Wonderment of

the World
By Emily
Richards
S00134486

Emily Richards emilyerichards93@gmail.com

Table of Contents
Preamble:..............................................................................................................................................3
Sessions................................................................................................................................................4
Session 1: Identity and Community.................................................................................................4
Session 2: Indigenous Perspectives- caring for place, caring for Country:.....................................7
Session 3: Flora, Fauna & Art:......................................................................................................10
Session 4: Reduce, Reuse, Reappropriate......................................................................................13
Rationale.............................................................................................................................................16
Appendix / Supporting Material.........................................................................................................17
Session 1: Identity and Community ..............................................................................................17
Session 2: Indigenous Perspectives- caring for place, caring for Country:...................................19
Session 3: Flora, Fauna & Art.......................................................................................................21
Session 4: Reduce, Reuse, Reappropriate......................................................................................23
References..........................................................................................................................................25

Emily Richards emilyerichards93@gmail.com

Preamble:
This unit of work is designed for year 3 and 4 students and through this unit of work they will
explore the concept wonderment of the world. In specifc students will look at the world around
them including themselves, the land and their environment. Learning in this unit refects the new
curriculum in the fact that it involves research, discovering new ideas and the interpretaton of
practcal work and refecton on the part of the student (Vahter, 2012). A big part of a students
world is themselves and understanding their part in the world. In order to enable students to see
themselves as an artst they shall take a personal and creatve approach to see that art too is
personal and that the personal experience of each pupil plays a signifcant role (Vahter, 2012).
Students also look to the environment around them to see its wonders and beauty whilst
addressing the need to protect it through reusing and recycling. Students are required to draw on
their experiences, understanding and imaginaton to create pieces of art.
The art that the students will create will incorporate elements such as colour, collage, line and
they will be discovering these elements in the classroom by experimentng with them (Elements
and Principles of Art Wordlist). They should discover there are many ways to represent and
interpret art.

Emily Richards emilyerichards93@gmail.com

Sessions
Session 1: Identity and Community
Visual arts focus: The students will be shown several diferent art works by Ian Sklarsky that
explore the various uses of contour lines in art.
Tuning in:
Show students a video of Ian Sklarsky blind contour drawing his dog Ots.
Demonstraton:
1. Show students the diferent pieces of art created using contour lines such as those done by Ian
Sklarsky. Ask students what is common in all these pieces of art?
2. Explain to students what a contour line is and what blind contour drawing involves. On the
board draw an example of contour lines.
3. Have students watch the short Youtube clip on Blind Contour Drawing
htp://www.youtube.com/watch?v=FKHVqbM_xLU
4. Ask students if they learnt anything new from the clip.
Investgaton:
The students will bring in a picture of themselves doing something they enjoy e.g. playing
basketball or dancing. Students will then draw this picture using the blind contour drawing
technique. To go with their artwork students will write what they are doing in their photo.
Refecton and Making connectons:
Students will display their work on the wall and explain to the class how they shine through in the
picture and how they used contour lines.
Adaptatons:
Enabling Prompt: A focus group will be set up for students where the teacher can show them an
example of their own work and help them atempt their piece of art.
Extending prompt: Supply students with pipe cleaners and get them to make a 3D shape following
the contour lines of their frst piece.
Assessment strategies:
Students will be assessed on their understanding of the concept of contour lines, which will be
shown in their work (e.g. all lines are connected).

Emily Richards emilyerichards93@gmail.com

Focus questons
1. What is a contour line?
2. How can we show either our personality or emotons within our artwork?
3. Where else is contour lines seen in the world?
Link to cross-curricular:
Personal learning, English and Geography.
Key vocabulary:
Line- the various outlines in an artwork.
Contnuous line- the artst draws in one contnuous line, without lifing the
pencil from the paper.
Contour- an outline representng the shape or form of something.
Underpinning theory -Conceptual framework
Equipment/resources:
Computer

Camera

Paper

Pencils

Pipe cleaners

Video: htp://vimeo.com/36787583

Curriculum:
AusVELS
Learning focus:
Students make artworks with a range of
materials, equipment and technologies.

Australian Curriculum
Strand:
Making

Standard:
Creatng and making

View point:
Students consider a range of viewpoints
in which artworks can be explored and
interpreted.
Band descripton:
Explore ideas through diferent visual

Dimension:

Emily Richards emilyerichards93@gmail.com

Students comment on the exploraton,

development and presentaton of their
arts works

representaton and use of materials,

techniques and technology
Content descripton:
Apply techniques and processes
(ACAVAM111)
Content elaboraton:
Identfy intended purposes and meanings
of artworks (ACAVAR113)
Achievement standard:
Expression of personal view and use
visual conventons, techniques and
processes to communicate their ideas.

Emily Richards emilyerichards93@gmail.com

Session 2: Indigenous Perspectives- caring for place, caring for

Country
Visual arts focus:
The students will look at artworks from an Indigenous artst in order to create their own
artwork with the use of line.
Tuning in:
Students to watch three short videos of Colin Jones who is a lecturer in Aboriginal History.
Demonstraton:
1. Look at an artwork by Vincent Ray Kuwyie, called Trinity and the Kulin people. What do
you notce about this artwork?
2. Look deeper into the artwork. What do you think the artst has painted? What do you
notce about the line in the artwork? What do you think is the meaning behind this
artwork?
3. Are there symbols in this artwork? What do you think they mean?
4. Give students a decoder sheet. What do they symbols mean? What do you think it is
about now?
5. Can stories be told through paintngs?
Investgaton:
Students will create their own artwork using their own symbols they have created themselves.
Students will create a decoder to go with it.
Refecton and Making connectons:
The students will come together on the foor and talk about how they created their symbols and
what their artwork says to them.
Adaptatons:
Enabling Prompt: A small focus group will be set up. The teacher will help to understand what
needs to be done and should simplify it.
Extending prompt: Students will extend their decoder sheet and may make another piece of art
with a diferent set of symbols.

Emily Richards emilyerichards93@gmail.com

Assessment strategies:
Students will be assessed on their use of symbols, lines and colour in their artwork.
Focus questons
1. What colours and symbols did you use? Why?
2. Why would someone use lines instead of dots?
3. How does the use of symbols connect your artwork?

Link to cross-curricular
History and English
Key vocabulary:
Subject mater- what the artst has chosen to paint
Line- the various outlines in an artwork.
Colour- the efect something has on the eye. Light, dark, bright, sof etc.
Underpinning theory
The story of Aboriginal Victoria told through art and Conceptual framework
Equipment/resources
Red, yellow, brown and white paint

Coloured paper

Decoder sheet

Trinity and the Kulin people image

Pencils

Youtube clips: htps://www.youtube.com/watch?v=qyUxxgwHK8Q

htps://www.youtube.com/watch?v=YZQfpBlfg8I
htps://www.youtube.com/watch?v=kVOG-RKTFIo

Emily Richards emilyerichards93@gmail.com

AusVELS
Learning focus:
Create artwork using techniques from a
diferent culture
Standard:
Exploring and responding

Australian Curriculum
Strand:
Responding

View point:
Building perspectve of how artworks can
be explored and interpreted
Dimension:
Band descripton:
Students identfy and describe key
Explore ideas and artworks from diferent
features of arts works from their own and cultures and tmes (ACAVAM110)
other cultures
Content descripton:
Communicate meaning of cultural
backgrounds
Content elaboraton:
Discussing diferences and similarites of
art
Achievement standard:
Describe artworks and practces of
diferent cultures

Emily Richards emilyerichards93@gmail.com

Session 3: Flora, Fauna & Art

Visual arts focus:
The students will focus on the theme the world around us, by looking at their chosen fora and
fauna and using a computer to aid in creatng and describing their chosen animal or plant.
Tuning in:
Show students the short clip of a Planet Earth Advertsement
Demonstraton:
1. Show students the collage Pearblossom Highway by David Hockney. Explain that the
students will be choosing an animal or plant that they like which they will then draw and
make into a collage. What will be the subject mater in our work? What can we use to draw
it?
2. Show students the book the Hungry Caterpillar by Eric Carle. Does his caterpillar look like
real caterpillars? What do you like about this artwork? How is it diferent from caterpillars
in nature?
3. Show students an already made collage. Suggest diferent ways to make a collage. Ask
students how they think you made your collage.
Investgaton:
Students will choose an animal or plant that they will then research using the Internet to describe
what it looks like, where it lives and what it eats, etc. Afer students have researched they will
then draw their chosen fora or fauna. That drawing will then help students make a collage of their
fora or fauna. Pictures of the drawings and collage will be put onto a word document for students
to add a descripton, which will be printed and collated into a class book.
Refecton and Making connectons:
Students will discuss with the class about their researched fauna or fora and what new
informaton they have learnt in regard to the plant or animal.
Adaptatons:
Enabling Prompt: A focus group will be set up where students will choose an animal or plant with
the assistance of the teacher. The teacher will then aid the students in their research and ideas for
their collage.
Extending prompt: Students will contnue to explore their chosen fora or fauna on the Internet
and add a longer descripton with their work.

Emily Richards emilyerichards93@gmail.com

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Assessment strategies:
Students will be assessed on their descripton of their animal and their technique and material
chosen for their collage.
Focus questons
1. What materials can be used to create a collage?
2. What makes artwork stand out?
3. How can diferent colours be used in artwork?
Link to cross-curricular:
English
Key vocabulary:

Subject mater- what the artst has chosen to paint

Line- the various outlines in an artwork.

Collage- a compositon of materials used to create an artwork.

Underpinning theory
Feldmans model
Equipment/resources
Computer

Printer

Pencils

For collage: newspaper, paint, pictures

Scissors

Youtube clip: htps://www.youtube.com/watch?v=oF584uBfPPI

Curriculum

Emily Richards emilyerichards93@gmail.com

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AusVELS
Learning focus:
Investigate art forms through design
and presentation
Standard:
Creating and making
Dimension:
Investigate a range of materials and the
purpose for audience

Australian Curriculum
Strand:
Making
View point:
Building perspective of how artworks
can be explored and interpreted
Band description:
Using sustainable materials and
techniques and understanding audience
Content description:
Plan and display artworks to enhance
meaning for audience
Content elaboration:
Use materials, techniques and processes
to explore visual conventons when
making artworks (ACAVAM111)
Achievement standard:
How ideas are represented in their
artworks and ones the view

Emily Richards emilyerichards93@gmail.com

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Session 4: Reduce, Reuse, Reappropriate

Visual arts focus:
The students will learn to tell the diference between the natural and manmade world. Students
will create their own work, which will include aspects of both the natural and manmade world.
Tuning in:
Watch the short video Natural and Manmade things. Then as a class make two lists. One which
states manmade objects and one that is made up of nature.
Demonstraton:
1. Show students pictures of Myeongbeom Kims sculptures. Ask students what they notce
about this artwork.
2. As a class discuss the diference between natural environment and the manmade
environment. How can we tell what is nature and what is man made?
3. Take students outside and get them to draw something that is manmade and something
that is natural on the same page.
4. Bring students inside and create an artwork as a class using a students drawing of nature
and of something manmade by joining them together. Make sure students understand
they can be creatve when joining manmade objects and nature together to create their
artwork.
Investgaton:
The students will create their own piece of artwork which joins something manmade and
something from nature. They must be distnguishable within the artwork.
Refecton and Making connectons:
Students will discuss the diferent manmade and natural elements they have used in their artwork
and why.
Adaptatons:
Enabling Prompt: A small focus group will be set up. The teacher will help students distnguish
between manmade and nature.
Extending prompt: Students add a descripton to their work. They are to explain what manmade
and natural elements in their artwork.
Assessment strategies:
Students will be assessed on the ability to choose a manmade and natural element in their
artwork.
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Focus questons

1. What are diferent ways we can use manmade and nature in art?
2. What are the diferences in colour in manmade and nature?
3. What similarites are there between manmade and nature?
Link to cross-curricular
English and science
Key vocabulary:
Vocabulary used in previous lessons
Underpinning theory
Visual thinking strategies
Equipment/resources
Pencils

Paper

Paint

Youtube clip: htps://www.youtube.com/watch?v=BF8ssC64c6A

Curriculum:
AusVELS
Learning focus:
Combining art forms
Standard:
Creatng and making
Dimension:
Students create works in a range of art
forms that express experiences, ideas,
concepts, observatons and feelings

Australian Curriculum
Strand:
Responding
View point:
Building perspectve of how artworks can
be explored and interpreted
Band descripton:
Explore a range of ideas, models and
viewpoints

Content descripton:
Explore ideas and practces used by
artsts
Content elaboraton:
Use materials, techniques and processes
to explore visual conventons when
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making artworks (ACAVAM111)

Achievement standard:
How ideas are represented in viewed
artworks

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Rationale
The four themes chosen for this unit of work, wonderment of the world are, identty and
community, indigenous perspectves, fora and fauna and reduce, reuse and re-appropriate. They
are all intertwined as they are about perceptons and views. Our perceptons are how we view
ourselves and everything around us. The frst actvity is based on the view one has of themselves
which is identty and students need to explore their own identty before they can understand their
views on the world. The second actvity is how culture can be seen and taught. Then students will
select how they see fora and fauna and the manmade and nature of the world. All these actvites
in some way will identfy the perceptons that students hold. Students will explore diferent ways
to express their perceptons in their artwork and will do this by learning diferent art elements.
In both the frst and second session the conceptual framework has been the theoretcal
underpinning that has been used. This allowed students to study similar pieces of art which are
alike and then use the concepts and ideas to go on to create their own artwork (The Conceptual
Framework). The frst session has students exploring the use of contour lines and blind drawing
whilst the second session has students exploring how another culture creates and uses symbols in
art. In exploring subject mater students learn skills and techniques for art but also the meaning
behind the art, which aids students in creatng their own artwork and becoming true artsts. For
the second session the story of Aboriginal Victoria told through art was also used as a theoretcal
underpinning (Keeler & Couzens, 2010). This is because the session began with the tuning in
actvity of a video that talks about Aboriginal culture and history within its art which allows
students to think and see Aboriginal art from an Aboriginal perspectve. The conceptual
framework shines through in this actvity with the exploraton of the artwork and the meaning it
carries (The Conceptual Framework).
In the third session Feldmans Model of Art Critcism has been used as the underpinning theory.
This is because students look at and study a piece of artwork and from there they are then asked
questons in relaton to the artwork in order to describe it and look deeper into it (Feldman).
Feldmans Model of Art Critcism aims to help students describe and examine artwork so that they
can use this technique on other artworks but also to help them describe their own artwork
(Feldman). The fourth and last session uses the Visual thinking strategies. This is used as students
are asked open-ended questons about art which allows them to build critcal thinking skills (Visual
Thinking Strategies, 2013). These critcal thinking skills can be used in other subjects such as
English, mathematcs and science (VTS, 2013). From using Visual thinking strategies students then
go on to create similar artwork using a variety of methods.
Each theory used aids students in creatng their end product and helps students understand and
appreciate art so they too can become true artsts.

Emily Richards emilyerichards93@gmail.com

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Appendix / Supporting Material

Session 1: Identity and Community
The main element used within this session is contour
lines, as can be seen in the example to the right. The
art on the right was created by blind contour drawing
where the artst does not look at the page whilst
drawing and uses one contnuous line to draw.
In this session students will look at
artwork created by Ian Sklarsky. Just
like the artworks on the lef of the
wine botles and the young girl both
which have been created using blind
contour drawing.
Students will also be
shown in their tuning
in actvity a video of Ian
Sklarsky using the blind
contour technique to
draw his dog.

When looking at Ian Sklarsky's

artwork there should be an
open class discussion of what
the students can see so that
meaning can be made from the
artwork (Conceptual
Framework).
E.g.
What is it? (A descripton)
Who made it? (Artst)
What kind of artst? (Painter,
sculptor, etc)
What is it made of? (Materials)
How was it made? (Art elements, styles and techniques)
Where was it made? (Context and place)
When was it made? (Context and tme)
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Why was it made? (Artsts purpose)

What is it about? (Meaning made and interpretaton)
Students can also be shown other ways in which
contour line drawing can be taken further, for
example it can be developed from a 2D image into a
3D piece of art. This example will also help students
who need an extending prompt afer fnishing their
art work.

The frst image and Ian Sklarsky's artwork is similar to what the
students are being asked to do in session 1. Though instead of
drawing their face with their eyes closed like the frst image or
drawing an object in front of them like Ian Sklarsky does they
are being asked to look at a photo of themselves, doing
something they enjoy, and are then to draw that in one
contnuous line on their page but without looking at their page.
They can only look at the photo the whole tme. A picture
should be put on the board for students to gain
an insight into what they will be doing
themselves. Afer drawing the picture they have
to write a descripton of what they are doing to
go along with their artwork.
Students who require an extending prompt can
then make that contnuous line drawing 3D with
the use of pipe cleaners.
Within this lesson students will see themselves
as the subject mater while giving them a
diferent way in which to view both art and
themselves. It shows that there are a variety of
ways to carry out one piece of art and how the
world around us can be shown through art and the use of contnuous lines.

Emily Richards emilyerichards93@gmail.com

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Session 2: Indigenous Perspectives- caring for place, caring for Country:

The tuning in actvity for session 2
is watching 3 short videos by Colin
Jones who is a lecturer in
Aboriginal History. These videos
should show students that there is
meaning behind Aboriginal
artwork and give students a small
insight to what some symbols
mean in Aboriginal artwork.

Students will then be shown a piece of Aboriginal

artwork by Vincent Ray Kuwyie, called Trinity and the
Kulin People which was made in Melbourne (Kuwyie).
The artwork should be discussed before hand asking
students vital questons such as:
What do you think it shows?
What do you think the Artwork means?
What do you think the symbols mean?
It is important to show students artwork made by
Aboriginal people who lived on the land we specifcally
live on now. This is due to the Kulin Naton, in specifc the
Wurrundjeri people, did not use dots to paint like a lot of Aboriginal artwork seen today but they
used a lot of lines. Students should be made aware of this when learning about Aboriginal artwork
as it is important to their work and culture. The use of lines also connects to the previous session.
Then using a decoder of Aboriginal symbols students can try to fnd the meaning of the artwork.

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Once the students have tried to make meaning of the

artwork the teacher can inform them that it was made
to show the Trinity College community being
embraced by the symbolism of the Kulin naton and
the Wurrundjeri people, who were the original owners
and inhabitants of the land that Trinity College now
stands on.
As students have learnt some symbols using the decoders they were given, students are to make
their own artwork using symbols. Instead of using Aboriginal symbols students are to make their
own symbols that have special meaning to them. They also have to make a decoder to go with it
so that others may try to understand the meaning behind their artwork. The colours of paint
provided for them are colours that link with the earth. The students are to use lines like Victorian
Aboriginals and not dots as commonly seen in Aboriginal artwork.
The image to the lef is an example of what a
students' decoder may look like.
Whilst this session did not directly relate to the
nine themes it did te in with culture and identty
(Keeler &Cousens). This is because Aboriginal art
can tell a story about Aboriginal culture and
identty and it embraces traditon and culture as it
has been handed down through generatons of
Aboriginal people.

Emily Richards emilyerichards93@gmail.com

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Session 3: Flora, Fauna & Art

To tune students into session 3 they are shown a short youtube clip of a Planet Earth
advertsement. This clips shows a range of both fora and fauna. Students should have a class
discussion about what they saw in the short clip.
The teacher should then show students the
collage Pearblossom Highway by David
Hockney.
Feldman's method of art critcism should then
be used when looking at Hockney's collage.
1. A descripton should be made of the visual
qualites that are most obvious and immediate
to the eye. Facts should also be noted such as
the artst, content and subject mater.
2. Formal consideratons should be made. E.g.
compositon, light, exaggeraton.
3. Try to interpret the art. The possible meaning of the artwork. What the artst is trying to say.
What emotons come from the artwork? What evidence supports my meaning of the artwork?
4. Discuss the overall success of the piece. Do you think it is a good piece of art? Do you like it?
Why or why not?

Students are to then look at the book the

Hungry Caterpillar by Eric Carle. They
should examine the images of the
caterpillar and buterfy. Students should
be asked if they look like a caterpillar and
buterfy from the real world. Then there
should be a discussion about the various
elements and principles of design such as
the line, shape, colour, texture, form,
balance, focal point and proporton.
It should then be explained to students that they
will be researching an animal or plant of their
choice. This includes what it looks like, where it
lives and what it eats. Afer having researched
their animal or plant they can then draw it. The
drawing will then help students make a collage of
their chosen animal or plant.

Emily Richards emilyerichards93@gmail.com

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Show students this example of a collage and

explain to students that collages can be done in a
variety of ways. The collage on the lef was done by
paintng paper in diferent shades of blue then
cutng it into pieces. The collage below was done
by using diferent parts of a newspaper. Collages
can also be done using diferent pieces of cut up
photographs or just regular coloured pieces of
paper. Students can choose their own way to make
their collage.

Afer each student has completed their collage

a photo will be taken of it and they will put
their descripton of their fora or fauna
underneath the photo on a word document.
The word documented will be printed and they
will all be collated into a class booklet to
display their artwork and what they have
learnt.

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Session 4: Reduce, Reuse, Reappropriate

To tune students into session 4 they are to watch a short youtube clip called Natural and
Manmade things. Afer watching the clip as a class two lists are
to be made together. One is a list of manmade objects and
another is a list of things/materials from nature. An example of
how the list can be done is on the right.

Afer this is complete the teacher is to show various pieces of

art created by MyeongBeom Kim.
Kims installatons and sculpture contain both man-made and
natural elements (MyeongBeom Kim, 2014). Kim ofen
incorporates suspension and living creatures confned in light bulbs or helium balloons, to produce
a sense of wonderment (MyeongBeom Kim, 2014).
Hopefully students can capture this sense of wonder
and incorporate it into their
artwork.

There should be a class discussion on Kim's work, talking about what inspired Kim. Discuss the
diference between manmade and nature and how can we tell? The teacher should then have
students go outside and draw two pictures on a page. One picture should be something manmade
whilst the other picture should be something from nature.
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Afer this had been completed explain to students that they can create a form of art by drawing a
combinaton of something manmade
and something from nature just like
Kim has done. For example a television
with vines and fowers in the middle or
a cup full fsh. The two must be distnct
in the artwork. When completed,
students will show the class what they
have chosen to draw and why they
think it's a good combinaton.

Emily Richards emilyerichards93@gmail.com

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References
Elements and Principles of Art Wordlist. (n.d). Retrieved May 1, 2014 from
htp://leo.acu.edu.au/course/view.php?id=11253
Feldman, E.Feldmans Model of Art. Retrieved May 1, from
htp://www2.gvsu.edu/hipshean/resource/Feldman%27%20Model%20Crit.p

df

Keeler, C., & Cousens, V.(2010). Meerreeng-An here is my country: the story of Aboriginal
Victoria told through art. Melbourne: Koori Heritage trust. Retrieved from
htp://dlibrary.acu.edu.au.ezproxy1.acu.edu.au/ereserve/copyright/documents/Keeler
15314.pdf
Kuwyie, Ray .V. (n.d.). Trinity and the Kulin people. Retrieved May 1, from
htps://www.fickr.com/photos/trinityunimelb/5548641121/in/set72157626323160582/
Myeongbeom Kim. (2014). Retrieved May 20, from
htp://www.myeongbeomkim.com/en/?page_id=5
The Conceptual Framework. (n.d). EDAR 308 Theroretcal Underpinnings. Retrieved May 10,
2014, from htp://leo.acu.edu.au/course/view.php?id=11253

Vahter, Edna. "Designing the Learning Process in Visual Art Classes in Primary
Procedia - Social and Behavioral Sciences 45 (2012): 147-157. Print.
Visual Thinking Strategies. (2013). what is VTS? Retrieved May 15, from
htp://www.vtshome.org/what-is-vts/method-curriculum--2

Emily Richards emilyerichards93@gmail.com

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School."