Forward Planning Document

Teacher: Year Level: 11 ATAR Learning Area: Visual Arts

Topic: Unit 2 – Identities – Purposes Time Period: Term Three and Four (Weeks 1-4)
WA CURRICULUM
Content Description Unit Rationale Year Level Achievement Standard

Art Making: This visual arts semester will develop students’ pre- Art making (production)
Inquiry existing drawing knowledge and critical thinking skills
- explore a variety of observational, conceptual, imaginative and expressive
as students work methodically toward producing a final - Produces artworks that communicate simple
drawing approaches as starting points for developing artwork
- investigate other methods of developing and producing artwork work/body of work, documenting their influences and ideas.
- consider a variety of ways to develop and refine artwork experimental process. Shows simple application of media,
document thinking and working practices when developing a body of work
techniques, skills and processes.
Visual language Art Making in this unit, pulls focus to drawing, as Explores with some purpose, and shows
- explore, select and combine visual language (elements and principles of students are encouraged to exercise their foundation considered use of, visual language in the
art) in the development and production of a body of work drawing skills through a series of consistently production of artworks.
- manipulate visual language to create innovative and personal visual
integrated drawing activities. The inclusion of these Applies straightforward decision making in
solutions
tasks in the first few weeks of semester, encourage a the development and presentation of resolved

Visual influence student appreciation for basic art skills, placing artworks.
- consider the relationship between form, style and expressive intent when importance on the need to maintain these skills in
developing and producing a body of work practice. Following this, students are enabled to branch Art interpretation (analysis and investigation)

out and experiment more freely with other processes,

Art forms, media and techniques - Provides general analyses of artworks,
with their foundational understanding of art skills
- explore, combine and manipulate materials and techniques to develop and
acting as a basis for experiencing potential new focusing on key features and formal
produce artwork
organisation, and offers some appropriate
- selectively apply and refine media and techniques to communicate mediums.
intended meaning, purpose or effects interpretations of meaning.
- apply skills and techniques in the development of an individual style and In art interpretation, the study of various influential Provides clear personal responses with
innovative artwork plausible reasons to support opinions.
artists who explore themes of identity in their own
Undertakes research, identifying sources and
work, acts as both an informative platform for student
Art practice
organising information to formulate general
- Investigate and refine skills to produce artwork which shows discernment contextual understanding, as well as providing a
and/or simple conclusions.
in the application of materials and processes follow correct health and springboard for individual research into a potential
safety practices, respecting and acknowledging the work and rights of investigation artist.
others
 - make informed and sensitive choices when developing and presenting As is consistent with every year, students must be
artwork about different religious, cultural and social practices aware of the rules and expectations of the visual arts
classroom, particularly as they continue the rigorous
Presentation ATAR course, entrusted with the freedom and personal
- organise, document and present thinking and working practices
responsibilities which accompany this seniority.
- display a body of work for critique and exhibition

Reflection Overall, this unit is scaffolded in such a way that

- reflect on and maintain documentation of the development of thinking and students are encouraged to first refine their basic skills
working practices of art in early stages of their practice, during inquiry,
- provide an artist statement that describes the ideas, meaning, influences before they are given the opportunity to experiment
and personal direction taken in art making
with alternate mediums and techniques in their senior
- acknowledge primary and/or secondary visual influence(s)
art making journey.
Art Interpretation:

Visual analysis
- consolidate the use of critical analysis frameworks to analyse artwork from
different points of view
- respond to unfamiliar artwork which challenge expectations and
preconceived ideas (unseen image analysis)
- compare artwork referring to visual language (elements and principles of
art) and use art terminology to discuss formal organisation (composition),
meaning and artistic style

Personal response
- support interpretations, opinions and beliefs about artwork and their
meaning
- consider alternative viewpoints and opinions when responding to artwork

Meaning and purpose

- discuss the meaning of artwork from different times and places making
links to contextual factors that influence production and reading
- identify formal, stylistic and technical elements which contribute to the
function or meaning and message of an artwork

Social, cultural and historical contexts

 - examine a range of social, cultural, historical and other contextual factors
that have influenced or impacted the development and production of
artists, groups or movements over time
- examine artwork that has been shaped or influenced by specific social,
cultural or historical concerns

General Capabilities

Literacy Numeracy ICT Critical and Personal and Ethical Intercultural Understanding
Creative Social Understandin
Thinking g
Cross Curriculum Priorities

Aboriginal and Torres Strait Islander Histories and Cultures Asia and Australia’s Engagement with Asia Sustainability
 Week 1 – Lesson 1

Learning Intent Learning Experience

Assessment Plan Teaching Strategies
Success Criteria
Learning Intent(s) (LI) Informal diagnostic - Discussion Resources: Pencils, visual diary A3 paper, art liners, personal devices, teacher laptop, smartboard/projector, whiteboard,

Interpret and discuss requirement assessment: whiteboard markers, markers.

- Questioning
of unit assessments – Personal As a year 11 ATAR class
Preparation: Print 1x of each assessment task sheet for each student, (x1 production, x1 analysis, x1 investigation per
Response) with one previous Unit - Think, Pair, Share
student), upload task sheets to LMS system. (Pictured below), write LI & SC on whiteboard.
experience, this initial
- Y-chart
Discuss and define personal lesson acts as an Introduction: (15 mins)
expectations and desires of this introductory recap back into - Partner drawing activity - Greet students and take roll before directing them to group themselves into small groups of more than four with
unit.– Inquiry the expectations of the the people seated near them.
course, with a focus on - Digital timer - Refer to LI & SC written on whiteboard and outline expectations to students – to remain visible throughout

assessment tasks lesson.

Success Criteria (SC) - Learning Intent(s) (LI): Interpret and discuss requirement of unit assessments
requirements. In order to
Appropriately highlight/annotate Discuss and define personal expectations and desires of this unit.
break up an otherwise
unit assessment task sheets. – - Success Criteria (SC): Appropriately highlight/annotate unit assessment task sheets.
overwhelming delivery of
Visual Language Complete Y-Chart, sticky note activity, defining personal expectations/goals for upcoming unit.
content, ice breaker - Diagnostic assessment: Y-Chart icebreaker of Visual Arts ATAR expectations
activities and a short - Distribute one sheet of A3 paper and one marker per group and instruct
Complete Y-Chart activity and
drawing activity are students to appoint a scribe for this activity.
blind contour drawing. – Art
implemented to establish a - Draw an example of a formatted Y-Chart page on whiteboard for students
Practice to replicate on their paper, with the headings ‘things I have learnt in art so
dynamic lesson and remind
far,’ ‘things I want to learn in Unit 2,’ and ‘things I need to work on/don’t
students of the importance
enjoy about art’- one heading per section. (example pictured)
of foundational art skills.
- FQ: Does anyone have any questions or need reminding how to complete a Y-chart activity? What would
be a good amount of time for you to complete your charts?
This is executed using class
- Depending on student response, brief them on the y-chart as a form on
discussion, Y-Chart, brainstorming and display a timer video as a visual aid for the agreed
questioning and a drawing upon amount of time, such as the one linked and pictured.
partner activity. [Link]
- Initiate, think, group, share discussion in which students collaborate on ideas/key words to put in each heading.
- Whilst students work, write three y-chart categories on board with room for answers to be filled; ‘have learnt,’
‘want to learn,’ and ‘not my favourite.’
- Half-way through activity, inform student of minutes remaining.
- Timer ends.
- FQ: Which group would like to start us off with some ideas they had for any one of the three headings?
 - Group by group, members share key ideas from each heading, noting spoken answers on the board under
headings.
- Once every group has shared, discuss as a class the main points for each category, to develop one shared class
goal to learn more about and one goal to work on and find enjoyment in.
- Explain to class these goals are a group effort and help by guiding structure of lessons and what we focus on.
- Students hand up Y-charts to front of class for further diagnostic assessment.
*Develop agreed upon goals into visual aid/poster to display, refer to and motivate throughout unit*

Body: (35 mins)

- Class task sheet discussion & break down.
- Place three different assessment task sheets into three piles at front of
class.
- Students to collect and name one copy of all three sheets.
- Ensure everyone has x1 production, x1 analysis and x1, investigation
task sheet.
- FQ: Now we are going to read through all three tasks you will be
completing this unit, which one would you like to start with?
- Depending on student answer, read through chosen task, displaying a
digital copy on the projector.
- Encourage student to highlight/annotate sheets and read through takes
place.
- Read through task requirements, pausing to guide notetaking and check for student understanding and attention.
- FQ: Does that make sense? Is there anything you want me to clarify about that sentence? I would
highlight this sentence and make a note of this.
- Drawing activity break: Blind Contour
- After reading through two assessment task sheets, instruct students to take out a piece of A3 visual diary paper
and sort themselves into pairs.
- Inform students we will be exploring several different drawing methods and activities this unit, starting with a
short introduction to blind contour drawing.
- FQ: Who is brave enough to be my volunteer for this quick demonstration?
- Employ student partner and demonstrate blind contour activity where two partners face one another, each
drawing a portrait of their partner simultaneously on their own pieces of paper, maintaining eye contact and not
looking at their paper until they believe their drawing is complete.
- Whilst completing demonstration, explain to students the parameters of blind contour drawing and ask
diagnostic questions.
- FQ: Why do you think this technique is widely practiced in the art world?
- A: Helps relax artist, detaches from the pressures of realistic drawing, helps with observation skills, hand
eye coordination etc.
- Distribute art liners, one per student.
- Remind students to not look at paper through the entire activity until instructed to do so.
- Inform students they have five minutes to complete this short bran break activity.
- Diagnostic assessment: Throughout activity, circulate room and complete observation of student progress and
exploration of blind contour, asking informal questions.
- FQ: Who is finding it harder than they thought it would be?
- Students reveal their finished work to one another after 5 minutes.
- Think, pair, share to review this activity, student have 30 second to discuss if they enjoyed blind contour
drawing and why, before sharing back.
 - FQ: Who can tell me if they liked/disliked this activity and why? What is something you would change?
- Inform student they will have another chance to explore this method in more detail and with some contextual
background in the upcoming lessons.
- Students store their drawings in their visual diaries and return art liners to materials trolley.

Conclusion: (10 mins)

- Read through third remaining assessment task sheet to conclude, pausing to guide notetaking and check for
student understanding and attention.
- FQ: Before we finish for today what questions/concerns does anyone have about what we covered today?
- Inform students they can contact via LMS is any questions arise.
- Ensure students have named all their sheets and instruct them to store them safely in their visual diaries.
- Dismiss class.
 Week 1 – Lesson 2

Learning Intent Learning Experience

Assessment Plan Teaching Strategies
Success Criteria
Learning Intent(s) (LI) Informal diagnostic - Discussion Resources: Pencils, visual diary A3 paper, art liners, personal devices, teacher laptop, smartboard/projector, whiteboard,

Discuss and critique visual diary assessment: whiteboard markers, past student visual diary portfolios (examples pictured)/SCSA examples of visual diary pages,
- Questioning PowerPoint presentation, sticky notes, two stars and a wish sheet (linked)
exemplars. – Visual Language As this class has already
- [Link]
experienced the rigour of - Think, Pair, Share
Discuss and interpret the ATAR Art course, this
Preparation: Source past year visual diary pages and make mental notes on positives and areas to improve, create
- Mind map/brainstorm
expectations of inquiry process. – lesson acts as an PowerPoint visual aid, print out two stars and a wish sheet and inquiry check list (x1 per student – pictured below &
Visual Language, Inquiry introductory recap into the - Verbal brainstorm attached on LMS lesson).
inquiry process of
Success Criteria (SC) production with a look into - PowerPoint presentation Introduction: (15 mins)

Participate in sticky-note review past diary examples as a - Greet students and direct them to collect and inquiry checklist
print-out before sitting down, ensure PowerPoint is clearly
activity. - Inquiry, Reflection refresher.
visible.
Student understanding of
- Introduce lesson focus of inquiry.
Complete two stars and a wish the inquiry process is
- Slide 1: LI & SC - Read through LI and SC slide (pictured),
self-reflection. – Inquiry, assessed using class outlining expectations of lesson.
Reflection discussion, observation, - Learning Intent(s) (LI): Discuss and critique visual diary
two stars and a wish and exemplars, Discuss and interpret expectations of inquiry process
questioning. - Success criteria (SC): Participate in sticky-note review,
Complete two stars and a wish self-reflection activity
- Slide 2: Benefits of inquiry process (pictured)
- Diagnostic assessment: Think, pair, share
- Initiate think, pair, share with prompting questions to share back
and discuss as class
- FQ: Remembering back to last semester, who can tell me
why inquiry is so important in the art making process?
- A: Helps develop initial ideas into final designs, Helps learn
through the process of experimentation, Provides contextual and
artistic influence into your work etc.
- Discuss student answers in relation to points on slide.
- Slide 3: Inquiry must-haves (pictured)
 - Diagnostic assessment: questioning
- FQ: Who can remember some things we need to include in our inquiry
process?
- A: Aesthetic artist influence, Conceptual artist influence, Primary research,
Design development, Media testing, Final design, Annotations +
photographs throughout
- Discuss student answers and read out any not mentioned from slide
- Direct student attention to their inquiry checklist handout (pictured)
- Read through checklist as class, highlighting key components
Body: (35 mins)
- Slide 4: SCSA example (pictured)
- Diagnostic assessment: sticky note activity
- Students collect a pile of sticky notes and something to write
with, if needed with from the front of the class.
- Explain the image on the slide is a SCSA example of submitted
inquiry pages from a Year 12 ATAR student.
- Individually or with the people around them, students have 5
minutes to consider and write down any positives and critiques
about these pages, sticking them on the board under the ‘done well’ or ‘would change’ headings respectively.
- FQ: Before we start what is one example we could write on a positive note of these pages to start us off?
- A: Lots of annotations, lots of drawing and photographs included etc.
- Commence sticky note activity.
- Continually notify students they of remaining time left.
- At the end of five minutes, discuss the notes placed on the board
and encourage students to photograph for future reference.
- Slide 5: Two stars and a wish (pictured)
- Instruct students to ‘take on and pass along’ of the two stars and a
wish handout (pictured and linked)
[Link]
wish-intermediate
- Appoint one student to assist in the distribution of Unit 1 visual diaries to
each student.
- Introduce activity as similar reflective task as sticky notes, this time
critiquing own individual work.
- Note benefits of this task to students as helping improve inquiry process by
allowing time to reflect before commencing
- Instruct students to select one inquiry page to focus on for this activity
 - Brief students on two star and a wish framework as a form of review with two positive notes, and one thing to
improve on/adapt for next time
- Allow 10 minutes for this activity, informing students of the need to reflect and consider their critiques
- Diagnostic assessment: observation- circulate room during activity and observe student progress, engaging in
informal dialogue to gauge student confidence in task and adapt time required accordingly
- FQ: What is something you enjoy about this inquiry page looking back at in now? Why did you choose
this page to review?

Conclusion: (10 mins)

- After activity time ends, prompt discussion on reflections to explore similar things done well and similar
downfalls
- Encourage students to take notes on discussion on back of inquiry checklist sheet
- FQ: Who can share something they did well/want to improve in their inquiry this time around?
- A: More detailed annotations, incorporate more drawing, take mor photographs to include, provide more artist
research etc.
- Instruct students to name and store their review and inquiry checklist in their portfolios
- Dismiss class
 Week 1 – Lesson 3

Learning Intent Learning Experience

Assessment Plan Teaching Strategies
Success Criteria
Learning Intent(s) (LI) Informal diagnostic - Discussion
assessment: Resources: Horse image printouts (pictured below and linked), art liners, blank A4 paper, teacher laptop,
Explore the technique of upside-
- Questioning projector/smartboard, YouTube video (linked), student notebooks and writing tools, digital timer (linked), identity brainstorm
down drawing – Art Practice This lesson follows an
resource (linked and pictured below)
introductory re-cap on the - YouTube video - [Link] (horse image)
Explore unit theme of identity inquiry process, thus, - [Link] (video)
- Mind map/brainstorm
and initial ideas - Inquiry commencing the first stage [Link] (timer)
in Unit 2 inquiry. - Verbal brainstorm [Link] (identity brainstorm example)
Success Criteria (SC) Additionally, students
Complete an upside-down explore an unconventional - Gallery walk Preparation: Print horse upside down drawing image (x1 per student), upload horse image, YouTube video and identity
page resource to LMS, write LI & SC on whiteboard prior to lesson.
drawing based on an image drawing technique as a
provided in class. – Art Practice warm-up during the lesson,
Introduction: (10 mins)
stimulating their drawing
- Greet students at door.
Commence an inquiry brainstorm abilities before demanding
- Diagnostic assessment: Questioning – recap of previous lesson checking for understanding
surrounding the unit theme of their use in the body of the - FQ: Who can tell me what we looked at last lesson?
identities, including drawings. – lesson. A: Inquiry process, benefits of the process, past visual diary pages, sticky note, two stars and a wish review
Inquiry Assessment of students’ - Read out LI & SC written on whiteboard in advance

initial inquiry thoughts and - Introduce lesson topic as commencing inquiry process into this unit theme – identities, starting with a drawing
activity icebreaker.
processes, as well as their
- Learning Intent(s): Explore the technique of upside-down drawing, Explore unit theme of identity and initial
handling of materials and
ideas
competence in a drawing
- Success Criteria: Complete an upside-down drawing based on an image provided in class, commence an
activity are measured inquiry brainstorm surrounding the unit theme of identities, including drawings.
through the use of - Drawing activity: Upside-down drawing
observation, discussion, - FQ: Has anyone heard of the upside-down drawing technique or done it before? What do you think it
questioning, a verbal might involve?

brainstorm and a physical - Instruct students to access individual notebooks and a writing instrument to take notes on video introduction to
upside-down drawing
brainstorm.
- Play YouTube video from 1:15 – 4:32 (linked and screenshot
pictured)
- [Link]
 - FQ: Before we attempt upside-down drawing ourselves, what comments or questions do you have about
this drawing technique?

Body (40 mins)

- Implement ‘take one and pass along’ distribution technique for activity resources

[Link]
[Link]
- Inform students they need x1 horse image and x1 blank piece of paper
- Student can access art liners from materials trolley if needed
- Inform students of slow-paced nature of activity as seen in video
- FQ: How long would you like to work on this method of drawing activity?
- Depending on student answers, access digital timer such as one linked and pictured as a visual reference for
students
[Link]
- At end of timer, instruct students to stop drawing and stand up
- Diagnostic assessment: Gallery walk & observation of student
understanding of drawing activity and application of materials
- Remind students of gallery walk etiquette
- FQ: What ae some things we need to be aware of when executing a gallery walk?
- A: no touching artwork, no talking, respectful of other’s work and efforts, move at a slowed pace
- Initiate gallery walk
- FQ: Before we move on, show of hand who enjoyed this new
perspective of drawing/who didn’t? – ask students personally
reason why for their answer
- Instruct students to store drawings and printouts in portfolio
- Unit theme brainstorm
- Introduce unit theme of Identities- purposes
 - Instruct students to access their visual diaries, A3 pages and something to write with
- Draw a brainstorm layout example on whiteboard (example
pictured)
- Initiate a brief verbal brainstorm of key ideas prompted by identity
topic
- FQ: When you hear the word identities, what comes to mind?
- A: culture, family, hobbies, interests, friends, loved ones, gender,
personal belongings, personal experiences etc.
- Write student answers on brainstorm whiteboard example
- Access identity brainstorm example from lesson on LMS and
simply on projector (pictured and linked)
[Link]
- Instruct students to develop individual brainstorm based off class
discussion and resource example
- Inform them this will be an inquiry page
- Leave whiteboard example and online example visible for reference
- Note to students the use of drawings in online example and encourage their own thumbnail exploratory drawings
in brainstorm to display ideas
- Diagnostic assessment: Observation – circulate room and engage in informal dialogue with students, ask
prompting questions on their concept of identity
- FQ: What point we discussed do you associate the most with identity? Do you like the online example
shown? Why/Why not?
- Inform students they van access materials from trolley if desired
- Independent work with conversation encouraged

Conclusion: (10 mins)

- Diagnostic assessment: Questioning
- FQ: Who managed to explore some different areas of identity in their brainstorm? Are you excited to
further explore this theme this unit?
- Engage in brief discussion based on student answers
- Initiate pack-up of any materials used
- Dismiss class
 Week 2 – Lesson 1

Learning Intent Learning Experience

Assessment Plan Teaching Strategies
Success Criteria
Learning Intent(s) (LI) Informal diagnostic - Discussion Resources: online brainstorm example, (linked and pictured below), drawing materials, art liners visual diaries, teacher

Further explore unit theme assessment: laptop, smartboard/projector/ student devices, A4 paper, mirrors, blind contour example resources (linked and pictured
- Questioning below)
and possible categories to This lesson continues with the
[Link] (brainstorm example)
pursue - Inquiry development of unit theme ideas - Gallery walk
[Link] (blind contour example)
and possible specific artist
[Link] (blind contour example)
Success Criteria (SC) intentions. Students’ - Mind map/brainstorm

Continue development of understanding and personal Preparation: Upload online brainstorm example and blind contour examples to LMS lesson, source mirrors for drawing
- Verbal brainstorm
inquiry unit theme connection to the unit theme are activity (x1 per student), set-up demo table and write LI and SC on whiteboard prior to lesson
brainstorm, complete with assessed, in additional to their - Demonstration
exploratory drawings. – Art foundation drawing skills and Introduction: (15 mins)
- Experimenting
Practice - Greet students at door
handling and application of
- Diagnostic assessment: Questioning re-cap
various drawing mediums.
- FQ: What did we look at last lesson?
This is executed using,
- A: Unit theme brainstorm, identities, upside down drawing
observation, informal dialogue, - Direct attention to LI and SC on whiteboard
questioning and a gallery walk. - Learning intent(s): Further explore unit theme and possible categories
to pursue
- Success Criteria: Continue development of inquiry unit theme
brainstorm, complete with exploratory drawings
- Brief students on lesson focus and expectations
- Inform students of the need to develop brainstorms into a visual display
of preliminary ideas, refer to online resource example (pictured and
linked) by displaying on projector
- Introduce the use of student devices as a tool in visually developing
ideas and adapting concepts
- Students can use online images for inspiration in furthering their pages, any direct copies/replications must be
acknowledged and cited
- Independent work with conversation encouraged
- Diagnostic assessment: Observation and discussion – circulate room and observe student progress in
brainstorm activity, engage in informal dialogue to gauge student understanding and thought process
 - FQ: Which of these headings are you most drawn to? How are you going to further develop this page
with drawings?

Body: (35 mins)

- Drawing activity: Blind contour and personal identity
- Instruct students to store pages in folios and complete them outside of class time if not yet finished.
- Questioning re-cap to introduce next activity
- FQ: Who remembers what drawing technique we explored on the first day?
- A: Blind contour drawing – in partners
- Link portraiture to identity theme and re-introduce parameters of blind contour through questioning
- FQ: What are some things we need to be aware of when doing this drawing method?
- A: Reject the urge to look down at paper, focus on lines and edges of subject matter, take your time and relax
- Gather students around front demo table
- Ensure all students can clearly see workspace
- Briefly demonstrate bind contour activity, using mirror as a subject matter for a self-portrait.
- Talk though process whilst demonstrating, re-stating parameters and maintaining eye-contact with self as a
form of avoiding looking down
- FQ: What questions do you have for me about this activity?
- Instruct students to access paper and art liner from the trolley and mirror from the front of room
- Inform students t find a comfortable area to sit and set-up mirror
- Remind students of slow-paced nature of activity as their second attempt after an initial, quick introduction to
blind contour in first week
- Note that these portraits can be used as form of inquiry drawings into identity as self-portraits
- Inform students they have remainder of class time to develop
drawings
- Independent, quiet work
- Students who complete one portrait can continue with more
in this same method
- Gain students attention and direct toward projector
- Display examples of blind contour drawing variations on
LMS lesson (pictured and linked) for inspiration in further working in other mediums into work
- [Link]
- [Link]
- Allow creative freedom as students complete initial drawings
- Diagnostic assessment: Observation – circulate room during activity and observe student progress and
handling of materials
 - Introduce the ability to work back into artworks with coloured/alternate mediums that resonate with their
identity
- E.g.) favourite colour used in portrait
- Diagnostic assessment: Observation and questioning– circulate room during activity and observe student
progress and handling of materials, engage in informal conversation to gauge student stylistic choices
- FQ: Why are you drawn to using that specific medium? How do you feel about your portrait so far?

Conclusion: (10 mins)

- Instruct students to put down mediums and lay drawing(s) somewhere visible on a desk space
- Diagnostic assessment: Gallery walk & observation of student understanding of drawing activity and
application of materials
- Remind students of gallery walk etiquette
- FQ: What are some things we need to be aware of when executing a gallery walk?
- A: No touching artwork, no talking, respectful of other’s work and efforts, move at a slowed pace
- Initiate gallery walk
- FQ: What comments or questions do you have about our lesson today? Who enjoyed this portrait
activity using the blind contour method?
- Instruct students to clean workspaces and return materials, store drawings on drying rack if necessary,
otherwise in visual diaries
- Dismiss class
 Week 2 – Lesson 2

Learning Intent Learning Experience

Assessment Plan Teaching Strategies
Success Criteria
Learning Intent(s) (LI) Informal diagnostic - Discussion Resources: teacher laptop, projector/smartboard, A3 artwork images, sticky notes, makers, visual diaries, drawing

Use art terminology to assessment: materials, digital timer (linked), A3 paper

- Questioning - [Link]
identify various aspects of This lesson focusses on artist
given identity-related influences in relation to the theme
Preparation: Print x1 A3 copies of all four artworks in PowerPoint, create PowerPoint for visual aid in lesson, lay out
artworks – Visual Language of identity. Students’ - Collaborative sticky-note
each A3 artwork printout spread out in class, accompanied by four A3 pages with headings, (examples pictured below)
understanding of the theme and activity
creating four different stations
Success Criteria (SC) ability to identify artist’s
- Dialogue
Actively contribute to notes exploration of identity in their Introduction: (15 mins)
in sticky note artist own artwork is assessed. - Diagnostic assessment: questioning – check for understanding
- PowerPoint presentation from previous lesson
influence activity – Visual Additionally, students’
- FQ: What did we cover last lesson?
Analysis competence in using visual arts
- A: Blind contour portraits, identity theme brainstorms
terminology in discussions and
- Introduce lesson focus of artist influences – artists whose work
Use art terminology to their analysis skills are assessed.
relates to unit theme
identify elements and This is executed using,
- Slide 1: Read through LI and SC on PowerPoint
principles, mood and observation, questioning, - Learning Intent(s): Use art terminology to identify various
meanings of artworks – discussions and a collaborative aspects of given identity-related artworks
Meaning & Purpose, Visual learning activity. - Success Criteria: Actively contribute to notes in sticky note
Language artist influence activity, using correct art terminology to identify
elements and principles, mood and meanings of artworks
- Note importance of artist influence and analysis lesson as
assisting in inquiry process, as well as in investigation and week
6 analysis formative assessment
- Brief through each artwork slide, reading artwork title, date and
artist
 - Read each topic heading of discussion, pertaining to each artwork; principles, meaning, elements, and mood,
respectively
- For each artwork slide, ask one prompting question to initiate thinking around specific topic
- FQ: What is one principle we can see used in The Two Fridas?
- A: balance, harmony, unity, contrast, proportion etc.
- FQ: What is a possible meaning of Smith’s Pee Body?
- A: Personal struggle, mental health issues, physical health issues, poor quality of life etc.
- FQ: What is an element used by Basquiat in his self-portrait?
- A: Colour, line, texture, space, shape etc.
- What mood/feeling do interpret from Sandra Hill’s artwork?
- A: separation, tension, inequality, a sense of juxtaposition/irony etc.

Body: (30 mins)

- Sticky note artist influence/analysis practice
- Make note of printed out A3 images of the artworks and accompanying A3 paper with headings, spread
throughout the room to students (heading pages examples pictured)
- Explain sticky note rotation activity
- In groups no more than four to one artwork at a time, students discuss, write and stick notes/ideas surrounding
the specific heading regarding that artwork
- Rotate this process clockwise until every group has written about every artwork
- Encourage students to read others’ answers and note repeat points made
- FQ: What questions do you have about this activity?
- Notify students of the digital timer on slide with LI and SC as a
reference (pictured and linked)
[Link]
- Five minutes per rotation
- Notify students timer has background music to encourage
collaborative discussion noise
- Allow students to sort themselves and gather at an artwork station
- Notify students timer has background music to encourage collaborative discussion noise
- Commence first rotation and start timer
- Continue process until one full rotation complete
- Diagnostic assessment: circulate groups observing progress, engage in prompting questions to students who
may seem stuck on what to write
- FQ: What stands out to you immediately about this artwork? Why do you think the artists has used ---
this way?
- At end of rotation instruct students to take photographs of each page for future reference
Conclusion: (15 mins)
- FQ: Who enjoyed this method of exploring theory work and artists? Could anyone have a guess why I
chose those four specific artworks/artists?
- A: All artists and artworks relate to the theme of identity and can provide examples of possible artist
influences for inquiry
- Students to continue with blind contour drawing pieces from previous lesson with remaining class time
- Students to annotate their use of elements/principles/mediums in these drawings
- Notify students to research and consider an artist influence to commence related inquiry page work next lesson
- Artist chosen can be one from today’s activity
- Initiate class pack-up
- Dismiss class
 Week 2 – Lesson 3

Learning Intent Learning Experience

Assessment Plan Teaching Strategies
Success Criteria
Learning Intent (LI) Informal diagnostic - Discussion Resources: teacher laptop, projector/smartboard, A3 visual; diary pages, portfolios, drawing materials, artist influence

Identify and research artist assessment: check list resource (pictured below), artist influence example pages (linked and pictured below), student devices

- Questioning - [Link]
influences - Visual Influence Continuing from week 2, lesson
- [Link]
2, this lesson focusses on the
Success Criteria (SC) inquiry expectations of artist - Dialogue
Preparation: Print copies of all artist influence check list (x1 per student), upload visual diary artist influence example
Confirmed two artist influences. Students’ pages to LMS lesson
- Informal check-in
influences -Visual Influence understanding of the content
required for artists influences and Introduction: (10 mins)
- Roll call ask all
Commence/continue the need to include this - Greet students at door

development of artists information is assessed through - Diagnostic assessment: Roll call ask all
- Checklist - Whilst taking attendance, ask each student their intended artist influences
influence inquiry pages – the implementation of,
- Approve or follow up on their chosen artists depending on level of previous knowledge and suitability to task
Inquiry, Visual Influence observation, questioning,
- Opinion line - FQ: What area of inquiry did we focus on last lesson?
discussions, and an opinion line.
- Artist influences with artwork examples
- Read LI and SC on whiteboard, to remain visible throughout lesson
- Learning Intent(s): Identify and research artist influences,
- Success Criteria: Confirmed two artist influences, Commence/continue development of artists influence
inquiry pages
- Set students on task with commencing/continuing with their inquiry work
- Independent work with conversation allowed
- Inform students ability to use materials trolley and devices for inspiration/research

Body: (40 mins)

- Artists influence check-in
- One at a time, engage in one-on-one conversation with students whose artists from the roll activity were not
certain of their background information and suitability to theme
- Circulate room with teacher device as a resource for
investigating artists further
- FQ: Why have you decided to choose this artist? Have
you managed to find much information on their life? Are
they a conceptual or aesthetic influence for your own
work?
- After briefly exploring artist further in device with student,
decide if their artists are suitable to pursue as influences
with enough artwork and information tor research
- Rotate this process until all students have approved artists or
are seeking new influences
- Once all students been addressed, gain students attention
- Implement ‘take one pass along’ distribution technique of
artists influence check list resource (pictured)
- FQ: Without looking at your sheet, what are some things
we must include in our artist influence pages?
- A: Answers on check list resource (pictured and linked
on LMS system)
- List any answers not mentioned from list and elaborate
in discussion with student Reponses
- Encourage students to use check lists as guide for
inquiry pages, ensuring every criterion is included
- Direct attention to projector and display online artist

influence page examples (pictured and linked)

[Link]

[Link]
 - Opinion line
- Instruct students to stand up and form a line from one side of room
to the other
- Notify students that one side represents ‘strongly agree’, one
represented ‘strongly disagree’ and the middle is neutral
- Displaying one of the examples pictured, ask statements for
response about the content of the example page
- FQ: I believe this page is laid out in a logical order, I believe this
page has enough background information etc.
- Students to place themselves accordingly to their answers in the
room
- Initiate discussion on placements through prompting questions
- FQ: Why have you placed yourself to strongly agree/disagree for this question? Why are you more
neutral for this question?
- Link discussion back to students own work and to use example as a springboard for what to do and what not
do
- FQ: Before you work independently, what questions do you have/does anybody need me?
- Diagnostic assessment: observation – circulate room and note students are on task and progressing, engage
in informal dialogue to gain further knowledge of student understanding and encourage further exploration
- FQ: What about this artists work do you enjoy conceptually/aesthetically? I really enjoy this artist for
you and your work
- Continued independent quiet work

Conclusion: (10 mins)

- Gain student attention
- Progress check for understanding
- FQ: Has everyone now got one aesthetic and one conceptual artist to research?
- Instruct students this inquiry process required outside of class time work, encourage the taking home of
diaries
- Initiate and monitor pack-up of materials and workspaces
- Dismiss class
 Week 3 – Lesson 1

Learning Intent Learning Experience

Assessment Plan Teaching Strategies
Success Criteria
Learning Intent (LI) Informal diagnostic - Discussion
Resources: Teacher laptop, projector/smartboard, A3 visual diary pages/student notebooks, drawing and writing materials,
Identify the use of symbols assessment:
PowerPoint, sticky notes, markers
in artwork examples, This lesson focusses on - Questioning
relating back to unit theme – symbolism in art and its relation Preparation: Create PowerPoint presentation, sort sticky notes into piles and place them on front desk with markers.

Visual Language to the unit theme of identity. - Think, pair, share

Introduction: (15 mins)
- Greet students at door
Students’ understanding of the
- Informal check-in - Instruct students to access visual diaries before being
Success Criteria (SC) theme and its nuance, as well as
seated
Actively engage in class the ability to identify symbolism
- Venn diagram activity - Direct attention to PowerPoint projected (pictured)
discussions and sticky note in artwork examples are assessed. - Introduce lesson focus of symbolism in art and how
comparison activity – Visual Students’ ability to interpret and symbols represent unit theme
- PowerPoint presentation
Influence communicate the intended - Instruct need to take notes throughout this presentation
meanings of symbols and motifs - Slide 1: read through LI and SC slide (pictured), outlining

Complete page of notes on are also assessed through the use expectations
- Learning Intent(s): Identify the use of symbols in
artist use of symbolism to of, observation, questioning,
artwork examples, relating back to unit theme
communicate areas of discussions, a collaborative
- Success Criteria: Actively engage in class discussions
identity. - Inquiry venn comparison and think,
and sticky note comparison activity, Complete page of
pair, share. notes on artist use of symbolism to communicate areas of
identity.
- Slide 2: Symbolism & identity- read through slide content
- Think, pair, share FQ: What is something or a symbol that could represent part of your own identity?
- One minute to discuss before sharing back
- Share back answers and mention personal belongings as symbols of identity/memories if not already mentioned
- Slide 3: Symbolism in Art – brief through background
information
- Make note of Persistence of Memory visual aid
- FQ: Who is familiar with this painting? This famous
artwork is rich with symbolism, what might one the
objects in it represent?
Body: (30 mins)
- Artists examples of symbolism + identity
- Slide 4: Kiki Smith – Read through artist information
- Slide 5: Smith artworks - think, pair, share
- FQ: Based on the contextual information we read and
these artworks, how does Smith use symbols in her art
and how do they relate back to her identity?
- Two minutes to discuss the use of symbols in these Smith
artwork examples
- Diagnostic assessment: Observation – circulate room and
make note of student conversations and level of
engagement with question to gauge confidence in topic
- Remind students to take notes on discussions
- Hear back from one person per group, ask to identify
specific examples in slide images
- E.g). The consistent motif of birds symbolises ideas of
freedom, suggesting Smith’s free natured- personality as
part of her identity
- Slide 6: Frida Kahlo – Read through artist information
- Slide 7: Kahlo artworks – think, pair, share
- FQ: Based on the contextual information we read and
these artworks, how does Kahlo use symbols in her
art and how do they relate back to her identity?
- Two minutes to discuss the use of symbols in these Smith artwork examples
- Diagnostic assessment: Observation – circulate room and make note of student conversations and level of
engagement with question to gauge confidence in topic
- Hear back from one person per group, (different person from first rotation), ask to identify specific examples in
slide images
- E.g.) the use of traditional Mexican attire throughout her work symbolises aspects of Kahlo’s cultural identity
 - Slide 8: Venn diagram comparison
- Instruct students to collect pile of sticky notes and marker
from front desk and return to seats
- Display Venn diagram slide and introduce task of
comparing the two looked at artists’ use of symbolism
- Each student must contribute at least one sticky note to each
category; Smith’s use of symbolism, Kahlo’s use of
symbolism, and a shared similarity between the two
- FQ: What questions do you have about this activity? What amount of time would you like to complete this?
- Depending on student answer, set timer for agreed upon time on device as an aural aid
- Inform students they can discuss answers but must aim to develop their own notes
- Diagnostic assessment: Observation – circulate room and make note of student conversations and level of
engagement with categories to gauge confidence in topic
- Notify students verbally when time is halfway through, one minute remaining etc.
- When timer sounds, instruct students to stick all notes on board, under correct headings if not already done
- As a class, read through note answers and discuss
- FQ: Who prefers Kahlo’s/Smith’s use of symbolism to communicate areas of their identity?
- Encourage students to photograph notes on board for future reference and assistance in inquiry development

Conclusion: (15 mins)

- Students can use remaining time to complete any outstanding inquiry pages/annotations/ask questions about
their process thus far
- Independent work with light conversation noise
- Initiate pack-up and monitor return of drawing materials and clean workspaces
- Inform students that next lesson there will be a progress check of their visual diary inquiries so far
- Dismiss class
 Week 3 – Lesson 2

Learning Intent Learning Experience

Assessment Plan Teaching Strategies
Success Criteria
Learning Intent (LI) Informal diagnostic - Discussion Resources: Visual diary pages/folios, teacher laptop, student devices, spare inquiry checklist sheets (pictured), drawing
materials, whiteboard markers, still-life objects, A4 drawing paper
Further explore identity assessment:
theme and refine ideas – This lesson involves a diagnostic - Questioning Preparation: write times of lesson in five-minute intervals on whiteboard for students to write their name for a progress
Inquiry check-in between students and check slot, write LI and SC on whiteboard, have spare inquiry checklist printouts on hand to refer to for discussions, link

teacher, as a guide to help steer example inquiry pages on LMS lesson (pictured and linked below), set out still life
- One-on-one dialogue objects
Success Criteria (SC) the direction of initial ideas and
- [Link]
Complete brainstorm assess student progress and
- Think, pair, share - [Link]
page(s) and artists influence connection to the unit theme.
pages, with annotations, Students’ ability to appropriately Introduction: (5 mins)
- Greet students at door and tell them to write their names on whiteboard,
images and drawings – handle materials and exercise - Informal check-in
next to a time of the lesson which they would like to have progress check
Inquiry, Visual Influence, drawing skills are also assessed,
- Remind them progress check of visual diaries are today to discuss artwork,
Visual Language through the use of observation, medium ideas, and responses to theme
questioning, discussions, note- - Instruct students not to touch items on back desk
taking and one-on-one dialogue. - Read LI and SC on whiteboard – to remain visible throughout lesson
- Learning Intent(s): Further explore identity theme and refine ideas
- Success Criteria: Complete brainstorm page(s) and artists influence pages, with annotations, images and
drawings
- Set students on task working independently on their visual diary inquiry pages
- Students have access to the materials trolley and devices for inspiration/research
- Independent, quiet work – can listen to music though headphones if desired

Body: (40 mins)

- Call student in first timer slot to teacher desk with all work and visual diary
- Inform student of five-minute timer to ensure fair and equal distribution of self as a resource throughout lesson
- Diagnostic assessment: Questioning, observation, and discussion - ask prompting questions to encourage
student-lead explanation of inquiry thus far and thought process
- FQ: Have you given much thought to what medium(s) you want to use and experiment with for media
testing? What aspect of identity have you decided to focus on?
 - The aim of questioning is to assists in furthering student ideas
through verbalising them, not to pressure a complete final design
idea at this stage
- Make personal notes for each student to note various progress
stages and ideas
- Access inquiry page examples from LMS lesson if needed to
explain/assist in student page development (pictured and linked)
- [Link]
- [Link]

- Complete this process until all students have rotated though

progress checks

Conclusion: (15 mins)

- Drawing activity cool-down: Continuous line
- Gain students attention and direct them to fins a seat at the back
desks surrounding the placed objects and plants (example set-up

pictured and linked)

- [Link]
- Implement ‘take one pass along’ distribution method of A4
drawing paper and art liners (x1 each per student)
- Introduce continuous line activity to conclude lesson
- FQ: What do we need to remember when using the continuous
line technique?
- A: Don’t lift medium off the page, focus on the edges of the subject then work back into it, repeat lines to
create implied texture
- Notify students they have approximately 10 minutes to complete this activity
- Instruct students to start drawing set-up objects using continuous line
- Diagnostic assessment: Observation – Circulate room and notice student appropriate handling of materials and
accurate use of the continuous line technique
- At end of 10 minutes or when students have all completed drawing, engage in informal questioning to develop
sense of comfort and safety in class
- FQ: Who feels better/more at ease after our conversations today? Who is going to work on their visual
diaries before next lesson? Who enjoys using the continuous line method, why/why not?
- Initiate pack-up and monitor return on materials
- Dismiss class
 Week 3 – Lesson 3

Learning Intent Learning Experience

Assessment Plan Teaching Strategies
Success Criteria
Learning Intent (LI) Informal diagnostic - Discussion Resources: A5 drawing paper (x1 per student), oil pastels, permanent markers, digital timer (linked and pictured below),

Explore automatic drawing assessment: A3 visual diaries/portfolios, drawing materials, student devices, teacher laptop, projector/smartboard, whiteboard markers

technique - Art Practice This lesson focusses on the - Questioning

Preparation: Create teacher example of automatic drawing activity prior to lesson (pictured below), set out A5 paper in
expectations of media testing in
pile at front of class with oil pastels and permanent markers, source digital timer, upload media test inquiry page example
Re-cap and interpret the inquiry process, as well as - Think, pair, share
to LMS lesson for student access (pictured and linked)
expectations of inquiry drawing skills and experimental
- [Link]
- Informal check-in
media testing - Inquiry capability. Students’ - [Link]
understanding of media testing
- Digital timer Introduction: (15 mins)
Success Criteria (SC) requirements and their - Greet student at door
Complete instructional participation a drawing activity - Instruct students to collect x1 A5 sheet of drawing paper, one permanent marker and one coloured oil pastel,
- Gallery walk
automatic drawing – Art are assessed through the use of before being seated
Practice observation, questioning, - Read out LI and SC on board, outlining expectations of lesson

discussions, and a gallery walk. - Learning Intent(s): Explore automatic drawing technique, Re-cap and interpret expectations of inquiry media
testing
Further develop inquiry
- Success Criteria: Complete instructional automatic drawing, Progress on inquiry pages with drawings,
pages with drawings,
photographs and annotations
photographs and annotations
- Introduce first task as a drawing activity
and discuss media testing - Drawing activity warm-up: Automatic drawing
requirements – Inquiry, - FQ: Who is familiar with automatic drawing or could guess what it might involve?
Artforms, media and - A: Automatic drawing is a technique used originally by surrealists, involving drawing without thinking of a
techniques final product or image, but rather continuously drawing with a free-flowing approach, allowing the
subconscious to take over
- Note for this reason, not referring to any examples of this technique befroehand
- Instruct students to draw a continuous line on their paper for 30
seconds - eyes closed optional
- Display digital timer as s visual + audio aid (linked and pictured)
- [Link]
- Instruct next step of taking oil pastel and colouring two shapes
made by continuous line
 - Ask students to put medium down when ready to move on
- Instruct next step of using a line to divide the page in half, however desired
- Instruct next step of adding a pattern/texture to two sections of the page
- Diagnostic observation: Gallery walk - Observe student understanding of automatic drawing and handling of
materials
- Instructs students to stand up and tuck in chairs
- FQ: What ae some things we need to be aware of when executing a gallery walk?
- A: No touching artwork, no talking, respectful of other’s work and efforts, move at a slowed pace
- Initiate gallery walk
- FQ: Who was surprised how their final work turned out? Would
anyone like to comment on something they saw in someone’s work
which they liked?
- Share earlier prepared teacher example and comment on final product
(pictured)
- Students store drawings in folios

Body: (35 mins)

- Inquiry work continued – media test discussion
- Display media test good exemplar pages on projector from LMS lesson (possible examples pictured and linked)
- [Link]
- [Link]

- FQ: Who has an idea of what medium(s) they might want to experiment with or use in their final piece?
- Brief discussion about chosen exemplar page, positives and critiques
- FQ: What is something that has been done well/could be better about this page?
- Elaborate on student answers, guiding them towards logically laid out, informative, engaging pages with lots of
drawings, photographs, and annotations
 - Inform students they need to commence media testing stage of inquiry by next week if not already
- FQ: Does anyone have any questions or want to discuss their thoughts/inquiry?
- Remind students to consistently refer to inquiry checklist distributed in week 1 as a guide for formatting and
content
- Set students on task with continuing inquiry pages
- Diagnostic assessment: Observation and questioning – circulate room and engage in informal conversation to
gauge student progress and understanding of their work so far
- FQ: How are you feeling about your inquiry so far? What aspect of identity are you focussing on?

Conclusion: (10 mins)

- Gain students attention and remind them the need to work on inquiry outside of class time
- Instruct students to take work home and continue over weekend, to be ready to commence media testing next
week
- Initiate pack-up and minor returning materials and cleaning workspaces
- Dismiss class
 Week 4 – Lesson 1

Learning Intent Learning Experience

Assessment Plan Teaching Strategies
Success Criteria
Learning Intent (LI) Informal diagnostic - Discussion Resources: teacher laptop, projector/smartboard/ student notebooks/ pens/pencils/ drawing materials, A3 visual

Identify elements, principles assessment: diaries/folios, student devices, whiteboard, whiteboard markers, online artwork example
- Questioning
and symbolism in given This lesson practices students’
- Hand up, stand up, pair Preparation: Upload online artwork example to LMS system lesson (pictured and linked), have classroom appropriate
artwork Visual Language ability to quickly identify
music ready to use as movement prompt, write LI and SC on whiteboard, write time slots at 5-minute intervals for next
visual art terminology and up
lesson peer check-in on whiteboard
Further develop inquiry symbolism in given artwork.
- Informal dialogue - [Link]
ideas - Inquiry Student progress in their
- Cooperative learning Introduction: (15 mins)
inquiry work is also addressed.
- Greet students at door and instruct them to access their notebooks and
Success Criteria (SC) Both these areas are assessed
something write with
Use art terminology to take using observation,
- Read through LI and SC on whiteboard, remain visible throughout
notes in hand-up, stand-up, questioning, discussions, lesson
pair-up activity - Visual hand-up, stand-up, pair-up - Learning Intent(s): Identify elements, principles and symbolism in
Language and dialogue. given artwork, further develop inquiry ideas
- Success Criteria: Use art terminology to take notes in hand-up, stand-up, pair-up activity, continue with inquiry

Continue with inquiry pages, pages, complete with drawings, images and annotations
- Instruct students to rip out x1 piece of paper and fold it in half
complete with drawings,
- Simultaneously create a teacher example and fold a piece of paper as
images and annotations -
well
Inquiry
- Instruct students to write ‘my ideas’ on one side and ‘others’ ideas’ on
the other side
- Replicate this step to show students teacher example for reference
(pictured)
- Display artwork such as ‘My Country’ (2014) by Damien and Yilpi
Marks (pictured and linked)
- [Link]
- Allow students 2 minutes to write down on the ‘my ideas’ side,
as many possible thoughts about artwork, involving elements
and principles, symbolism, identity etc.
- Explain hand up, stand up, pair up strategy
- Play music whilst students circulate around room to create a
sense of comfort and playful atmosphere
- Pause music when students are to stop moving and ‘pair-up’
with the closest person
 - Students to circulate room with a pen, raise their hands and high-five with a partner to pair-up
- Students share at least one idea with partners each and write down on ‘other ideas’ side
- Continue this strategy until students have shared with three other people
- Diagnostic assessment: Questioning and discussion
- FQ: What are some main points that you shared about this artwork with one another? What is something
you could take as inspiration form this artwork in your own inquiry/practice?
- A: Use of cultural symbols to represent aspects of identity connected to land and culture, bright, saturated use of
colours, strong use of patterns creates a sense of rhythm and movement, could take inspiration from the use of
symbolic imagery and symbolic colours to represent identity
- Students to store answers in diaries and return to seats

Body: (35 mins)

- Set students on task to continue with inquiry work
- Inform students to aim to have first six points of inquiry checklist (pictured)
completed in preparation for group inquiry progress check-in next lesson
- Explain peer check-in as an informal activity to benefit class by getting
insight and inspiration from other’s work, not assessed or stressful
- FQ: What questions do you have about your progress so far or the
inquiry check-in tomorrow?
- Independent, quiet work
- Diagnostic assessment: observation and dialogue - circulate room to note
student progress and gauge understanding of collective stages of inquiry
- FQ: Are you feeling prepared to talk about your ideas so far in
tomorrow’s lesson? Is there anything you want help to clarify before tomorrow?

Conclusion: (10 mins)

- Remind students of the ability to contact vis LMS system for any questions/queries before tomorrow’s peer
check-in
- Initiate pack-up and monitor return of materials and clean workspaces
- Exit ticket- students to write their name next to a time slot on the whiteboard for next lessons peer check-in
- Dismiss class
 Week 4 – Lesson 2

Learning Intent Learning Experience

Assessment Plan Teaching Strategies
Success Criteria
Learning Intent(s) (LI) Informal diagnostic - Discussion Resources: Two stars and a wish sentence structure resource (pictured and linked below), name generator tool (pictured

Collate inquiry progress and assessment: and linked below), A3 visual diaries/folios, whiteboard markers, projector/smartboard, teacher laptop, student devices
- Questioning
- [Link]
ideas - Inquiry This lesson acts as a check-
- Verbal two stars and a wish
point for students inquiry Preparation: Write LI and SC on whiteboard prior to class, have time slot intervals on whiteboard from previous lesson,
Identify inquiry progress in process and an opportunity peer review input class names into name generator prior to lesson, upload two stars and a wish resource and reading article to LMS
peers’ work– Personal gain insight into peers’ prior to lesson,
- Informal dialogue
Response processes and ideas. Students’
- Gallery walk Introduction:
individual processes, as well as - Greet students at door
Success Criteria (SC) their ability to interpret other’s - Collaborative learning - Remind students of peer progress check-in activity

Explain inquiry process, work and provide feedback are - Allow students time to prepare/gather things for
presentation
ideas and intentions to peers assessed using observation,
- Read LI and SC on whiteboard – remain visible
using art terminology and questioning, discussions,
throughout lesson
visual diary examples – verbal two stars and a wish
- Learning Intent(s): Collate inquiry progress and ideas,
Visual Language, Inquiry and gallery walk. Identify inquiry progress in peers
- Success Criteria: Explain inquiry process, ideas and
Provide constructive intentions to peers using art terminology and visual
criticism and encouragement diary examples, provide constructive criticism and encouragement to peers, using two stars and a wish format

to peers, using two stars and - Prompt first three people on whiteboard to be ready, first presenter prepares at front of class

a wish format – Personal - Display two stars and a wish sentence framework resource on projector (pictured and linked)
- Discuss peer review format as verbal two stars and a wish, using sentence frameworks as a guide
Response
- Provide example to outline student expectations
- E.g.). ‘I really liked how you’ annotated your artist influence artworks, ‘I would recommend’ including more
drawings of your own
- Instruct students to access their notebooks and a pen to take notes of peer-
review advice
- Employ a random name generator tool to pair up peer-review partners
before each student presents (example pictured and linked)
- [Link]
- Ensure students sitting where they can clearly see presenter and front
desk in which work will be displayed

Body:
 - Diagnostic assessment: Peer review check-in
- FQ: Do you have everything you need ready to share with us?
- Instruct student to commence when ready
- Take notes on each students progress to keep track of ideas and mediums
- Ask prompting questions to guide discussion if further information needed
- FQ: What do you think made you choose your aesthetic/conceptual artist? What processes would you
like to explore in media testing? Etc.

Conclusion
- Diagnostic assessment: Gallery walk observation
- Students find table space to display their inquiry work/visual diaries for a gallery walk to allow closer look
after presentations
- Remind students of gallery walk etiquette
- FQ: What are some things we need to be aware of when executing a gallery walk?
- A: No touching artwork, no talking, respectful of other’s work and efforts, move at a slowed pace
- Initiate gallery walk
- FQ: After having a closer look at your peers’ work, does anyone have any comments/thoughts to share
before we end today?
- A: *have own comments to share – encouragement
- E.g.). Having a closer look at --- work, I could really appreciate the detail you have put in etc.
- Encourage students to read the attached article on LMS lesson before tomorrow’s class (linked)
- [Link]
art
- Exit ticket: Inform students they need to bring in one or more personal items/belongings that reflect their
identity in some way for activity tomorrow
- Dismiss class – students to share what they are planning on bringing with teacher as they exit class
 Week 4 – Lesson 3

Learning Intent Learning Experience

Assessment Plan Teaching Strategies
Success Criteria
Learning Intent (LI) Informal diagnostic - Discussion Resources: Reading AnOther article (linked and pictured below), personal belongings for still life, (pictured below),
Explore and identify Matisse’s assessment: PowerPoint visual aid (pictured below), teacher laptop, projector/smartboard, student devices, drawing materials, A3 visual
- Questioning
use of personal items in his diaries/folios, student personal items, student notebooks, writing mediums
This lesson revises a practiced
work – relate to identity, - PowerPoint presentation - [Link]
drawing method by
explore continuous line drawing possessions-inspired-his-art
incorporating ideas of personal - Experimenting
method – Visual Influence
belongings in connection to the
- Teacher examples
Success Criteria (SC) theme of identity. Students’
- Article
Actively participate in class ability to identify this depiction
discussion on Matisse’s work – of identity in famous artwork
Personal Response examples, as well as their Preparation: Create PowerPoint presentation, bring in own personal object examples, upload
article link to LMS lesson for student access, prepare teacher example continuous line drawings for student
ability to appropriately handle
Read and interpret AnOther reference/inspiration (pictured below)
materials and execute their
article – Social, Cultural &
own possession artworks, are
Historical Contexts Introduction: (15 mins)
assessed using observation, - Greet students at door
Complete continuous line questioning, discussions and - Direct students to take out notebook and something write with
drawing(s) of own personal think, pair, share. - Introduce lesson topic of identity and personal belongings with title
item(s) Art Practice slide displayed (pictured)
- Slide 1: Read though LI and SC
- Learning Intent(s): Explore and identify Matisse’s use of personal
items in his work – relate to identity, explore continuous line
drawing method
- Success Criteria: Actively participate in class discussion on
Matisse’s work, read and interpret AnOther article, complete
continuous line drawing(s) of own personal item(s)
- Slide 2: Henri Matisse – brief students on background info and
context of a collector
- Display link of AnOther article reading (linked on slide and LMS
lesson)
- [Link]
matisses-most-treasured-possessions-inspired-his-art
- Read through as class asking students to volunteer each paragraph
- Slide 3 & 4: Matisse examples
 - Diagnostic assessment: Think, pair, share
- For each artwork example of a personal possession, discuss relevance of
item in Matisse’s work
- FQ: Why do you think this item was chosen by Matisse to paint?
What does it reveal to us about his identity?
- Students discuss in pairs for 2 minutes then share back
- Slide 5: Continuous line re-cap
- FQ: What are some things we need to remember when using the
continuous line drawing technique?
- A: Take your time, do not lift medium off page entire time, focus on edges
of subject then work back into details
- Read through answers on slide if not already mentioned
- Slide 6: Teacher examples
- Display teacher examples and brief students on reasons behind items and
mediums chosen (pictured)
- E.g.) item has sentimental value, medium of a blue pen chosen to
symbolise a sense of melancholy/loss

Body: (35 mins)

- Continuous line belongings activity
- Instruct students to access drawing materials from trolley, be conscious
about medium selection – symbolism
- FQ: What questions do you have for me about this task?
- Students find a place to work
- Rest of lesson time available to explore different method of continuous
line drawing and to try multiple items/mediums
- Diagnostic assessment: observation – circulate room and note student
progress, choice of medium and handling of materials
- Students can continue with inquiry pages once completed a minimum of two continuous line drawings

Conclusion: (10 mins)

- Questioning – check for understanding
- FQ: After today’s activity, who is considering incorporating a personal item into their final artwork? Who
enjoys continuous line drawing, why/why not?
- Instruct pack-up, monitor returning of materials and clean workspaces
- Dismiss class