TEACHING AND LEARNING UNIT OUTLINE

Learning Area: Visual Arts Year Group: 8 Ability Level: Mixed to High Ability

Description for the Year Group/Class based upon data review (NAPLAN; Reporting to Parents Student Analysis; SAIS; School data; Learning Area data:
Class group for Year 8 is 26-32 students with mixed abilities. Program content is created in accordance to the standards outlined by the West Australian Curriculum and adapted based on student
data collected from NAPLAN and RTP.
Students who have previously achieved high grades will be catered for in the program with extension tasks for each bundle of work, allowing these students to demonstrate and extend their
ability. Written tasks will be structured to support the identified literacy needs of students. Students who are under-performing in general stream with be provided with scaffolded tasks to cater to
their learning needs.

AUSSIE, AUSSIE, AUSSIE

Course Outline
Australia is a unique and diverse blend of people and cultures. Whether it be our core values, geographical surroundings, Indigenous culture or even just the everyday aspects like the foods we
eat. In this unit, students explore some of these unique qualities while developing an understanding of the impact Australian culture has on the Visual Arts. Students communicate purpose and
meaning in their own artwork through the application of techniques and art styles used by Australian artists Carmen Hui and Kyle Hughes Odgers.
In this unit, students have opportunities to use and apply visual art language and artistic conventions in their design and production process. Through a range of tasks designed to encourage
personal response, students will be able to express, explore, and question ideas about space by responding to artworks of Australian artists. Using a variety of art styles and
techniques, students will experiment with media and develop ideas to create resolved 2D artworks for appraisal. Students will be provided with the opportunity to respond to artworks
using a critical analysis framework (STICI) and to reflect on work in order to understand their achievements and improve the way they work in the future.

Cross-Curriculum Priorities: Asia and Australia's engagement with Asia

In the Western Australian Curriculum: The Arts, the Asia region represents a highly diverse spectrum of cultures, traditions and peoples with a third of the world's population located immediately
north of Australia. Engaging in a respectful exploration of particular traditions from countries like China, India, South Korea and Japan, for example, will enable students to understand more deeply
the values and histories of our near neighbours with whom it shares important interrelationships. The study of the Arts from the Asia region provides further opportunities for partnerships with
relevant practitioners to develop arts practices.

Learning Intentions
By the end of the unit students will be able to:
• develop ideas related to a given theme
• select and explore media and materials
• use elements and principles when developing artwork and make decisions about composition
• explore and experiment with techniques and processes
• use a selected process to create and present a finished artwork
• respond to artwork by using art terminology to identify obvious key features and provide personal opinions
• use equipment and materials in a safe manner
• make informed comments about meaning, based on personal interpretations
• reflect on their own artwork and discuss possible improvements

Differentiation
Differentiation will be provided through the extension and scaffolding of tasks. Tasks can be extended through extra skill work in practical activities and by additional responding and interpreting
opportunities in art analysis tasks. For example, kinaesthetic responses to imagery (what does an image smell/taste/feel/sound like).
Tasks as scaffolded to provide literacy support, one-on-one assistance and explicit instruction (verbal, written, visual, kinaesthetic) when required.
Week Topic/Theme Curriculum Links Lesson Outline Assessment Differentiation
INTRODUCTION LESSON 1 Formative Extension Task:
Ideas and design
Assessment Colour safety
1 • Welcome development for art-making
Activities:Welcome – go over unit outline, safety rules, behaviour expectations
(e.g. brainstorm, mind map, poster
• Unit Overview annotation/sketches, media Warm up activity; Aussie, Aussie, Aussie
• Portfolio expectation testing) (ACAVAM120) Create front cover
Scaffolded
• Health & Safety Extension task: Colour in safety poster
Tasks:
• Behaviour Resources: Safety worksheet, Front cover template, coloured pens, pencils
One-on-one
expectations assistance
LESSON 2 Step by step
instructions
Activities:Complete front cover (verbal, written,
Extension task: Colour in safety poster visual,
Resources: Front cover template, Safety worksheet, coloured pens, pencils kinaesthetic)
VISUAL ART LESSON 1 Formative Extension
Ideas and design
INQUIRY development for art-making Assessment Task:
2 (e.g. brainstorm, mind map, Activities: Students research and complete an inquiry board on Australian artist
Extra skills-based
• Research annotation/sketches, media Carmen Hui
• Carmen Hui testing) (ACAVAM120) work
Resources: Internet, worksheet pencils, paper
• Drawing skills
https://www.carmenhui.com/ Scaffolded
• Adding value Visual art language (visual art
elements and principles of Tasks:
design) used in the
development of artwork (e.g. One-on-one
using repetitive shapes LESSON 2 assistance
and colour to create
a pattern)(ACAVAM118) Activities: Complete inquiry worksheet on Australian artist Carmen Hui Step by step
Complete drawing skills worksheet instructions
(verbal, written,
Resources: Internet, worksheet pencils, paper visual, kinaesthetic)

VISUAL ART LESSON 1 Formative Extension Task:

Visual art language (visual art
3 PRACTICE elements and principles of Activities: Students study a still life set up by the teacher Assessment Extra skills-based
design) used in the
• Drawing skills development of artwork (e.g. Students begin by measuring and sketching what they see work
• Colouring techniques using repetitive shapes
and colour to create
• Resolved artwork a pattern)(ACAVAM118)
Scaffolded
Resources: Still life (set up by teacher), A3 paper, coloured pencils, pencil, eraser Tasks:
One-on-one
Introduction to one or two of
the visual art conventions (e.g. LESSON 2 assistance Step
compositional devices, such by step
as the use of directional Activities: Students continue measuring and sketching what they see instructions
leading lines to direct the eye
into the composition; colour Resources: Still life (set up by teacher), A3 paper, coloured pencils, pencil, eraser (verbal, written,
theory) (ACAVAM118) visual,
kinaesthetic)
 VISUAL ART Use of visual art elements LESSON 1 Inquiry Based Extension
4 PRACTICE (line, tone/value, colour, Assessment Task:
shape, texture, form and spa Activities:Students continue measuring and sketching what they see
• Drawing skills ce; principles of design (End of Week 4) Extra skills-based
(movement, balance, rhythm, Begin to add value and colour to your artwork work
• Colouring techniques [Weeks 1-4]
harmony, pattern, contrast, u Resources: Still life (set up by teacher), A3 paper, coloured pencils, pencil, eraser
• Resolved artwork nity, repetition, scale)); visual
conventions and visual art Scaffolded
terminology to respond
to artwork(e.g. dot point form, Tasks:
discussion or written format)
LESSON 2 One-on-one
(ACAVAR123) assistance
Activities: Students continue adding value and colour to your work Step by step
Processes to develop and
produce artwork Students resolve artwork until complete instructions
(ACAVAM121) Complete unfinished work (verbal, written,
visual,
Resources: Still life (set up by teacher), A3 paper, coloured pencils, pencil, eraser kinaesthetic)

VISUAL ART Use of visual art elements LESSON 1 Formative Extension

(line, tone/value, colour, Assessment
5 INQUIRY shape, texture, form and spa Activities:Complete research on Perth artist Kyle Hughes Odgers Task:
• Research Kyle ce; principles of design Extra skills-based
(movement, balance, rhythm, https://www.kylehughesodgers.com/ work
Hughes Odgers harmony, pattern, contrast, u
Use worksheet to assist in inquiry process
• Inquiry tasks nity, repetition, scale)); visual
conventions and visual art Scaffolded
• Using oil pastels terminology to respond
Resources: Worksheet, internet, pencil,
to artwork(e.g. dot point form, Tasks:
discussion or written format) One-on-one
(ACAVAR123) LESSON 2 assistance
Processes to develop and Step by step
Activities: Complete oil pastel skills worksheet
produce artwork instructions
(ACAVAM121) Resources: Worksheet, oil pastels, paper towels (verbal, written,
visual,
kinaesthetic)

VISUAL ART LESSON 1 Art Practice Extension

Visual art language (visual art
6 PRACTICE elements and principles of Activities: Students learn about relief printing Based Task:
design) used in the Watch video how to monoprint using oil pastels Assessment Extra skills-based
• Relief printing development of artwork (e.g.
Practice using photocopies work
• Mono printing using repetitive shapes (End of Week 6)
and colour to create
• Resolved artwork a pattern)(ACAVAM118)
Video: https://www.youtube.com/watch?v=LWzrP0yRsaM&feature=youtu.be [Weeks 5-6
Content]
Scaffolded
Resources: Photocopied examples, plain paper, oil pastels Tasks:
Introduction to one or two of One-on-one
the visual art conventions (e.g.
compositional devices, such assistance
LESSON 2
as the use of directional Step by step
leading lines to direct the eye
into the composition; colour Activities: Create a colour board using oil pastels instructions
theory) (ACAVAM118) (verbal, written,
Make a monoprint using a relief (transfer) technique visual, kinaesthetic)
Resources: Oil pastels, A3 paper
 VISUAL ART Use of visual art elements LESSON 1 Formative Extension
(line, tone/value, colour,
7 PRACTICE shape, texture, form and spa Activities: Students use mono printing techniques to create artwork Assessment Task:
• Relief printing ce; principles of design Extra skills-based
(movement, balance, rhythm, Resources: Plain paper, oil pastels, pencils work
• Mono printing harmony, pattern, contrast, u
• Resolved artwork nity, repetition, scale)); visual
conventions and visual art Scaffolded
terminology to respond
to artwork(e.g. dot point form, Tasks:
discussion or written format) One-on-one
(ACAVAR123) LESSON 2 assistance
Processes to develop and Activities:Continue working on monoprint until fully resolved Step by step
produce artwork instructions
(ACAVAM121) Complete any unfinished work
(verbal, written,
Resources: Plain paper, oil pastels, pencils visual, kinaesthetic)

VISUAL ART LESSON 1 Art Analysis Extension

One critical framework (STICI
ANALYSIS or Taylor) to discuss artwork Activities: Students respond to artwork. Based Task:
8 (ACAVAR123) Using the worksheets provided, students complete a written response to Assessment Extra theory-
• Artwork analysis
• STICI framework artwork relating to the unit topic. (Compare & Contrast: Odgers/Eastman) (End of Week 8) based work
Use of visual art elements Stocklands Baldivis Mural https://vimeo.com/111977203 [Week 8 Content]
(line, tone/value, colour,
shape, texture, form and Resources: Image analysis worksheet (STICI) Scaffolded
REFLECTION space; principles of design
Tasks:
(movement, balance, rhythm, Portfolio &
• Reflection harmony, pattern, contrast, LESSON 2 Guided group
Participation
• Evaluation unity, repetition, scale)); visual discussions
• Reward
conventions and visual art Activities: Complete Art analysis task Assessment (literacy support)
terminology to respond to
artwork(e.g. dot point form, Students complete reflection and evaluation activity (End of Week 8)
discussion or written format) [Weeks 1-8
Kahoot! Australia Quiz
(ACAVAR123) Content]
Resources: Mounting paper (black and white), scissors, glue, pencil

PRESENTATION LESSON 1 Formative Extension

Processes and finished
• Presentation artwork appraised; ways to
Activities: What ways can we present our work? Assessment Task:
9 processes
improve art practice; reflection Extra skills-based
(ACAVAM122) Mounting techniques and styles for portfolio work
• Exhibition of work Why do we present our work?
• Appraisal of artwork
Resources: Mounting paper (black and white), scissors, glue, pencil Scaffolded
Tasks:
LESSON 2 One-on-one
assistance
Activities: Why do we present our work?
Step by step
Gallery Walk activity: Appraisal of work instructions
(verbal, written,
Resources: Appraisal worksheet, pencils
visual, kinaesthetic)
 COLLABORATION LESSON 1 n/a Extension
• Cross-curriculum Activities:NAIDOC WEEK: TBA with collaborating learning area. Task:
10 Extra skills-based
• Collaboration (The Arts recognises the importance for collaboration with other learning
• NAIDOC Week work
areas. Week 10 is an opportunity to work with other learning areas to
improve and encourage cross-curriculum learning). Scaffolded
Resources: TBA Tasks:
One-on-one
assistance
LESSON 2 Step by step
instructions
Activities: As above. (verbal, written,
Resources: TBA visual, kinaesthetic)

Term: Portfolio & Participation Art Inquiry & Practice: Carmen Hui Art Inquiry & Practice: Kyle Hughes Odgers
ACHIEVEMENT STANDARDS
At Standard, students develop ideas related to a particular theme. They select and experiment with different media and materials, and document results. Students
apply techniques and processes in the development of ideas and consider design alternatives and artistic conventions to produce artwork. Using visual art language,
students annotate drawings and designs and provide comments about media testing and artist intentions. They produce a finished artwork with reference to a chosen
design. Students use equipment and materials in a safe manner. They reflect on their own artwork and discuss possible improvements. With guidance, students use
skills and presentation conventions to display their own artwork.

Students describe aspects of artwork and provide personal opinions. They discuss artwork using art terminology and comment about how visual conventions are used
in the artwork. Students describe key features and comment about the context of artwork. They provide suggestions about the purpose and meaning of artwork.
Students provide personal opinions about their own artwork and the artwork of others.

ASSESSMENT OUTLINE
Student learning will be assessed through a variety of ongoing formal and informal strategies that measure student achievement in a purposeful and effective manner.
In the visual arts, a focus is placed on formative assessment to encourage authentic artistic processes and boost student motivation. Through formative assessment
and with the support of the teacher, students are involved with setting goals, assessing their own work and making modifications in response to critique. During the
assessment process, it is the role of the teacher to provide clear criteria for success, carefully scaffold students in giving and receiving constructive feedback and allow
them to choose and make their own revisions.

Time Period Assessment Type Assessable Item Description

Students learn about and understand the significance and impact of Australian culture within a visual
art context. Students apply principles of colour and value to produce a number of experimental designs
Week 1-4 Visual Art Inquiry Drawing/value skills work and artworks. Students present this work for assessment in the form of at least 2 x A3 boards that will
be added to a portfolio of work. Students will be graded based on the criteria outlined in the marking
rubric.
Responding to the work of Carmen Hui, students will create artwork featuring iconic Australian food
packaging. During the art making process students will apply principles of value and drawing
Week 5- 6 Visual Art Practice Resolved drawing/pencil artwork techniques. Students present this work for assessment in the form of 1 x resolved artwork. Students will
be graded based on the criteria outlined in the marking rubric.
Students use the STICI framework to analyse and reflect on artwork by responding to a number of
short-answer questions. Students present this work for assessment in the form of 1 x Analysis &
Week 8 Visual Art Analysis STICI Framework Reflection worksheet (provided by teacher) that will be added to a portfolio of work. Students will be
graded based on the criteria outlined in the marking rubric.
Throughout the unit students will be continually assessed on their commitment to the subject and their
work. To achieve success, students are expected to be prepared for class, actively listen and contribute
Week 1-8 Portfolio & Participation Term Work to class and small group discussion as well as produce a portfolio of work. Students will be graded
based on the criteria outlined in the marking rubric.