School Name: Sunshine Beach High School |
Unit Title: A Biosphere for the future |
KLA(s): The Arts - Visual Art |
Year level(s): 9 |
Duration of Unit: 10 weeks |
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Identify Curriculum |
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Ways of Working |
Knowledge and Understanding |
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Students are able to: • Make decisions about arts elements, languages and cultural protocols in relation to specific style, function, audience and purpose of arts works • Create and shape arts works by manipulating arts elements to express meaning in different contexts • Modify and refine genre-specific arts works, using interpretive and technical skills • Present arts works to particular audiences for a specific purpose, style and function, using genre-specific arts techniques, skills, processes and cultural protocols • Identify risks and devise and apply safe practices • Respond by deconstructing arts works in relation to social, cultural, historical, spiritual, political, technological and economic contexts, using arts elements and languages • Reflect on learning, apply new understandings and justify future applications |
Visual Art involves manipulating visual arts elements, concepts, processes and forms (both 2D and 3D) to express ideas, considering specific audiences and specific purposes, through images and objects. • Ideas are researched to inform visual responses that consider social and cultural issues
• Design and visual documentation are used to develop images and objects from visual, verbal and tactile stimuli • Media areas are used in isolation and in combination to make arts works • Visual arts elements and concepts in combination are used to create compositions |
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Context for Learning |
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Purpose • To enhance students aesthetic understanding of arts elements and languages • To understand that diverse individual and communal expressions of Australia’s, and in a greater context, the world’s past, present and future are represented through arts works • To enhance their understanding of arts practice through active engagement, both individually and collaboratively, with arts elements, techniques, skills and processes, working creatively and imaginatively, to take risks and focus on how the arts reinforce and challenge their own experiences and those of other artists. • Develop their ability to critically analyse and reflect on the creative process. • To present art work to a specific audience at a real exhibition to . Focus
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Develop Assessment |
Make Judgements |
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Type of assessment |
What will be assessed |
When it will be assessed |
Purpose of assessment |
Assessable elements |
Assessment Instrument: Strategies: |
Students will be assessed on: • Art blog – ability to demonstrate understanding of concepts and approaches of other artists work in relation to student responses • Technique experiments – successful selection and combination of arts elements, techniques, skills and processes to develop a final art work • Presentation of final art work – demonstrating a controlled presentation of art work to display interpretive and technical skills. • The success of integrating ICTs to enhance and transform final artwork |
Students will be assessed at: • Agreed upon dates to discuss blog entries • Ongoing times during weeks 3-10 on technique experiments • The completion of the unit for their final art work |
The genuine and valued purpose of this assessment is to effectively evaluate the students knowledge and understanding and ways of working in visual arts. By assessing their art blogs and journey to the final art work the teacher can ensure the student is on the correct path to successfully demonstrate their ability to: • Make decisions about arts elements, languages and cultural protocols in relation to specific style, function, audience and purpose of arts works • Create and shape arts works by manipulating arts elements to express meaning in different contexts • Modify and refine genre-specific arts works, using interpretive and technical skills • Present arts works to particular audiences for a specific purpose, style and function, using genre-specific arts techniques, skills, processes and cultural protocols • Identify risks and devise and apply safe practices • Respond by deconstructing arts works in relation to social, cultural, historical, spiritual, political, technological and economic contexts, using arts elements and languages • Reflect on learning, apply new understandings and justify future applications |
Students demonstrate evidence of their learning over time in relation to the following assessable elements: • Knowledge and understanding Evidence of research and a deep understanding of concepts and approaches on student art blog • Creating Students level of success expressing ideas by selecting and combining arts elements, techniques, skills and processes • Presenting Students demonstrate a controlled presentation of arts works to display interpretive and technical skills • Responding Evidence on the students art blog demonstrates perceptive response to arts works using arts elements and languages • Reflecting Students show a perceptive reflection on learning through ongoing art blog entries |
Sequence Learning |
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Learning experiences and teaching strategies |
Adjustments for needs of learners |
ICT Resources |
| In September 2007 The United Nations Educational Scientific and Cultural Organisation named the region formally known as the Noosa Shire Council a biosphere region. Part of the biosphere status is exploring how humans interact with the environment. It is important not only that man nurtures nature but that nature nurtures man. This unit will see students explore the possibility of science and arts working together to produce a better world for the future by exploring the concept of human excess in relation to the environment. Students will join online communities and explore the concept of human excess in a broad sense before turning their focus on human excess and the environment. Students will need to use their artwork as a communication tool to alert people to society’s problems of human excess and display their work as part of an art exhibition at the annual Noosa Biosphere Day on September 18. ICTs will be used to enhance traditional art mediums and transform them into multimodal artworks. | ||
Introductory Phase Weeks 1-2 Week 1: Beyond Excess |
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Lesson 1: • Introduce students to new Unit “A Biosphere for the Future” and the focus of Human “Excess” in relation to the environment • Tell students that unlike any other subject at school this class is very heavily directed to online learning. The class has a wiki where they can go on anytime and access class resources, notes and ask questions at any time of the day, giving them access to learning 24/7. Students will also be required to share information on this wiki from time to time. The scope of the unit is huge and if everybody contributes their little bit then the capacity to learn is far greater. Each student has been invited to join the class wiki at www.year9visualart.wikispaces.com to join in the online conversation☺ • Ask the students “What is Excess” - Group Discussion • Group Activity – “How are Humans Excessive?” Break the students up into pairs and assign them a Round Robin Thinking Strategy, This Activity is designed to encourage fast, collaborative thinking. Each pair has 2 minutes to write as many words as they can associate with how humans are excessive. They then swap with another group. This repeats until each page has been around the room once. Play music through the projector while students are thinking. Something with a fast beat to trigger more fast thinking. • Take the results of the Round Robin thinking strategy and individually create an online mind map using Text 2 Mind map. Save this. |
•because learning is online 24/7, those who make take longer to grasp concepts can take the time to understand things properly •Those who are ahead of everybody can jump ahead and learn at a pace suited to them •The ICT expectations states that students should be at the level of creating a mind map |
•Introduce students to class wiki •Create a mindmap in Text2Mindmap
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Lesson 2: • Use Laptops to create an individual art blog • Explain that this is a space where students will be required to analyse, evaluate and reflect on their learning journey. Any activities, discussions etc will need to be referenced on this blog. Think of it as your physical journal turned interactive • Upload the Text 2 mind map as the first entry |
•The ICT expectations state that students should be familiar with creating a blog •Students can take this blog as far as they want to take it. Some Students will do the bare minimum, others will use it as a valuable refelctive tool to help develop their work |
•Students have their own laptops •School gives fast access to wireless •Create a blog •Upload to blog |
Lesson 3 • Put “excess” into an art context • Ask the class if they know Banksy? • Use projector to display a slide show of banksy’s work. Ask the class to Look at the examples. “What themes can you see running through Banksy’s graffiti?” • “How do you think Banksy’s art work relates to human excess?” • Watch YouTube video of Banksy’s opening sequence for the Simpsons • Within the context of human excess, what message do you think Banksy is trying to portray in this sequence • Look at the artwork of Mike Shinoda through projector. “Who is Mike Shinoda?” Explain his aim of social comment through mixed media • Watch youtube video of Shinoda walking us through his “Glorious Excess” exhibition • Look at the artist George Gittoes and his message of excess in his art. Use projector to display image sequence. • Go on the internet and find an example of Banksy’s and George Gittoes Work • Upload them to your blog and using this artwork compare and contrast their different approaches to communicate excess by answering the following questions: -Discuss the Similarities and differences between each artists approach particularly to their choice of medium, -Which artists approach do you think is more effective as a communicative tool? -Find a minimum of 1 artist who you think makes reference to “excess” in their work and evaluate the effectiveness of the message -How have they used the medium to strengthen their message of excess? |
•In doing a class discussion the teacher will have to select different students and prompt them to join in. As found in the profiling phase a lot of them like to sit back and not contribute. •Watching videos on youtube is a great way for the visual learners to construct their own meaning. Auditory learners will appreciate the class discussions •By stating "find a minimum" This allows the students who excel to go beyond other students •Asking questions using higher order sentence starters makes the students think at a higher level |
•Data projector linked to teachers laptop •YouTube •Upload images to blog and reflect on the activity |
| Week 2: Excess in your own backyard | ||
Lesson 1: • Review and refresh last week. We know how humans are excessive and we have looked at some artwork that alerts people to society’s problems of human excess… now we are going to turn our focus to “excess” in relation to the environment. • The exhibition floating land is about to be launched. It is Australia’s leading Green Art event. • You are going to become involved in the floating land community, research, and converse and interact with artists who communicate a message of human excess through their artworks. ICTs are going to be integral to this learning experience as a lot of the interaction is online. • Watch youtube video of an introduction to floating land • Students visit the website on their laptops • Download the program and read. Reflect on your blog the idea behind for floating land • Homework task – Join the online conversation and share your water stories under the ‘get involved’ tab. Embed the placestories into your blog • Get your parent or guardian to sign a permission form for the free excursion tomorrow |
•Always take the time to review what has been learnt to ensure that everybody is still on the same page. If the students can't remember things we will have to go back and review. •Reading the program and responding on blogs works very well for the reflective learner, for which this class has many. |
•Youtube •Website research •Downloading pdfs •reflection on blog •Joining an online conversation and posting a virtual postcard to an online community |
Lesson 2: • Visit the floating land exhibition at Coolum (it is within close proximity to the school and we have access to the schools own bus) • Students will be free to walk around and take digital photos and video, exploring, analysing and evaluating why and how these artists are communicating a message of “excess” • Use Mobile phone txt messaging feature to alert students when they have to meet back up with the teacher • Meet the artists – This is an organised activity where the students will sit down with the artist next to their artwork and have a conversation about the messages and the mediums used to communicate. Students will meet with Corrie Wright, Elizabeth Poole and Wendy McGrath. • The artists will get the students involved in interactive workshops to create artwork that will become a part of the exhibtion • Homework is to upload your experiences and photos to your blog, Choose one art work and reflect on the approach by answering the following questions: -What is the artwork? In what way does it alert people to society’s problems of excess? -What is the key message the artist wants to communicate |
•Visiting an exhibition rather then just talking about it lets the students experience it for themselves and construct their own meaning in a way that suits them best •Meeting the artists is going to make this unit very real. The students no matter what level they are at will be inspired by these artists to communicate a strong message |
•Digital Cameras •Mobile Phones •Uploading and reflecting to blog |
Lesson 3: • Share stories from yesterdays excursion • Talk about the artist Corrie Wrights work “Surge” To make her artwork multimodal and to create community conversations and questions she created a blog. • Students visit surge2011.blogspot.com • Watch the You Tube video on bottle water • Respond to the bottled water debate by creating a glogster. - In your glogster investigate all the factors that could influence people’s opinions. Think about how you can get people talking. Do you use shocking imagery? Humorous imagery? Statistics? Conduct research in order to gain a deeper understanding • Complete Glog for homework |
•Sharing stories gives students the opportunity to see other peoples perspectives. Perhaps there was a point of view that they didn't see or understand | •Visit an artists blog on laptops •Watch a youtube video posted by artist •Create a glogster |
Exploration Phase Weeks 3-8 Week 3: Environmental Excess |
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Lesson 1: • Tell students that this area of the unit is all about them finding a focus within environmental excess to base their artwork on. • We have explored met with some real artists and had discussions with them about how they convey their message and use the medium and online environments to make the message stronger. How can you communicate a message of environmental excess in an artwork? • Conduct research on the internet, looking up artists that focus on environmental art • Upload your explorations to your blog |
•This week will really be a guage as to whether or not the students are understanding and keeping up with the workload. | •Use internet for research •Join online conversations •Upload reflections to blog |
Lesson 2: • Give the students some research hints and inspiration. • Watch a slide show on John Dahlsen. • Google John Dahlsen and find out what key messages he conveys in his work. Reflect on your blog • Visit the website of Chris Jordan. His work uses Shock to communicate to the viewer. Evaluate the effectiveness of his choice of medium to convey his message. Reflect on your blog • Homework – Share on the class wiki at least one artist who communicates environmental excess in their work. Upload an example of their artwork and summarise your reflections about how the artwork communicates a message in the table. The table can be found under the week 3 link on the class wiki |
•There are thinking prompts this week to ensure the students don't feel overwhelmed with the large scope of this project •Sharing information on the class wiki is a great way to multiply the amount of resources available |
•Sharing information on class wiki. For such a broad topic to be completed by one is too much, but if it's borken down into more manaegable pieces it is more realistic •Blog Reflections
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Lesson 3: • Students to continue research of artists that communicate a message of excess. • They need to begin experimenting with mediums and evaluating their effectiveness for this task • Continue to upload research and explorations and document this on their blogs |
•The last lesson should have put the students back on track with their focus and this lesson they can keep moving forward with exploration and research | •Research on the internet •Blogs |
Week 4-8: Positive Excess • Students should now be on a self-directed path of exploration, analysis and evaluation. • They now have 5 weeks to translate their focus into an artwork. • Use the Internet to research and ask the art community questions. • Tell students there is an online forum where if they post questions to Corrie Wright, Elizabeth Poole or Wendy McGrath, they will respond. They can ask about techniques and mediums and any other relevant questions that are going to strengthen their artwork for the exhibition. • Students should be uploading their research daily and reflecting on this in their blog postings • Explore ways in which they can use ICTs to extend and transform their work into something that is multi-modal in a way that allows people to interact with their artwork and really begin a conversation. • Around the end of week 5, begin to introduce interested students to Premier Pro and After Effects. Tutorials are available on their wiki (click here) |
•This section of the unit is very self directed. It is going to suit those reflective learners. Having the online support network will hopefully give the students a sense of not being alone in this task. •Opportunities for those who want can learn on more resources, how to animate and create a video to give their work depth |
•Research on the internet •Join online forum to speak with local artists •upload to blogs •Explore ICTs to make artwork multi-modal •Online Tutorials •class wiki |
Week 9: Social Comment • This week students will be either sending their artworks via ftp to printers or framing and finalising. • Students are required this week to use podomatic to transform their written artist statement into an audio delight. Students can access exmples on the student wiki |
•Sending artwork to printers using ftp's is a great process to learn, as it is the exact process that happens in the industry. | •Use FTP to transfer files •Use Podomatic to create audio artists statements |
| Conclusion Phase Weeks 9-10 | ||
Week 10: Upload Excess • This is it, the end of the road for this unit. This week all work should be completely finished and students are to work collaboratively to build a class website • To do this the students will need to brainstorm a navigation tree and create it using Bubble.us. • The website will contain digital photos of all the students artworks and their podcasted artist statements. • Students will need to delegate jobs and use the class wiki to organise this. There is a table in the class wiki to organise the group. (Click Here) • The exhibition is not until September. The students will be working through more units to refine environmental art in different ways. |
•A great group activity to end the unit. Building a website will create a real link between the completion of this unit and the opening of the exhibition | •Build a Class Website •Use Bubble.us •Digital Photos •Class Wiki
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Use Feedback |
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Ways to monitor learning and assessment |
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Students will be given ongoing feedback on their blogs and exploration progress. Monitoring work through a blog and wiki will be more flexible as it is accessable 24/7 without having to take something from the student. The teacher can check progress without them knowing and offer feedback to keep learning journey on track |
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