Sie sind auf Seite 1von 8


Curriculum (AC)
Unit title and outline: Subject and Year level: Date:
Term 2, Week 1 8 Art 30/4/18
6-week study on line, tone and colour with a
focus on Aboriginal art Teacher: Sarah Carter Time frame and duration:
1 x 50 minute
Term 1 – Students study line, colour, tone 2 x 70 minute
through Aboriginal Art works.

Aims: What are the educational aims?
The educational aims for this topic is for students to-
- Have a sound understanding of various types of Aboriginal Art
- Know how to communicate artist’s intentions and reflect these ideas in their own work through the meaning of
- To be confident with new materials and techniques
- This topic has been chosen as it is critical that students have the ability to engage with Aboriginal and Torres
Strait Islander artworks
- Understanding the use of line, colour and tone to create artworks

Outcomes: What will students be able to do by doing this unit?

By the end of this 6-week unit students will be able to-
- Critically evaluate various types of Aboriginal artworks through, colour, line, tone and symbolism
- Communicate artists’ intentions and transfer the ideas to their own personal work (what does country mean to
- Create their own pieces based on ethical interpretations of Aboriginal art and to present their own ideas as well
as those of other artists

Unit Big Picture questions:
- Will students be able to critically analyse and reflect upon Aboriginal Art in a confident and appropriate way?
- Will students develop the skills to apply their understanding of Aboriginal art intentions to create their own
- Will students develop an understanding of how to use and identify the influences of line, colour and tone?

AC Achievement Standards:
Years 7 and 8 Achievement Standards

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

Assessment (for, of and as learning): What evidence is needed to demonstrate student learning?
Students will be assessed throughout the unit through-
- Student participation, how much are students contributing in class discussions and how well are students
focussing on the task at hand and participating to the best of their ability
- How well students work individually
- How well students understood the meaning of country (will be evident in their transfer of knowledge to
creating a piece that is their ‘country’
Content descriptors:
- 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 - Scootle )
- Develop planning skills for art-making by exploring techniques and processes used by
different artists (ACAVAM120 - Scootle )
- Analyse how artists use visual conventions in artworks (ACAVAR123 - Scootle )
- Identify and connect specific features and purposes of visual artworks from contemporary and past times to
explore viewpoints and enrich their art-making, starting with Australian artworks including those of Aboriginal
and Torres Strait Islander Peoples (ACAVAR124 - Scootle )
- Develop ways to enhance their intentions as artists through exploration of how artists use materials,
techniques, technologies and processes (ACAVAM119 - Scootle )

Resources: What major resources are needed?
- PowerPoint
- Pencils
- Paper
- Acrylic paint
- Aerial pictures - computer
- Cardboard
- Paint brushes
- Erasers
General Capabilities
Literacy Numeracy
Comprehending texts Calculating and Estimating
Grammar Knowledge Recognising and using patterns and relationships
Visual Knowledge Using fractions, decimals, percentages, ratios and rates
Composing texts Using spatial reasoning
Word Knowledge Interpreting and drawing conclusions from statistical information.
Text Knowledge Using measurement
Critical and creative thinking ICT Personal and social
Inquiring – identify, explore, organise Applying social and ethical protocols and capability
information and ideas practices Self-awareness
Generating ideas, possibilities and actions Investigating with ICT Self-management
Reflecting on thinking and processes Creating with ICT Social awareness
Analysing, synthesising and evaluating Communicating with ITC Social management
reasoning and procedures Managing and operating ICT

Intercultural understanding Ethical understanding
Recognising culture and developing respect Understanding ethical concepts and issues
Interacting with and empathising with others Reasoning in decision making and actions
Reflecting on intercultural experiences and taking Exploring values, rights and responsibilities
Cross-Curriculum Priorities

Aboriginal and Torres Strait

Living communities Identity People Culture Country/place
islander histories and cultures

Asia and Australia’s engagement Asia and it’s diversity Achievements and contributions of the peoples of Asia
with Asia Australia/Asia engagement

Sustainability Systems World views Futures

All tasks will be written on the board for students who require extra support and
may need to continuously refer to the task outline.

All tasks will be demonstrated first and time is allocated after each demonstration
Differentiation and extension for questions and clarification.
strategies: Accommodations to
meet individual learning needs Often the tasks have various options within (e.g. choose an item), therefore
students can choose which artwork appeals to them.

A variety of materials are used to allow all students to experiment and extend
their practices.
History – Aboriginal history, timelines (change in art)
Links to other curriculum areas
Society and Environment - Cultures and history

• Did students seem instantly engaged when I introduced the topic on

Aboriginal art?
• Did students seem eager to begin the art topic?
• Did students have more existing Aboriginal art knowledge than I
• Was the classroom layout appropriate for the class activities?
• Did students engage well with this topic, e.g. sharing, working individually
Evaluation: What is important to
or collaboratively?
review, reflect on?
• Should I have split the class into groups, or did the class work well as a
• Did I communicate tasks effectivity, or was there confusion?
• Did students understand how to manipulate the mediums?
• Did students complete the tasks appropriately?
• Were students engaged throughout the whole lesson, or only parts?
• Did my lesson plan and structure occur how I planned?

Unit Outline

Tasks, activities, resources AC Purpose

Week 1 Monday Lesson 5: Introduction to Year 8 Art - Introduction to year 8 art
- Introduction to year 8 Art - Pre-assessment of what students
- I will be teaching for the 1st 6 weeks and then Mrs (ACAVAM1 have previously learnt in art
Crowe for the next 2 19 - - Overall focus of the unit
- Have names on pop sticks ready if no one answers Scootle ) - Pre-assessment of the students’
- Ask questions - understanding of colour, line and
- Who has done art before? tone
- What type of art have you done?
- What type of art would you like to do next?
- Do the roll but ask what their favourite type of art is
at the same time (REMEMBER)

- This term we are going to be focusing on line, colour
and tone in two different forms
- We are going to be looking at Aboriginal art and how
line and colour are incorporated into ancient and
contemporary Aboriginal art
Task 1
- Do a demonstration on the board of how to do the
line, colour, tone sheets
- Hand out all sheets for students to do
- Write a step process on the board go guide students
- Walk around the class
Week 1 Thursday Lesson 7/8: Aboriginal Art/ practicing line
and tone

- All students walk to a computer room space for a

PowerPoint presentation

- Introduce that we are going to be studying Aboriginal


- Ask the class what they know about Aboriginal Art

(probably say dot paintings)
- Introduction to Aboriginal Art
- Does anyone know any Aboriginal Artists?
(ACAVAM1 - To identify the differences between
- When we talk about Aboriginal Art we must be
18 - ancient and contemporary Aboriginal
Scootle ) Art
- Show PowerPoint
- To understand how to be respectful
- Discuss the meaning of Country
(ACAVAR12 of Aboriginal art and people
- Who knows what country means?
3 - Scootle ) - To trigger thinking about what
- What does country mean to you?
country means to them
- Who knows which Aboriginal tribe was on these
- To transfer their knowledge and
understanding of line and tone to
- What are some symbols we have seen in Aboriginal
draw real flowers/leaves

- Show the 5 different Aboriginal Arts and the

differences between contemporary and ancient

Aboriginal art via PowerPoint

- Ask questions to the class

- What is the difference in line, colour tone between

the two different eras of art?

- The task that students will do on Friday will be their
own aerial painting of what ‘their country’ looks like
- Show how to do it on google maps
- Google maps, Australia, Satellite, print screen print in
colour to bring to Fridays lesson or bring on a USB and
Week 1 Friday lesson 1 &2: What country means to
you/aerial photos - To get students to reflected upon
- Students watch a demonstration of how they create what ‘country’ means to them
an aerial photo starting with a pencil sketch - This will be demonstrated on their
- Students can choose colours that have a connection justification of their aerial photo
to them or colours of the print - To practice using line/ colour
Task 1 - To practice using fine motor skills
- Finish off the booklets with pencil and acrylic paint
- Provide support - For students to begin the process of
reflective thinking/ analysis
Week 2 Monday Lesson 5: Colour worksheet
- Collect homework (aerial prints) 4 - Scootle )
- Students can print them off in colour is they need
- Recap that we are looking at line, colour and tone
through our worksheets
- Last lesson we focused on painting in the lines and
- For students to learn about the colour
the colour wheel
wheel and the process of mixing all
- What paint did we use?
other colours from the primary
Task 1
- Students who have not finished the colour wheel,
- Students learn about colour theory
spend the lesson doing so
through a word bank
- For the students that have finished, you can research

the words on the back on the booklet

- And finish the worksheet

- On Thursday, we are going to begin our aerial

paintings so need to finish the painting at least
Week 2 Thursday Lesson 7/8: Aerial drawings
- Begin by handing out all of the students’ aerial prints
- Students are to use their visual studies/ or I will give
them 3 A4 sheets of paper in which they are to do a
line drawing - Students learn to analyse work using
- Focusing on weight and direction of line Art elements such as line, colour and
- Another one for tone – where are the light and dark Tone
sections of the piece - The students’ workbooks are
- And a colour swatch – colours that have a personal references for them when
meaning or you think will suit the aerial picture completing the task
Task 1 - Learn how to plan and deconstruct an
- Students who have not finished their colour wheels artwork
have the first half of the lesson to do so before they
need to begin their aerial drawings
- I will monitor when the changeover is
- If they have not finished they need to arrange a time
to come in at lunch or recess to do so
Task 2
- To use their work booklets and colour wheels to
create their 3 planning sheets
- All students can arrange a time to
- do the rest of their booklet at one lunch time or it is
Week 2 Friday lesson 1 &2: Aerial paintings
- Students watch a recap demonstration of how to add
paint to the aerial drawing
- Students continue to do their planning sheets - Learn to add paint to their plan and
- Come and speak to me or Lindsey about how they are Learn different techniques to apply
going and the amount of detail used paint
Task 1 - For students to transfer their plans
- Students need to almost be ready to do their final Onto their final painting
painting next week - Finalise the planning stages
- Explain that all planning should almost be completely
finished today
Week 3 Monday Lesson 5: Drawing their aerial
- Reinforce that there should only be a small amount of
planning today and the final drawings should be
started - Students transfer their plans to their
- Give all students back their 3 planning sheets and final painting using their worksheets
their aerial print screen and their planning sheets as
- Encourage them to have all their components ready references
for reference when they begin their final drawing - Learn how to follow a plan
Task 1 - Using pencil to sketch the plan
- Have all pencils ready for students to use focusing on the weight and direction
- All pencil drawings today of line
- Focus on the weight of line, direction of line and the
placing of line
- Walk around the class and provide support
Task 2
- Recap the class and quickly discuss where everyone is
- Tell the students that we will be continuing with this
on Thursday

Week 3 Thursday Lesson 7/8: Aerial drawings/painting

- Begin with a demonstration of adding paint to their
aerial and using different techniques

- Remind them they need to mix the colours so use the
- Recapping their skills of mixing colour
colour wheel as reference
- To become responsible for their own
- Make enough colour so it can cover all the area paint
- Give each student a plastic container which they use - To learn how to estimate paint
for their paint quantities for the different areas of
- This is for them to keep the colours in and they need their painting
to label it with tape to get out every lesson
Task 1
- Students work at their own pace either drawing their
aerial or painting it using their planned colours

- Walk around the class and provide assistance if need

Week 3 Friday lesson 1 &2: Aerial paintings
Task 1
- Continue at their own pace - Work effectively individually
- Provide support for all students - Guide students in their work and
- Try and sit with every student at some point in the - Ensure they are all on task
double lesson
Week 4 Monday Lesson 5: Aerial painting
Task 1
- Continue at their own pace painting
- Provide support where needed - Working effectively individually
Week 4 Thursday Lesson 7/8: Aerial painting

- Begin with a demonstration of adding texture through
- Learning about how applying
different applications of paint and thicknesses of
different thicknesses of paint can
colour create texture
Task 1
- Students work at their own pace on their aerial or
Week 4 Friday lesson 1 &2: Aerial paintings
- Introduction to a collograph - Introduction to collographs
- Show some examples – ones with colour and ones - Collecting materials to create one
without - Brainstorm symbols that have
- Explain that all students are going to make a meaning to the students but reflect
cardboard collograph that is a symbol their understanding of Aboriginal
- It will be a small collograph that will be printed to symbolism
your aerial painting - understanding how to layer art
- Explain that students will move onto this process techniques
when they have finished their paintings

Task 1
- Continue at their own pace
- Provide support for all students
- Try and sit with every student at some point in the
double lesson
Week 5 Monday Lesson 5: Aerial painting
- all students working on their
- Explain that this is the last lesson students should be
collographs together to inspire each
painting as they need to move on to their collographs
Task 1
- working efficiently collaboratively but
- Continue at their own pace painting
working well individually
- Provide support where needed

Week 5 Thursday Lesson 7/8: Collograph
- Begin with another demonstration of how to make - recapping the task so students know
one and provide materials to do so what they are doing and what the end
- Students can go for a walk and find plants that they aim is
may want to add
- They can bring something from home too
Task 1
- All students planning/making their collograph
- Even if students have not finished painting all
students must begin their collographs
Week 5 Friday lesson 1 &2: Collograph - using their time wisely and working
- Explain that the double lesson is also for collographs through the task efficiently as all
- Once students have finished they can go back to students are at different stages
painting if need be - support all students as everyone will
Task 1 - be doing different tasks
- Continue at their own pace
- Provide support for all students
- Try and sit with every student at some point in the
double lesson
Week 6 Monday Lesson 5: Collograph/aerial painting
- Explain that this is the last week for their aerial - finalising all work as are moving onto
paintings and collographs the next stage
- All students must finish off their aerial paintings and
collographs today as on Thursday we are printing
them onto the painting
Task 1
- Provide as much support as possible
- Explain that students need to arrange a time to come
in at lunch or recess to finish off as there has been
plenty of class time

Week 6 Thursday Lesson 7/8: Printing the Collographs
- Begin with a demonstration of how to do an ink print
onto the collograph - understanding ink and its properties
- Explain the different colours and choosing a colour - understanding the process of printing
that will compliment your existing colour scheme and how to do it
Task 1 - only doing one print so have to plan
- All students print today carefully where it will be
Week 6 Friday lesson 1 &2: Evaluation

- Congratulate students on working hard

- If there were students away then they can do the
- learning about writing analysis and
print in the first half of the lesson
following a task sheet to do so
- Introduce the evaluation sheet
- this prepares students for senior art
- Explain that all students need to write an evaluation
- guide them through the process and
for their piece using the guidelines on the sheet
explain that it is due in a week
- Read through the task sheet and assessment criteria
- say goodbye as it is my last class
Task 1

- Students have the lesson to write their analysis

- To ask any questions they need

- My last lesson

- Will be starting something else for 2 weeks next week

- The analysis is due Friday week 7
- All for homework and they will be sent to me