UNIT PLAN

SUBJECT The Arts: CLASS/YEAR Year 3 TOPIC Identity LENGTH Unit of inquiry: 6 Learning
Visual Arts experiences
OVERVIEW STATEMENT FOR THE UNIT
The focus of this inquiry unit is identity and portraiture. The theme of identity was chosen as it is a feature of the first term curriculum at the school and links well with the arts.
According to Caldwell & Vaughen (2012) the arts have a strong link to culture and are able to be used to express, share and learn about individuals. Part of the unit is about getting
to know each other and ourselves, and respecting that we are all different and are all influenced by different things. Identity as a topic integrates well with the Health and Physical
Education curriculum. It is important for educators to be able to integrate the arts with other learning areas as classroom time is limited and learning is enhanced through
integration.
During the inquiry unit students will focus on creating portraits and developing their artistic making and responding skills. Students will develop their knowledge of the artistic
elements of line, value and contrast through pencil drawings using a variety of techniques. It is important for students to learn these types of skills and knowledge during the
primary years as later children go through a stage of dawning realism according to Lowenfeld (cited in Dinham 2017). This is where they become self-conscious about their work,
and if they have not developed skills for representation and their understanding for the visual language has not been nurtured, students can often feel frustrated and disappointed
(Dinham 2017). Through educating children in visual arts, it enables them to express themselves truly (Dinham 2017). Additionally, students visual awareness will be developed
during the unit through exercising their observational skills. This skill is transferable to many areas of students lives, in particular science.
This unit has been planned with the school and classroom context in mind. Due to the limited classroom budget and student background, the unit is designed to require few arts
supplies and does not include any excursions or external programs. It is important for students of this school to be involved in arts units such as this as research shows that students
from low socio-economic backgrounds are more likely to be successful if they are involved in authentic arts programs (Cutcher 2014). This arts program allows students who may
have difficulty with verbal or written communication, such as those who are new arrivals, to capitalise on their innate ability to communication through visual means (Dinham
2017). Additionally, the unit is built around praxis, that is learning through doing. As Nilson et al. (2013) states, students do not learn through explicit instruction in the Arts, but
instead through exploring and experiencing. Praxis is necessary in order for students of all abilities to succeed. Within the classroom setting there is a student who is on the Autism
spectrum and often feels agitated. Dinham (2017) states that visual arts can be beneficial to students with disabilities, such as this, as they often find it cathartic.

GENERAL OUTCOMES FOR THE UNIT

LEARNING OUTCOMES
Students will:
Explore the portrait artworks of a range of artists and develop and understanding of how portraits can convey feelings, emotions, identity, diversity and culture by using different
visual conventions.
Use pencil and drawing techniques, such as hatching and cross hatching, to showcase the different visual art elements of line, value and contrast.
Identify intended purposes of portraits and their visual conventions using visual arts terminology
Create and present a self-portrait using pencil, which incorporates the visual arts elements of line, value and texture.
Use observation skills and an understanding of the importance of proportions and alignments to create portraits
 CONTENT DESCRIPTORS
Explore ideas and artworks from different
cultures and times, including artwork by
Aboriginal and Torres Strait Islander artists, to
use as inspiration for their own
representations (ACAVAM110)
Use materials, techniques and processes to
explore visual conventions when making
artworks (ACAVAM111)
Present artworks and describe how they have
used visual conventions to represent their
ideas (ACAVAM112)
Identify intended purposes and meanings of
artworks using visual arts terminology to
compare artworks, starting with visual artworks
in Australia including visual artworks of
Aboriginal and Torres Strait Islander
Peoples (ACAVAR113)
(ACARA 2017)
GENERAL CAPABILITIES CROSS-CURRICULAR PRIORITIES
Numeracy students are required to use measurement techniques
in order to correctly draw the proportions of the face. Asia and Australias Engagement with Asia this
cross-curricular priority is explored through
Literacy students develop their literacy skills through making
looking at a variety of artists, especially those
artworks and responding, using verbal and written means, to their
within the Asia region.
own, peers and professional artworks.
(ACARA 2017)
Critical and creative thinking this is imbedded into work within The
Arts. Students develop their critical and creative thinking skills in
order to make and respond to artworks throughout the unit of work.
Personal and social capability during the unit students learn to
appreciate the different perspectives of people. They also learn
about their own and others identity. Additionally, students work
individually and within pairs and groups to make and respond to
artworks, developing their social capability in order to INTEGRATION WITH OTHER SUBJECTS
communicated effectively and work collaboratively. Health and Physical Education unit links in to the
Intercultural understanding students view and respond to art by a theme of identity in Health and Physical Education
range of local, national and international artists in order to gain an and what influences our identity.
understanding and open-mindedness to perspectives and artworks Maths during the unit students look at
of those from different cultures. measurements of the face, this links directly with
(ACARA 2017) what students are learning in maths.

EVALUATION OF THE OUTCOMES

FORMATIVE ASSESSMENT
The first assessment activity will be undertaken at the beginning of the unit of inquiry for diagnostic purposes. This activity allows the teacher to consider the students previously
constructed understandings that they bring to the classroom about identity and portraits. By finding out what students know before the exploration occurs it enables the teacher to
see the gaps in the students knowledge (Marshall & Alston 2014).
Other formative assessment will be undertaken during the unit through observations and discussions as these have been proven to be the most beneficial way to gain formative
knowledge (Antoniou & James 2014). Qualitative feedback will be provided to students through verbal means in order to help them develop their artistic techniques and making
and responding abilities. Additionally, the knowledge gained from formative teaching may lead to modifications of future lessons in order to better assist students with their
learning (Dinham 2017).

SUMMATIVE ASSESSMENT
The summative assessment task will be undertaken at the end of the unit of work and will assess the students learning and understanding throughout the inquiry unit. Students will
be asked to create a self-portrait using the techniques and visual conventions that have been explored during the unit e.g. hatching, contrast, facial proportions. Students responses
to their artwork will also be assessed to determine their ability to use art terminology to describe the purpose and meaning of their portrait. The focus on the assessment is on the
process not the final product. Students work will be assessed against a rubric, as according to Dixson and Worrell (2016) summative assessment should be graded against a set of
standards.
 LEARNING ACTIVITY TEACHING STRATEGY RESOURCES ASSESSMENT
SESSIO
OUTCOMES NEEDED
N

1 Explore the Students are given a small card and must write a little-known fact about Brainstorming is used during this Small cards Diagnostic
portrait artworks themselves on it and then give the card back to the teacher. The teacher learning experience as it Portray Yourself assessment
of a range of artists reads the card to the class and they need to guess who the fact encourages students divergent video
and develop and describes. The teacher will read a few out at the beginning of each Arts thinking (Dinham 2017). There is http://www.artsli
understanding of lesson throughout this inquiry unit. This activity allows students to learn also a focus on arts dialogues to ve.com.au/explor
how portraits can something new about the identity of their classmates they may not have activate and awaken childrens e/visual-art-
convey feelings, previously known. thinking using open ended starters/portray-
emotions, identity, (Activity adapted from Facing History and Ourselves 2016) questions (Dinham 2017). yourself/lessons
diversity, culture (The Song Room
and community by The teacher then writes the word identity on the board and conducts a This activity is appropriate for 2017).
using different class discussion about what identity means. Students then brainstorm diverse learners. As the stimulus Digital copy of
visual conventions. individually all the things they can think of that make up their identity. to reviewing and discussing Joseph Browns
Identify intended The teacher asks how you might show your identity using visual art? artworks is a visual one it helps painting Arthur
purposes of Leading students to the idea of portraiture. students who have below Boyd (1969).
portraits and their standard language skills to Printouts of a
visual conventions The class then watch the Portray Yourself video (The Song Room 2017) develop them (Dinham 2017). range of portraits
using visual arts and have a class discussion using open ended questions about portraits by artists such as
terminology in relation to the video. The teacher then demonstrates how you would William Dobell,
respond to a portrait by conducting an I see, I think, I wonder chart on Anh Do, Zhang
the board with class input on Joseph Browns painting Arthur Boyd Xiaogang, Matt
(1969). Adnate and
Leonardo da
Students then work in pairs to complete an I see, I think, I wonder in Vinci.
relation to two other portraits (students are given variety of portraits by
artists such as William Dobell, Anh Do, Zhang Xiaogang, Matt Adnate and
Leonardo da Vinci, in order to gain a global perspective).
Once complete students then choose one portrait to look at in more
detail and answer questions such as: Why was the artwork made? How
do the people feel? What does the picture tell you about the persons
identity? Students share their responses with the class.

2 Use observation Students are required to draw a portrait of themselves without using a This learning experience Drawing paper Formative
skills and an mirror. They need to make sure they include in the picture a nose, eyes, incorporates a demonstration and Drawing pencils assessment
understanding of mouth, ears and hair. directed experience. This is Erasers
 the importance of The teacher then discusses with the students the general rules for the because there is a specific Rulers
proportions and proportions of the face. They make it clear though that these are a guide technique that the students are
alignments to and every face is unique and can vary widely from these rules, that is learning (Dinham 2017). As such,
create portraits why observation is so important. students need to be directed in
how to complete the technique
The teacher draws a face on the board using the rules: correctly. A demonstration is an
The eyes are halfway between the top of the head and the chin effective way to do this as it helps
The bottom of the nose is halfway between the eyes and the chin. students to learn by seeing the
The mouth is halfway between the nose and the chin. process in action.
The corners of the mouth line up with the centers of the eyes.
The tops of the ears line up above the eyebrows.
The bottoms of the ears line up with the bottom of the nose.
(Sourced from J. Paul Getty Trust 2017)

Students then measure their original portrait and see if their proportions
were close.
Next, the teacher organises the students into pairs and they have to
draw a portrait of their partner using the rule for the proportions of the
face. By drawing a portrait of another this activity promotes awareness
of others and encourages students to appreciate each others
differences and similarities (The Song Room 2017).

The teacher then conducts a class discussion about what students learnt
about the importance of observations, proportions and alignment when
drawing a portrait.

3 Use pencil and The teacher shows the students Van Goghs Portrait of Joseph Roulin and Free exploration is the main Digital images of Formative
drawing Mortimer Menpes Self Portrait. As a class, they discuss the identity of teaching strategy used within this Van Goghs assessment
techniques, such as the portraits and what they express. They also look at the techniques learning experience. Free Portrait of Joseph
hatching and cross used by the artists to create the portrait. The focus is on the shading and exploration allows the students to Roulin and
hatching, to contrast techniques and how they are created using hatching and cross- familiarize themselves with the Mortimer
showcase the hatching. pencils and techniques and learn Menpes Self
different visual art through discovery (Dinham 2017). Portrait
elements of line, The teacher demonstrates the techniques of hatching and cross- Drawing paper
value and contrast. hatching to create shade, shadow and to define forms. Students then Drawing pencils
explore different ways of creating contrast and value using line by Erasers
drawing a set balls which have a light shone upon them. Students are Rulers
Balls
 also able to explore the various types of drawing pencils (e.g. HB, 2B, 4B) Lamps/lights
and their different outcomes.

4 Use pencil and Students are given a photo of themselves that is cut in half vertically. This activity allows students to Photographs of Formative
drawing They are to use this photograph as the basis of their artwork and are continue to explore the use of each student assessment
techniques, such as required to draw the other half of their face. The teacher encourages techniques and arts elements Drawing paper
hatching and cross the students to incorporate some of the line techniques they learnt in within a guided framework. This Drawing pencils
hatching, to the previous lesson, e.g. hatching and cross hatching, to create contrast activity is scaffolded to assist Erasers
showcase the and value as this is required in their final artwork. This activity helps students in achieving their final Rulers
different visual art students to develop their understanding of symmetry and the product and refine their
elements of line, proportions of their face. It also encourages concentration, observation skills.
value and contrast. perseverance, observation and hand-eye coordination.
Use observation
skills and an Once completed, the students are encouraged to share their drawings
understanding of with the class/in groups and discuss their artwork using art terminology.
the importance of (Activity adapted from The Song Room 2017)
proportions and
alignments to
create portraits

5 Use pencil and In this activity students are use their understandings of the artistic This learning experience uses an Drawing paper Summative
drawing techniques and visual conventions they have explored in previous open-ended task. Students are Drawing pencils assessment
techniques, such as lessons to create a final portrait of themselves. provided with the framework in Erasers
hatching and cross Students use mirrors to observe their features and pencil to complete which to work but are encouraged Rulers
hatching, to the portrait. The teacher advises students that this is a summative task to address the criteria using their Mirrors
showcase the and discusses the features, techniques and visual conventions that will own interpretations (Dinham
different visual art be looked at within their portrait. Students are reminded that it is about 2017). Students use what they
elements of line, the process and techniques used rather than the final product. have learn in the previous lessons
value and contrast. through demonstrations and free
Use observation exploration to complete the task.
skills and an Open ended tasks like this are
understanding of inclusive of all learners as they
the importance of encourage students artistic
proportions and development within a diversity of
alignments to abilities (Dinham 2017).
create portraits
Create and present
a self-portrait using
 pencil, which
incorporates the
visual arts
elements of line,
value and texture.
6 Explore the Students reflect on their final self-portrait, what techniques they used, There is a focus on responding Card stock to Summative
portrait artworks what visual conventions they incorporated and what the picture says within this learning experience mount images on assessment
of a range of artists about their identity. Within their reflection students also describe what and the use of arts dialogues in
and develop and they like most about their portrait, what they would change and what order to do so. It is important for
understanding of the purpose of their portrait is. students to respond to their own
how portraits can work in order to inform the
convey feelings, Students display their artwork in an exhibition style and review the work teacher of their intentions
emotions, identity, of their peers using arts terminology to describe the elements and (Dinham 2017). This is necessary
diversity, culture principles used and they ways they are used. when assessing an artwork to
and community by ensure students are not being
using different criticized for something they did
visual conventions. for a particular reason that was
Identify intended unclear to the marker (Dinham
purposes of 2017).
portraits and their
visual conventions
using visual arts
terminology
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