JULIA WOODALL STUDENT I.

D: 2137284 EDUC4729

VISUAL ART: UNIT PLAN

TOPIC: Stage 1 Visual Art (10 credits)
CURRICULUM LEARNING AREA: Folio and Practical
YEAR LEVEL: 11

UNIT DESCRIPTION:

CURRICULUM CONTENT TO BE EXPLORED:

AREA OF STUDY 1: VISUAL THINKING

Visual thinking for artists usually involves applying a creative or problem-solving process in a logical sequence. At
times, however, it can be accidental or unpredictable, and can change direction before the artist is satisfied with the
resolved outcome. (SACE Visual Art Subject Outline, p. 7)
In this unit, students work to develop the skills to think visually and to record this thinking. This means using drawings,
sketches, diagrams, graphical representations, media or materials studies and experiments, concept representations,
modelling, prototypes, photographs, photocopies of images, digital graphics, and/or audiovisual digital recording
techniques, accompanied by written or recorded annotations to document the thinking. (SACE Visual Art Subject
Outline, p. 7)
ASSESSMENT TYPE 1: FOLIO
AREA OF STUDY 2: PRACTICAL RESOLUTION
Works can be resolved using the various practical genres of Art and Design which may include, video, installation,
assemblage, digital imaging, painting, drawing, mixed media, printmaking, photography, fabrication (wood, plastic, or
metal), sculpture, ceramics, and textiles. Students evaluate what they have achieved and provide insights into how
processes have affected the outcome. Students learn how to produce a practitioners statement. (SACE Visual Art
Subject Outline, p. 7)
ASSESSMENT TYPE 2: PRACTICAL (INCLUDING PRACTITIONERS STATEMENT)

ASSESSMENT DESIGN CRITERIA (ADC): Please see Assessment Rubrics for ADC specific to each
assessment type.

PRACTICAL APPLICATION
PA1 Conceptualisation and development of imaginative or personally relevant visual ideas.
PA2 Exploration to acquire technical skills and use media, materials, and technologies.
PA3 Documentation of creative visual thinking and/or problem-solving processes.
PA4 Application of technical skills with media, materials, and technologies to communicate visual ideas in resolved
work(s) of art or design.

KNOWLEDGE AND UNDERSTANDING

The specific features are as follows:
KU1 Knowledge of core visual arts concepts, forms, styles, and conventions.
KU3 Understanding of aesthetic or functional qualities in works of art or design.

ANALYSIS AND RESPONSE

The specific features are as follows:
AR1 Analysis and interpretation of works of art or design from different contexts.
AR2 Use of visual arts language to interpret and respond to works and their contexts.
AR3 Evaluation of own practical work.
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LEARNING OBJECTIVES

AS A RESULT OF ENGAGING WITH THE UNIT OF WORK STUDENTS WILL UNDERSTAND:

1. Students will understand that the development and evaluation of ideas and explorations in technical
skills with media, materials, and technologies, demonstrates an artists visual thinking and creative
process. (adapted from SACE Visual Art Stage 1- Learning Requirement 2 p. 6)
2. Students will understand that the final product of a body of work is informed by and therefore the
result of an in-depth exploration of ideas, experimentation and research.
3. Students will understand that artists create pieces of work to communicate their personal ideas,
beliefs, values, feelings, concepts, and opinions, and/or to provide observations of their lived or
imagined experiences (SACE Visual Art Subject Outline, p. 1) to their audience.

AS A RESULT OF ENGAGING WITH THE UNIT
STUDENTS WILL KNOW:
1. Key art terminology, such as Elements and
Principles, used within annotation, analysis
and evaluation.
2. How to manipulate a variety of techniques
and media in order to develop their own
personal artistic style.
3. The Creative Process.
4. How to interpret, analyse and explain
works of art and art practices and how they
inform their own decisions.
AS A RESULT OF ENGAGING WITH THE UNIT
STUDENTS WILL BE ABLE TO:
1. Use art terminology in order to analyse and
evaluate with meaning.
2. Conceptualise ideas through creative
process.
3. Make informed decisions about their art
practice based on experimentation and
evaluation.
4. Practise and execute art techniques to
enhance the meaning of their work.

PREASSESSMENT OF STUDENTS EXISTING KNOWLEDGE ABOUT THIS UNIT OF WORK

Pre-assessment Task to check for present level of understanding about this unit of work:
Students have attended the VAESA Visual Art Forum, and visited the Art Gallery of SA as well as the SACE Art Exhibition
at the beginning of the semester as it was a fantastic opportunity for them to see a range of excellent examples of work
and an insight to the creative process. They have also already completed the Visual Study earlier in the semester. By
completing the Visual Study, students are well practiced in the analysis of other practitioners as well as
experimentation and exploration of media, technique and concept development. Completing the Visual Study before
beginning the folio and practical assessment tasks is a meaningful way to scaffold the development of art skills of
interest and concepts of interest, as well as indicating areas in which students are rich in knowledge and understanding
as well as areas in which they need further learning.

LESSON SEQUENCES
ADDITIONAL
WEEK LESSON DESCRIPTION
INFORMATION
WEEK 1 OVERVIEW: Introduce theme COMMUNITY. Go through SACE
expectations and provide exemplars. Students are also provided with a folio
checklist/checklist template for them to use as a guide for their folio, this is a good
strategy for students to track their progress as well as manage their time wisely as
well as a Creative Process Handout. The practical focus of this week is
brainstorming ideas revolving around the theme of Community.

LESSON 1 (45 mins): Introduce unit of work: Folio & Practical. Students have
already completed the Visual Study earlier in the semester and have attended the
1 VAESA Visual Art Forum, and visited the Art Gallery of SA as well as the SACE Art
APPENDIX 1. VISUAL Exhibition at the beginning of the semester. Go through student exemplar
ART LEARNING AND examples to refresh students on the level of work that is required and expected for
ASSESSMENT PLAN the folio and practical as well as practitioner statements. Time management
should be discussed as a priority when working through the folio and practical. It
APPENDIX 2. should be explained that a lot of the students own time should be dedicated to
ASSESSMENT RUBRIC completing their pages in time for various checkpoints and final submission. It
should also be highlighted that ALL PAGES are to be kept in a folio, so that nothing
gets lost.
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LESSON 2&3 (1 hr 30 mins): Students spend the double lesson brainstorming ideas
around the theme of COMMUNITY and exploring possible avenues in which they
may choose to explore. This mindmap should be thorough and can even include
images or sketches.

LESSON 4&5 (1 hr 30 mins): At the beginning of the lesson students are provided
with a FOLIO CHECKLIST to assist with their creative process to give them a visual
APPENDIX 3. FOLIO representation of the step-by-step process and expected timeline they should be
CHECKLIST taking within the folio- for example they should not be beginning the final practical
WORKSHEET piece straight after the initial brainstorming page. These are resources they can
refer to throughout this unit, to keep on track and tick off milestones once they are
completed.

BRAINSTORMING/MINDMAP PAGE (1) OF FOLIO SHOULD BE COMPLETED BY

THE END OF WEEK 1

ASSESSMENT WEEK 2 OVERVIEW: Students should be researching artists for inspiration.

CHECKPOINT: Teacher Workshop with Local Artist (if possible) to give students an extra insight to an art
collects folio pages practitioner and their individual style and creative process, subject matter and
from each student to medium etc.
go over the weekend to
provide students with LESSON 6 (45 mins): Students begin to research artists for inspiration. The teacher
constructive feedback should provide a list of artists which students may find interesting in their practice
at the beginning of and subject matter, as a scaffold for students to build upon.
WEEK 3. However, if
students require these LESSON 7&8 (1 hr 30 mins): (If possible) This double lesson is to be spent working
2 pages to complete with a local artist to gain a personal insight to working art practitioners creative
homework over the process as well as techniques and concepts.
weekend, the teacher
should photocopy LESSON 9&10 (1 hr 30 mins): Students should be finishing off Artist Research
these pages instead. pages and beginning to further develop and refine ideas for practical. Teacher
This feedback will be collects folio pages from students at the end of the week to revise before the next
provided in the form of lesson.
written notes on sticky
notes placed on 3 PAGES OF ARTIST RESEARCH SHOULD BE COMPLETED BY THE END OF WEEK 2
corresponding pages.

WEEK 3 OVERVIEW: This week is spent focusing on idea/concept development and

ASSESSMENT technique/medium exploration (including research) and experimentation. Based
FEEDBACK: Students on feedback received, students can ask teacher for hands on demonstrations of
receive feedback and particular art techniques or enquire about resources available to them.
time is allocated in first ANNOTATION WORKSHOP: One lesson is spent discussing how to annotate
single lesson and the succinctly with meaning using relevant art terminology, which should also be
first double lesson for specific to the constructive feedback given by the teacher at last checkpoint.
students to ask the
teacher any questions LESSON 11 (45 mins): Students receive feedback from teacher on the pages they
they may have submitted. They are encouraged to seek further clarification or suggestion
3
regarding this feedback regarding this if they want it. They are to spend the lesson going on with
or further suggestions. idea/concept development or technique exploration and experimentation. It
should be highlighted that all experimentation pages should be kept even if it
APPENDIX 4. didnt work out or the student didnt like it as this now informs future decision
ANNOTATIONS making- nothing should be thrown out.
HANDOUT
LESSON 12&13 (1 hr 30 mins): The beginning of this lesson is spent completing an
APPENDIX 5. THE ANNOTATION WORKSHOP as a class. Although students have experience with
ARNOLFINI PORTRAIT annotation during the Visual Study earlier in the semester, based on the feedback
HANDOUT of the last checkpoint some areas should be revised in order for the students to
achieve higher success. The Arnolfini Portrait, Jan van Eyck is annotated as a class,
 JULIA WOODALL STUDENT I.D: 2137284 EDUC4729
discussing meaningful sentences and lead in sentences as well as specific art
terminology referring to Annotation Handout provided- students are to write these
annotations around the handout of the artwork. Then students spend time in small
groups annotating a few mini artworks and share with the class to receive peer-
feedback. It should be highlighted that annotations made within their folio should
refer to the central theme constantly to justify their decisions. If there is time to
spare in this lesson, they may go on with their folios- time is to be spent perhaps
changing some annotations already made in their folios that require more depth or
critical thought.

LESSON 14&15 (1 hr 30 mins): In this lesson the teacher should be available to

complete hands-on demonstrations of technique for students, this gives students
both a visual guide to watch how a technique is executed as well as an opportunity
for students to complete the technique themselves. They should complete visual
documentation and annotation of this through taking photos and making notes.
Students continue with folio pages.

2 PAGES OF IDEA/CONCEPT GENERATION/ART TECHNIQUE EXPERIMENTATION

SHOULD BE COMPLETED BY THE END OF WEEK 3

WEEK 4 OVERVIEW: Students should be experimenting with different art

techniques and mediums to further develop their knowledge of media as well as
applying their research within their creative practice.

LESSON 16 (45 mins): Teacher is available for any guidance and feedback, but
students are to work independently on their folio, experimenting with technique
and mediums they may wish to use for their final piece.

LESSON 17&18 (1 hr 30 mins): Students are encouraged to seek feedback from

ASSESSMENT peers, such as giving three classmates a sticky note to make notes about positive
CHECKPOINT: aspects of their work, what they are intrigued by, or what they think needs
Feedback is given improvement or clarification for example. This is a valuable component to add into
based on the ADC the folio as it shows students are seeking evaluation and feedback from their peers
Performance to inform their decision making within their art practice. This should be completed
Standards. These in this class and then they may continue with their folio.
should be constructive
suggestions for LESSON 19&20 (1 hr 30 mins): Students are to continue to work independently on
changes on specific their folio, experimenting with technique and mediums as well as develop their
4 pages or areas where ideas in relation to the central theme of Community. The teacher is to complete a
there needs to be more formal checkpoint as it is the mid-point of the unit. The teacher collects completed
focus. pages at the end of the week to give constructive feedback based on the ADC
Teacher checks each Performance Standards.
folio and provides
constructive feedback. 2 PAGES OF IDEA/CONCEPT DEVELOPMENT OR REFINEMENT/ART TECHNIQUE
EXPERIMENTATION SHOULD BE COMPLETED BY THE END OF WEEK 4

WEEK 5: Students should be experimenting with different art techniques and

ASSESSMENT mediums to further develop their knowledge of media as well as applying their
CONFERENCING: technique to their concept.
At the beginning of this
week the teacher LESSON 21 (45 mins): This lesson is to be spent having one-on-one conferences
completes one on one with the students, where constructive feedback is given to students in relation to
5 conferencing with each the ADC Performance Standards. This should be an encouraging conversation
student to gauge which highlights areas of strength as well as areas needing improvement. Students
where they may need should continue with their folio in between their conference.
extra guidance or
insight, and give them LESSON 22&23 (1 hr 30 mins): Students continue to work on their folio, asking for
constructive feedback help if needed.
based on the ADC
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Performance LESSON 24&25 (1 hr 30 mins): By the end of this week students should be
Standards. beginning to refine their ideas, others may still be struggling with concept
development or refinement. Encourage those students who are struggling with
direction to create a mood-board. This is helpful in redirecting their interests and
ideas and could set them back on track with what they want to do and express in
their work.

2 PAGES OF TECHNIQUE EXPLORATION, EXPERIMENTATION AND APPLICATION

TO CONCEPT SHOULD BE COMPLETED BY THE END OF WEEK 5

WEEK 6: This week should be spent refining technique and ideas in preparation for
beginning the final practical piece.

LESSON 26 (45 mins): Students should be refining their chosen technique and
medium as well as refining their concept they plan to use for their final piece.

ASSESSMENT LESSON 27&28 (1 hr 30 mins): Continuing to work independently students refine

CHECKPOINT: their chosen technique, medium and concept they plan to use for their final piece.
This is the final Students should also seek constructive feedback from their peers to include in their
6 informal checkpoint of folio.
this unit, where the
teacher again gathers LESSON 29&30 (1 hr 30 mins): Students need to make sure that all their completed
finished pages to pages are together for their teacher to give feedback over the weekend. They
provide constructive continue to work independently on their folio.
feedback before the
final submission at the 2 PAGES OF TECHNIQUE AND CONCEPT REFINEMENT SHOULD BE COMPLETED
end of Week 8. BY THE END OF WEEK 6

WEEK 7: Some students may be up to starting their practical piece, if not most.
Due to this progression, workshopping how to write a practitioners statement is
required so students know exactly what to put into it to tick all the boxes of the
assessment criteria.

FORMATIVE LESSON 31 (45 mins): Students receive final folio feedback before they begin their
ASSESSMENT final practical piece. Most students should be ready to begin their practical and it is
THROUGH at this stage where Practitioners Statements need to be addressed. In this first
OBSERVATION: lesson students will develop a flexible formula for writing a Practitioners
Teacher observes Statement, based on exemplars from previous years. Students will also look at
student progress examples that did not receive a high mark, and analyse why they didnt. Students
through observation of should be reminded that within the 250 word limit, they need to include inspiration
independent work and influence, strengths and limitations, art terminology etc.
7 during class
LESSON 32&33 (1 hr 30 mins): Students should be beginning to work on their
practical piece if they havent already done so. They should be documenting the
process as they go through photos, to include in the final pages of their folio.

LESSON 34&35 (1 hr 30 mins): Practitioner Statements should be certainly

thought about and planned by students at this stage and the teacher should accept
drafts to critique so students can achieve their best explanation and analysis.
Students should be continuing their practical work.

MOST STUDENTS WILL SPEND THIS WEEK ON THEIR PRACTICAL PIECE. 1 PAGE
OF REFINEMENT AND 2 PAGES OF FINAL PRACTICAL PROCESS AND
EVALUATION SHOULD BE COMPLETED BY THE END OF WEEK 8.

WEEK 8: This is the final week of the unit and it will be spent finishing off all
practical and folio work before final submission.
8
LESSON 36 (45 mins): Students continue working independently on their
 JULIA WOODALL STUDENT I.D: 2137284 EDUC4729
folio/practical piece/practitioners statement. Teacher is available to help at any
stage.

LESSON 37&38 (1 hr 30 mins): Students continue working independently on their

folio/practical piece/practitioners statement. Teacher is available to help at any
stage. They should be going through their folio checklist, as well as reviewing their
annotations and ensuring that all the criteria is met before final submission.
SUMMATIVE
ASSESSMENT: LESSON 39&40 (1 hr 30 mins): Students continue working independently on their
At the end of Week 8 folio/practical piece/practitioners statement. Teacher is available to help at any
students submit their stage. They should be having a final examination of their folio checklist, as well as
completed folio, making any final changes and finishing touches before final submission.
resolved practical piece
and supporting AT THE END OF THIS WEEK STUDENTS MUST SUBMIT THEIR COMPLETED
practitioners FOLIO, RESOLVED PRACTICAL PIECE AND SUPPORTING PRACTITIONERS
statement. STATEMENT.

CHECK FOR UNDERSTANDING

Consistent checkpoints, constructive feedback and teacher/student conferencing are the methods applied within this
unit to check for student understanding and achievement of goals and milestones within the unit. Formative
assessment such as this is both constructive for the student to redirect their learning and or time management, as well
as the teacher in making sure students are on track with their learning as well as using their time wisely with their folio,
and are meeting the learning objectives of the unit.

MATERIALS REQUIRED: (ATTACH ANY SUPPORT MATERIALS/HANDOUTS AS AN APPENDIX)

Appendix 1: Visual Art (Stage 1)- Learning and Assessment Plan

Appendix 2: Assessment Rubric for Folio, Practical and Practitioners Statement
Appendix 3: Folio Checklist
Appendix 4: Annotation Handout
Appendix 5: The Arnolfini Portrait Handout

ADJUSTMENTS REQUIRED FOR ANY STUDENTS WITH DIVERSE NEED:

This unit is designed in such a way that students with both high and low readiness are challenged and can complete
achievable goals in their learning. The unit is scaffolded throughout, but heavily at the beginning of the unit where
students are given supporting worksheets which they can refer to throughout their creative process. Students also
engage within intensive workshops with a local artist (if possible), annotation, and practitioners statement so that they
gain a relevant and constructive learning experience related to the requirements of their learning. Consistent
checkpoints and checklists are provided to students as a way for them to be reminded of their individual responsibility
for their learning and time management, as well to check that they are achieving goals throughout the unit.
Demonstrations of technique are also completed by the teacher to give students a visual reference, assisting those who
are visual learners and find written instructions hard to comprehend.

INSTRUCTIONAL STRATEGIES SELECTED

- Teacher directed learning through technique and concept demonstration and workshopping
- Teacher facilitated learning through guidance and feedback given during class and practical work, when
required.
- Checklists provided so students are responsible for ensuring theyre using their time wisely and completing
learning goals on time
- Both written and verbal feedback is given as a form of formative assessment.
- Scaffolding concepts so students become more self-directed in their learning, as well as promoting growth-
mindsets

REFERENCES:
South Australian Certificate of Education. (2017) Visual Art, 2017 Subject Outline.