Unit Outline Final

Week/
Lesson
1.
Objectives
Students will be able to:
Identify to the class 3 physical
things which may be mapped
Identify to the class 3 conceptual
ideas which may be mapped.
Curriculum Links
Literacy
Numeracy
History
ATSI Histories and Cultures
Asia & Australia's engagement with Asia
Critical and Creative Thinking
Personal and Social Capability
Intercultural Capability
Explore & Express
Explore visual arts practices as inspiration to
explore and develop themes, concepts or ideas in
artworks (VCAVAE033)
Explore how artists use materials, techniques,
technologies and processes to realise their
intentions in art works (VCAVAE034)
Assessment
Lesson Overview
Formative
Lesson 1. WK 1.
-Make clear learning goals for unit. (Write
on board)
Observing student
behaviour: Participation in
class discussion.
-Make 'Art Glossary' in visual diary.
-Teacher will observe which

students are not making
contributions to discussion
and speak to them individually
later to clarify.
(Notes taken to identify
students who may be at risk,
so that teacher may follow up
with them.)
-PowerPoint: Traditional V Modern maps.

Give historical overview of what maps have
been used for in the past, and artists
appropriation and inspiration from maps.
-Class discussion: map inquiry questions.
Guide students through a process of
investigation of the following inquiry
questions:
Present an informed opinion about

a display of artworks as a
written/visual review.
Identify and connect the formal
qualities and main influences of an
artwork.
Summative
-What things can we map?
Contemporary artists to look at:
-Why do we map things?
The Boyle family

Paula Scher
Olafur Eliasson
Maira Kalman
Stephen Walter
Grayson Perry
Assess Products: Group task

work will be submitted to
teacher to be assessed by
depth of insight, connections
between chunks of
information, and breadth of
inquiry.
Lesson 2.WK 1.
-Group task: Mind map. Students put in
groups of 4. Students select one of the
following contemporary artists to create a
mind map on.
The Boyle family
Paula Scher
Olafur Eliasson
Maira Kalman
Stephen Walter
Making/
Responding
Explore (e5)
Responding
Modern maps.
(Topographic maps
-Weather maps
-Tribe maps
-Family quilt
-Food maps etc.)
-What is a map?
-What other things can we map, and how?
Literacy
Numeracy
History
ICT Capability
Historical maps
https://www.brainpickings.org/2012/04
/17/magnificent-maps-cartography-aspower-propaganda-and-art/
Students to watch you tube video on

Grayson Perry's maps.
https://www.youtube.com/watch?v=ZI
Ffzox06a0
-How do we represent a map visually?
Artist/Movement
Students select one artist to investigate:

The Boyle family
Paula Scher
Olafur Eliasson
Maira Kalman
Stephen Walter
Grayson Perry
Engage (e5)
Making
Create a mind map explaining

influences of artwork as a part of a
group.
Students learn through making & Responding.

Explore & Express
Explore visual arts practices as inspiration to
explore and develop themes, concepts or ideas in
artworks (VCAVAE033)
Explore how artists use materials, techniques,
technologies and processes to realise their
intentions in art works (VCAVAE034)
2.
Correctly identify the Elements of
Art in class activities.
Identify the Elements in artworks
shown in class.
Literacy
Students learn through making and Responding.
Visual Arts Practices
Experiment with materials, techniques,
technologies and processes in a range of art forms
to express ideas, concepts and themes in
artworks (VCAVAV035)
Develop skills in planning and designing art works
and documenting artistic practice (VCAVAV036)
Formative
Observing student
behaviour: Contribution to
group task.
Teacher observes students
who may be identified as not
having friends/not making
connections with others.
Notes taken, seating
arrangement may be
adjusted if necessary.
Formative
Assess Products: Group task
work will be submitted to
teacher to be assessed by
depth of insight, connections
between chunks of
information, and breadth of
inquiry.
Grayson Perry
-Teacher will use 'Padlet' to allow

anonymous questions from individuals or
groups, and online class discussion.
-Students to upload their mind map to
'Glogster' class virtual poster blog to share
with class, and allow comments and further
discussion.
-Differentiation: EAL or students with
learning disabilities placed in groups
strategically to maximise support. Teacher
to keep close watch over them, supporting
where needed.
Lesson 1 & 2 (Double) WK 2.
Elements of Art
http://www.nga.gov/content/ngaweb/educ
ation/teachers/lessons-activities/elementsof-art.html
-Teacher will use interactive whiteboard, go
to the above link and guide class through
the learning activities provided.
- Intro to 'Map a Site' task (Flipped Learning
task) Students are given a worksheet
outlining what is required of the student in
the project.
- Students to choose a site of significance to
them, write 50 words on the site, take
photographs to document it, sketches, take
3 specimens from the site, they may also
like to record sounds, do frottage etc.)
Project designed to build on observational
skills, and to generate inspiration material
for folio.
-The students will present their site to the
class next week.
Colour: Monet
Matisse Kandinsky.
Line: Frank Stella
Lichtenstein, Charles Sheeler, M iro.
Shape: Matisse, Mondrian, Edward
Steichen.
Form: Alexander Calder, Lichtenstein,
Sol Le Witt.
Texture: Da Vinci, Martin Johnson
Heade, Winslow Homer.
-Students may wish to investigate The
Boyle Family for inspiration for Flipped
Learning Task.
Explain (e5)
Responding
Lesson 1. WK 3.
3.

Students learn as artist and viewer
Present orally to the class the

results of the 'map a site' task.
(Allowing for differentiation.)

Use correct Art terminology when

discussing their art.

Summative
Assess Products: View
products as vehicles to build
skills in the use of materials
and techniques, develop
visual problem solving skills,
encourage authentic
expression. promote
understanding of concepts
and processes.
-'Map a Site' task Presentations
Student Presentations.
Elaborate(e5)
Responding
LAND ART/ENVIRONMENTAL ART

Goldsworthy
James Turrell
http://www.guggenheim.org/video/intr
oduction-to-james-turrell
Nancy Holt
Robert Smithson
Goldsworthy
Nle Azevedo,- Army of Melting Men
Explain (e5)
Making
& Responding
- Class discussion on 'Map a Site' project.
Lesson 2. WK 3.
Sustainability
ICT Capability
Formative
- Video Land artists
Observing student
class discussion.
- Discussion on how artists approach theme

through their materials/methods

Respond and Interpret
Analyse how ideas and viewpoints are
expressed in art works and how they are
viewed by audiences (VCAVAR038)
Identify and connect specific features of visual
artworks from different cultures, historical and
contemporary times (VCAVAR039)
4.
- Compare Aboriginal paintings
with actual maps (Google Earth)
and observe the similarities/
differences.
- Identify which community an
indigenous artwork comes from.
- Identify the way Aboriginal artists
have used the art elements &
colour.
Literacy
ICT Capability
Assess products: Assess

students understanding of
composition as
demonstrated in their work.
Assess attention to
consideration of
composition, pattern, and
texture.
Formative
Observing student
class discussion and learning
activities.
- Think about which artist you were inspired

by & research them
- Composition lesson using natural objects
from mystery grab bag or specimens taken
from map a site project. Look at texture &
pattern (using charcoal, frottage & collage)
Lesson 1. WK 4.
- Teacher remind students to start thinking
about folio & resolved work.
Indigenous art-maps-identity.
Students go to:
http://www.ngv.vic.gov.au/ngvschools/Trad
itionAndTransformation/map/
- Using this map showing where artworks
were produced , observe the different
colours, symbols which are unique to that
community.
- Compare Aboriginal paintings with actual
maps (Google Earth) and observe the
Environmental issues
John Wosleley
Ping-yu-pan,
Aboriginal sand art/sand talk.
Indigenous artists:
http://www.ngv.vic.gov.au/ngvschools/
TraditionAndTransformation/artists/
Elaborate (e5)
Responding
similarities/ differences.
-Observe how Aboriginal arists use symbols
in the artwork. Reflect on what kind of
symbols we see & use in everyday life.
CCP: Indigenous and Torres Strait Islander

Histories and Cultures
- Students organised into groups to

participate in collaborative learning
activities NGV Education.

Critically analyse the artist's
intention for the artwork, and their
use of visual conventions.
Identify and discuss how the artist
has expressed their cultural
identity in the artwork.
Discuss how social, historical and
political issues inform the work.
(Allowing for differentiation.)
Literacy
Numeracy

CCP: Indigenous and Torres Strait Islander
Histories and Cultures
Analyse how ideas and viewpoints are expressed in
art works and how they are viewed by
audiences (VCAVAR038)
Summative
Assess products: Assess
students ability to identify
the formal qualities of an
artwork, and how the artist
has translated the landscape
into a painting using
appropriate Art language.
Discuss and identify how
artists express cultural
identity in their artworks, for
example, how artists from
different cultures express
the concepts of place and
country.
Lesson 2. WK 4.
- Observe the art works from Julie Dowling's
Federation Series 1901-2001 on the NGV
Traditions and Transformations online
resource.
- Research Julie Dowling in the 'Artists' tab,
read. about her community, and view the
video clip in the Tradition and
Transformation resource.
- Choose ONE of her paintings from on the
website to complete your analysis on.
Evaluate (e5)
Responding
Differentiation: Students who experience

difficulty writing may present their findings
orally to the teacher, addressing the criteria
verbally. Students with learning difficulty
may observe one of the paintings, and
address the "I see, I think, I wonder" criteria
(identify visual elements, how the visual
elements make meaning, and what they
wonder about the painting) This may be
demonstrated written, on computer, or in
discussion with teacher.
- Students to upload their critical analysis to
'Global2 ' classroom bog to share ideas and
encourage discussion.
- Take home task: Students to bring in a
map for next class which will be turned into
a visual. Map may be an actual printed map,
a mind map, hand drawn map etc.
5.

Formative
Lesson 1 & 2. (Double) WK 5.

Exploring with materials. Interpreting visual
information (map) to visual exploration
(experimenting with materials) (speed-
Students not shown any examples.
Explore (e5)
Making
Explore and exploit different

materials confidently.
Display competence in ability to
interpret their concept through the
use of the materials.
6.


I ICT Capability
Evaluate which exploration was the

most successful.

Reflect on why the exploration was

successful.
Demonstrate ability to carry out
self-directed learning and
exploration.

Literacy
Critically analyse a peers' intention

for an artwork and their use of
visual conventions.

Present and Perform
Create and display artworks, describing how ideas
are expressed to an audience (VCAVAP037)
Observing student
behaviour: Assess students'
ability to use each
process/medium (charcoal,
painting, clay.)
Assess Products: View
products as vehicles to build
skills in the use of materials
and techniques, develop
visual problem solving skills,
encourage authentic
expression. promote
understanding of concepts
and processes.
Formative
Observing student
behaviour: Assess students'
ability to use each
process/medium as selected
by student.
Formative
Observing student
behaviour:
Assess ability to apply their
understanding of how to
extract meaning from a work
by using the 'I see, I think, I
wonder' approach to art
dating materials!)
Students give 3 different materials :
charcoal, paint, & clay.
Students are given 20 minutes to
experiment with each material before being
told to move to the next material.
-Students must consider the elements &
Principles of art, and how the materials will
affect the interpretation of the works.
- Resulting works will all be put in students
folio as developmental work.
Differentiation: Teacher keep a watchful
eye over physically students offer
support/assistance where needed. This task
allows students such as EAL to observe
peers for instruction if needed.
Lesson 1 WK 6.
1. Students to select their most successful
exploration with a material and use it to
continue their folio exploration. Student is
not limited to using any particular medium.
Explore (e5)
Making
Explain (e5)
Responding
-Students may use computer to manipulate,

and create new work based on their
exploration.
Lesson 2. WK 6.
- Students to choose one of their works
from experimentation.
- Students are given an 'I see, I think, I
wonder' worksheet.
- Students instructed to move 10 seats to
the right and fill in worksheet on the
student work in front of them.

analysis.
Assess effort put in to giving
feedback to a peer based on
their interpretation.
- The purpose of this activity is for students

to receive feedback on their work so that
they consider how the work is interpreted
by others, and what others see in the work
that they may not. This may provide fresh
inspiration, and is important for students to
reflect on their own work, and consider
themselves as both artist and audience.
- Teacher to give strict guidelines for
feedback to ensure
appropriate/constructive feedback.
7.
Identify, analyse and evaluate how
other artists use materials,
techniques, technologies,
processes and visual conventions to
express ideas and convey meaning.
Identify how artists have expressed
viewpoints in their artworks.
Literacy
Numeracy
History
ICT Capability
Formative
Observing student
behaviour:
Assess ability to apply their
understanding of how to
extract meaning from a work
by using the 'I see, I think, I
wonder' approach to art
analysis.
Assess ability to link together
information to create a mind
map which visually
represents connections.
Lesson 1. WK 7.
Contemporary artists who use maps.
- PowerPoint on contemporary artists using
Maps as inspiration for their work. Teacher
to discuss artists and artwork, allowing time
for questions.
-Students to allocated one artist from
examples provided in PowerPoint. A
worksheet with the image, and 'I see, I
think, I wonder', with space allowed for
response.
- Students may research artist in class on
laptop/phone .
-Students to address all criteria on
worksheet .
-From research and worksheet students are
to create a mind map on that artist linking
together all the pieces of information.
-Both components (written & mind map)
are to be handed in to teacher at end of
class.
Differentiation: Students whom experience
difficulty with language/writing may
respond in dot point form, on a computer,
or orally to teacher in individual discussion.
Elaborate (e5)
Matthew Cusick, Mark Bennett, Alberto Making &
Duman, Corriette Schoenaerts, William Responding
Pope.L, Arie A. Galles, Quin Ga,
Guillermo Kuitca, Layla Curtis, Alighiero
Boetti, Kathy Prendegast, Bruce
Nauman.

Summarise their artistic intentions,
including correct art terminology,
consideration of viewpoints, and
reflection on learning in a 50 work
artists statement.
Utilise their understanding of
materials, techniques, and
processes to draw their inquiry to a
conclusion resulting in a folio of
work and at least 2 resolved works.
Literacy
Formative
Lesson 2. WK 7.
Students to work on folio & resolved works.
Observing student
behaviour:
Assess ability to work
independently on their folio.
-Students informed that in last double class

they will be installing their final works as a
class exhibition. They must consider how,
where, and why they are presenting their
work in that particular way.
Observe students writing

their artists statement,
offering support and advice
if required.
Remember to bring all maps used as

inspiration for work.

Engage(e5)
Making
Student exhibition.
Evaluate (e5)
Making
Students to write 50 word 'Artists'

Statement' on their work to encourage
reflection and inquiry.
Differentiation: Students who are unable to
write 50 word artists statement may use
'Art Project' to create a visual resource of
inspirational artworks which will inform
their practice.
8.
plan and make their art works in
response to exploration of
techniques, technologies and
processes used in the work of other
artists.
demonstrate the use of materials,
techniques, processes, visual
conventions and technologies to
express ideas and convey meaning
in their artworks
justifying their choices for
presentation of ideas in artworks or
designs appropriate for a particular
audience.

Present and Perform
Create and display artworks, describing how ideas
are expressed to an audience (VCAVAP037)
Summative
Overall assessment :
Determine whether students
behaviours, products, and
comments during discussions
to ascertain level of
understanding of the
concept of a map, and
growth in
manipulative/expressive
skills. Assess students
written critical analysis of
artists' work.
Lesson 1 & 2. (Double) WK 8.

Students to set up their final works for class
discussion.
Class will go around and discuss what they
see (without any prior knowledge of the
work).
-Students to offer constructive feedback on
the works.
After class discussion student will reveal
their maps used as inspiration, read out
their artists' statement, justify their choice
of materials, methods and way work has
been exhibited.
Differentiation: Students such as EAL or
with learning disability will be assisted if
required for presentation of their work For
example: setting it up, with oral response.
Discus and documenting their

choices of expression to strengthen
meaning and viewpoints in their
artwork.
(Allowing for differentiation)

Unit Outline Final

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Week/

-Make 'Art Glossary' in visual diary.

-Teacher will observe which

-PowerPoint: Traditional V Modern maps.

Present an informed opinion about

-What things can we map?

Contemporary artists to look at:

-Why do we map things?

The Boyle family

Assess Products: Group task

-What other things can we map, and how?

Students to watch you tube video on

-How do we represent a map visually?

Students will be able to:

Students select one artist to investigate:

Create a mind map explaining

Students learn through making & Responding.

-Teacher will use 'Padlet' to allow

Personal and Social Capability

Present orally to the class the

Visual Arts Practices

Use correct Art terminology when

Develop skills in planning and designing art works

-'Map a Site' task Presentations

LAND ART/ENVIRONMENTAL ART

- Class discussion on 'Map a Site' project.

- Discussion on how artists approach theme

Students learn through making and Responding.

Assess products: Assess

- Think about which artist you were inspired

CCP: Indigenous and Torres Strait Islander

- Students organised into groups to

Students will be able to:

Students learn as artist and viewer

Differentiation: Students who experience

Students learn through making and Responding.

Lesson 1 & 2. (Double) WK 5.

Students not shown any examples.

Explore and exploit different

Experiment with materials, techniques,

Students will be able to:

Students learn through making and Responding.

Evaluate which exploration was the

Visual Arts Practices

Reflect on why the exploration was

Develop skills in planning and designing art works

Students will be able to:

Critically analyse a peers' intention

Students learn as artist and viewer

Students not shown any examples.

Students not shown any examples.

-Students may use computer to manipulate,

Analyse how ideas and viewpoints are expressed in

- The purpose of this activity is for students

Students will be able to:

-Students informed that in last double class

Observe students writing

Remember to bring all maps used as

Develop skills in planning and designing art works

Students not shown any examples.

Students to write 50 word 'Artists'

Critical and Creative Thinking