TEACHING AND LEARNING UNIT OUTLINE

Learning Area: Visual Arts Year Group: 7 Ability Level: Mixed to High Ability

Description for the Year Group/Class based upon data review (NAPLAN; Reporting to Parents Student Analysis; SAIS; School data; Learning Area data:
Class group for Year 7 is 26-32 students with mixed abilities. Program content is created in accordance to the standards outlined by the West Australian Curriculum and adapted based on student
data collected from NAPLAN and RTP. Students who have previously achieved high grades will be catered for in the program with extension tasks for each bundle of work, allowing these
students to demonstrate and extend their ability. Written tasks will be structured to support the identified literacy needs of students. Students who are under-performing in general stream with be
provided with scaffolded tasks to cater to their learning needs.

WHO ARE YOU? IDENTITY THROUGH ART

Course Outline
In this unit, students begin their Ridge View journey by exploring and sharing who they are through the theme of ‘identity’. Identity is the qualities, beliefs, personality, looks and/or expressions that
make a person unique. It is also the way we perceive and express ourselves as individuals. Factors and conditions that an individual is born with —such as ethnic heritage, gender, or
one’s body—often play a role in defining one’s identity. However, many aspects of a person’s identity change throughout his or her life. People’s experiences can alter how they see
themselves or are perceived by others. Their identities can influence the decisions they make: Individuals choose their friends, adopt certain fashions, and align themselves with
political beliefs based on their identities.
In this unit, students have opportunities to use and apply visual art language and artistic conventions in their design and production process. Through a range of tasks designed to encourage
personal response, students will be able to express, e xplore, and question ideas about their own identity. Using a variety of art styles and techniques, students will experiment with
media and develop ideas to create resolved 2D artworks for appraisal. Students will be provided with the opportunity to reflect on work in order to understand their achievements and
to improve the way they work in the future.

Learning Intentions
By the end of the unit students will be able to:
• develop ideas related to a given theme
• select and explore media and materials
• use elements and principles when developing artwork and make decisions about composition
• explore and experiment with techniques and processes
• use a selected process to create and present a finished artwork
• respond to artwork by using art terminology to identify obvious key features and provide personal opinions
• use equipment and materials in a safe manner
• make informed comments about meaning, based on personal interpretations
• reflect on their own artwork and discuss possible improvements

Differentiation
Differentiation will be provided through the extension and scaffolding of tasks. Tasks can be extended through extra skill work in practical activities and by additional responding and interpreting
opportunities in art analysis tasks. For example, kinaesthetic responses to imagery (what does an image smell/taste/feel/sound like).
Tasks as scaffolded to provide literacy support, one-on-one assistance and explicit instruction (verbal, written, visual, kinaesthetic) when required.
Week Topic/Theme Curriculum Links Resources Assessment Differentiation

1 INTRODUCTION LESSON 1 Formative Extension Task:

Ideas and design development for art-
Assessment Safety Poster
• Welcome making (e.g. brainstorm, mind map,
annotation/sketches, media testing)
Activities: Health & Safety/ Behaviour Expectations
Name sticker challenge
• Why do the Visual Arts (ACAVAM120) Scaffolded Tasks:
Create a front cover for your portfolio
matter? One-on-one assistance
• Unit Overview Resources: PowerPoint (intro to unit) Step by step
• Health & Safety White Sticker labels instructions (verbal,
White cartridge paper and coloured pencils/pens written, visual,
• Behaviour expectations
kinaesthetic))
• Portfolio LESSON 2
Activities: VIDEO: https://youtu.be/NICodKeadp0
Continue with front cover for your portfolio

Resources: White cartridge paper, Coloured pencils

2 IDENTITY Ideas and design development for art- LESSON 1 Formative Extension Task:
making (e.g. brainstorm, mind map, Assessment Extra skills-based work
annotation/sketches, media testing) Group activity: Identity Exchange
What makes you unique? Worksheets
(ACAVAM120) Brainstorm. Each person should receive ten index cards.
• DNA On each card, write a word or a phrase describing Scaffolded Tasks:
•
Introduction to one or two of the visual
Fingerprints art conventions (e.g. compositional something that is important to your identity. One-on-one assistance
• Family devices, such as the use of directional
Connect. Lay your cards out on a desk or surface. Walk Step by step
leading lines to direct the eye into
• Where you live the composition; colour theory) around the room, reading what others wrote on their cards. instructions (verbal,
• Personality (ACAVAM118) Anytime you see a word or phrase that you also identity written, visual,
with, add a dot sticker to that person’s card. kinaesthetic))

Reflect. As a group, discuss what you noticed during this

exercise. Which cards had the most dot stickers on them?
Did anything surprise you?
Resources: White cards, Small stickers

3 VISUAL ART PRACTICE Use of visual art elements (line,

LESSON 1 Formative Extension Task:
Assessment Extra skills-based work
• WHERE? tone/value, colour, shape, texture, form
and space; principles of
Activities: Identity: Where we are from.
Use a map of your local area to create abstract Map Dots
• Identity: Baldivis design (movement, balance, rhythm, har
mony, pattern, contrast, unity, repetition, artworks
• Maps scale)); visual conventions and Scaffolded Tasks:
visual art terminology to respond Resources: White square paper
to artwork(e.g. dot point form, One-on-one assistance
Coloured pencil or pens
discussion or written format) Step by step
(ACAVAR123) Lightbox instructions (verbal,
written, visual,
Processes to develop and LESSON 2 kinaesthetic))
produce artwork (ACAVAM121) Activities: COMPLETE TASK: Identity: Where we are from.
Extension Task
Resources: White square paper
Coloured pencil or pens
Lightbox
4 VISUAL ART PRACTICE Use of visual art elements (line, LESSON 1 Formative Extension Task:
tone/value, colour, shape, texture, form Assessment Extra skills-based work
• WHO? and space; principles of
VIDEO TUTORIAL: https://youtu.be/6Y-Q359szl8
Activities: Identity: Your name Mandala worksheet
• Identity: Name design (movement, balance, rhythm, har
mony, pattern, contrast, unity, repetition, Rotational symmetry in art
• Rotational/Symmetrical scale)); visual conventions and
Use your name to create Mandala Art Scaffolded Tasks:
visual art terminology to respond
design to artwork(e.g. dot point form, One-on-one assistance
discussion or written format) Resources: White square paper
(ACAVAR123) Coloured pencil or pens Step by step
Lightbox instructions (verbal,
Processes to develop and written, visual,
LESSON 2 kinaesthetic))
produce artwork (ACAVAM121)
Activities: COMPLETE TASK: Identity: Your name
Resources: White square paper
Coloured pencil or pens
Lightbox

5 VISUAL ART PRACTICE LESSON 1 Formative Extension Task:

Processes to develop and Assessment Extra skills-based work
• WHO and WHY? produce artwork (ACAVAM121) Activities: Students use paint to create a background for their
• Mixed media artwork (provide an example)
Scaffolded Tasks:
• Resolve Artwork Resources: A3 cartridge paper One-on-one assistance
Paint and Brushes Step by step
Tissue instructions (verbal,
LESSON 2 written, visual,
kinaesthetic))
Activities: Students add detail to the background they created
last lesson using oil pastels (provide an example)
Resources: A3 cartridge paper (background)
Oil pastels

6 VISUAL ART PRACTICE Processes to develop and LESSON 1 Art Practice Peer Extension Task:
(ACAVAM121) Assessment Extra skills-based work
• Photography produce artwork Activities: Students take a photo of themselves Go to
• Typography computer lab and print up sentences about your (End of Week 6) Alphabet worksheet
personality.
• Cut & Paste Scaffolded Tasks:
• Resolved Artwork Resources: iPads One-on-one assistance
Computer Lab Step by step
LESSON 2 instructions (verbal,
written, visual,
Activities: Students cut out and stick their sentences and kinaesthetic))
photograph onto their artwork.
Add any finishing touches
Resources: Teacher print out student photo (b&w)
Teacher print out sentences from last session
Scissors and glue
7 RESPONDING TO ART One critical framework (STICI or Taylor)
LESSON 1 Art Analysis Extension Task:
Assessment Extra skills-based work
• Identity in artwork to discuss artwork (ACAVAR123) Activities: Students respond to artwork. PRACTICE
• Self-portraiture Using the worksheets provided, students complete (End of Week 7) Scaffolded Tasks:
• E.g. Kahlo, Van Gogh, Use of visual art elements a written response to a chosen artwork relating to One-on-one assistance
Warhol, Picasso (line, tone/value, colour, shape, texture, the unit topic.
form and space; principles of design Step by step
• Artwork analysis (movement, balance, rhythm, harmony, Resources: Image analysis worksheet (STICI) instructions (verbal,
• STICI framework pattern, contrast, unity, repetition,
scale)); visual conventions and Images for analysis (A4 Laminated) written, visual,
visual art terminology to respond to kinaesthetic))
artwork(e.g. dot point form, discussion LESSON 2
or written format) (ACAVAR123)
Activities: Students respond to artwork.
Using the worksheets provided, students complete
a written response to a chosen artwork relating to
the unit topic.
Resources: Image analysis worksheet (STICI)
Images for analysis (A4 Laminated)

8 PRESENTATION Processes and finished artwork

LESSON 1 Portfolio Extension Task:
Assessment Extra skills-based work
• Presentation processes appraised; ways to improve art practice; Activities: Gallery walk
• Exhibition of work reflection (ACAVAM122) Appraisal of work (End of Week 7) Scaffolded Tasks:
• Appraisal of artwork [Weeks 1-7] One-on-one assistance
Resources: Display artworks around the classroom
Red stickers Step by step
REFLECTION Work appraisal sheet instructions (verbal,
written, visual,
• Reflection kinaesthetic))
LESSON 2
• Evaluation
• Reward Activities: Online Form / Worksheet for student reflection
Summary Quiz
Resources: Computer lab
9 COLLABORATION LESSON 1 and 2 n/a Extension Task:
Processes to develop and
Extra jigsaw pieces
produce artwork (ACAVAM121) Activities: Students collaborate to create one large artwork
demonstrating that concept that although we are individual we Scaffolded Tasks:
can all link together to form one large community. One-on-one assistance
Each student designs a jigsaw piece that represents their Step by step
personality. All the pieces will be placed together to create one instructions (verbal,
written, visual,
collaborative mural.
kinaesthetic))
Resources: Jigsaw puzzle template, Drawing/paint materials
10 ABORIGINAL AND TORRES
STRAIT ISLANDER STUDIES
Term: Portfolio & Participation
LESSON 1 and 2 n/a
Processes to develop and Scaffolded Tasks:
produce artwork (ACAVAM121) Activities: Students are provided with eucalyptus leaves. Using One-on-one assistance
research material from local Noongar artists students add Step by step
designs to create effective and authentic artworks. instructions (verbal,
Resources: Eucalyptus leaves, Posca pens, paints/colouring written, visual,
materials kinaesthetic)
Art Practice: Mixed Media Responding: Art Analysis
ACHIEVEMENT STANDARDS
At Standard, students develop ideas related to a given theme. They select and explore media and materials, and briefly document their results. Students use elements
and principles when developing artwork and make decisions about composition. They write annotations and comment about design intentions. They explore and
experiment with techniques and processes and, with guidance, use a selected process to create and present a finished artwork. Students use equipment and materials
in a safe manner. They reflect on their own artwork and discuss possible improvements.

In responding to artwork, students use art terminology, identify obvious key features and provide personal opinions. They provide a description of an artwork and
discuss the use of elements and principles. Students make comments about meaning, based on personal interpretations.

ASSESSMENT OUTLINE
Student learning will be assessed through a variety of ongoing formal and informal strategies that measure student achievement in a purposeful and effective manner.
In the visual arts, a focus is placed on formative assessment to encourage authentic artistic processes and boost student motivation. Through formative assessment
and with the support of the teacher, students are involved with setting goals, assessing their own work and making modifications in response to critique. During the
assessment process, it is the role of the teacher to provide clear criteria for success, carefully scaffold students in giving and receiving constructive feedback and allow
them to choose and make their own revisions.

Time Period Assessment Type Assessable Item Description

Students query art styles/artists to generate ideas, develop designs and then apply them to create their own artwork.
Week 1-4 Visual Art Inquiry Identity investigation Students will be graded based on the criteria outlined in the attached marking rubric.
Students design and produce artwork on the theme of 'identity', encouraging personal response and an understanding of
Week 5-6 Visual Art Practice Resolved artwork theme. Students present this work in the form of a jigsaw puzzle piece that contributes to a larger collaborative artwork.
Students will be graded based on the criteria outlined in the attached marking rubric.
Students use the STICI framework to analyse and reflect on artwork by responding to a number of short-answer
STICI Framework: questions. Students present this work for assessment in the form of 1 x Analysis & Reflection worksheet (provided by
Week 7 Visual Art Analysis teacher) that will be added to a portfolio of work. Students will be graded based on the criteria outlined in the attached
Self-Portraits
marking rubric.
Throughout the unit students will be continually assessed on their commitment to the subject and their work. To achieve
Portfolio & success, students are expected to be prepared for class, actively listen and contribute to class and small group
Week 1-8 Term Work discussion as well as produce a portfolio of work. Students will be graded based on the criteria outlined in the attached
Participation
marking rubric.