First and Last Name: Lauren Stevens

Region: North West Victoria

School Name: Swan Hill College

School City, State: Swan Hill, Victoria

If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes   □ No

Unit Overview

Unit Plan Title: Unit 1 Outcome 1 – DEVELOPING ART IDEAS

Curriculum-Framing Questions
Essential Question:

• How can I develop art ideas which thoroughly explore the concepts of the DESIGN BRIEF and answer the requirements of unit 1, outcome 1?

Unit Questions:

• How do I use sources of inspiration and ideas as the basis for artworks and exploring a wide range of materials and techniques as tools for translating ideas, observations and experiences into visual form?
• How I explore the ways in which artists from different times and locations have interpreted ideas and sources of inspiration and used materials and techniques in the production of artworks?

Content Questions:

• How do I progressively reflect on ideas and work produced? 
• What methods and resources can I use to record observations, experiences, ideas and issues?
• What methods and resources can I used to record people, societies, natural and constructed objects and environments?
• How do I interpret and translate my observations into visual form?
• How do I progressively reflect on my own ideas and the work I produce?

Unit Summary
This unit focuses on using sources of inspiration and ideas as the basis for artworks and exploring a wide range of materials and techniques as tools for translating ideas, observations and experiences into visual form.
Students also explore the ways in which artists from different times and locations have interpreted ideas and sources of inspiration and used materials and techniques in the production of artworks.

Teaching and Learning Strategies

• Provide students with DESIGN BRIEF outlining a concept which has a range of potential solutions. 
• Facilitate students to collect a range of visual references associated to the concept outlined in the DESIGN BRIEF and the focus the student has outlined through his/her response to the design brief. 
• Facilitate students to explore these sources of inspiration through practical workshops relating to a variety of materials and techniques (in relation to outcome 2).
• Assist students to progressively reflect on ideas and work produced.
• Assist students to use a range of methods and resources to record observations, experiences and ideas and issues.
• Assist student to use a range of methods and resources to record people, societies, natural and constructed objects and environments.
• Assist students to progressively reflect on their own ideas and the work produced through the practical workshops.

Professional  Learning

• Library and internet resources to source information and examples relating to individual student needs.
• Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively use sources of inspiration and ideas as the basis for artworks.
• VCAA website.

Year Level

Year 11

Key Learning/Subject Areas

Key knowledge
This knowledge includes
• diverse sources of artistic ideas and inspiration used to develop artworks;
• a range of methods of translating ideas, observations and experiences into visual form; for example,
representational and descriptive, interpretative and expressive;
• methods of selecting, creating, organising and using visual reference material;
• types of visual and written methods of reflecting on ideas and work produced.

Learning Outcomes

Key skills
These skills include the ability to
• generate ideas and identify sources of inspiration;
• use a variety of methods to translate ideas, observations and experiences into visual form;
• select, create, organise and use visual reference material;
• reflect on ideas and work produced in written form.

Procedures:

Introduction/Resource material
Provide the student with the following:

• Unit 1, outcome 1 excerpt from the VCE Studio Arts Study Design.
• Support material explaining the procedure for achieving the aims of Unit 1, Outcome 1.
• Assessment criteria addressing the key skills outlined in Unit 1, Outcome 1 of the VCE Studio Arts Study Design.
• Examples of different ways sources of inspiration can be presented and annotated.
• PowerPoint presentations illustrating inspiration and ideas used by artists over different times in history.
• Five Whys worksheet – Why is it important to explore the methods used by artists who work with ideas similar to yours? (e.g., methods of recording ideas, materials, styles, mediums, etc)

Developing Art Ideas – Visual Diary

Students are to collect, annotate and interpret the following:

• Artists and art works which explore themes related to the concept outlined in the DESIGN BRIEF. (Specific to the area of the concept the student had selected to explore, outlined in the typed response to the DESIGN BRIEF previously.)
• Artists exploring similar subjects from different times and cultures and collection of art examples.
• Inspirational material related to materials and techniques and themes to be explored.
• Students are to progressively reflect on their own ideas and the work produced through the practical workshops.

Approximate time needed:

1 Semester – completed concurrently with unit 1, outcome 2.

Prerequisite Skills:

No prerequisite skills are required.

Materials and Resources

Technology – Hardware

 Camera

Printer

Video Camera

Computer(s)

Datashow Projector

Video Conferencing equipment

Digital camera

Scanner

DVD player

Television/Averkey

Internet connection

VCR

Technology – Software

CD-ROMs

Editing software

Web page development

Database/spreadsheet

Internet Web Browser

Word processing

Desktop Publishing

Multimedia

email software

Animation software

Printed Materials:

• Unit 1, Outcome 1 excerpt from VCE Studio Arts study guide.
• Point form overview of expectations outlined in the Studio Arts study guide.
• DESIGN BRIEF.
• Assessment criteria  - Unit 1 Outcome 1.

Supplies:

• Art books
• Magazines
• Newspapers
• Photography images

Internet Resources:
VCEART - http://www.vceart.com/index4.html

Victorian Curriculum and Assessment Authority - http://www.vcaa.vic.edu.au/vce/index.html#H3N400021

Australian Center for Contemporry Art   - http://www.vcaa.vic.edu.au/

National Gallery of Victoria- http://www.ngv.vic.gov.au/education/

Others:
Excursions to the Ian Potter Gallery, NGV, Flinders Lane Gallery and Swan Hill Art Gallery.

Accommodations for Differentiated Learning

Students with Special Needs:

• One on one explanation of the criteria explicated within the VCE study guide. 
• Discuss the student’s ideas in relation to each criteria and make notes beside each one on how the student may potentially answer each criteria outlined in outcome 1. 
• Discuss the response to the DESIGN BRIEF worksheet that the student has previously completed.

English as a Second Language (ESL) Student:

• One on one explanation of the criteria explicated within the VCE study guide. 
• Discuss the student’s ideas in relation to each criteria and make notes beside each one on how the student may potentially answer each criteria outlined in outcome 1. 
• Discuss the response to the DESIGN BRIEF worksheet that the student has previously completed.

Student Assessment:

Key Word Search:

Inspiration, techniques, materials, translating, interpreting, observation, experiences, societies, natural objects, constructed objects, environments observational, realistic.

First and Last Name: Lauren Stevens

Region: North West Victoria

School Name: Swan Hill College

School City, State: Swan Hill, Victoria

If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes   □ No

Unit Overview

Unit Plan Title: Unit 1 Outcome 1 – DEVELOPING ART IDEAS

Curriculum-Framing Questions
Essential Question:

• How can I develop art ideas which thoroughly explore the concepts of the DESIGN BRIEF and answer the requirements of unit 1, outcome 1?

Unit Questions:

• How do I use sources of inspiration and ideas as the basis for artworks and exploring a wide range of materials and techniques as tools for translating ideas, observations and experiences into visual form?
• How I explore the ways in which artists from different times and locations have interpreted ideas and sources of inspiration and used materials and techniques in the production of artworks?

Content Questions:

• How do I progressively reflect on ideas and work produced? 
• What methods and resources can I use to record observations, experiences, ideas and issues?
• What methods and resources can I used to record people, societies, natural and constructed objects and environments?
• How do I interpret and translate my observations into visual form?
• How do I progressively reflect on my own ideas and the work I produce?

Unit Summary
This unit focuses on using sources of inspiration and ideas as the basis for artworks and exploring a wide range of materials and techniques as tools for translating ideas, observations and experiences into visual form.
Students also explore the ways in which artists from different times and locations have interpreted ideas and sources of inspiration and used materials and techniques in the production of artworks.

Teaching and Learning Strategies

• Provide students with DESIGN BRIEF outlining a concept which has a range of potential solutions. 
• Facilitate students to collect a range of visual references associated to the concept outlined in the DESIGN BRIEF and the focus the student has outlined through his/her response to the design brief. 
• Facilitate students to explore these sources of inspiration through practical workshops relating to a variety of materials and techniques (in relation to outcome 2).
• Assist students to progressively reflect on ideas and work produced.
• Assist students to use a range of methods and resources to record observations, experiences and ideas and issues.
• Assist student to use a range of methods and resources to record people, societies, natural and constructed objects and environments.
• Assist students to progressively reflect on their own ideas and the work produced through the practical workshops.

Professional  Learning

• Library and internet resources to source information and examples relating to individual student needs.
• Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively use sources of inspiration and ideas as the basis for artworks.
• VCAA website.

Year Level

Year 11

Key Learning/Subject Areas

Key knowledge
This knowledge includes
• diverse sources of artistic ideas and inspiration used to develop artworks;
• a range of methods of translating ideas, observations and experiences into visual form; for example,
representational and descriptive, interpretative and expressive;
• methods of selecting, creating, organising and using visual reference material;
• types of visual and written methods of reflecting on ideas and work produced.

Learning Outcomes

Key skills
These skills include the ability to
• generate ideas and identify sources of inspiration;
• use a variety of methods to translate ideas, observations and experiences into visual form;
• select, create, organise and use visual reference material;
• reflect on ideas and work produced in written form.

Procedures:

Introduction/Resource material
Provide the student with the following:

• Unit 1, outcome 1 excerpt from the VCE Studio Arts Study Design.
• Support material explaining the procedure for achieving the aims of Unit 1, Outcome 1.
• Assessment criteria addressing the key skills outlined in Unit 1, Outcome 1 of the VCE Studio Arts Study Design.
• Examples of different ways sources of inspiration can be presented and annotated.
• PowerPoint presentations illustrating inspiration and ideas used by artists over different times in history.
• Five Whys worksheet – Why is it important to explore the methods used by artists who work with ideas similar to yours? (e.g., methods of recording ideas, materials, styles, mediums, etc)

Developing Art Ideas – Visual Diary

Students are to collect, annotate and interpret the following:

• Artists and art works which explore themes related to the concept outlined in the DESIGN BRIEF. (Specific to the area of the concept the student had selected to explore, outlined in the typed response to the DESIGN BRIEF previously.)
• Artists exploring similar subjects from different times and cultures and collection of art examples.
• Inspirational material related to materials and techniques and themes to be explored.
• Students are to progressively reflect on their own ideas and the work produced through the practical workshops.

Approximate time needed:

1 Semester – completed concurrently with unit 1, outcome 2.

Prerequisite Skills:

No prerequisite skills are required.

Materials and Resources

Printed Materials:

• Unit 1, Outcome 1 excerpt from VCE Studio Arts study guide.
• Point form overview of expectations outlined in the Studio Arts study guide.
• DESIGN BRIEF.
• Assessment criteria  - Unit 1 Outcome 1.

Supplies:

• Art books
• Magazines
• Newspapers
• Photography images

Internet Resources:
VCEART - http://www.vceart.com/index4.html

Victorian Curriculum and Assessment Authority - http://www.vcaa.vic.edu.au/vce/index.html#H3N400021

Australian Center for Contemporry Art   - http://www.vcaa.vic.edu.au/

National Gallery of Victoria- http://www.ngv.vic.gov.au/education/

Others:
Excursions to the Ian Potter Gallery, NGV, Flinders Lane Gallery and Swan Hill Art Gallery.

Accommodations for Differentiated Learning

Students with Special Needs:

• One on one explanation of the criteria explicated within the VCE study guide. 
• Discuss the student’s ideas in relation to each criteria and make notes beside each one on how the student may potentially answer each criteria outlined in outcome 1. 
• Discuss the response to the DESIGN BRIEF worksheet that the student has previously completed.

English as a Second Language (ESL) Student:

• One on one explanation of the criteria explicated within the VCE study guide. 
• Discuss the student’s ideas in relation to each criteria and make notes beside each one on how the student may potentially answer each criteria outlined in outcome 1. 
• Discuss the response to the DESIGN BRIEF worksheet that the student has previously completed.

Student Assessment:

Key Word Search:

Inspiration, techniques, materials, translating, interpreting, observation, experiences, societies, natural objects,constructed objects, environments observational, realistic.

Unit Author

First and Last Name: Lauren Stevens

Region: North West Victoria

School Name: Swan Hill College

School City, State: Swan Hill, Victoria

If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes   □ No

Unit Overview

Unit Plan Title: Unit 1 Outcome 3 - INTERPRETATION OF ART IDEAS AND USE OF MATERIALS AND TECHNIQUES

Curriculum-Framing Questions
Essential Question: How do artists from different times and locations conceive and produce artworks?
Unit Questions: How do artists from different times and locations interpret art ideas and sources of inspiration?
How do artists from different times and locations use materials and techniques in the production of artworks?
Content Questions:
What sources of inspiration have artists from different times and locations used for ideas and production?
How have artists from different times and locations interpreted similar ideas and sources of inspiration?
How have artists form different times and locations used various materials and techniques in
making artworks in particular art forms?

Unit Summary
This area of study focuses on the way artists from different times and locations have interpreted ideas and sources of inspiration and used materials and techniques in the production of artworks.
The work of artists from different times and locations is studied in order to gain a broader understanding of how artworks are conceived and produced. Students begin to compare and contrast the way artists have used similar and different materials and techniques and interpreted ideas and sources of inspiration in producing artworks. Students identify and discuss materials and techniques appropriate to particular art forms and, in doing so, learn to research and use a range of resources.

Teaching and Learning Strategies

• Facilitate students to research a range of artists who use a variety of different materials and techniques.
• Facilitate students to research specific materials and techniques, e.g., instructional diagrams.

Professional  Learning

• Library and internet resources to source information and examples relating to individual student needs.
• Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively use sources of inspiration and ideas as the basis for artworks.
• VCAA website.

Year Level

Year 11

Key Learning/Subject Areas

Key knowledge
This knowledge includes
• sources of inspiration for artists’ ideas and production;
• the ways in which artists from different times and locations have interpreted ideas and sources of
inspiration;
• various materials and techniques used in making artworks in particular art forms;
• the ways in which artists from different times and locations have used materials and techniques;
• resources and methods of researching how artists interpret ideas and sources of inspiration and use materials and techniques.

Learning Outcomes

Key skills
These skills include the ability to
• identify and describe sources of inspiration for artists’ ideas and production;
• compare and contrast the ways in which artists from different times and locations have interpreted ideas and sources of inspiration;
• identify and discuss the ways in which artists have used various materials and techniques in
making artworks in particular art forms;

Procedures:

• Students presenting student lead workshops will complete an informative/instructional sheet/brochure to support their presentation in the workshop and to provide a resource for other members of the class. 

• Students will give an oral presentation to the class providing an overview of specific materials and techniques, including demonstrations. 

• The students presenting the workshops will also be required to submit individual assignments focusing on an artist who uses the materials and techniques they have researched and presented.  In this assignment students will also consider sources of inspiration used by the artist and complete an analysis of the artists’ work, the artworks must not be the same for any group members.

Approximate time needed:

1 Semester (run concurrently with unit 1 outcome one and two)

Prerequisite Skills:

No prerequisite skills are required.

Materials and Resources

Technology - Hardware

Printed Materials:

• Requirements and assessment criteria for student lead workshop (instructional brochure, oral presentation and demonstration).
• Requirements and assessment for research assignment (an artist who uses materials and techniques explored in workshop presentation).

Supplies:
Various art materials to be used for workshop presentations.

Internet Resources:

VCEART - http://www.vceart.com/index4.html

Victorian Curriculum and Assessment Authority - http://www.vcaa.vic.edu.au/vce/index.html#H3N400021

Australian Center for Contemporry Art   - http://www.vcaa.vic.edu.au/

National Gallery of Victoria- http://www.ngv.vic.gov.au/education/

Others: Guest speakers, mentors, excursions/incursions

Accommodations for Differentiated Learning

Students with Special Needs:
Work with other members of the workshop group. Delegate specific tasks to students with special needs which are more visually focused, i.e., the layout and design of the informative/instructional brochure.

English as a Second Language (ESL) Student:
Work with other members of the workshop group.  Delegate specific tasks to ESL students which are more visually focused, i.e., the layout and design of the informative/instructional brochure.

Student Assessment:

Workshop Assessment
(Informative/Instructional Brochure and Oral Presentation and Demonstration)

Research Assignment – An artist who uses materials and techniques discussed in the workshop presented.

Key Word Search:

Workshop, demonstration, process, techniques, materials.

Unit Author

First and Last Name: Lauren Stevens

Region: North West Victoria

School Name: Swan Hill College

School City, State: Swan Hill, Victoria

If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes   □ No

Unit Overview

Unit Plan Title:  Design Brief Development

Curriculum-Framing Questions
Essential Question: How do I use my experience with materials and techniques and art ideas and inspiration to develop my own Design Brief?
Unit Questions:
What concept will I explore in my DESIGN BRIEF?
How can I develop an appropriate DESIGN BRIEF in a way that is applicable to my interests?
What art ideas does my DESIGN BRIEF enable me to explore?
What materials and techniques can I explore to express the concepts I have outlined in my DESIGN BRIEF?
Content Questions:
In relation to outcome 2:

• How do I use sources of inspiration and ideas as the basis for artworks related to the concepts of the DESIGN BRIEF and use a wide range of materials and techniques as tools for translating ideas, observations and experiences into visual form?
• How I explore the ways in which artists from different times and locations have interpreted ideas and sources of inspiration similar to those outlined in the DESIGN BRIEF?
• How do I explore the way in which artist from different times and locations have interpreted materials and techniques in the production of artworks related to the concept outlined in the DESIGN BRIEF?
• How do I progressively reflect on ideas and work produced? 
• What methods and resources can I use to record observations, experiences, ideas and issues?
• What methods and resources can I used to record people, societies, natural and constructed objects and environments associated to the concept outlined in the DESIGN BRIEF?
• How do I interpret and translate my observations into visual form?
• How do I progressively reflect on my own ideas and the work I produce?

• What methods can be used to explore and a variety of materials and techniques and to record and develop ideas and sources of inspiration for the production of artworks related to the theme of the DESIGN BRIEF?
• What materials and techniques are appropriate to particular art forms I have chosen to use to present my ideas relating to the concept of the DESIGN BRIEF?
• What are the expressive qualities of specific materials and techniques and how can I use these to express ideas associated to the concepts outlined in the DESIGN BRIEF?
• What visual and written methods of reflection and evaluation can be used?
• What methods of exploration will help me to understand the characteristics and properties of particular materials and techniques?
• What techniques can I use to produce a wide range of visual effects?
• How do I explore the expressive qualities of specific materials and techniques and use this knowledge to convey the concept outlined in the DESIGN BRIEF?
• What methods of both written and visual reflection can I use?
• How do I evaluate the materials and techniques used?
• How do I develop my explorations into finished artworks?

Unit Summary
After explaining the requirements of unit two (outcomes 1 & 2), students will develop DESIGN BRIEFS based on a concept of their choice.  Students will consider materials and techniques they will use to present the theme they have selected, based on the knowledge they have developed through the workshops in unit 1.   Students will use the DESIGN BRIEF to develop artworks to achieve the requirements of unit 2, outcome 1. Students will complete theoretical study relating to unit 2, outcome 2 associated to the DESIGN BREIF they develop.

Teaching and Learning Strategies

• Assist students to develop a DESIGN BRIEF that enables them to fulfil the requirement of unit two.
• Facilitate students to develop art ideas through the use of inspirational material relating to the concept outlined in the DESIGN BRIEF.
• Facilitate students to use materials and techniques to convey ideas relating to the concept of the DESIGN BRIEF.  
• Assist students to research artists from different times and locations, who have developed artworks focusing on similar concepts, using a range of materials and techniques.

Professional  Learning

• Library and internet resources to source information and examples relating to individual student needs.
• Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively use sources of inspiration and ideas as the basis for artworks.
• - http://www.vcaa.vic.edu.au/

   

Year Level

Year 11.

Key Learning/Subject Areas

Outcome 1
This knowledge includes:
• the nature and structure of a design process;
• a range of ideas and sources of information;
• a range of directions and potential solutions;
• characteristics of materials and techniques;
• a range of visual and, where appropriate, other elements and an understanding of aesthetic qualities.

Outcome 2
This knowledge includes:
• formal elements used in artworks such as line, tone, shape, colour, scale, repetition, direction
and, where appropriate, other elements such as sound and lighting;
• signs, symbols and/or images used in artworks for their implied meaning;
• ways in which visual and, where appropriate, other elements have been used to produce aesthetic
qualities, communicate ideas and develop styles in artworks by artists from different times and
locations;
• appropriate art terminology and references.

Learning Outcomes

Outcome 1
These skills include the ability to
• develop a design process;
• explore and use ideas and sources of inspiration;
• explore and develop a range of directions and potential solutions;
• use materials and apply techniques;
• use visual and, where appropriate, other elements to create aesthetic qualities;
• analyse and evaluate directions explored;
• produce artworks.

Outcome 2
These skills include the ability to
• identify and discuss formal and, where appropriate, other elements in artworks;
• identify and discuss signs, symbols and/or images used in artworks for their implied meaning;
• compare and contrast ways in which visual and, where appropriate, other elements have been
used to produce aesthetic qualities, communicate ideas and develop skills in artworks by artists
from different times and locations;

Procedures:

• Assist students to brainstorm/mindmap potential ideas for developing a  concept for their DESIGN BRIEF.
• Assist students to develop a DESIGN BRIEF which allows them to achieve the outcome of unit 2.
• Draft the DESIGN BRIEF with students and discuss.
• Students to complete a typed response to the DESIGN BRIEF, outlining the specific focus they intended to follow and how they intend to achieve the outcomes of unit one through the DESIGN BRIEF concept.

Approximate time needed:

1 week for specific tasks, ongoing reference to DESIGN BRIEF.

Prerequisite Skills:

No prerequisite skill necessary

Materials and Resources

Technology – Hardware

Computer(s)

Printer

Internet connection

Technology – Software

Internet Web Browser

Word processing

Printed Materials:

• Studio Arts unit 1 outcomes from study guide.

Internet Resources:

• Victorian Curriculum and Assessment Authority - http://www.vcaa.vic.edu.au/vce/index.html#H3N400021

Accommodations for Differentiated Learning

Students with Special Needs:

• Discuss the concept of the DESIGN BRIEF with the student individually.
• Brainstorm/mindmap ideas with the student individually.
• Work with the student to complete a worksheet designed to outline the specific focus the student will take to explore the concept outlined in the DESIGN BRIEF and achieve outcomes 1, 2 and 3 of unit 1.

English as a Second Language (ESL) Student:

• Discuss the concept of the DESIGN BRIEF with the student individually.
• Brainstorm/mindmap ideas with the student individually.
• Work with the student to complete a worksheet designed to outline the specific focus the student will take to explore the concept outlined in the DESIGN BRIEF and achieve outcomes 1, 2 and 3 of unit 1.

Student Assessment:

Assessment is completed through outcome 1 and 2 of unit 2

Key Word Search:

Concept, idea.

Unit Author

First and Last Name: Lauren Stevens

Region: North West Victoria

School Name: Swan Hill College

School City, State: Swan Hill, Victoria

If your Unit Portfolio is chosen to be uploaded to the Intel® Teach to the Future database, do you want your name displayed as the author? □ Yes   □ No

Unit Overview

Unit Plan Title: Unit 2 Outcome 1 - Design exploration

Curriculum-Framing Questions
Essential Question:
How do I explore the potential of, and develop my own design process?
Unit Questions:                       
How do I develop artworks through a design process of visual research and inquiry?
How do I explore ideas and sources of inspiration, experiment with materials and techniques, practice skills and use visual and other elements to produce particular aesthetic qualities?
How do I generate a range of alternative directions and solutions and analyse and evaluate these before the production of artworks?
Content Questions:
What sources of inspiration can I use to explore ideas?
What methods and techniques can I use to explore the properties of a range of materials?
What is a design process that enables me to generate a range of alternative directions and solutions?
What are the most appropriate and effective ways I can analyse and evaluate the potential of these alternative directions prior to completing finished artworks?

Unit Summary
This area of study focuses on developing artworks through a design process of visual research and inquiry.
In developing a design process, students learn to explore ideas and sources of inspiration, experiment with materials and techniques, practice skills and use visual and, where appropriate, other elements to produce particular aesthetic qualities. Students learn to generate a range of alternative directions and solutions and analyse and evaluate these before the production of artworks.

Teaching and Learning Strategies

• Provide students with a sheet outlining the general requirements of the DESIGN BRIEF and how to design a brief with a range of potential solutions. 
• Facilitate students to collect a range of visual references associated to the concept determined and outlined in the DESIGN BRIEF and the focus the student has outlined through his/her response to the DESIGN BRIEF. 
• Facilitate students to explore these sources of inspiration through use of a variety of materials and techniques.
• Assist students to progressively reflect on ideas and work produced.
• Assist students to use a range of methods and resources to record observations, experiences and ideas and issues.
• Assist students to use a range of methods and resources to record people, societies, natural and constructed objects and environments.
• Assist students to progressively reflect on their own ideas and the work produced through experimentation with materials and techniques.
• Facilitate students to develop art ideas through the use of inspirational material relating to the concept they have outlined in their DESIGN BRIEF.
• Facilitate students to use materials and techniques to convey ideas relating to the concept of the DESIGN BRIEF.  
• Assist students to research artists from different times and locations, who have developed artworks focusing on similar concepts, using a range of materials and techniques.

Professional  Learning

• Library and internet resources to source information and examples relating to individual student needs.
• Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively use sources of inspiration and ideas as the basis for artworks.
• VCAA website.

Year Level

Year 11

Key Learning/Subject Areas

Key knowledge
This knowledge includes
• the nature and structure of a design process;
• a range of ideas and sources of information;
• a range of directions and potential solutions;
• characteristics of materials and techniques;
• a range of visual and, where appropriate, other elements and an understanding of aesthetic qualities.

Learning Outcomes

Key skills
These skills include the ability to
• develop a design process;
• explore and use ideas and sources of inspiration;
• explore and develop a range of directions and potential solutions;
• use materials and apply techniques;
• use visual and, where appropriate, other elements to create aesthetic qualities;
• analyse and evaluate directions explored;
• produce artworks.

Procedures:

Students are to complete the following using these sources of inspiration as starting points:

• Use a variety of methods to translate ideas, observations and experiences into visual form
• Use different types of visual and written methods of reflecting on ideas and work produced.
• Select, organise, create and use visual reference material.

Final Presentation

Students will consolidate and use key skills from unit 1 outcomes 1 and 2 to develop a series of finished works as the final outcome to the theme outlined in the DESIGN BRIEF.

Approximate time needed:

1 term.

Prerequisite Skills:

Studio Arts - Unit One

Materials and Resources

Technology - Hardware

 Camera

Printer

Video Camera

Computer(s)

Datashow Projector

Video Conferencing equipment

Digital camera

Scanner

DVD player

Television/Averkey

Internet connection

VCR

Technology - Software

CD-ROMs

Editing software

Web page development

Database/spreadsheet

Internet Web Browser

Word processing

Desktop Publishing

Multimedia

email software

Animation software

Printed Materials:

• Unit 2, Outcome 1 excerpt from VCE Studio Arts study guide.
• Point form overview of expectations outlined in the Studio Arts study guide.
• DESIGN BRIEF requirements sheet.
• Assessment criteria  - Unit 2 Outcome 1.

Supplies:
Basics:

• Pencils
• Paint
• Paper
• Lino

* Supplies largely dependant on individual student needs

Internet Resources:

VCEART - http://www.vceart.com/index4.html

Victorian Curriculum and Assessment Authority - http://www.vcaa.vic.edu.au/vce/index.html#H3N400021

Australian Center for Contemporry Art   - http://www.vcaa.vic.edu.au/

National Gallery of Victoria- http://www.ngv.vic.gov.au/education/

Others: Excursion to NGV International and Ian Potter Museum

Accommodations for Differentiated Learning

Students with Special Needs:
Point form worksheet outlining the requirements of Unit 2, Outcome 1.
Work one on one with students to develop a design brief and annotate work produced. 

English as a Second Language (ESL) Student:
Point form worksheet outlining the requirements of Unit 2, Outcome 1.
Work one on one with students to develop a design brief and annotate work produced.

Student Assessment:

Key Word Search:

Aesthetic, design process, evaluation, potential directions.

Unit Author

First and Last Name: Lauren Stevens

Region: North West Victoria

School Name: Swan Hill College

School City, State: Swan Hill, Victoria

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Unit Overview

Unit Plan Title: Unit 2 Outcome 2  - Ideas and styles in artworks

Curriculum-Framing Questions
Essential Question: How are visual elements used to communicate artists ideas and create aesthetic qualities and identifiable styles?
Unit Questions:
What are the visual elements used to communicate artists ideas and crate aesthetic qualities and identifiable styles?
How are signs, symbols and images used for their implied meanings in artworks?
Content Questions:
How can tone, shape, colour, scale, repetition, direction, and, where appropriate, other elements such as sound and lighting communicate artists ideas?
How are signs, symbols and images identified as a means of conveying ideas?

Unit Summary
This area of study focuses on an analysis of artworks. Artworks by artists and/or groups of artists from different times and locations are analysed in order to understand how visual elements and, where appropriate, other elements are used to communicate artists’ ideas, and create aesthetic qualities and identifiable styles. These elements should include formal elements such as line, tone, shape, colour, scale, repetition, direction, and, where appropriate, other elements such as sound and lighting.
The use of signs, symbols and images for their implied meaning are also identified and discussed. In analysing artworks, students further develop appropriate art terminology and skills in researching and using a variety of references.

Teaching and Learning Strategies

• Facilitate students to research a range of artists who use a variety of different materials and techniques.
• Facilitate students to research specific materials and techniques, e.g., instructional diagrams.

Professional  Learning

• Library and internet resources to source information and examples relating to individual student needs.
• Work with members of the Arts KLA to co-ordinate and share ideas about how to most effectively use sources of inspiration and ideas as the basis for artworks.
• VCAA website.

Year Level

Year 11

Key Learning/Subject Areas

Key knowledge
This knowledge includes
• formal elements used in artworks such as line, tone, shape, colour, scale, repetition, direction
and, where appropriate, other elements such as sound and lighting;
• signs, symbols and/or images used in artworks for their implied meaning;
• ways in which visual and, where appropriate, other elements have been used to produce aesthetic
qualities, communicate ideas and develop styles in artworks by artists from different times and
locations;
• appropriate art terminology and references.

Learning Outcomes

Key skills
These skills include the ability to
• identify and discuss formal and, where appropriate, other elements in artworks;
• identify and discuss signs, symbols and/or images used in artworks for their implied meaning;
• compare and contrast ways in which visual and, where appropriate, other elements have been
used to produce aesthetic qualities, communicate ideas and develop skills in artworks by artists
from different times and locations;

Procedures:

Students are to complete a series of written tasks. 

Introductory Exercises

• Art History Model
• Art Criticism Model

Art Movement Assignment

• Analysis of two artists working in different Art movements who study themes related to themes outlined by students in their DESIGN BRIEFS.

Art Analysis Worksheets (X2)

• Two worksheets are to be completed analysing artists from different times and countries, who used different materials, but who explore similar subject matter.  

Comparative Essay

• Using the Art Analysis worksheets completed on two different artists, students are to complete a comparative essay.  Students will discuss how artists from different times and locations explore similar themes through the use of different materials and techniques.  

Approximate time needed:

1 semester completed concurrently with unit 2, outcome 1

Prerequisite Skills:

Unit 1, outcome 3

Materials and Resources

Technology – Hardware

Computers

Scanner

Internet web browser

Internet connection

Word processing

Printer

Student Assessment:

Printed Materials:
General Unit 1 Outcome 3 information

• Unit 1, outcome 3 excerpt from the VCE Studio Arts Study Design.
• Support material explaining the procedure for achieving the aims of Unit 1, Outcome 3.

Assignment Sheets

• Art History Model
• Art Criticism Model
• Art Movement assignment and assessment criteria
• Art Analysis Worksheets and assessment criteria
• Comparative Essay requirements and assessment criteria

Support Material

• Time and Style Chart of Western Art
• Listed Art Movements

Internet Resources:
VCEART - http://www.vceart.com/index4.html
Victorian Curriculum and Assessment Authority  - http://www.vcaa.vic.edu.au/

Students with Special Needs:
Modified research tasks and assessment criteria

English as a Second Language (ESL) Student:
Modified research tasks and assessment criteria.

Assessment criteria – Artist 1

VH

H

M

L

VL

NS

Artist Selection:

Relationship to outcome 1 and 2

Art movement:

Description of Art Movement

Artist timeline:

Brief overview of artist life

Interpretation of Artwork

General

Subject

Materials and Techniques

Composition

Influences

Judgement

Assessment criteria – Artist 2

VH

H

M

L

VL

NS

Artist Selection:

Relationship to outcome 1 and 2

Art movement:

Description of Art Movement

Artist timeline:

Brief overview of artist life

Interpretation of Artwork

General

Subject

Materials and Techniques

Composition

Influences

Judgement

Grammar, Spelling & Punctuation

Appropriate use of research time

Assessment criteria – Analysis Worksheet

VH

H

M

L

VL

NS

Appropriate selection of artist

Appropriate selection of artwork

Interpretation of subject matter:

Identification of subject matter

Explanation of subject matter

Identification of ideas communicated through subject matter

Materials and techniques:

Identification of material and techniques

Explanation of reasons for choice of material

Effects created through the use material and techniques

Influence of time, context and technology:

Identification of factors influencing the artwork (ideas, traditions and events at the time the artwork was made)

Explanation of values and ideas associated with the context in which the artwork is viewed

Identification of artist intention at the time the work was made

Identification of influence from other artists

Personal interpretation of the work

Explanation of new technologies influencing artist choice of materials and techniques

Development of a distinctive style:

Explanation of design elements

Explanation of design principals

Identification of the style of artwork

Identification of ideas and techniques that could be incorporated into your own work

General:

Grammar, Spelling & Punctuation

Appropriate use of research time

Assessment criteria – Comparative Essay

VH

H

M

L

VL

NS

Introduction:

Identification of artists and artworks to be compared

A brief overview of the structure of the essay

Identification of the similarities and differences you intend to identify

Subject matter:

Identification of subject matter of both artworks

Discussion of similarities in subject matter

Discussion of differences in subject matter

Materials and techniques:

Identification of materials and techniques used by both artists

Discussion of similarities in use of materials and techniques

Discussion of differences in use of materials and techniques

Influence of time, context and technology:

Identification of the influence of time, context and technology on both artists.

Discussion of similarities in the influence of time, context and technology.

Discussion of differences in the influence of time, context and technology.

Development of a distinctive style:

Identification of styles used by both artists

Discussion of similarities in the styles used by both artists

Discussion of differences in the styles used by both artists

Conclusion:

Summery of major similarities and differences

Discussion of how the similarities and differences affect the artworks and the way they are viewed today

General:

Spelling and grammar

Essay structure

Appropriate use of research time

Key Word Search:

Art movement, similarities, differences, period, materials, techniques, subject matter, style.