Ass 2

STUDIO ART UNIT 3 & 4
*Lessons which have been used as a part of the assessment have been highlighted in green, and labelled Making or Responding task
1 & 2.
**School Assessed Tasks (SAT's) and School Assessed Coursework (SAC's) for each outcome have been highlighted yellow.
***For the purposes of this assessment, Outcome 2 in Unit 3 and 4 has been omitted as only two Outcomes needed to be addressed
per unit.
Unit 3: Studio practices and processes

Area of study 1: Production and presentation of artworks
(Area of study 2 omitted as per assessment requirements)
Area of study 3: Art industry contexts
We
ek
Content/topic
1.
Unit 3 Introduction:
Studio practices and
processes
Unit 1-3.
Outcome
Key Skills/key knowledge
Learning activities
Assessment
Key Knowledge
prepare an exploration proposal
describe the art form/s to be
explored
discuss the sources of inspiration to
be investigated and analysed in
Introduction, handouts with outcomes with

Key skills & key knowledge. Class
discussion. Powerpoint examples of artist
& previous students work.
Formative: class
discussions
Introduction to studio process

five key stages: explore,
develop, refine, resolve and
present.
Discussion on use of visual
language.
2.
How to begin formulating

different ideas to create an EP
to develop your own personal
aesthetic.. Brainstorming,
mind map, collecting
inspiration, examples of ep's
(top arts link) main points they
need to cover in an EP)
Working toward Outcome 1.
relation to students individual ideas

communicate how the aesthetic
qualities may be explored in relation
to the ideas
discuss the intended use of art
elements and art principles to be
explored
explain the materials to be explored
explain the techniques to be
explored and propose how these may
support the communication of ideas
explain the selection of materials
and techniques
The structure of a studio process
including a workplan
conceptual possibilities and ideas to
be explored in the studio process
Explain 5 key stages of studio process:

1. Exploration proposal
2. Work plan
3. Visual diary
4. Art forms
5. Potential directions
6. presentation of final artwork/s.
Unit 3 Outcome 1
Making task 1.
Key Knowledge:
the characteristics of an exploration
proposal
the structure of a studio process
including a workplan
conceptual possibilities and ideas to
be explored in the studio process
the focus and subject matter to be
explored in the studio process
appropriate terminology for
discussing the design process.
Key Skills
discuss conceptual possibilities and
explain the ideas to be explored
describe and explain the focus and
subject matter to be communicated
5 key stages supported by visual

examples of best practice & work which
needed improvement to avoid same
mistakes made. Class discussion.
How to begin an Exploration Proposal

make a list of possible topics or themes
develop ideas for:
subject matter
sources of inspiration relevant to
individual ideas
aesthetic qualities
art forms, materials and techniques
research artists who explored similar ideas
and/or worked with similar materials.
Formative: Individual &

class discussions
and developed
apply appropriate terminology in
the discussion of the design process.
3.
Write EP in class.
Prepare an exploration
proposal that formulates the
content and parameters of an
individual studio process,
including a plan of how the
proposal will be undertaken.
Ensure appropriate use of
visual language is used
throughout.
Unit 3. Area of Study 1, Outcome

1.
Exploration proposal
Key Knowledge
the characteristics of an exploration
proposal
discuss conceptual possibilities and
explain the ideas to be explored
appropriate terminology for
discussing the design process.
Key Skills
describe the art form/s to be
explored
discuss the sources of inspiration to
be investigated and analysed in
relation to students individual ideas
communicate how the aesthetic
qualities may be explored in relation
to the ideas
discuss the intended use of art
elements and art principles to be
explored
and techniques
Students write their Exploration Proposal

in class. Teacher available for advice.
Main points which need to be addressed in
EP are written on board.
develop and explore conceptual
possibilities sources of inspiration
artistic influences
art forms
materials, techniques and processes
art elements, art principles
aesthetic qualities
subject matter
Outcome 1
School-assessed Task
On completion of this unit
the student should be able
to prepare an exploration
proposal that formulates
the content and
parameters of an individual
studio process including a
plan of how the proposal
will be undertaken.
Students must make a
written plan of how the
proposal will be
undertaken, which is
submitted as a written
submission. The plan will
include:
1. A list of potential
directions.
2. Sources of inspiration.
3. A list of potential
materials and techniques
the student will experiment

with.
4. Research detailing 2
artists who explored
similar ideas and/or
worked with similar
materials.
4.
Continue working
5.
Class on the importance of

demonstrating exploration of
different art forms including:
digital imaging drawing
painting
printmaking
mixed media
sculpture
ceramics
photography
textiles
installation
video
film
sound
animation
interdisciplinary practices
performance
Continue working
Unit 3 Outcome 1
Key Knowledge:
art form/s to be explored in the
studio process
the characteristics of selected
materials that will communicate ideas
and be explored in the studio process
the techniques to be used in the
studio process that will communicate
ideas
Key Skills:
and techniques
Making Task 2.
Formative: class
discussions
Formative: class
discussions
Students introduced to a range of art

forms through visual examples of other
artists working with diverse range of
materials, techniques & processes.
Workshops on how to use different
materials (will continue across next 3
classes for those students who wish to
continue exploring.

6.
How to effectively use your
The visual diary is an organised collection
Formative Assessment:
Visual Diary.
of written and visual annotations that

provide insights about the students studio
practice through the studio process.
Evidence of the students studio practice
is progressively documented in the visual
diary and should aim to explain and
evaluate the exploratory work in reference
to the ideas presented in the exploration
proposal.
Discussion on development of
personal aesthetic.
Individual and class

discussions
The use of art elements and art principles

in artworks to create aesthetic qualities
can vary, depending on the art form The
use of art elements and art principles in
artworks to create aesthetic qualities can
vary, depending on the art form
7.
Documenting potential
directions.
Continue exploration of art
forms with workshops on
different materials.
Key Skills
plan the studio process
apply appropriate terminology in
the discussion of the design process.
Importance of considering and

documenting potential directions
explained. Students shown examples of
past students work, including potential
directions as outlined in EP and explored
throughout Visual diary.
Potential directions should aim to
effectively communicate resolved
conceptual possibilities, subject matter,
aesthetic qualities, materials and
techniques as documented in the
exploration proposal.
Formative: individual
discussions checking on
student's progress
Potential directions are used as the basis

for developing artworks.
8.
Continue exploration of art

forms with workshops on
different materials.
9.
Discussion on the importance

of visiting exhibitions
throughout year (in particular
in unit 3)
Class discussion on which
exhibitions/galleries students
have visited this year.
10.
How to analyse an artwork

using different approaches.
Developing students critical
thinking, critical analysis,
visual literacy skills.
Workshops on how to use different

materials
The exhibition of artworks is integral to

Unit 3 and students are expected to visit a
variety of exhibitions throughout the unit.
discussions
discussions
Students continue working in Vis diary &

exploring potential directions.
Unit 3 Outcome 3
Key Knowledge
the use of art elements and art
principles to demonstrate aesthetic
qualities and communicate ideas and
meaning
the materials, techniques and
processes used in the production of
the artworks
Key Skills
analyse and discuss ways in which
artists use materials, techniques and
processes
analyse the ways in which artists
use art elements and art principles to
Formative: Oral description

analysing an artwork using
one of the aforementioned
art analysis processes.
demonstrate aesthetic qualities
11.
Check EP reflects student's

studio process.
12.
Students introduced to SAC 3

task.
Formative: Check EP
reflects studio process
Unit 3 Outcome 3
Key Knowledge:
artworks from different historical
and/or cultural contexts that reflect
the artists interpretations of subject
matter and influences
a range of recognised historical and
contemporary artworks.
the materials, techniques and
processes used in the production of
the artworks
Key Skills:
analyse ways in which artworks
reflect artists interpretations of
subject matter, influences, cultural
and historical contexts and the
communication of ideas and
meanings
analyse and discuss ways in which
artists use materials, techniques and
processes
analyse the ways in which artists
use art elements and art principles to
research and discuss art practices
in relation to particular recognised
historical and contemporary artworks.
Responding task 2.
Students given overview of task, and
offered a range of artists from different
times, cultures & places who work with
similar themes.
Students must decide on which artists
they would like to research, and must
complete their research on each artist in
time for week 13 SAC.
Formative: Class &

Individual discussion
13.
14.
Examine the practice of at

least two artists, with
reference to two artworks by
each artist, referencing the
different historical and cultural
context of each artwork.
SAC
Visit local art gallery (Linden

Gallery, St Kilda) and local art
studio. (Artist's Studio 106, St
Kilda)
Outcome 3
(SAC/RESPONDING)
Area of Study 3
Artists and studio practices
Key Knowledge
art practices related to artworks in
more than one historical and/or
cultural context
artworks from different historical
and/or cultural contexts that reflect
the artists interpretations of subject
matter and influences
Key Skills
analyse ways in which artworks
reflect artists interpretations of
subject matter, influences, cultural
and historical contexts and the
communication of ideas and
meanings
research and discuss art practices
in relation to particular recognised
historical and contemporary artworks.
On completion of this unit the student

should be able to examine the practice of
at least two artists, with reference to two
artworks by each artist, referencing the
different historical and cultural context of
each artwork.
Students complete written response in the
form of a 10 question worksheet during
class.
(In silence: Exam conditions)
Class excursion to visit local art gallery. A

representative from the gallery will give
students a talk on the history of the
space, the type art artwork shown, who
curates, artwork
conservation/preservation, and promotion.
Students then proceed to a local art studio
where a local artist will give a short tour of
OUTCOME 3
School-assessed
Coursework
(Summative)
Students must complete a
written response to a set of
structured questions which
draws on pertinent
information in order to
satisfy Unit 3 Outcome 3
SAC. Students must
complete the questions
during class time under
examination conditions.
Formative: class
discussions on gallery and
artist studio visit.
their studio and a talk on their practice as

an artist, allowing time for student
questions.
students instructed to record information
regarding the preparation and
presentation of artworks in addition to
researching information about the various
roles, processes and methods employed in
the exhibition of artworks. Students
should also collect appropriate information
in the context of the exhibition space.
15.
Presentation of at least 2
finished Artworks.
Students present at least 2 finished

artworks. Presentation must be thoroughly
planned and considered.
OUTCOME 1
(Summative)
The 2 finished artworks based on selected

and evaluated potential directions
developed through the studio process
demonstrate refinement and application
of materials and techniques, and realise
and communicate the students ideas
expressed in the exploration proposal
Students must present at

least 2 finished artworks
for the assessment of Unit
3 Outcome 3 SAT.
Unit 4: Studio practice and art industry contexts

Area of Study 1 Production and presentation of artworks
(Area of study 2 omitted as per assessment requirements)

Area of Study 3 Art industry contexts
We
ek
Content/topic
16.
Introduction to unit 4
Production and presentation
of artworks
Art industry contexts
17.
How to develop and explore

potential directions.
18.
Continue with exploring

potential directions .
Outcome
Key Knowledge
ways of developing artworks
through the evaluation of a range of
potential directions
Key Skills
demonstrate the use of at least two
potential directions used in the
creation of artworks
use selected potential directions to
support the development and
refinement of artworks
Learning activities
Assessment
In this unit students focus on the planning,

production and evaluation required to
develop, refine and present artworks that
link cohesively according to the ideas
resolved in Unit 3.
Formative: Class
discussions
Making Task 1.
To support the creation of artworks,
students present visual and written
evaluation that explains why they selected
a range of potential directions from Unit 3
to produce at least two finished artworks
in Unit 4.
Formative: Class
discussions
By end of week 18, students should

submit a written document outlining at
least 3 potential directions working
towards Outcome 3 (Unit 4)
Formative: Written
document outlining
potential direction
19.
Discussion and workshop on

how to further refine your own
personal aesthetic.
Unit 4 Outcome 1
Key Knowledge:
the resolution of aesthetic qualities
in artworks
the techniques for the
development, refinement and
presentation of artworks appropriate
to the individuals ideas and the
selected art form/s
Key Skills:
apply materials and techniques
appropriate to particular art form/s
and utilise their inherent
characteristics
20.
Continue developing personal

aesthetic.
Key Knowledge:
in artworks
Key Skills:
characteristics
21.

aesthetic, working toward
refining ideas.
Key Knowledge
the techniques for the
development, refinement and
presentation of artworks appropriate
Making Task 2.
Students discuss the meaning of
aesthetics. Interactive whiteboard used to
explore different websites on the study of
aesthetics. Students shown examples of
different aesthetics from various artists.
Formative: oral definitions

of aesthetics utilizing
appropriate visual
language.
Students required to provide their own

verbal definition of aesthetics, building on
each-others definitions. Students
expected to demonstrate their
understanding of how to apply correct
visual language to their definition, building
on their vocabulary and use of expressive
terminology.
discussions
Continue working
discussions
to the individuals ideas and the

selected art form/s
22.

refining ideas.
Key Knowledge:
in artworks
Key Skills:
characteristics
Continue working
discussions
23.

refining ideas.
Key Knowledge:
in artworks
Key Skills:
characteristics
Continue working
discussions
24.

refining ideas.
Continue working
discussions
25.

refining ideas.
Continue working
discussions
26.
Unit 4 Outcome 1 SAT

Production and
presentation of artworks.
Presentation of at least 2
finished artworks.
Key Knowledge
the depiction of subject matter in
artworks
in artworks
the methods for the realisation and
communication of ideas in artworks
ways to present cohesive
relationships between artworks.
Students present at least two finished

artworks based on selected and evaluated
potential directions developed through
the studio process, which demonstrate
refinement and skilful application of
materials and techniques, and that realise
and communicate the students ideas
expressed in the exploration proposal.
Key Skills
depict subject matter
realise and communicate ideas in
artworks
create relationships between
artworks.
The presentation of artworks should

demonstrate relationships between the
artworks that are interpreted through the
aesthetics, themes, conceptual
possibilities and/or materials and
techniques discussed in the exploration
proposal.
Outcome 1
(Summative)
A cohesive folio of finished
artworks must be
presented for the
assessment of Unit 4
Outcome 1 SAT.
Once the artworks have been made,

students provide an evaluation about the
cohesive relationship between the
artworks.
(to be completed by week 27)
27.
Conservation & preservation

of different artworks.
Working toward Outcome 3
Unit 4 Outcome 3
Key Knowledge:
the processes associated with the
production, presentation,
conservation and promotion of
specific artworks in current
Responding Task 1.
Students hand in evaluation on
relationship between the artworks.
Students introduced through PowerPoint
discussions, and group
presentations.
exhibitions
the methods used by and
considerations of artists and curators
working in galleries in conservation of
artworks, including lighting,
temperature, storage, transportation
and presentation of specific artworks
in current exhibitions
Key Skills:
analyse and evaluate methods and
considerations involved in the
conservation of specific artworks
related to exhibitions visited in the
current year of study
analyse and evaluate curatorial
considerations, exhibition design and
promotional methods involved in
preparing and presenting specific
artworks for display
28.
The role of a curator within:

1. Public Gallery
2. Commercial gallery
3. Alternative Art space
29.
Gallery visits.
and video's from NGV Conservators on the

role of a conservator.
Students then assigned into groups of 4
and instructed to research a material on
AICCM and give group presentation on
their art material, the different kinds of
different deterioration, and how to best
conserve that particular material.
discussions
Key Knowledge:
Key Skills:
Unit 4 Outcome 3
Key Knowledge
Responding Task 2.
Students visit NGV, ACCA and

an alternative art space.
NGV: Talk delivered by
conservator
ACCA: Talk delivered by
curator
the methods and intentions of public art

galleries and museums, commercial and
private galleries, university art galleries,
artist run spaces, alternative art spaces,
outdoor spaces and online galleries in
exhibiting artworks
the curatorial considerations, exhibition
design and promotional methods involved
in preparing and displaying artworks in
current exhibitions
the methods used by and considerations
of artists and curators working in galleries
in conservation of artworks, including
lighting, temperature, storage,
transportation and presentation of specific
artworks in current exhibitions
production, presentation, conservation and
promotion of specific artworks in current
exhibitions
the characteristics of different types of
gallery spaces visited in the current year
of study
appropriate terminology
Key Skills
identify and describe the characteristics
of different types of gallery spaces visited
in the current year of study
describe and compare the methods of
and intentions in exhibiting artworks in
public art galleries and museums,
commercial and private galleries, artist
run spaces, alternative art spaces,
university art galleries and museums,
outdoor spaces and online galleries, which
have been visited in the year of study
analyse how specific artworks are
presented in different exhibitions and
demonstrate an understanding of the
artists and gallery curators intentions
Different types of Art Galleries & their

purpose. (Public, Commercial &
Alternative Art space)
Different roles within gallery.
Methods of Conservation.
Curating work
Students draw on knowledge learnt in
week 27 and 27 on the conservation and
preservation of artworks and curation to
develop an awareness and understanding
of processes and considerations involved
in the display of artworks to the public.
They reflect on the different environments
where artworks are exhibited and examine
how artworks are presented to an
audience.
Students given worksheet to fill in as they
go through galleries which draws on
pertinent information to address Outcome
3.
Students must take down additional info
regarding specific artworks in those
exhibitions.
Students must collect all relevant
information as outlines by teacher for oral
presentation for the outcome 3 SAC in
discussions
30.
Unit 4 Outcome 3 SAC

Art Industry Contexts
On completion of this unit the
student should be able to
compare the methods used by
artists and considerations of
curators in the preparation,
presentation, conservation
and promotion of specific
artworks in at least two
different exhibitions.

preparing and presenting specific artworks
for display
conservation of specific artworks related
to exhibitions visited in the current year of
study
employ appropriate terminology.
week 30.
Key Knowledge
the curatorial considerations,
exhibition design and promotional
methods involved in preparing and
displaying artworks in current
exhibitions
production, presentation,
conservation and promotion of
specific artworks in current
exhibitions
the characteristics of different
types of gallery spaces visited in the
appropriate terminology.
Compare the methods used by artists and

considerations of curators in the
preparation, presentation, conservation
and promotion of specific artworks in at
least two different exhibitions.
Key Skills
describe and compare the methods
of and intentions in exhibiting
artworks in public art galleries and
Outcome 3
School-assessed
Coursework
Compare the methods
used by artists and
considerations of curators
in the preparation,
presentation, conservation
and promotion of specific
artworks in at least two
different exhibitions.
Method of evaluation:
Students will complete a
set of structured questions
during class time under
examination conditions.
The questions will draw on
pertinent information in
the key skills and key
knowledge from Unit 4
Outcome 3.
museums, commercial and private

galleries, artist run spaces,
alternative art spaces, university art
galleries and museums, outdoor
spaces and online galleries, which
have been visited in the year of study
analyse how specific artworks are
presented in different exhibitions and
demonstrate an understanding of the
artists and gallery curators
intentions
conservation of specific artworks
related to exhibitions visited in the
employ appropriate terminology.

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STUDIO ART UNIT 3 & 4

Unit 3: Studio practices and processes

Introduction, handouts with outcomes with

Introduction to studio process

How to begin formulating

relation to students individual ideas

Explain 5 key stages of studio process:

5 key stages supported by visual

How to begin an Exploration Proposal

Formative: Individual &

Unit 3. Area of Study 1, Outcome

Students write their Exploration Proposal

the student will experiment

Class on the importance of

Students introduced to a range of art

Working toward Outcome 1.

How to effectively use your

The visual diary is an organised collection

of written and visual annotations that

Individual and class

The use of art elements and art principles

Importance of considering and

Potential directions are used as the basis

Continue exploration of art

Discussion on the importance

How to analyse an artwork

Workshops on how to use different

The exhibition of artworks is integral to

Students continue working in Vis diary &

Formative: Oral description

demonstrate aesthetic qualities

Check EP reflects student's

Students introduced to SAC 3

Formative: Class &

Examine the practice of at

Visit local art gallery (Linden

On completion of this unit the student

Class excursion to visit local art gallery. A

their studio and a talk on their practice as

Students present at least 2 finished

The 2 finished artworks based on selected

Students must present at

Unit 4: Studio practice and art industry contexts

(Area of study 2 omitted as per assessment requirements)

How to develop and explore

Continue with exploring

In this unit students focus on the planning,

By end of week 18, students should

Discussion and workshop on

Continue developing personal

Continue developing personal

Formative: oral definitions

Students required to provide their own

to the individuals ideas and the

Continue developing personal

Continue developing personal

Continue developing personal

Continue developing personal

Unit 4 Outcome 1 SAT

Students present at least two finished

The presentation of artworks should

Once the artworks have been made,

Conservation & preservation