Program Planning Nina Siska

Year 8 Art 2D Still Life (multiple mediums) Unit 8 Weeks Australian

Curriculum
This unit is designed to align with my practicum school, Epping Secondary
College. Epping Secondary College runs on a rotating two-week timetable
with 72 minute lessons, students in year 8 have 4 lessons in Visual Art a
fortnight, 2 lessons per week.
Rationale
Knowledge, understanding and skills are intrinsically linked and interact with
each other constantly through and between Making and Responding.
(Australian Curriculum, 2013)
Drawing and painting skills are essential tools for a developing artist; they are
the building block for other mediums of visual art such as print making,
sculptor and visual communication and design. In this unit of work students
learn new skills and further develop prior knowledge to various wet and dry
two-dimensional materials. Still Life reacquaints students with the art
elements, particularly shape, shadow, tone, space and line. Observational
skills become a large focus as students learn to draw what they see not what
they know. Drawing from the right side of the brain (Edwards, 2009)
Students will be making a body of work of their own as their folio is developed.
As well as responding to artworks in art analysis tasks, evaluating their own
artwork as well as that of their classmates. Teachers will be scaffolding
students learning using the Blooms Taxonomy model (Bloom, 1984).

Through Visual Arts, students develop critical and creative thinking and
proficiency in selecting, manipulating and adapting materials and techniques
to support their conceptual and perceptual understandings. (Australian
Curriculum, 2013)
This unit covers several General capabilities. Critical and creative thinking
skills are used as students learn to analyze inanimate objects while drawing.
Intercultural understanding is covered as students are shown a variety of
artists from around the globe learning about the cultures and time periods
artists were working with Still Life. Upon conclusion of the unit students will be
analyzing and critiquing their own and their classmates work demonstrating
personal and social capability.
Aims
From this unit students will gain:
Observational skills

Spatial awareness
Problem solving skills
Criticism skills

Outcomes
Students will be able to

Communicate ways in which materials are used in an artwork.

Demonstrate how various materials can be used in the creation of an

artwork.

Evaluate their own artwork and that of their peers.

Discuss how other artists have influenced artwork of their own creation.

Curriculum Links (as per Australian Curriculum)

Visual Arts Content Descriptions:
Experiment with visual arts conventions and techniques, including exploration
of techniques used by Aboriginal and Torres Strait Islander artists, to
represent a theme, concept or idea in their artwork (ACAVAM118)
Develop ways to enhance their intentions as artists through exploration of how
artists use materials, techniques, technologies and processes (ACAVAM119)
Develop planning skills for art-making by exploring techniques and processes
used by different artists (ACAVAM120)
Practise techniques and processes to enhance representation of ideas in their
art-making (ACAVAM121)
Present artwork demonstrating consideration of how the artwork is displayed
to enhance the artists intention to an audience (ACAVAM122)
Analyse how artists use visual conventions in artworks (ACAVAR123)
Identify and connect specific features and purposes of visual artworks from
contemporary and past times to explore viewpoints and enrich their artmaking, starting with Australian artworks including those of Aboriginal and
Torres Strait Islander Peoples (ACAVAR124), (Australian Curriculum, 2013)
General Capabilities:
Critical and Creative Thinking:
Inquiring identifying, exploring and organising information and ideas
Identify and clarify information and ideas
Organise and process information
Generating ideas, possibilities and actions
Imagine possibilities and connect ideas

 Consider alternatives
Seek solutions and put ideas into action
Reflecting on thinking and processes
Reflect on processes
Analysing, synthesising and evaluating reasoning and procedures
Apply logic and reasoning
Intercultural understanding:
Recognising culture and developing respect
Explore and compare cultural knowledge, beliefs and practices
Develop respect for cultural diversity
Interacting and empathising with others
Communicate across cultures
Consider and develop multiple perspectives
Information and communication technology capability:
Creating with ICT
Generate solutions to challenges and learning area tasks
Personal and social capability:
Self-awareness
Understand themselves as learners
Develop reflective practice
Self-management
Develop self-discipline and set goals
Become confident, resilient and adaptable
(Australian Curriculum, 2013)
Cross Curriculum Priorities:
Asia and Australias engagement with Asia:
Organising ideas

Achievements and contributions of the peoples of Asia

The arts and literature of Asia influence aesthetic and creative pursuits
within Australia, the region and globally.

Achievement Standard:
By the end of Year 8, students identify and analyse how other artists use
visual conventions and viewpoints to communicate ideas and apply this
knowledge in their art-making. They explain how an artwork is displayed to
enhance its meaning. They evaluate how they and others are influenced by
artworks from different cultures, times and places.
Students plan their art-making in response to exploration of techniques and
processes used in their own and others artworks. They demonstrate use of
visual conventions, techniques and processes to communicate meaning in
their artworks. (Australian Curriculum, 2015)

Learning Experiences
Epping Secondary College 72 minute lessons, twice a week.
Making Responding General capabilities Cross Curriculum Priorities

Below is a table of Learning Experiences planned for the Still Life 2D

Materials for year 8 Visual Art running for 8 weeks.
Materials required for unit

A4 and A3 paper
Plastic fruits
HB pencils
Colour pencils
Colour pastels
Coloured paints
Mount board for displaying artworks
Coloured card for displaying artworks

Artists shown
Brian Dunlop (Australian)
Margaret Olley (Australian, female)
Mary Larnach-Jones (Australian, female)
William Gould (Australian)
Margaret Preston (Australian, female)
Christopher Beaumont (Australian)
Paul Cezanne (European)
Paul Klee (European)
Henry Matisse (European)
Pablo Picasso (European)
Andr Derain (European)
Odilon Redon (European)
Roy Litechnstein (American)
Preston Dickinson (American)
Yasuo Kuniyoshi (American)
Richard Romeo (American)
Toyota Hokkei (Asian)
Alma Hirsig Bliss (American)
Henry Farrer (American)

Learning Experiences
Week

Lesson 1

(Responding) Introduction to the topic and summarise knowledge of the art

elements. Show students example of artwork analysis with clip from MOMA
staff discussing Still life with apples by Czanne. Show slideshow of still life
artists and whole class art analysis task.
Teacher to explain to students what they will be taught in the unit. If there is
additional time extra task can be completed in class instead of a homework
task. (ICT capability)

Extra task

Students to log on to the Metropolitan Museum website and explore with the

Cezanne astonishing applies interactive website and then take quiz at the

Formative

end. (ICT capability)

Assessme

(http://metmuseum.org/metmedia/interactives/start-with-art/cezannes-

nt

astonishing-apples)

Lesson 2

Go through step by step instruction with examples on PowerPoint and then

with practical teacher demonstration for pencil drawing. Teacher
demonstration of pencil still life drawing with plastic fruit.
(Making) Students to begin drawing their own still life fruit in visual diary for
second half of lesson.

Week

Lesson 1

(Responding) Formative assessment: worksheet for students to fill out

summarizing Week 1s knowledge done in first half of class. Go through
answers together as a class.
(Making) Further pencil still life drawing, this time each student draws a
different fruit than from week 1.

Lesson 2

(Making) Now add colour: Students are shown still life artists working with
colour.
Students are introduced to coloured pencil with teacher demonstration.
Students begin drawing their chosen fruit with coloured pencil.

Week

Lesson 1

(Making) Students continue to work with coloured pencil, refining and

practicing their technique.

Lesson 2

(Making) Students are introduced to pastels with teacher demonstration.

Students to begin experimenting with pastel drawing their chosen fruit.

Week

Lesson 1

(Making) (Numeracy) Paint, taught how to mix paint, how to make colours
lighter or darker.

Lesson 2

(Making) Students continue to work with paint refining and practicing their
technique.

Week
5

Lesson 1

(Literacy) (Responding)
Summative assessment task: Students to sit a test that will measure
knowledge of materials, knowledge of drawing technique, knowledge colour

theory and knowledge of artists shown. Students will conduct test under strict
test conditions and be given 40 minutes to complete the test.
Extension: If students finish early they may quietly sketch in their visual diary
using HB or coloured pencil.
Lesson 2

(Responding) (Making) (Critical and creative thinking) Teacher explanation

of composition.
Composition: Students to create their own composition using 2-3 pieces o0f
plastic fruit from the classroom. Student can choose which materials they
would like to use from skills they have learnt in prior lessons and begin
creating their artwork in their visual diary.

Week

Lesson 1

(Responding) (Literacy) Students to make their own composition with more

than one object.
Students are invited to bring their own objects from home in to class (such as
flowers from the garden or around the school, favorite childhood toys,
vegetables etc.) Students will have access to the plastic fruit used in class
and other objects from the art department/art classrooms if they choose not to
bring any objects of their own in to class.
Planning: Students roughly draw their chosen composition using HB pencil in
their visual diary and write two paragraphs about how they indent to produce
their final artwork (list objects in the composition, list what materials they
intend to use, list artist or style they have been influenced by).
(Making) Once students have made a satisfactory plan they may begin
making their artwork. Students are given a choice of paper sizes for their final
artwork A5 A3.

Lesson 2

(Responding) (Literacy + Writing Task) Students to finish off plan and writing
task.
(Making) By this lesson all students should have begun to be ready to begin
making their final artwork. Students to begin/continue making their final
artwork.

Week

Lesson 1

(Making) Students to work on their final artwork.

Lesson 2

(Making) Students to work on their final artwork.

Week

Lesson 1

(Making) Students to work on their final artwork.

Lesson 2

(Responding) Students respond to each others and their own final piece of
artwork in a mini exhibition style setting. (Personal and social capability)
(Literacy) (Critical and creative thinking)

Lesson Plan 1

VISUAL ARTS LESSON PLAN

LESSON
TITLE:
SEQUENCE:

Still Life Unit: 2D materials (Responding)

SUBJECT:

Visual Art

YEAR LEVEL:

Year 8

LESSON
DURATION:
OBJECTIVE:

72m minute lesson

Lesson 1 of 16.

To introduce students to the genre of Still Life. Go through

the assessment tasks that will be completed through the
unit. Answering any student questions along the way,
ensuring all students are clear as to that is required of them.
To complete a whole class Artwork analysis task in relation
to Still Life artwork/s.

AUSTRALIAN
CURRICULUM
LINKS:
PREPARATIO
N:

RESOURCES
and /or
MATERIALS:

Analyse how artists use visual conventions in artworks

(ACAVAR123)
Teacher:
Whiteboard markers
Slideshow of Still Life images ready on a USB.
Student:
Visual diary
HB pencil
Pen
Teacher:
Slideshow of Still Life images ready for students.
Student:
Visual diary
HB pencil
Pen

LESSON
PROCEDURE
S AND/OR
STEPS:

Teacher to settle students and mark roll.

Teacher to introduce students to their new topic: Still Life
2D materials, run through assessment task and
expectations of what to bring to class. Briefly run through
summary of unit so students are aware of upcoming content.
Using Visual Arts Criticism & Theory Template and
enquiry-based questions begin art analysis task in relation to
the art elements. Students must describe what they see,
explain where/how they see it, and analyze its effect on the
artwork.
Questions asked: (relating to art elements)

What is the most obvious shape in this image? students

start by listing the most obvious shape, then the next most
obvious shape, then the next most obvious shape so on and
so forth until the finer details of the artwork is discussed.
Apply same formula to colour and line. Time dependent
include space and texture.
Each student must answer, teacher will cold call students if
necessary, depending on class behavior simply go around
the room as per seating arrangement.
This task refreshes students knowledge on the art elements
while introducing them to new artists and time periods.
Lesson summary:
Ask students in their own words to summarise what a Still
Life is.
Ask students if they are clear on what they need to bring to
each class?
THINKING
DOMAIN:
LITERACY:

ICT:
DIFFERENTIA
TON:

ICT: Images of artworks shown on television screen in the

classroom.
Literacy: Use of appropriate terminology when discussing
artwork (art elements, extended use of adjectives,
introduction to new words.)
Students working below the average of the class will be
cued prior to being asked a question during the art analysis
in class task giving them time to think about an answer.
What materials might have been used in the creation of this
artwork?
Higher order questions will be asked to those students
learning above standard. Such as how would you discuss
the tone of the image, as if you were answering a short
answer question?

EXTENSION:

PACKDOWN:
ASSESSMEN
T:
INDEPENDEN
T PRACTICE:

All students will be prompted to answer questions during art

analysis task regardless of their academic or social standard
Students to complete homework task: Interactive website
experience from The Metropolitan Museum Czanne's
Astonishing Apples.
Suitable for independent learners:
http://www.metmuseum.org/content/interactives/cezannes_a
pples/cezanne.html
5 minutes
Check will be checking for understanding through the lesson
by asking students to paraphrase back to me things I have
just said.
For year 8 levels at Epping Secondary College, homework is
not mandatory. However students who struggled with
remember and discussing the art elements will be
encouraged to revisit their knowledge on the subject before

REFLECTION

continuing with the unit to help consolidate their learning.

I have successfully completed this lesson at my practicum
school and if I were to do it again I would make sure to
include all students as I found about 7 out of the 22 students
answered most of the questions

Cezanne (18951898)

Lesson Plan 2

EDAR516: VISUAL ARTS LESSON PLAN

TEMPLATE
LESSON TITLE:

Still Life Unit. (Making)

SEQUENCE:
SUBJECT:

Lesson 4 of 16
Visual Art

YEAR LEVEL:

Year 8

LESSON DURATION:

72m minute lesson

OBJECTIVE:

To introduce colour pencil to

For students to apply their knowledge from previous
lesson (Still Life drawing with HB pencil) to a new
medium.
AUSTRALIAN
Develop ways to enhance their intentions as artists
CURRICULUM LINKS: through exploration of how artists use materials,
techniques, technologies and processes
(ACAVAM119)
Practice techniques and processes to enhance

PREPARATION:
RESOURCES and /or
MATERIALS:
LESSON
PROCEDURES
AND/OR STEPS:

representation of ideas in their art-making

(ACAVAM121)
Analyse how artists use visual conventions in
artworks (ACAVAR123)
Teacher preparation: A3 paper, coloured pencils,
plastic fruit ready for the class.
Paper
Colour pencils out of store room ready for class use
Plastic fruit
Summarize skills students have learnt so far by
having them call out suggestions. (Expected
responses: Draw what you see not what you know
Begin with the outline Look for where the
highlights and shadows are.)
Teacher to gather students around a table for
teacher demonstration. Teacher goes through steps
to how to draw an orange while showing pointing out
the shape, the shadows, the colour tones, the
highlights etc.
Students to return to their desks and draw their own
fruit using colour pencil.

THINKING DOMAIN:
LITERACY:
ICT:

Provide students with example from online resource

(http://www.artyfactory.com/stilllife/still_life_pencil.html) and keep up on the screen
during the class to remind students the initial steps
of beginning with a pencil.

DIFFERENTIATON:

Consult with students one on one that require

additional help.
Continue to encourage the whole class.
Separate students who often distract each other.

EXTENSION:

Students who finish quickly can add further detail to

their study or add additional drawings to their visual
diary.

PACKDOWN:

7 minutes to put away pencils and pack up.

ASSESSMENT:

At the end of the class teacher will ask students to

demonstrate feathering technique in their visual
journal.
Teacher will assess students formatively on their
effort, concentration and skill. At least one drawing
in colour pencil must be shown in visual diary.
Feedback will continually be provided to students as
teacher circles the classroom to observe and help
students.

INDEPENDENT
PRACTICE:

Students to finish their own drawing in next lesson

and there is no homework requirement for this class,
however students are welcome to continue drawing

with coloured pencils or HB pencil as homework.

Students may also annotate their visual diary as
homework.
REFLECTION:

Having run this class at my practicum school I have

adapted my initial lesson plan to a more achievable
lesson. When I ran the first lesson I made the scale
of my demonstration far too big to quickly
demonstrate to the class. I had to improve upon my
own technique and practice colour pencil drawing
between classes. However I was incredibly
impressed with how the students improved so
quickly and it was fantastic to visibly see their
improvement.

Teacher Demonstration Epping Secondary College 2015

Resources (Online)
Art Factory, (2015) Still Life in Pencil Retrieved on 15 May from
http://www.artyfactory.com/still-life/still_life_pencil.html
Australiancurriculum.edu.au,. (2015). Home - The Australian Curriculum v7.3.
Retrieved 21 May 2015, from http://www.australiancurriculum.edu.au
Australiancurriculum.edu.au, (2015) Visual Art Content Descriptions v7.3, Retrieved
20 May 2015. from http://www.australiancurriculum.edu.au/the-arts/visualarts/curriculum/f-10?layout=1
Australiancurriculum.edu.au,. (2015). Home Cross Curriculum Priorities. Retrieved
21 May 2015, from

http://www.australiancurriculum.edu.au/crosscurriculumpriorities
Australiancurriculum.edu.au,. (2015). Home General Capabilities. Retrieved 21 May
2015, from
http://www.australiancurriculum.edu.au/generalcapabilities/overview/generalcapabilities-in-the-learning-areas
Australiancurriculum.edu.au,. (2015). Visual Arts - Rationale. Retrieved 21 May
2015, from http://www.australiancurriculum.edu.au/the-arts/visualarts/rationale

Kahnacademy.org, (2015), Cezanne Still Life with Apples. Retrieved 17 May

retrieved from https://www.khanacademy.org/humanities/becomingmodern/avant-garde-france/post-impressionism/v/c-zanne-still-life-withapples-1895-98-moma
Metropolitan Museum, (2015) Cezanne and his astonishing apples interactive
Retrieved 17 May 2015, from
http://www.metmuseum.org/content/interactives/cezannes_apples/cezanne.ht
ml
Images
Cezanne P (18951898) Still Life with Apples and Pot of Primrose
(Painting) Retrieved from http://www.metmuseum.org/toah/works-ofart/51.112.1
Resources (Offline)
Edwards, B.(2012).Drawing from the right side of the brain.(2nd ed). Los
Angles: Jeremy P Tarcher.
Kantor J and Zabel I, (2005). Vitamin D New Perspectives in Drawing. (1st
ed). London: Phiadon Press Ltd
Darwent C, MacFarlane K, Stout K. (2015) The Drawing Book: A Survey of
Drawing The Primary Means of Expression. (1st ed reprint).
London: Black Dog Publishing

Assessment Tasks
Assessment Task 1 (Formative): Test.
Please see attached worksheet attached on the final pages.

Students will be given this worksheet in Week 2 and asked to complete it in

the first half of the lesson.
Conditions: Students may choose their own seat however they are not to
discuss answers with their peers and the test must be conducted in silence.
Timing: When most students have completed the worksheet, approximately
15 20 minutes, we will run through the answers as a class where students
will put their hand up to answer questions.
Any students who left part of the worksheet blank or had incorrect answers
are able to fill in the correct answer as we work through the worksheet as a
class.
Assessment Task 2 (Summative): Test.
Please see attached worksheet attached on the final pages.
Students to sit a test in week 5 testing knowledge of materials, knowledge of
drawing technique and knowledge colour theory.
Conditions: Strict test conditions: students to sit in designated seats chosen
by teacher.
Weighting: 20%
Timing: Students will have 40 minutes to complete the task.

Assessment Task 3 (Summative): Visual diary

At the end of the unit students will be asked to submit their visual diary for
assessment.
Weighting: 30%
Guidelines for Visual Diary:
Students are required to bring their visual diary to all classes and must be
clearly labeled with students name. Students are required to stick in any
handouts given in class to them in their visual journal.
Students are required to show all of their trials, experiments, classroom notes
clearly in their visual diary. No ripping out pages of visual diary under any
circumstances! If students are not happy with a piece of
art/drawing/experiment in their visual diary they must simply annotate it
explaining that they are not happy with their example.
Students will be assessed on their skill level and understanding through the
visual diary.

Assessment Task 4 (Summative): Final artwork.

At the end of the unit students will be asked to submit their final artwork.
Weighting: 50%
Guidelines: Students are to create a final artwork using one of the materials
covered in class. Students are to create their own interesting composition and
are encouraged to think outside the box of completing a study.
Students may work with whatever materials they feel most comfortable with.
Student assessed peer critique / art analysis for final artwork
Worksheet on final pages.
In week 8 at the exhibition students will be assigned an artwork of their peers
to critique. They are to critique the work using the worksheet.

Additional resources
Brooklyn Museum, (2015) Artwork search: Still Life. Retrieved 23 May 2015,
retrieved from:
http://www.brooklynmuseum.org/opencollection/search/?q=still+life&pr
ev_q=&x=0&y=0
Colourwheelartist.com, (2008) Colour wheel: complimentary colours,
Retrieved May 23, retrieved from. http://www.color-wheelartist.com/complementary-colors.html
Iowa State University, (2015) Model of Learning Objectives. Retrieved 27
April, retrieved from: http://www.celt.iastate.edu/teachingresources/effective-practice/revised-blooms-taxonomy/
Kahn Academy, (2015) Czanne, Still Life with Apples Artwork analysis.
Retrieved 19 May, retreaded from
https://www.khanacademy.org/humanities/becoming-modern/avantgarde-france/post-impressionism/v/c-zanne-still-life-with-apples-189598-moma
National Gallery of Victoria, (2015), Flowery borrowings: notes on a Dutch Still
Life at the National Gallery Victoria, Retrieved 24 May, retrieved from:
https://www.ngv.vic.gov.au/essay/flowery-borrowings-notes-on-a-dutch-stilllife-at-the-national-gallery-of-victoria/

Examples of student work

All images were taken on placement at Epping Secondary College. Images of
students work were taken with permission from both teacher and student used

solely for the purpose of Australian Catholic University assessment and

teacher planning.
Works in progress:

Epping Secondary College 2015 Year 8 student work

Materials required

Epping Secondary College 2015 Year 8 student work

Finished work:

Epping Secondary College 2014 Year 8 student work (various)

Epping Secondary College 2014 Year 8 student work

Epping Secondary College 2014 Year 8 student work

Epping Secondary College 2015 Year 8 student work pencil

Epping Secondary College Teacher demonstration 2015 pastel

Epping Secondary College Teacher demonstration 2015 paint

Epping Secondary College 2015 Year 8 student work paint


Epping Secondary College 2015 Year 8 student work paint

Epping Secondary College 2015 Year 8 student work paint

Epping Secondary College 2015 Year 8 student work paint

Epping Secondary College 2015 year 8 student work pastel

Epping Secondary College 2015 Year 8 student work pastel

Epping Secondary College 2015 Year 8 student work pastel

Year 8 Art
Still Life Assessment Task 1
Name:

Home group:

What is a still life?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

When you draw an object several times from different angles and using
different materials it is called a .?

___________________________________________________________________________________________



When looking at still life artworks what type of things do you typically see
in the artwork?


___________________________________________________________________________________________

___________________________________________________________________________________________


What are some things you have learnt about drawing a still life?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

If you were drawing a still life image, what would be step 1?

___________________________________________________________________________________________

___________________________________________________________________________________________

Step 2?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Step 3?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Final steps?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

Giuseppe Arcimboldo



Assessment Task 2
2D materials test:
Students: please remember to justify your answers!

Year 8 Visual Art

Name:

Home group:

PART 1 REVISION
1. List one thing you have learnt about drawing a Still Life object so far?

___________________________________________________________________________________________

___________________________________________________________________________________________

2. List the art elements:

___________________________________________________________________________________________

___________________________________________________________________________________________

PART 2 MATERIALS & TECHNIQUE

3. What is reds complementary colour?

___________________________________________________________________________________________

4. If you were working with coloured pencil when drawing a round piece of fruit
using just one colour of pencil and you wanted to make the colour darker would
you press harder with your pencil? Why/why not?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________



5. If you were doing a painting and needed to make a colour on your palette
lighter, how would you lighten it?

___________________________________________________________________________________________

___________________________________________________________________________________________

6. If you were painting a green apple and wanted to make a colour on your
palette darker how would you darken it?
___________________________________________________________________________________________

___________________________________________________________________________________________


___________________________________________________________________________________________



7. If you were working with coloured pencil when drawing a round piece of fruit
how would you give the object shape?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

8. List the secondary colours:
How are they created?

___________________________________________________________________________________________

9. What is feathering?
___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

10. Where and how do you apply shading?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________


PART 3 ARTISTS

11. List at two Still Life artists shown to you in class:
___________________________________________________________________________________________

___________________________________________________________________________________________


12. What object did Czanne paint in the painting discussed in class?

___________________________________________________________________________________________

___________________________________________________________________________________________

MARKING RUBRIC FOR ASSESSMENT TASK 2

Test 20%
HIGH

MEDIUM

KNOWLEDGE

Student had high level Student had a

of knowledge on the
sound level of
content covered
knowledge of the
content covered

UNDERSTANDING

Student has
demonstrated a high
level of understanding
on the topic

SKILLS

Student showed a
high level of
understating of the
skills involved in the
art making process
with an explanation.

Student has
demonstrated a
sound level of
understanding
on the topic
Student showed
some
understanding of
the skills
involved in the
art making
process with
some
explanation.

LOW

NOT
SHOWN

Student had
low level of
knowledge on
the content
covered
Student has
demonstrated
a low level of
understanding
on the topic
Student
showed some
understanding
of the skills
involved in the
art making
process with a
little
explanation.

Student does
not have
satisfactory
knowledge on
the content
Student has
demonstrated
a high level of
understandin
g on the topic
Student has
not shown
they
understand
the skills
involved in
the art
making
process

Student feedback

MARKING RUBRIC FOR ASSESSMENT TASK 2
VISUAL DIARY 30%

Skill &
technique

High (15-12)

Medium (12-9)

Low (9-6)

Not Shown

High level of skill

and technique
refined and
developed over the
unit in all materials
experimented with.

Medium level of skill

and technique refined
and developed over
the unit in most of the
materials
experimented with.

Low level of skill and

technique refined and
developed over the
unit in materials
experimented with,

Made no effort
to learn and
develop new
skills or
experiment
with new
materials.

High level of
understanding of the
topic and its
requirements.
High level of
understanding of
artistic influences on
various still life
artworks.

Sound level of
understanding of the
topic and its
requirements.
Medium level of
understanding of
artistic influences on
various still life
artworks.

Low level of
understanding on the
topic and its
requirements.
Low level of
understanding of
artistic influences on
various still life
artwork

No
understanding
of the topic
demonstrated.
No level of
understanding
of artistic
influences on
various still life
artworks.

Please tick
Understanding

Please tick

Knowledge of
and use of art
elements

High level of
knowledge of
content covered in
class. Advanced
knowledge and use
of art elements
highly evident in
experimentation and
planning

Sound level of
knowledge of content
covered in class.
Satisfactory
knowledge and use of
art elements mostly
evident in
experimentation and
planning

Low level of
knowledge of content
covered in class. Little
knowledge and use of
art elements are
occasionally evident
in experimentation
and planning

No level of
knowledge of
content
covered in
class. No use
of art
elements. No
planning or
experimentatio
n

Please tick

Student
feedback

MARKING RUBRIC FOR ASSESSMENT TASK 3

FINAL ART WORK 50%

Skill &
technique

High (15-12)

Medium (12-9)

Low (9-6)

Not Shown

High level of skill

and technique
refined and
developed over the
unit resulting in a
highly creative,
original, well
planned and well
executed artwork.

Medium level of skill

and technique refined
and developed over
the unit resulting in a
soundly planned and
effectively executed.
Some originality and
creativity shown

Low level of skill and

technique refined and
developed over the
unit resulting in a
poorly planned final
artwork showing no
originality and little
creativity.

Made no effort
to learn and
develop new
skills.
Did not
complete final
artwork. No
creativity
shown.

High level of
understanding of the
topic and its
requirements.
High level of
understanding of
artistic influences on
various still life
artworks informing
their own creation.

Sound level of
understanding of the
topic and its
requirements.
Medium level of
understanding of
artistic influences on
various still life
artworks informing
their own creation.

Low level of
understanding on the
topic and its
requirements.
Low level of
understanding of
artistic influences on
various still life
artworks informing
their own creation.

No
understanding
of the topic
demonstrated.
No level of
understanding
of artistic
influences on
various still life
artworks, did
not inform their
own creation.

Knowledge of
materials highly
grasped though
experimentation and
manipulation.

Knowledge of
materials soundly
grasped through
experimentation and
manipulation

Knowledge of
materials not grasped.
Did not experiment
enough with materials
to reflect
understanding and
knowledge of
materials.

No knowledge
of materials
reflected

Please tick
Understanding

Please tick
Knowledge and
use of
materials.

Please tick


Formative peer assessment
Student critiquing + art analysis worksheet

Your name:

Name of the
artwork you are
critiquing:

Materials used in
artwork:

List Objects in
artwork

Has the artist used

more than one
object in the
artwork?

Do you think the
artist has put in
effort into their
final artwork?
Why/why not?

Has the artist

taken pride in the
presentation of
their artwork?
How is this
demonstrated?
How has the artist
used colour in the
artwork?

How has the artist

used space in the
artwork?