
https://digital-photography-school.com/9-tips-capture-emotion-portraits/

In Visual Study folios, students to:

- Select and paste in some of their favourite emotional portraits that they find (referenced correctly –
using the artwork referencing system found on the Visual Arts Literacy Booklet).
- Annotate why they chose these images
- Investigate and record the artist’s process to create their images.
- Make a list of the different strategies/processes/techniques they can use in their own art to create a
portrait that captures the character, story and emotion of the subject
Within these reflection questions, students should include specific use of elements and principles of art – using the
right terminology – see the Visual Art Literacy booklet – Appendices __)

Exit Card:
Students to write two strategies/processes/techniques that helps an artist capture emotion on a sticky note, which
they then stick on the white board when leaving the class. Teacher to hand out sticky notes with a range of colours,
intentionally giving students from different readiness distinct colours so they can assess knowledge and
understanding after class.

3 Lesson 1 Tuesday: 45 minutes Lesson 1:

Observation
Visual Study Page 1 and 2 – Students spend the lesson completing any outstanding tasks for Pages 1 and 2 of their Check list
Visual Study.

Lesson 2 Wednesday: 85 minutes Lesson 2:

Class Discussion
Visual Study Page 3: History and development of portraiture as an art form and subject matter – including a Group Discussions
comparison of artworks from different cultural, social and/or historical contexts. Observation
Differentiation opportunities
Introduce the topic through a PowerPoint and watch the following video: https://youtu.be/x-XvGWFXQ0I

Class Discussion:
What is the purpose of a portrait? Flick through the PowerPoint, look at different examples of portraits throughout
history? How has portraiture changed? What do students believe the difference is between a selfie and a self-
portrait?

Activity 2:
Using the following websites as an entry point, students to investigate portraiture as an art form and subject.

https://www.tate.org.uk/art/art-terms/p/portrait
https://www.mallgalleries.org.uk/learning/resources/history-portraiture

Students to create a visual timetable of portrait art over time (focusing on beginning, current developments and
major changes, trends, and in between) with brief annotations. Where possible students must reference the artworks
– using the artwork referencing system found on the Visual Arts Literacy Booklet.

Students’ timeline must include at least 10 portrait artworks from a range of the following movements:
- Ancient (Egyptian, Roman, etc)
- Medieval (Asian, European, etc)
- Court Painters or History Paintings
- Renaissance
- Baroque
- Social Realism
- Dutch Realism
- Rococo
- Impressionist
- Post-Impressionist
- Cubist
- Dada
- Surrealist
- Pop-Art
- Hyper-Realism
- Photographic Portraiture
Extension for students: not an exhaustive list, but students who wish to extend themselves can explore further.

Lesson 3 Friday: 75 minutes

Visual Study: Continue of Page 3: History and development of portraiture as an art form and subject matter – Lesson 3:
including a comparison of artworks from different cultural, social and/or historical contexts. Observation

Activity 1:

Teacher to complete Activity 1 with classroom discussions and contribution. Teacher to compare and complete a
Venn Diagram for the following works on the whiteboard: Julie Dowling Self-Portrait: in our country (2002) and
Frida Kahlo Self-Portrait, 1940 – Introduce the two works in a brief PowerPoint presentation.

Students to compare 2 artworks from their timeline completed in the previous lesson, using the scaffold provided in
Appendices.
Using the Venn Diagram students must identify similarities and differences between 2 artworks they select from
their timeline, encourage students to think deeper to what is obvious at first. Students should consider:
- Time, place and context in which the artwork was made.
 - Subject matter.
- Media.
- Techniques.
- Processes.

Students to be reminded to collect references as they go to add into their bibliography

4 Lesson 1 Tuesday: 45 minutes Lesson 1:

Progress visual study check in point
Students to complete their first folio check list and finalise the following pages: Page 1, 2, and 3. Observation
Check list
**CHECK IN - Students to hand up their Visual Study to teacher – teacher to assess students’ process, knowledge
and understanding – provide meaningful feedback against the performance standards.

Lesson 2 Wednesday: 85 minutes Lesson 2:

Class Discussion
Visual Study Page 4: Artist Biography and timeline Observation
One on one conferences
Students to explore Anh Do Differentiation opportunities

Activity 1: 25 minutes
Class to watch an excerpt of Ahn Do’s ‘Brush with Fame’ through the projector – episode available on ABC iview.

Activity 2:
Students to research and complete:

A brief biography:
- Early life – born (where, when), upbringing/experiences, etc.
- Introduction to art
- Inspirations and Influences
- Intentions, beliefs, purpose for creating art
- How has Do’s life and experiences influenced his artmaking?

Do’s Art referenced timeline:

- Life events, exhibitions, nominations/awards, etc.
Students to be reminded:
- To collect references as they go to add into their bibliography
- Make their page visually attractive and include images that is relevant to the text
- Write in their own words

DIFFERENTIATION: Students who exceeded the expectations of the check in, are given the opportunity to
research and analyse a portrait artist of their own choosing.
- Students must get approval from the teacher
- Students must follow the same procedures and tasks as the rest of the class.

Lesson 3 Friday: 75 minutes

Lesson 3:
Visual Study Page 5: Analysis and interpretation of an artist’s work – 1 sample Class Discussion with PowerPoint
Observation
Activity 1: 25 minutes Differentiation opportunities

Students to select 1 artwork of Ahn Do’s ‘Brush with Fame’ and reference using the guide below:

- Artist

- Year (in brackets)

- Title of the work in italics

- Medium [in square brackets]

- Institution or collection that houses the work, followed by the city

o If seen online, add:

 Available at: (Accessed: date)

Teacher use Modonna by Dali (1958) to show class how to create both a in text reference and citation for the
reference list.

Activity 2

Students are taken through how to successfully construct an art analysis, and what a good example is constructed
like - PowerPoint. Remind students to include elements of art and design principles

The following websites and documents may be of use to students:

https://www.thoughtco.com/art-words-list-2577414
https://www.artistprofile.com.au/anh-do/
https://www.words-to-use.com/words/art/
Sentence Starters
 Ways to describe an artwork using Art Elements
How to Successfully Analyse Artworks

DIFFERENTIATION: Students who are exploring and analysing their own artist must follow the same scaffolded
template to write an analysis
5 Lesson 1 Tuesday: 45 minutes Lesson 1:
Observation with brief feedback
Continue with Page 5 Analysis.

Remind students to get creative to show the elements and principles that they are discussing by using arrows
towards the artwork, cropped images of aspects of the artwork or sketches

The following websites and documents may be of use to students:

https://www.thoughtco.com/art-words-list-2577414
https://www.artistprofile.com.au/anh-do/
https://www.words-to-use.com/words/art/
Sentence Starters
Ways to describe an artwork using Art Elements
How to Successfully Analyse Artworks

Lesson 2 Wednesday: 85 minutes

Lesson 2:
Students to finish their page 5 Analysis. One on One conferences
Observation
DIFFERENTIATION: Students to have finished page 5, individually go through the Page 6 PowerPoint Differentiation opportunities

Lesson 3 Friday: 75 minutes

Lesson 3:
Visual Study Page 6: Exploration of art elements in relation to chosen works. Students to explore and demonstrate PowerPoint with Class Discussion
the elements of art and design principles from portraiture by Anh Do Observation
Includes documentation of creative visual thinking and/or problem-solving processes. Exit Card
Includes evaluation of your work.

Teacher to show a PowerPoint, which includes previous students’ examples of this page and a range of elements
and principles Anh Do uses in his works.

Using the artwork chosen in page 5, students now:

Pick 3 or more elements of art or principles of design and replicate in oil paints.
Students to think and annotate their explorations:
 - How does Anh Do paint?
- What does he use to spread the paint?
- What paint does he use?
- How can students recreate a exploration painting (thumbnail of a section of the painting)?
Exit Card:
Students to complete a google form asking them to give a brief answer regarding their confidence with their visual
study and how they could be better supported.

6 Lesson 1 Tuesday: 45 minutes Lesson 1:

Progress visual study check in point
Page 6 Continue, recreate these steps of art and design elements and principles in watercolour and check list Observation
Check list
**CHECK IN – LAST CHECK - Students to hand up their Visual Study to teacher – teacher to assess students’
process, knowledge and understanding – provide meaningful feedback against the performance standards.

DIFFERENTIATION – For those students ahead, they can continue on to page 7, using the PowerPoint to assist
with their learning and entry into the page’s task.
Lesson 2:
Lesson 2 Wednesday: 85 minutes Class discussion with PowerPoint
Observation with brief feedback
Visual Study Page 7: Exploration of art elements in relation to chosen works (includes documentation of creative Differentiation opportunities
visual thinking and/or problem-solving processes. Includes evaluation of your work)

Teacher to direct class through a PowerPoint on various artworks, the lesson outline, expectations and an example
of the task.

Activity

Students to find a portrait artwork (any style) from the PowerPoint, or one of their own choosing. Students to
recreate some thumbnails of the artwork and explain at least 2 elements of art and design principles shown in the
chosen image.

DIFFERENTIATION – Students can recreate the elements of art and design principles in another medium.

Lesson 3 Friday: 75 minutes Pupil Free Day

7 Lesson 1 Tuesday: 45 minutes Lesson 1:

Visual Study Page 8: Additional Media exploration (includes documentation of creative visual thinking and/or Class discussion with PowerPoint
problem-solving processes. Includes evaluation of your work). Observation with brief feedback
Teacher to direct class through a PowerPoint which focuses on line in portraiture.

Activity 1:
Students to choose a portraiture artist who has used line with mediums such as pencil, pen, charcoal, etc.
Print off their chosen artists’ works and place into Visual Study.
Make short annotations around these images of the artists processes, techniques and mediums used.

Lesson 2 Wednesday: 85 minutes

Visual Study Page 8: Additional Media exploration (includes documentation of creative visual thinking and/or Lesson 2:
problem-solving processes. Includes evaluation of your work). Exit Cards
Observation
Students to complete Activity from the previous lesson for those who have not completed Group conferences
Differentiation opportunities
Use pencil, pen, charcoal, coloured pencils to explore and experiment these techniques and styles, documenting
thoughts as annotations.

DIFFERENTIATION: Students who need to be extended to complete either:

- Activity 1 again, focusing on a different artist.
- An analysis of the artist and their work.

If approved by the teacher, students may want to start Page 9, which they can do by using the Page 9 PowerPoint as
a reference.

Exit Cards:
Students to use Google forms to answer what artist they chose and briefly state what processes, techniques and
mediums the artist used.

Lesson 3 Friday: 75 minutes

Lesson 3:
Visual Study Page 9: Appropriation/Application of knowledge and skills (includes in-progress images and Class discussion with PowerPoint
discussion). Observation with brief Feedback

Class to go through the PowerPoint for page 9 as a class, with the teacher highlighting the key points and
expectations of students.

Activity:

STUDENTS: Select a portrait of yourself, someone you know or a celebrity.

 Aim of this page is to focus on EMOTION and COLOUR. Students to pick a style of art technique that an artist
they have researched has used. Remind students to think of the colours and emotions their artists portrayed within
their artwork and what element of art and design principles have used.
8 Lesson 1 Tuesday: 45 minutes
Lesson 1:
Visual Study Page 9: Appropriation/Application of knowledge and skills (includes in-progress images and Observation
discussion). One-on-one conferences

Continue with last lessons tasks, focusing on emotion and colour. Creating their own small portrait using the
techniques or style that an artist they had researched had used.
Lesson 2:
Lesson 2 Wednesday: 85 minutes Class Discussion with PowerPoint
Observation
Visual Study Page 10: Conclusions/evaluation and Bibliography One – on – one conferences

Students to be provided and to go through as a class a PowerPoint to assist to create their tenth page.

Students to use this page to demonstrate their learning of how the artists they have researched have used various
elements of art and design principles within their artwork.
Students to scan or take photos of their thumbnails that they have created that represent their learning process and
understanding of how to analyse an artwork.

Lesson 3 Friday: 75 minutes

Lesson 3:
Observation
Students to be provided the lesson to use their page and performance standards check list and complete any tasks
One – on – one conferences
within their Visual Study that needs to be done by the end of the lesson.
Check list
For those who have completed, students to pair up and complete a peer check of other folios.

Hand up Visual Study at the end of the lesson

Appendices 1: