50 Hours over the course of a Semester = 5 Hours per week

Outcome 1: Interpreting Art & Outcome 2: Investigation and Interpretation Through Art Making

This planner is designed to predominantly address Outcome 1 in the first lesson of the week and Outcome 2 in the second. This will mean that
the first lesson is predominantly theory based and the second lesson is predominantly practice based.

Week Date Weekly Lesson Planner

Lesson 1 (L1):
Introduction to Studio Arts.
Course requirements and expectations outlined.
Go through examples of high quality past student folios to give students an idea of course expectations.

T1 W1 4 Feb

Lesson 2 (L2):
Go through art vocabulary & exam Vocabulary.
Go through examples of past exams.

L1:
Theme identified.
Class brainstorm potential avenues of enquiry in response to the identified theme.
Students individually explore their own avenues of enquiry.

T1 W2 11 Feb
L2:
Continue working on proposal in class. First draft of exploration to be worked on individually.
Class discussion about ideas and proposals.
Remind students that first draft of proposal is due in 2 weeks
 L1:
Introduction to Frida Khalo’s artistic influence and cultural contexts. Lecture/discussion on historical and
cultural contexts.
Students begin researching Frida Khalo.
In groups, practice writing a response to a past exam using the knowledge we have learned about Frida
Khalo’s artistic influence and cultural contexts.
T1 W3 18 Feb

L2:
Students continue to work on design process.

Remind students that first draft of proposal is due next week.

L1:
Introduction to Frida Khalo’s communication of ideas and meaning.
In groups, practice writing a response to a past exam using the knowledge we have learned about the
ideas and meaning behind Frida Khalo’s work.

T1 W4 25 Feb L2:
Students continue to work on design process and artworks.

First draft of proposal due.

Collect final proposal this week.

L1:
Introduction to Frida Khalo’s aesthetic qualities and distinctive style.
In groups, practice writing a response to a past exam using the knowledge we have learned about the
T1 W5 4 Mar aesthetic qualities and distinctive style of Frida Khalo. Looking at The Two Frida’s and What the Water
Gave Me in particular.

Remind students that there will be a Frida Khalo pop quiz next week.
 L2:
Individual feedback given to students on their art proposals.
Students to continue with creation of artwork.
Students to hand in folios to be checked and receive feedback by the teacher.

Collect folios this week. To be returned T1 W6.

Remind students that minor artworks are due in two weeks.

L1:
Frida Khalo pop quiz: Life, cultural and historical contexts, interpretation of ideas and meaning of her
artworks, aesthetic qualities and dinstinctive style.
Collect Pop Quiz to be returned T1 W7.

T1 W6 11 Mar
L2: Continue to work on artworks
Return folios this week with constructive feedback given by the teacher. Remind students that folios are
due to be signed off in two weeks time.
Remind students that minor artworks are due next week.

L1:
Introduction to Charles Blackman’s artistic influence and cultural contexts. Lecture/discussion on
historical and cultural contexts.
Students begin researching Charles Blackman.
T1 W7 18 Mar In groups, practice writing a response to a past exam using the knowledge we have learned about
Charles Blackman’s artistic influence and cultural contexts.

L2:
Continue to work on resolved artworks. Students to form groups. Do a ‘blind’ analysis of what the works
 are and interpret the works. Then discuss their works with their peers. Students are expected to give
constructive feedback on artworks presented. As a class, discuss effective use of materials and
processes observed within the groups.
Minor artworks due

Teacher to collect minor artworks. To be returned T1 W9. Remind students that there is only two more
weeks before end of term and final resolved artworks will be due then.
Return pop quiz results.
Remind students that folios are due to be signed off next week.

L1:
Introduction to Charles Blackman’s communication of ideas and meaning.
In groups, practice writing a response to a past exam using the knowledge we have learned about the
ideas and meaning behind Charles Blackman’s ideas and meaning. Practice comparing these to the
ideas and meaning of Frida Khalo’s work.

T1 W8 25 Mar L2:
Students continue to work on design process and artworks.

Sign off on production work in folio, making sure all criteria is addressed.
Folio Check and sign off authentication sheet.
 L1:
Introduction to Charles Blackman’s aesthetic qualities and distinctive style. Looking at Schoolgirl at
Kooyong and Alice in the Boat in particular.

In groups, practice writing a response to a past exam using the knowledge we have learned about the
aesthetic qualities and distinctive style of Charles Blackman and comparing them to the work of Frida
Khalo.
T1 W9 1 Apr Remind students that there will be a Charles Blackman pop quiz next week.

L2:
Students continue to work on design process and artworks.

Return minor artworks with feedback given.

L1:
Charles Blackman pop quiz.
Essay topic and rubrics given out to students – due first week of term 2.
Briefly go over the conventions of essay writing.
Read through a past good essay and past bad essay – discuss what made them ‘good’ or ‘bad’.
In groups, go through and brainstorm ideas, topic sentences for the essay.
T1 W10 8 Apr
L2:
Continue to work on design process.

Remind students that essays are due Week 1 Term 2.

Organise and book gallery visit.

Break 15 Apr Students to continue working on their Essay.

Break 22 Apr Possible open studio day during the break for students to come in and work on their artwork. TBC.
 L1:
Refresher on the appropriate language and context of analytical frameworks.
Refresher on how to write a comparative essay.
Have students work on a past exam question using these frameworks.

T2 W1 L2:
29 Apr
Excursion to NGV and Ian Potter – Students to complete a series of short responses to the exhibitions
Due T2 W2

Return Charles Blackman pop quiz.

Collect Essays. To be returned to students by T2W2.

L1:
Students to begin work on oral presentation with visual support on a comparison of Khalo and Blackman.
Gathering information and visual props To be presented in class T2 W5.

L2:
T2 W2 6 May
Continue to work on design process.

Return Essays.
Collect short responses to gallery visit.

L1:
Students continue to work on oral presentation.

T2 W3 13 May
L2:
Students to hand in resolved artworks.

L1:
T2 W4 20 May
Go through student folios with each student to discuss areas that need to be worked on.
 L1:
Oral presentations Due – Oral presentations in class time.

L2:
T2 W5 27 May Oral presentations in class time.

Begin writing up description of P/D’s – follow criteria sheet for this.

Begin organising end of year student art exhibition – assign roles for students.

L1:
Finish developmental folio – SAT !– P/D’s and written responses.

L2:
T2 W6 3 Jun
Possible weekend folio development time.

Feedback on oral presentations due.

FOLIO TO BE HANDED IN
L1:
Exam revision.
Revision of Exam Vocabulary & Art vocabulary.

T2 W7 10 Jun L2:
Students to sit past exam under exam conditions.

Remind students that written task is due in 2 weeks.

And final artworks & PDs due in 3 weeks.
 Exam
VCAA GAT
T2 W8 17 Jun
Remind students that written task is due in 1 week and that final artworks & PDs due in 2 weeks.

L1:
Intensive work on resolved artworks and PDs.

L2:
Intensive work on resolved artworks and PDs.
T2 W9 24 Jun

Written Task Due

Remind students that resolved artworks and PDs due in 1 week.
Collect written task.

Final artworks and PD’s written up and identified.

T2 W10 1 Jul Resolved artworks & PDs due.

Break 8 Jul
Break 15 Jul