Ruth Lagado | S00135702

EDAR424
Assessment 1: Lesson Sequence
Stage: 3 | Year: 6
Prior knowledge: Students have previously engaged in an excursion to the NSW art gallery to view the Archibald Prize, as well as attended the
About Face: Contemporary Portraiture workshop at the Museum of Contemporary Art (adapted for stage 3)(http://www.mca.com.au/learn/schools/k6/). This means that students have knowledge about the Archibald prize and also skills and techniques for drawing portraits.

Visual Arts Lesson Plan 1: Artwork in the Archibald Prize 1hr

Rationale: This lesson is being implemented to connect students with artworks from the Archibald Prize. With this focus, students will learn to appreciate art as they explore
different portraits and the way they have been created to acknowledge that the audience's response is subjective.

Outcomes:

VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world

Visual Arts Practices: Art Making & Art

Appreciation
Subject Matter: People

VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there are different
opinions about the value of artworks
VAS3.4 Communicates about the ways in which subject matter is represented in artworks (BOS, 2006,
p. 31).

Indicators:
VAS3.3

All that's good in me (selfportrait as son Luca)

Form: Painting

Talks about and writes about the meaning of artworks, recognising how artworks can be valued in different ways, by themselves as

Techniques: blocking colour,

audience members, and by others

Identifies some of reasons why artworks are made eg the artists personal interest, a work commissioned for a site, a work made to

layering, contrasting colour,

commemorate an event in a community

Recognises that views about artworks can change over time and are affected by different theories and beliefs

brush stroke size, soft texture

colours with different density,

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VA3.4

Materials: Oil on linen

Identifies and describes the properties of different forms, materials and techniques in artworks and comments on how these are
employed in the representation of subject matter
Discusses a range of artworks and their subject matter including paintings, drawings (BOS, 2006, p. 31).
Activity/Lesson development:
Introduction:
Teacher(T) facilitates discussion with students(Ss) to revise what the Archibald Prize

Visual Arts Content & Source Material:

'Invitations' game examples
Artist: Carla
Fletcher
Title: Jenny Kee
From:
http://www.artgaller
y.nsw.gov.au/prizes/
archibald/2015/2963
1/
Artist: Ben Quilty
Title: Margaret
Olley
From:
http://www.artgaller
y.nsw.gov.au/prizes/
archibald/2011/2893
1/

is.
Ss play the game invitations using artworks with the theme people and portraits,
specifically from the Archibald Prize.
T randomly chooses 3-5 students to be in. Each of these Ss receive an artwork
invitation to a dinner party. These invitees are given a minute to study their own
artwork in secret. The invitees then switch artworks and proceed to sit in front of the

Artist: Del Kathryn Barton

Title: hugo
From:
http://www.artgallery.nsw.g
ov.au/prizes/archibald/2013/
29358/

class holding the switched invitations/artworks. The rest of the class ask the students
yes/no questions to figure out who the invitation/artwork actually belongs to.
Ss to focus on questions about form, technique, materials, colours etc.
Challenges: cannot repeat questions.
T can have a word wall up with visual art terms to help students use the correct
language.
Development:

T introduces the focus of unit is All that's good in me'( self-portrait as son Luca) by
Vincent Fantauzzo (Archibald Prize, 2014). Have the artwork displayed on the IWB

Artist: Lewis Miller

Title: Portrait of Allan
Mitelman no 3
From:
http://www.artgallery.ns
w.gov.au/prizes/archibal
d/1998/17550/

and share some information about Vincent whilst the Ss observe the artwork (e.g.
Born in the UK in 1977, studied Bachelor of fine arts in painting and has entered the
Artist: Cherry Hood
Title: Michael Zavros
From:
http://www.artgallery.nsw.gov.
au/prizes/archibald/2010/2907
4/

Archibald Prize 6 times (About Vincent Fantauzzo, n.d., Archibald prize 2014 finalist:

All thats good in me (sdelf-portratit as son Luca by Vincent Fantuazzo, n.d.)).

T has students focus on the artwork, world, audience and artist- world: subject matter,
audience and artist, as well as form, techniques, materials and colours used.

Students participate in discussion and T provides answers, if they are not mentioned.
Ss engage in think, pair, share THINK: to themselves about the message the artist

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is trying to convey, how it makes them feel/ PAIR: share their ideas with a person next
to them. Students use iPads to add their ideas to the class Popplet mindmap /
SHARE: share the ideas and discuss with the whole class T displays Popplet
mindmap on IWB and pairs take turns to read/share their ideas.
T to remind students that different ideas are all right as long as they can justify why
they feel this way. T tells Ss the inspiration and message behind Vincents artwork
(The artwork is of his son, Luca, in superman costume relates to Lucas love for
dressing up. The costume also represents being young and dreaming, where kids

believe theyre superheroes and can do anything (Meares, 2014)).

T explains that students will be making an artwork using the concept of all that is
good in me. Ss will draw a self-portrait and incorporate either something they love or
want to be when they grow up. Ss will lightly sketch their drawing on A3 paper and

then add colour using coloured pencils.

Ss given paper to create a think board about their ideas for their artwork.
Conclusion:
Ss that would like to can share the ideas they have so far about their artwork
with the class. T show support by offering feedback and offer ideas to further

help students develop their concepts.

H/W Ss to find photos of themselves, their interests and/or what they want
to be when they grow up. Create a collage to add to their think board.

www.popplet.com
All that's good in me (self-portrait as son Luca)
- Vincent Fantauzzo
From: http://www.artgallery.nsw.gov.au/prizes/archibald/2014/29486/

From:
https://www.pinterest.co
m/pin/129197083035386

Ruth Lagado | S00135702

Lesson Plan 2: Me, myself and I portrait part 1 1hr
Rationale: This lesson is being implemented for students to make an artwork based on people and portraits. Students focus on detail to represent themselves and their
interests as realistically as possible.

Outcomes:

Visual Arts Practices: Art Making &

VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world
VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways (BOS, 2006, p. 31)

Art Appreciation
Subject Matter: People

Indicators:

Form: Drawing

VAS3.1

Techniques: outline (light/heavy/thick/thin),

shading, hatching, strokes, blending, use of

Closely observes details of things in the world and seeks to make artworks about these
Explores subject matter of personal and social interest from particular viewpoints including objects, events,
places and spaces

colour
Materials: A3 paper, led pencil, coloured pencil

VAS3.2

Examines a range of concepts and their relationships to selected forms, and experiments with such things as
the expressive use of colour in painting or drawing (BOS, 2006, p. 31).

Visual Arts Content & Source Material:

Activity/Lesson development:

Light outline

Introduction:

Ss to discuss the techniques learnt about drawing at the workshop from the
excursion. T create a mindmap on the board of techniques. T adds any

Heavy outline

techniques missed.
T demonstrates how to do each technique. Have Ss stand around a table, make

sure everyone can see.

Ss move off to grouped tables but work individually practicing skills. Ss can

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Hatching(shading technique)

communicate with peers for help with techniques.

Cross-hatching
Development:

Ss bring out their think board. T to check that all Ss know what they will be doing.
Remind Ss they will be sketching artwork using lead pencil- Ss are to focus on detail
but not too much as the coloured pencils will go over the sketch and should enhance

Images from:
http://howtodraw.pencilportraitsbyloupemberton.co.uk/step-by-step-

what they have drawn so far.

T sends off Ss to table one at a time to begin their artwork. Hand out paper and

pencil to each S.
T provide scrap paper for students to practice sketching parts if needed.
Once Ss have finished sketching, Ss should let the T know because prior to next

drawing-tutorial/pencil-drawing-techniques/basic-pencil-drawing-

step of artwork, Ss will watch video on soft and hard edges individually on an iPad

techniques/

(Link in source material). Ss watch video 2 (see left), which demonstrates circle
drawing with coloured pencil. Have Ss watch the video once through and then watch
a second time whilst copying technique. Afterwards have Ss practice drawing

Video: https://www.youtube.com/watch?v=TZiQK81Rjfw
Video 2: https://www.youtube.com/watch?v=hHJiRCQAVFE

Face outlines examples:

spheres with different colours to practice shading techniques.

Once this is completed, Ss can move onto colouring their own artwork.
T to roam around throughout whole development stage to provide encouragement to
all students and assistance when needed.

Differentiation for students with learning needs can, for example, include:
-

Providing outlines of the face/body for them to either use or copy from tracing paper

(see source material)

Adjusting the outcomes and indicators according to their level
extra time to complete artwork, if student has difficulty with using fine motor skills for

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from:

long periods of time

Tactile portrait for student with significant learning difficulties e.g. string for hair
Extension activity for gifted and talented: Use water colour pencils where Ss can add

water at the end to create different effect.

Conclusion:

https://s-media-cacheak0.pinimg.com/736x/e0/6d/97/e06d97a345522a221e45a8c05360f0b6.jp

Ss leave artworks on table for a few minutes and walk around to see the

progress of the class and share anything they found interesting so far.
Ss pack up artwork to T, think boards in tub and pencils and coloured pencils

back on shelf. Wipe down tables if necessary.

From: http://www.secretsoffiguredrawing.com/wpcontent/uploads/2011/04/outline-of-eye-with-lashes.jpg

From: https://s-media-cacheak0.pinimg.com/736x/5c/b0/1
3/5cb013b7d43de0f81e986b8
66fd2807d.jpg

Ruth Lagado | S00135702

Lesson Plan 3: Me, myself and I portrait part 2 1hr
Rationale: This lesson is being implemented for students to make an artwork based on people and portraits. Students focus on detail to represent themselves and their
interests as realistically as possible.

Outcomes:

Visual Arts Practices: Art Making & Art

VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world
VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways (BOS, 2006, p.

Appreciation

31).

Subject Matter: People

Indicators:

Form: Drawing

VAS3.1

Techniques: outline (light/heavy/thick/thin),

Closely observes details of things in the world and seeks to make artworks about these
Explores subject matter of personal and social interest from particular viewpoints including objects, events,

shading, hatching, strokes, blending, use of colour

Materials: A3 paper, led pencil, coloured pencil

places and spaces

VAS3.2

Examines a range of concepts and their relationships to selected forms, and experiments with such things

as the expressive use of colour in painting or drawing (BOS, 2006, p. 31).

Activity/Lesson development:
Visual Arts Content & Source Material:
Introduction:
Artist: Kim Leutwyler
Title: Start the riot
From:
http://www.artgallery.nsw.gov.au/
prizes/archibald/2015/29615/

Ss to look at artwork Start the riot and focus on the use of colour. Identify the colours used,
Discuss how the colours make them feel, what they might represent and why the artist may
have chosen that particular colour e.g. light blue may represent calmness. Link this to their
artwork have Ss think about the colours they have used/will used and how it may enhance

their artwork.
T to have list of steps on board for Ss to follow this lesson. Read through:
1. Discuss techniques outlined from previous lesson, have photo of techniques displayed on
IWB for Ss to review.

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Same source material as lesson 2.

2. Remind Ss they have todays lesson and 40 minutes next lesson to complete artwork.
3. Ss need to watch the videos from previous lesson if they have not already. Ss must be on
colour this lesson.
4. Ss to start thinking about artist statement for label to go with artwork (will be completed
next lesson).

Development:

Whilst Ss are completing their artwork, T is to purposefully rove around the room to make sure
that students are on task and not falling behind. Provide encouragement and assistance to

students where needed.

T to check early finishers work. T and S move away from the rest of the class and T holds up
artwork a few steps back from S and asks do you think there is anything not finished or
anything youre not happy with. T to look with S after and provide ideas if they are unhappy.
Student then makes changes if necessary otherwise early finishers can add black border and
complete their tag for the artwork gallery. For further activities, see source material.

From:https://www.pinterest.com/pin/321866704
597281598/

Conclusion:

Ss pack up artwork to T, think boards in tub and pencils and coloured pencils back on
shelf. Wipe down tables if necessary.

Lesson Plan 4: Me, myself and I for the whole world 1hr

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Rationale: This lesson is being implemented for students to finish off their artworks, ready for an artwork gallery. Students have the opportunity to appreciate the
artwork of their peers, observe the different ways that one artwork can be adapted, and further acknowledge that art allows for different responses.

Outcomes:

Visual Arts Practices: Art Making & Art

VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways (BOS, 2006, p.

Appreciation

31).
VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there are different
Subject Matter: People

opinions about the value of artworks

VAS3.4 Communicates about the ways in which subject matter is represented in artworks (BOS, 2006, p.
31).

Indicators:

Form: Drawing

VAS3.3

Techniques: outline (light/heavy/thick/thin), shading,

Talks about and writes about the meaning of artworks, recognising how artworks can be valued in different

ways, by themselves as audience members, and by others

Identifies some of reasons why artworks are made eg the artists personal interest, a work commissioned

for a site, a work made to commemorate an event in a community

Recognises that views about artworks can change over time and are affected by different theories and

hatching, strokes, blending, use of colour

Materials: A3 paper, pencil, black paper for boarder,
glue, scissors, artwork tag (paper)

beliefs

VA3.4

Identifies and describes the properties of different forms, materials and techniques in artworks and
comments on how these are employed in the representation of subject matter (BOS, 2006, p. 31).
Activity/Lesson development:

Visual Arts Content & Source Material:

Same source material as lesson 2.

Introduction:

T prepares resources needed prior to beginning of lesson and have them ready on desks.
T to explain that Ss will be creating an art gallery using their artworks in the last 5-10 minutes

of the class, so artworks need to be completed today.

Pair activity: Ss find a partner and share how their artwork has progressed discuss how

Ruth Lagado | S00135702

ideas were formed and how the artwork has developed from their ideas into what it is now.
Rejoin as whole class and have some pairs share what they learnt about the development of
their own or partners artwork.
Ss move off to tables to complete artwork

Development:

Whilst Ss complete artwork, T to roam around room and assist students where needed, as well

as prepare the string and pegs for Ss to hang their artwork on for the gallery walk.
Ss to mount their artwork with a black border (2cm) and create a label with an artists
statement including techniques used. The paper is to be mounted to black paper as well and
then stuck on the bottom border of the artwork. Extension activity for gifted and talented
students can provide a deeper explanation of their artwork, justifying why they used certain

techniques or colours.
T to check early finishers work to make sure they are completely happy with the final product.

Once S is completely finished, see picture in source material for early finishers activities.
In the last 15 minutes of lesson, Ss should begin to pack up all resources, and artworks should

be hung up. Then students will sit on the floor at the front.
Once all portraits are hung up, Ss will be directed to go on a gallery walk to view the class
artworks. T should remind Ss to pay attention to what they found interesting, things they liked

and the techniques used.

Conclusion:

After the gallery walk, Ss sit on the floor in a circle. T leads discussion by asking Ss to

share what they found interesting in, focusing on ideas and techniques used.
Ask Ss questions about the subject matter: What is the artwork about? Compare the
audience interpretation to the artists meanings. Discuss how the artist has represented
the subject matter of people: what techniques have they used and how does this add to
the meaning behind the artwork. What connection can be made between the subject
matter and how ideas have been developed through the form and techniques?

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T to remind Ss to justify their answers. Ss can compare their different opinions and

interpretations.
Ss can further reflect on something they enjoyed from the unit or something new that was
learnt.

Activity to be implemented this lesson or next: T create a shared folder with photos of each Ss artwork.
Ss choose one artwork (not their own) and write a response on this artwork. Students to focus on the
subject matter of the artwork what the artwork is about/represents and how it has been represented
by the artist. Ss discuss the techniques and how it adds to the meaning behind the artwork. Ss to
address how the artwork made them feel and justify why it made them feel this way (focusing on art
temrs, e.g. the use of colour and the relation to feelings.

References
Schools & Educators Primary Programs (K-6). (n.d.). Retrieved August 15, 2015, from http://www.mca.com.au/learn/schools/k-6/
A Tour of My Art Room -. (n.d.). Retrieved August 24, 2015, from https://www.pinterest.com/pin/321866704597281598/

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About Vincent Fantauzzo. (n.d.). Retrieved August 20, 2015, from http://www.vincentfantauzzo.com/about/
Archibald Prize 2014 finalist: All that's good in me (self-portrait as son Luca) by Vincent Fantauzzo. (n.d.). Retrieved August 15, 2015, from
http://www.artgallery.nsw.gov.au/prizes/archibald/2014/29486/
Archibald Prize Archibald 1998 finalist: Portrait of Allan Mitelman no 3 by Lewis Miller. (n.d.). Retrieved August 24, 2015, from
http://www.artgallery.nsw.gov.au/prizes/archibald/1998/17550/
Archibald Prize Archibald 2010 finalist: Michael Zavros by Cherry Hood. (n.d.). Retrieved August 24, 2015, from
http://www.artgallery.nsw.gov.au/prizes/archibald/2010/29074/
Archibald Prize Archibald 2013 finalist: Hugo by Del Kathryn Barton. (n.d.). Retrieved August 24, 2015, from
http://www.artgallery.nsw.gov.au/prizes/archibald/2013/29358/
Archibald Prize Archibald 2014 finalist: All that's good in me (self-portrait as son Luca) by Vincent Fantauzzo. (n.d.). Retrieved August 24, 2015, from
http://www.artgallery.nsw.gov.au/prizes/archibald/2014/29486/
Archibald Prize Archibald 2015 finalist: Jenny Kee by Carla Fletcher. (n.d.). Retrieved August 24, 2015, from
http://www.artgallery.nsw.gov.au/prizes/archibald/2015/29631/
BOS. (2006). Creative arts K-6: Syllabus. Sydney: The Board of Studies.
Meares, J. (2014, September 11). Vincent Fantauzzo | Vincent Fantauzzo wins Archibald Prizes Peoples Choice again | Vincent Fantauzzo.
Retrieved August 15, 2015, from http://www.vincentfantauzzo.com/2014/09/vincent-fantauzzo-wins-archibald-prizes-peoples-choice-again/
Pencil Drawing Techniques | How To Draw... Pencil Portraits. (n.d.). Retrieved August 24, 2015.

Ruth Lagado | S00135702

Eye outline. (n.d.). Retrieved August 24, 2015, from http://www.secretsoffiguredrawing.com/wp-content/uploads/2011/04/outline-of-eye-withlashes.jpg
Face outline. (n.d.). Retrieved August 24, 2015, from https://s-media-cache-ak0.pinimg.com/736x/e0/6d/97/e06d97a345522a221e45a8c05360f0b6.jpg

Ruth Lagado | S00135702

Assessment 2: Assessment design

Assessment task 1 Art making (summative)
Rationale
In this assessment task, which focuses on art making, students will create an artwork that
has been adapted from Vincent Fantauzzos painting All thats good in me (self-portrait as
son Luca). The artwork will be a drawn portrait and should represent something that the
student loves or wants to be when they grow up, as demonstrated in Fantauzzos concept.
Students will develop the appropriate knowledge and skills to create this drawing such as
shading in colour and various drawing techniques such as outlining and hatching.
As this lesson sequence has been designed for stage 3, year 6, students will need to
investigate the subject matter of people in an attempt to represent the likeliness of things
in the world (L/O VAS3.1), as well as make their artwork for a particular audience and also
use lead/coloured pencils in a variety of ways to express ideas in their drawing (L/O
VAS3.2) (BOS, 2006, p. 31).
The assessment criteria will be made known to students at the beginning of the lesson
sequence so that students are aware of what they need to do in order to achieve learning
outcomes, however students will only be formally assessed at the end of lesson four when
their artwork is complete.
Outline

What will students do?

Students will create a think board to investigate the subject matter of people, which should
include a collage of ideas and photos of themselves, things they love, and things related to
what they want to be when they grow up. This will help students attempt to represent the
likeliness of things in the world. Once students have formed their ideas, students will first
sketch an outline on A3 paper. Once they have completed this sketch, students will use
colour to add to the subject matter and create depth through techniques such as shading,
outlining, hatching, cross hatching, and back and forth strokes. Students will create a label
with an art statement, which should describe their artwork and the techniques used.
What will they produce?
Students will produce a portrait in the form of a drawing on A3 paper, which should depict
themselves and incorporate something they love or want to be when they grow up.

What are the expectations?

Expectations for students include:

-

Creating a think board to explore the subject matter of people

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-

Attempting to draw realistically to represent the likeliness of things in the world.

Use a range of techniques to enhance their drawing, including techniques
demonstrated in class and/or techniques that students have researched or

explored on their own.

Students express their ideas in a creative and original way.

Marking criteria
Outcome VAS3.1 Investigates subject matter in an attempt to represent likenesses of
things in the world (BOS, 2006, p. 31)
- Students should be able to make a plan and represent their ideas in a think
board. This plan should support students to create the artwork how they have
-

envisioned
Students should plan their think board with photos of themselves and what the

love/want to be when grown up to help them create a realistic portrait

- Students represent likeliness of things in the world, creatively and innovatively.
Outcome VAS3.2 Makes artworks for different audiences, assembling materials in a
variety of ways (BOS, 2006, p. 31)
- Student identifies the audience for their artwork (art label).
- Use materials in a variety of ways representing different techniques and design
elements, which express the subject matter of people and represent themselves
in a detailed and interesting way.
Marking sheet
Criteria
Planning and

4
Student can describe

3
Student can somewhat

2
Student can describe

1
Student has

Explanation

in detail at any point

describe how s/he

how s/he envisions

thought very

during the drawing

envisions the final

the final product but

little about the

process how s/he

product and can

finds it difficult to

project. Is

envisions the final

describe some of the

describe how s/he

present but is

product and how they

steps s/he will use to

will reach that goal.

not invested in

intend to reach their

reach the goal. Focused

Has set a goal, but

the product.

goal. Very focused and

with some planning.

let's things evolve in

goal-oriented.
Drawing

somewhat random

Drawing is expressive

Drawing is expressive

manner.
Drawing has few

The drawing

and detailed. Shapes,

and somewhat detailed.

details. It is primarily

lacks almost all

patterns, shading

Little use has been

representational with

detail OR it is

and/or texture are used

made of pattern,

very little use of

unclear what

to add interest to the

shading, or texture.

pattern, shading or

the drawing is

artwork. Student has

Student has basics, but

texture. Student

intended to be.

great control and is

had not branched out.

needs to improve

Student needs

control.

to work on

able to experiment a
little.

control.

Score

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Color
Choices

Knowledge
Gained Technique

Choice and application

Choice and application

Choice and

Student needs

of colour shows an

of colour shows

application of colour

to work on

advanced knowledge

knowledge of colour

shows knowledge of

learning colour

of colour relationships.

relationships. Colours

colour relationships.

relationships

Colour choice

are appropriate for the

Colours, however, do

and using that

enhances the idea

idea being expressed.

not enhance the idea

knowledge in

being expressed.
Student can accurately

Student can accurately

being expressed.
Student can

his/her work.
Student cannot

name 5 characteristics

name 4 characteristics

accurately name 3

accurately

of the technique being

of the technique being

characteristics of the

name 3

studied and describe

studied and describe

technique being

characteristics

how these 5

how these 4

studied and describe

of the technique

characteristics are

characteristics are used

how 2-3 of these

being studied

used in his/her own

in his/her own paintings.

characteristics are

OR cannot

used in his/her own

describe how

paintings.

characteristics

paintings.

relate to his/her
Design/
Composition

Student applies design

Student applies design

Student tries to apply

own work.
The student

elements (such as line,

elements (such as line,

design elements

does not appear

value, colour, texture,

value, colour, texture,

(such as line, value,

to be able to

shape, size, and

shape, size, and

colour, texture,

apply most

direction) with great

direction) with fair skill.

shape, size, and

design

direction) but the

elements to

overall result falls

his/her own

skill.

Creativity

Student has taken the

Student has taken the

short.
Student has copied

work.
Student has not

technique being

technique being studied

some painting from

made much

studied and applied it

and has used source

the source material.

attempt to meet

in a way that is totally

material as a starting

There is little

the

his/her own. The

place. The student's

evidence of

requirements of

student's

personality comes

creativity, but the

the assignment.

personality/voice

through in parts of the

student has done the

comes through.

painting.

assignment.

Total
Rubric made using http://rubistar.4teachers.org/index.php (art tab)

Assessment task 2 Art appreciation (summative)

Rationale
This assessment task requires students to write a response on a peers artwork of
their choice. Students will appreciate this artwork by composing a written response,
which describes, analyses and evaluates the artwork. The response should address
the subject matter of the artwork and how it is represented through the form and

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techniques used, and the meaning that has been produced (L/O VAS3.4). Students
should include the different views of other students as discussed in the previous
reflection from the gallery walk, and compare this to their own opinions and that of the
artist (L/O VAS3.3). This underpins the conceptual framework as students focus on the
artwork, its audience, the influences on the artwork (world) and how the artist created
the artwork and the materials they used.
Students should demonstrate more than what they like or dislike in their written
response by including a critical perspective in their appreciation of the artwork by
discussing the elements and techniques used, and explaining which is more
effective and why (BOS, 2006). As this is linked to the KLA English, students should
also focus on the structure of a response (opening statement, followed by a series
of paragraphs and then a conclusion), as well as sentence structure, use of capitals
and punctuation, and grammar and spelling to enhance their appreciation response.
The assessment criteria will be made known to students prior to the written
response and will be formally assessed once complete.
Outline

What will students do?

Students will write a response, which should include an opening statement, followed
by a series of paragraphs and a conclusion.
Paragraphs should address:
-

The subject matter of the artwork

How the subject matter is represented through the form and techniques
Personal opinion on the meaning of the artwork in comparison to other peers

and the artist

Explain how the elements and techniques are used and which is more effective
and why. May make suggestions on techniques that could have been used to
make it more effective, however must justify this opinion

Students will also need to make sure they include correct use of capitals,
punctuation and grammar and spelling.

What will they produce?

Students will produce a response that appreciates the chosen artwork.

What are the expectations?

Expectations for students include:

-

Being able to follow the structure of a response

Correct grammar and spelling and use of capitals and punctuation

Ruth Lagado | S00135702

-

Identification of the subject matter and meaning

Description of the form and techniques used and how these effect the subject

matter of the artwork

Discusses differing views of artwork compared to peers and artist.
Discussion of effective elements and techniques with justification of why it is
effective.

Marking criteria
Outcome VAS3.3 Acknowledges that audiences respond in different ways to
artworks and that there are different opinions about the value of artworks
(BOS, 2006, p. 31)
-

Students should include an analysis of the differing response of the audience to

the artwork. Student should still address this criteria even if views of the artwork
are the same write an explanation of what elements and techniques contribute
to these same ideas.
Outcome VAS3.4 Communicates about the ways in which subject matter is
represented in artworks (BOS, 2006, p. 31)

Students should write a description, analysis and evaluation of the subject

matter and how the techniques used support the subject matter
Students follow the structure of a response with paragraphs of information all

succinctly and effectively organised.

Students use appropriate mechanics and grammar to convey their opinions and
appreciation of the artwork.

Marking sheet
Criteria
4

Scor
e

Descriptio

Makes a complete and

Makes a detailed

Makes a detailed

Descriptions are not

detailed description of

description of most of

description of some of

detailed or complete.

the subject matter

the subject matter

the subject matter

and/or elements seen

and/or elements seen in

and/or elements seen

in a work.
Accurately describes

a work.
Accurately describes a

in a work.
Describes some

Has trouble including the

several dominant

couple of dominant

dominant elements

dominant elements in

elements used by the

elements used by the

used by the artist, but

written response. Does

Analysis

Ruth Lagado | S00135702

artist and accurately

artist and accurately

has difficulty

not address the differing

relates how they are

relates how these are

describing how these

views of the artwork.

used to reinforce the

used to reinforce the

relate to the subject

subject matter,

subject matter, meaning

matter, meaning or

meaning or feeling of

or feeling of the artwork.

feeling of the artwork.

the artwork.

Addresses the differing

Addresses the differing

Extensively addresses

views of the artwork

views of the artwork

the differing views of

between themselves,

between themselves,

the artwork between

peers and artist.

peers and artist

themselves, peers and

Evaluation

Structure

artist.
Uses multiple criteria

Uses 1-2 criteria to

Tries to use aesthetic

Evaluates work as good

to judge the artwork,

judge the artwork.

criteria to judge

or bad based on personal

such as composition,

artwork, but does not

taste.

expression, creativity,

apply the criteria

design, communication

accurately.

of ideas.
The response has a

The response has an

The response has an

The response has little or

clear and effective

evident organisational

inconsistent

no evident organisational

organisational

structure and seems to

organisational

structure. The response

structure, which is

be logical, though there

structure and flaws are

may be related to art

logical and easy to

are minor errors and

evident. The response

appreciation however is

read.

some ideas are loosely

is somewhat

too brief or focus drifts of

connected.
Paragraph has one or

sustained.
Paragraph has three to

purpose.
Paragraph has six or

errors in punctuation,

two punctuation,

five punctuation,

more punctuation,

capitalisation and

capitalisation and

capitalisation and

capitalisation and spelling

spelling.

spelling errors.

spelling errors.

errors.

Mechanics Paragraph has no

and
Grammar

basically.

Total
Rubric made using http://rubistar.4teachers.org/index.php