Академический Документы
Профессиональный Документы
Культура Документы
D: 2137284 EDUC4729
UNIT DESCRIPTION:
ASSESSMENT DESIGN CRITERIA (ADC): Please see Assessment Rubrics for ADC specific to each
assessment type.
PRACTICAL APPLICATION
PA1 Conceptualisation and development of imaginative or personally relevant visual ideas.
PA2 Exploration to acquire technical skills and use media, materials, and technologies.
PA3 Documentation of creative visual thinking and/or problem-solving processes.
PA4 Application of technical skills with media, materials, and technologies to communicate visual ideas in resolved
work(s) of art or design.
AS A RESULT OF ENGAGING WITH THE UNIT AS A RESULT OF ENGAGING WITH THE UNIT
STUDENTS WILL KNOW: STUDENTS WILL BE ABLE TO:
1. Key art terminology, such as Elements and 1. Use art terminology in order to analyse and
Principles, used within annotation, analysis evaluate with meaning.
and evaluation. 2. Conceptualise ideas through creative
2. How to manipulate a variety of techniques process.
and media in order to develop their own 3. Make informed decisions about their art
personal artistic style. practice based on experimentation and
3. The Creative Process. evaluation.
4. How to interpret, analyse and explain 4. Practise and execute art techniques to
works of art and art practices and how they enhance the meaning of their work.
inform their own decisions.
LESSON SEQUENCES
ADDITIONAL
WEEK LESSON DESCRIPTION
INFORMATION
WEEK 1 OVERVIEW: Introduce theme COMMUNITY. Go through SACE
expectations and provide exemplars. Students are also provided with a folio
checklist/checklist template for them to use as a guide for their folio, this is a good
strategy for students to track their progress as well as manage their time wisely as
well as a Creative Process Handout. The practical focus of this week is
brainstorming ideas revolving around the theme of Community.
LESSON 1 (45 mins): Introduce unit of work: Folio & Practical. Students have
already completed the Visual Study earlier in the semester and have attended the
1 VAESA Visual Art Forum, and visited the Art Gallery of SA as well as the SACE Art
APPENDIX 1. VISUAL Exhibition at the beginning of the semester. Go through student exemplar
ART LEARNING AND examples to refresh students on the level of work that is required and expected for
ASSESSMENT PLAN the folio and practical as well as practitioner statements. Time management
should be discussed as a priority when working through the folio and practical. It
APPENDIX 2. should be explained that a lot of the students own time should be dedicated to
ASSESSMENT RUBRIC completing their pages in time for various checkpoints and final submission. It
should also be highlighted that ALL PAGES are to be kept in a folio, so that nothing
gets lost.
JULIA WOODALL STUDENT I.D: 2137284 EDUC4729
LESSON 2&3 (1 hr 30 mins): Students spend the double lesson brainstorming ideas
around the theme of COMMUNITY and exploring possible avenues in which they
may choose to explore. This mindmap should be thorough and can even include
images or sketches.
LESSON 4&5 (1 hr 30 mins): At the beginning of the lesson students are provided
with a FOLIO CHECKLIST to assist with their creative process to give them a visual
APPENDIX 3. FOLIO representation of the step-by-step process and expected timeline they should be
CHECKLIST taking within the folio- for example they should not be beginning the final practical
WORKSHEET piece straight after the initial brainstorming page. These are resources they can
refer to throughout this unit, to keep on track and tick off milestones once they are
completed.
LESSON 16 (45 mins): Teacher is available for any guidance and feedback, but
students are to work independently on their folio, experimenting with technique
and mediums they may wish to use for their final piece.
WEEK 6: This week should be spent refining technique and ideas in preparation for
beginning the final practical piece.
LESSON 26 (45 mins): Students should be refining their chosen technique and
medium as well as refining their concept they plan to use for their final piece.
WEEK 7: Some students may be up to starting their practical piece, if not most.
Due to this progression, workshopping how to write a practitioners statement is
required so students know exactly what to put into it to tick all the boxes of the
assessment criteria.
FORMATIVE LESSON 31 (45 mins): Students receive final folio feedback before they begin their
ASSESSMENT final practical piece. Most students should be ready to begin their practical and it is
THROUGH at this stage where Practitioners Statements need to be addressed. In this first
OBSERVATION: lesson students will develop a flexible formula for writing a Practitioners
Teacher observes Statement, based on exemplars from previous years. Students will also look at
student progress examples that did not receive a high mark, and analyse why they didnt. Students
through observation of should be reminded that within the 250 word limit, they need to include inspiration
independent work and influence, strengths and limitations, art terminology etc.
7 during class
LESSON 32&33 (1 hr 30 mins): Students should be beginning to work on their
practical piece if they havent already done so. They should be documenting the
process as they go through photos, to include in the final pages of their folio.
MOST STUDENTS WILL SPEND THIS WEEK ON THEIR PRACTICAL PIECE. 1 PAGE
OF REFINEMENT AND 2 PAGES OF FINAL PRACTICAL PROCESS AND
EVALUATION SHOULD BE COMPLETED BY THE END OF WEEK 8.
WEEK 8: This is the final week of the unit and it will be spent finishing off all
practical and folio work before final submission.
8
LESSON 36 (45 mins): Students continue working independently on their
JULIA WOODALL STUDENT I.D: 2137284 EDUC4729
folio/practical piece/practitioners statement. Teacher is available to help at any
stage.
Consistent checkpoints, constructive feedback and teacher/student conferencing are the methods applied within this
unit to check for student understanding and achievement of goals and milestones within the unit. Formative
assessment such as this is both constructive for the student to redirect their learning and or time management, as well
as the teacher in making sure students are on track with their learning as well as using their time wisely with their folio,
and are meeting the learning objectives of the unit.
This unit is designed in such a way that students with both high and low readiness are challenged and can complete
achievable goals in their learning. The unit is scaffolded throughout, but heavily at the beginning of the unit where
students are given supporting worksheets which they can refer to throughout their creative process. Students also
engage within intensive workshops with a local artist (if possible), annotation, and practitioners statement so that they
gain a relevant and constructive learning experience related to the requirements of their learning. Consistent
checkpoints and checklists are provided to students as a way for them to be reminded of their individual responsibility
for their learning and time management, as well to check that they are achieving goals throughout the unit.
Demonstrations of technique are also completed by the teacher to give students a visual reference, assisting those who
are visual learners and find written instructions hard to comprehend.
- Teacher directed learning through technique and concept demonstration and workshopping
- Teacher facilitated learning through guidance and feedback given during class and practical work, when
required.
- Checklists provided so students are responsible for ensuring theyre using their time wisely and completing
learning goals on time
- Both written and verbal feedback is given as a form of formative assessment.
- Scaffolding concepts so students become more self-directed in their learning, as well as promoting growth-
mindsets
REFERENCES:
South Australian Certificate of Education. (2017) Visual Art, 2017 Subject Outline.