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Focus
1
Class 1 and 2:
(4x40min
An introduction to political
classes)
art- with subheadings of
political pop and pop art
please refer to
http://rubymaescanlan.weeb
ly.com/studentresources.html for
information
outline the 2 key artists we
will be focusing on- Ai
Weiwei and Grayson Perry
Class 3 and 4:
understanding of political
art
identifying other political
artists/ activists.
Cross Curriculum priorities and
general capabilities:
Making and responding
Critical and creative
thinking
It is expected that
each student
contribute
brainstorm/
discussion
Lesson 4
Homeworkresearch one
political artist or
activist in depth for
analysis in next
class (must be
Aboriginal/ Torres
Strait islander/
Australian).
Diversity of learners
personal and social
capabilities
Asia and Australia's
engagement with Asia
Aboriginal and Torres Strait
Island studies
ICT
Class 1 and 2:
Australian political art
history
Learning about Aboriginal and
Torres Strait Islander histories and
cultures
Class 1 and 2:
Introducing the topic focusAi Weiwei and Grayson
Perry.
An introduction to Ai Weiwei
and Grayson Perry who will
be the topic focus for the term.
Homework from
last week.
Contribution to
class discussions.
The worksheet
provided for both
short films (see
Class 3 and 4:
questions to be answered
before completion of
films.
Note: these critical
responses can count as a
journal entry
requirement.
What type of political
activism was Ai
advocating for and how
does it differ from
perry's?
Can you think of any
other types of political
activism?
Class discussion about
different forms of
mediums that can be
used and how even
when the prettiest
colours are used it can
still have a strong
impact politically.
How does that make you
feel about Perry's work?
Does it change your
perception of him?
What mediums do you
think they preference? If
any?
Principles and elements
of design and materials
and techniques.
appendix)
Folio building and
critically analysing
of work
4
Class 1 and 2:
Following on from last week: the
students should have an idea of
design principles and elements etc.
GRAYSON PERRY:
Tapestry
Ai Weiwei: So sorry (9000
bag installation)
Critically inspecting/
analysing both artists
'banners' or installations.
Class discussion on the
meanings behind them.
If we were to create our
own banner, what would
we (as a class) be saying?
What are you passionate
about?
Do you think text or
image portrays what the
artist is saying better?
Exploration of
mediums. Keep all
examples in
journal.
Group work.
Creation of 2
seperate 'mock'
banners to be
displayed in visual
journal. Both
utilising different
materials,
techniques etc.
NOTE: Students should
have at least 5-6 examples
for their journal by now
from everything covered
in class.
Class 3 and 4:
Exploration of Grayson
explorations of materials techniques
Perry and Ai Weiwei in
and mediums used by both artists.
groups (one lesson for each
In groups of 3 or 4 explore the
artist)
various mediums each artist
what mediums do they use?
uses- which is your favourite?
How many types can you
Report to class, discussing
count for each artist?
which was most interesting
NOTE: Lesson plan provided.
and why. Roughly half an
hour for this exercise.
Students will begin creating
their own versions of Perry's
or Ai's work, remember! Don't
let the students mimic what
they see, they must create their
own. Please refer to lesson
plan.
Note: Ai weiwei and Grayson Perry
Continue exploration of
techniques. Introducing
students to print, fabric paints,
tapestry and embroidery
Class 1 and 2:
Introduction to final
assessment- collaborative
political banner or
installation
BRAINSTORMING!
Students to discuss as a
class what type of banner
we should make. What do
we stand for?
Working
collaboratively
Input into the
design in small
groups.
Deciding on the
final outcome as a
class.
Class 3 and 4:
Final design has been
established
Students begin working on/
designing their contribution
to the banner- To be
checked by teacher.
Class 1 and 2:
Continuation of student
design- Must be finalised by
the end of class one and
begin creating at the
beginning of class 2.
Students to reflect on
what has been learnt and
decide on their own
design to be a part of the
banner.
Experimentation with
different materials,
techniques etc.
Designs to be put in
journal ready for
submission in week
7.
Experimentation with
different materials,
techniques etc.
Designs to be put in
journals.
ensure journals are
ready for
submission at the
beginning of next
week.
Class 3 and 4:
Completion of artworksmust be ready for
collaborative banner by the
beginning of class next
week.
Cross Curriculum priorities and
general capabilities:
Making and responding
Critical and creative
thinking
Diversity of learners
personal and social
capabilities
Class 1 and 2:
Begin banner- Starting with
the design of the lay out
Finalising Folio to be
handed in at the end of class
Class 3 and 4:
Begin painting the text on
and attaching solo designs.
Collaborative
working will be
assessed
Finalising of foliodue end of class
Class 1 and 2:
Continuation of political
banner
Discussion of where to hang
the banner
Class 3 and 4:
Finalising of banner and
Hanging of banner
Final discussion and
reflection of everything
learnt this term- students to
write a 150 word critical
reflection.
Assessed on group
collaboration and
the finalisation of
the banner
150 word critical
reflection
3. Can the area be accessed by the general public? Why? Why not?
5. How many art projects are there and how many artists are involved?
Thinking time...
In groups of 3 discuss these questions
1. How does this film make you feel about the idea of time?
2. Do you think this is a form of political activism? Why? Why not?
Thinking time...
In groups of 3 discuss these questions
1. What do think identity is?
2. What is popularity to you?
3. What do think defines the roles of gender?
NO. OF STUDENTS: 25
RESOURCES
EXPECTED STUDENT
REACTIONS OR
RESPONSES
TEACHER RESPONSES
TO STUDENTS
10 mins
5 mins
5 mins
Laptop
FORMATIVE:
students are assessed on
their class discussion and
contribution.
SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings (at the completion
of class they are also
assessed on their folio
contribution).
Students respond
- Students should
Teacher to listen to
students response, take
note of who is
contributing.
- How many techniques
and materials can you
see in these artworks?
- Writing all opinions/
ideas on board
- If students require a lot
of help, then a more in
depth recap is required
and a possible pop quiz
to find out where each
student is at.
5 mins
15 mins
30 mins
Paper/ pens/
pencils
Teacher listens to
responses and contributes
when students seem
stuck.
FORMATIVE:
students are assessed on
their class discussion and
contribution.
Class discussion
SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings and their design
process for final designs/
their use of elements,
principles, materials and
techniques.
10 mins
Whiteboard
Teacher listens to
responses if further
information is required/
students are still unsure
about what has been
learned then a cram class
is required for next week
as well as a pop quiz (this
is unlikely).
FORMATIVE:
students are assessed on
their class discussion and
contribution.
SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings and their design
process for final designs/
their use of elements,
principles, materials and
techniques.
NO. OF STUDENTS: 25
TIMING
RESOURCES
EXPECTED STUDENT
REACTIONS OR
RESPONSES
TEACHER RESPONSES
TO STUDENTS
(including consideration of
the need to adapt, reteach
or extend)
5 mins
15 mins
Laptop
Resources
found on
website
Whiteboard
Teacher to listen to
students response, take
note of who is
contributing and who
completed the homework.
- Teacher responds to
students opinions
FORMATIVE:
students are assessed on
their class discussion and
contribution.
SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings as well as their
homework requirement
Students analyse and
evaluate artworks and
exhibitions from different
cultures, times and places,
and discuss how ideas and
beliefs are interpreted by
audiences (The Victorian
Curriculum, Visual Arts).
8 mins
Extra images
if required
20 mins
10 mins
- Collaborative learning:
- Take note of
collaborative learning
- prompt in necessary
FORMATIVE:
students are assessed on
group collaboration- ensuring
everyone has a say
SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings as well their ability
to transfer into writing what
they have learnt.
Analyse, interpret and
evaluate a range of visual
artworks from different
cultures, historical and
contemporary contexts to
explore differing
viewpoints(VCAVAR045)
10 mins
12mins
Whiteboard
Pens/ paper
Closure:
Summary of the lesson:
- What did you learn about
Aboriginal and Torres Strait
Islander political art history?
- How many Australian political
artists can you name now?
- Have the messages in their
artworks changed now you
understand more about them?
- students to contribute to
class discussion.
- Students are now
expected to have an
understanding of
Australian political art
history, if further
information is required
teacher will provide.
- Teacher responds to
classes contribution,
prompting where
necessary.
- Further information or
clarification will be
provided if necessary.
FORMATIVE:
students are assessed on
class discussion and
collaboration
SUMMATIVE:
students are assessed on
their knowledge of the
learnings as well their ability
to transfer into writing what
they have learnt.
Grade:
Category
Excellent
Very good
Good
NN
Collaboration
and teamwork
Final outcome
and thematic
accuracy
Grade:
Category
Excellent
Very good
Good
NN
Recognition of
political art/
activists
Influence of
artists
Use of different
materials and
techniques
Final outcome
(Journal)
References
Ai Weiwwei- political art news. Complex magazine. (2016).
Retrieved from http://au.complex.com/style/2013/07/new-political-art/ai-weiweihttp://aiweiwei.com/index.html
Art Activism. e-flux journal. (2015).
Retrieved from http://www.e-flux.com/journal/on-art-activism/
Australian Curriculum, Assessment and Reporting Authority (ACARA).
Retrieved from http://www.acara.edu.au/default.asp
Daniel Boyd. OCULA. (2016).
Retrieved from https://ocula.com/artists/daniel-boyd/artworks/
David Welch. Feature shoot. (May 19, 2011).
Retrieved from http://www.featureshoot.com/2011/05/david-welch-savannah-georgia/
Educators resource. The 20th Sydney Biennale. (2016).
Retrieved from https://www.biennaleofsydney.com.au/20bos/education/educator-resources/
Forced into images. MCA. (2015).
Retrieved from http://www.mca.com.au/collection/work/200510/
Grayson Perry. (2014).
Retrieved from http://graysonperrytr.com/en/
Grayson Perry. MCA. (2016).
Retrieved from http://www.mca.com.au/discover-grayson-perry/
Marcel Duchamp- Fountain. The TATE modern. (August, 2015).
Retrieved from http://www.tate.org.uk/art/artworks/duchamp-fountain-t07573/text-summary
Partners in life, not always happily. The wall street journal. (August 14, 2013)
Retrieved from http://www.wsj.com/articles/SB10001424127887324139404579012732539110114