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Part C: UNIT OF INQUIRY

Name Karly Neoh Duration 6 x 60 Minutes Date 20/04/2018


Subject Visual Arts Year Level Year 4

Overview Statement for the Unit


In this unit learners will have opportunities to develop drawing skills related directly to observational art, with a focus on developing an understanding of
how to use line, colour and value to develop their own artwork. Students will also explore fundamental drawing and painting techniques using a range of art
materials. Students will be exposed to various still life artworks by renowned artists (including Matisse, Monet and Van Gogh), and consider how the artists
have achieved certain visual effects. They will also consider what effects the works have on them as they view them. There is also close link to the school
garden program as students will directly observe natural objects found in the school garden. The unit concludes with an assessment that asks students to
produce a final artwork that demonstrates their understanding of still-life and art concepts learned throughout the unit.

General Outcomes for the Unit


Learning Outcomes:
• To look at different still life artworks made by artists and consider the reasons why artists make artworks
• Recognise and apply concepts in art and their art making (particularly line, colour and value)
• To develop skills in using different techniques and materials (including acrylic paint, watercolours, coloured pencils and oil pastels)
• To develop students’ observational skills and to represent natural objects in drawings and art

Content Descriptions General Capabilities Cross-Curricular Priorities


• Explore ideas and artworks from different cultures and • Critical and creative thinking • Sustainability
times, including artwork by Aboriginal and Torres Strait • Personal competence
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)
Links to Curriculum Areas
• This unit links to the English curriculum as students express their ideas and opinions about other artists work, as well as write up a description
explaining their own artwork
• This unit links to Science as students investigate natural objects in the school garden and record observations with quick sketches, photographs
and written annotations

Evaluation of the Outcomes


Assessment Methods:

• Diagnostic assessment through observation of class participation and discussion


• Formative assessments across observational/still life artworks created throughout the unit; including quick sketches, shading techniques and use
of colour
• Summative assessment of final still life artwork focusing on creativity and use of line, value and colour, marked against rubric (appendix 1)
LESSON LEARNING ACTIVITY TEACHING RESOURCES ASSESSMENT
SEQUENCES OUTCOMES STRATEGY
Lesson 1 By the end of this lesson • Introduce students to the art Explicit teaching & Line Artwork Observations
Introduction to students will be able to: element: line demonstration of (http://www.artyfacto
quick sketches - • Understand the term • Display various artworks different lines ry.com/art_appreciat
A focus on lines line as an element of demonstrating different lines, ion/visual- Quick Sketches
art including Weeping Woman by Guided questioning elements/line.html) (formative)
• Identify different types Pablo Picasso
of lines in artwork Group discussion YouTube video –
produced by various How to Draw a
artists Multimedia (images Simple Flower
• Look at real life objects and YouTube videos) (https://www.youtub
and create quick e.com/watch?v=747
sketches using fast, Outside exploration in TPV5VSVQ)
expressive lines with the school garden
pencils Clipboards (one per
Individual work to student)
explore the notion of
quick sketches and Pencils
gain confidence using
different lines

Free choice of what


they can draw from
• Prompt questions: the garden
- What type of lines do you
see?
- Which direction are the
lines going?
- Where do the lines lead
your eyes when you look
at the artwork?
• Demonstrate different types of lines:
wavy, curved, spiral, zig-zag,
thick/thin, horizontal/vertical/
diagonal/parallel

• Watch YouTube video


demonstrating a quick sketch
• Explain that these are drawings
done in a very short time using fast
and expressive lines, without
focusing on details
• Go for a walk outside in the school
garden and have students create
their own quick sketches of
plants/flowers/fruit they observe
Lesson 2 By the end of this lesson • Introduce students to the art Explicit teaching & Creating value in Observations
Adding detail to students will be able to: element: value demonstration of pen and ink
sketches – A • Understand the term • Show students Still Life Apples by different shading drawings
focus on shading value as an element of Richard Romero techniques (https://www.art-is- Shading
art fun.com/creating- Techniques
• Experiment with Guided questioning value-in-pen-and- (formative)
different shading
ink-drawings/)
techniques using
pencils Group discussion
Richard Romero –
Multimedia (images) Still Life Apples
(http://richardromero
Concrete materials to artist.blogspot.com.a
visualise real u/2012/09/still-life-
• Prompt questions include: shadows/lighting and apples-drawing-
- Do the shapes look like they texture 18x24.html)
are flat?
- How did the artist make some
shapes look three-dimensional? Grey lead Pencils
• Demonstrate different techniques to Individual work to
add shading to drawings, including: explore the notion of Pens
hatching, cross-hatching, contour- quick sketches and
hatching, scumbling and stippling gain confidence using Real Fruit (e.g.
different lines Apple, banana,
• Display a range of real fruit around lemon, pear)
student desks
• Provide students with 2D outlines of Fruit outline sheets
different fruit and ask them to use
different shading techniques using
either pencils or pens to make them
appear 3D

Lesson 3 By the end of the lesson • Introduce students to the art Explicit teaching of Vincent Van Gogh – Observations
Exploring colour students will be able to: element: colour colour and Sunflowers
• Understand the term • Show students various still life demonstration of (https://www.national
colour as an element artworks, including Sunflowers by colour mixing with gallery.org.uk/paintin Use of Colour
of art Vincent Van Gogh
paint gs/vincent-van- (formative)
• Mix primary colours to gogh-sunflowers)
create secondary
Guided questioning
colours
• Explain how black and Claude Monet –
white can be added to Group discussion Bouquet of
colours to create Sunflowers
shades and tints Multimedia (images) (https://www.1st-art-
• Analyse how colour gallery.com/Claude-
can be used to Outside exploration in Oscar-
express feelings and the school garden Monet/Bouquet-Of-
ideas in art
Sunflowers.html)
and Bouquet of Sunflowers by Concrete materials to
Claude Monet help match colours Paint Chips

Individual work to Colour wheel


explore mixing colours
with acrylic or Acrylic and Water
watercolour paints Colour Paint (only
primary colours and
Student choice of black/white)
which materials to use
(watercolour or acrylic Paint brushes
paint)
Pencils

• Prompt questions: Paint Chip Activity –


- Did the artist use light or dark Worked Sample
colours? (https://i.pinimg.com/
- What do the colours make you
originals/07/0c/91/07
feel?
- What colours do your eyes go 0c912ab675a08f7b6
to first? d33c655348a05.jpg)
- What differences/similarities do
you see between the two
paintings?
• Show students a colour wheel and
explain the following terms: primary/
secondary colours, warm/cool
colours, shade, tint

• Provide students with their own


paint chip cards
• Students will explore the school
garden to find natural objects that
match the colours on their paint
chips

• Students will choose one object to


take back to the classroom (e.g.
flower, leaf, fruit, bark)
• They will draw the outline of the
image using pencil and then try to
recreate the same colours by only
using the primary colours and
black/white acrylic or watercolour
paints
• When they finish their artwork they
will write a sentence/paragraph
about how the colours make them
feel.
Lesson 4 By the end of the lesson • Show students various still life Examples of artwork Frida Kahlo – Still Observations
Planning final students will be able to: artworks from previous lessons, and to help inspire Life with Parrot and (formative)
piece • Use other artists others for inspiration. students Fruit
artwork as inspiration (http://www.fridakahl
to produce ideas for Still Life with Parrot and Fruit by Multimedia (images) ofans.com/c0610.ht
their own artwork ml)
• Generate and Outside exploration in
conceptualise creative the school garden Henri Matisse – The
ideas and work
Red Onions
• Create a draft for their
final piece of art Concrete materials to (https://www.wikiart.
help create still life org/en/henri-
matisse/the-red-
Individual work to onions-1906)
develop skills
Terence Clarke –
Frida Kahlo Student choice of Still life with Red
The Red Onions by Henri Matisse which object they will Chair
recreate in their art (http://www.thompso
and the materials they nsgallery.co.uk/exhi
will use bition.php/Still-Life-
with-Red-Chair-
3560/?exhibition=19)

Martina Shapiro –
Sunflower Passion
(http://www.martinas
Still Life with Red Chair by hapiro.com/flowers-
Terence Clarke still-life.html)

Camera/iPads

Clipboards

Paper

Grey lead Pencils


and Sunflower Passion by
Martina Shapiro

• Explain to students that they will be


creating their own still life artwork to
display in the classroom.
• Provide them with the design brief:
- Final piece must be completed
on a 12x12 inch canvas/piece
of paper
- You may choose to use acrylic
paints, water colours, oil
pastels, chalk, markers, pens or
coloured pencils
- You must create a still life of
something you have observed
in the school garden
- You must demonstrate your
understanding and skills of line,
value, shading and colour
concepts, which have been
explored in previous lessons
• Students will explore the garden
and choose a flower/fruit/plant to
recreate in their still life artwork
• They can take photos of their item,
make observational notes and quick
sketches
• Back in the classroom they will
create a plan of the materials they
will need for the teacher and create
an annotated draft sketch using
pencils
• They may also research other still
life artworks on the iPads for more
inspiration and examples
Lesson 5 By the end of the lesson • Display examples of still Examples of artwork Still Life Artwork Still Life Artwork
Create final piece students will be able to: life/observational artwork around to help inspire examples (Formative)
• Develop and create the room students Using the skills
artistic ideas and work • Students independently work on Canvas developed from
using a range of their final still life artwork using Multimedia (images) previous lessons
different materials Paper students will
photographs, notes and sketches
• Convey meaning
they took in previous lesson to Concrete materials to complete a final
through the
presentation of their recreate their object help create still life Acrylic paint observational
artwork artwork focusing on
• Once students have finished their Individual work Watercolour paints line, value and
final piece they will name their piece colour. They will
and write up an artwork description. Student choice of Paint brushes also write up a
• Provide students with an example which object they will description for their
and prompt questions:
recreate in their art Pastels art detailing what
- What inspired you to create the
piece? and the materials they inspired them, the
- What techniques did you use will use Chalk techniques they
and why? chose to use and
- What does it mean to you? Markers why. This will be
- Why did you choose to use assessed against a
those colours? Coloured Pencils formal rubric.
Lesson 6 By the end of the lesson • Students present their final artwork Class discussion Students artwork
Gallery Walk students will be able to: in the classroom gallery
• Describe and compare • Students walk around to explore Guided questions
other people’s artwork everyone’s final piece
• Identify art techniques • Bring students back together
used in other people’s
discuss the art they saw. Prompt
artwork
• Consider others’ questions:
viewpoints - What techniques did you see
people use in their artwork?
- Did you see any
similarities/differences between
some?
- Do you see any similarities
between your work and one of
the artworks we saw throughout
the unit?
APPENDIX 1 – OBSERVATIONAL DRAWING - ASSESSMENT RUBRIC

BLANK CANVAS SKETCH MASTERPIECE

USE OF LINE Used no intentional lines in artwork, Used a number of different lines to Used a wide variety of lines to create
besides outline of objects. create variety and interest in their variety and different areas of interest
artwork. in their artwork.
USE OF VALUE Artwork does not include use of Student has used value in artwork Has used a full range of values and
value and no shading techniques and has explored at least one has explored at least two shading
have been explored. shading technique. techniques.
USE OF COLOUR Student used a monochromatic Used some techniques to mix and Explored various techniques to mix a
colour scheme. create different colours in artwork. variety of hues to individualise colour
choices.
CREATIVITY & EFFORT Canvas has not been utilised to its Student spent an adequate amount Artwork is original and well thought
potential and artwork is incomplete. of time and effort on artwork and out. Many different techniques and
explored a number of different materials were used. Student spent
techniques and materials. a lot of time and effort developing
their final artwork.
PERSONAL DESCRIPTION Description does not explain how Description explains how they used Description clearly explains how
they used the art elements in their the art elements in their artwork. they used the art elements in their
artwork. artwork and why.
Teacher comments: