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Australian Curriculum (AC)

UNIT PLANNER 2016


Unit title and outline: Subject and Year level: Date:
Term 2 – introduction to different types of 10 Art 30/4/18
printmaking. Embossing, acetate, ink and
hand colouring Teacher: Sarah Carter Time frame and duration:
1 x 90 minute
Term 1 – Students studied portraiture and 1 x 55 minute
clay 1 x 70 minute

Aims: What are the educational aims?


The educational aims for this topic is for students to-
- Have a sound understanding of various types of printmaking
- Know how to gain inspiration from printmakers to create Australian flora prints
- To be confident with new materials and techniques
- Understanding the use of line, colour and tone to create prints
- To experiment with various types of prints

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 prints using colour, line and tone theories
- To transfer their understanding of other artists work to their own prints
- To design arrangements and experiment with different prints
- To be confident using ink and a printing press

Unit Big Picture questions:


- Will students be able to critically analyse and reflect upon other printmakers work?
- Will students develop the skills to apply their understanding of line, tone and colour to their own prints?
- Will students develop an understanding of how to manipulate ink and tools to create prints?

AC Achievement Standards:
Year 9 and 10
By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks they make
and view. They evaluate artworks and displays from different cultures, times and places. They analyse connections
between visual conventions, practices and viewpoints that represent their own and others’ ideas. They identify
influences of other artists on their own artworks.
Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent
ideas and subject matter in their artworks.

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 processes of printing
Plan and design artworks that represent artistic intention (ACAVAM128 - Scootle )
Content descriptors:
- Conceptualise and develop representations of themes, concepts or subject matter to experiment with their
developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait
Islander artists (ACAVAM125 - Scootle )
- Manipulate materials, techniques, technologies and processes to develop and represent their own artistic
intentions (ACAVAM126 - Scootle )
- Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127 - Scootle )
- Plan and design artworks that represent artistic intention (ACAVAM128 - Scootle )
- Present ideas for displaying artworks and evaluate displays of artworks (ACAVAM129 - Scootle )
- Evaluate how representations communicate artistic intentions in artworks they make and view to inform their
future art making (ACAVAR130 - Scootle )
- Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich
their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander
Peoples, and consider international artworks (ACAVAR131 - Scootle )
Resources: What major resources are needed?

- Paper
- Pencils
- Native flowers
- Laptops
- Lino
- Acetate
- Rulers
- Ink
- A printing press
- A spatula knife
- A roller
- Vegetable oil
- Rags
- Aprons
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
responsibility
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 a flower), 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 – Native Australian flor and forna


Links to other curriculum areas Society and Environment - Cultures and history and the importance of native
Australian flora and forna.

 Did students seem instantly engaged when I introduced the topic of


printmaking?
 Did students seem eager to being the art topic?
 Did students have more existing knowledge about printmaking than I
anticipated?
 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
whole?
 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

Relevant
Tasks, activities, resources AC Purpose
descriptors

Week 2 Tuesday Lesson 1/2: Introduction to print making - Introduction to printmaking


Task 1 - Begin to research and use evaluation
- Introduction to Printmaking skills
- Show a simple PowerPoint of 3 printmaking artists - Practice real life drawings
- Margret Preston - Recap on line and tone theory
- Gorman artist - Intro to assignment
- Show Australian Flora on PowerPoint and also bring in
some real ones too
Task 2
- Give out task sheet
- Research 3 other Printmaking artists that focuses on
flora - preferably Australian
- This to look at arrangements of flowers and how to
draw flowers for a lino
- Write a small evaluation of their work
- What you like/disklike which you are going to keep in
mind when you come to drawing your own
- Do this for the first lesson

Task 2
- Give intro to line drawings and creating tone with line
- Draw from the real flowers and explain the overall
task
- Remind students that their drawing will come out
back to front and you have to decide are you going to
cut the lines or around the lines
- What you cut will be white and what you leave will be
black
- A 30.5cmx30.5cm square lino you are going to do a
print of one flower head and then of the whole lino
- Make sure your drawing is mainly full of one focused
flower head or section
Task 3
- Give out overall task sheet and talk them through it
- Rest of the lesson drawing their design
- Can get inspiration from online pictures of Australian
flowers
-
Week 2 Wednesday Lesson 5: Continue with the flower
arrangement drawings
- Recap that they need to
- Recap what the end aim is
- Students practice their drawings skills
- Re- read the assessment criteria and what is expected
- Understand that what you take away
- Have an example of a drawn one
will be white and what you leave
Task 1
black
- Students have the lesson to continue with their
flower drawings
- Walk around the classroom and provide help if need
be
- Remind that it will come out back to front and that
what you cut will be white and what you leave will be
black
Week 2 Friday lesson 6/7:
- Students watch a demonstration of how to do a print
with acetate plastic - Intro to acetate plastic
- Sticky tape the drawing underneath and scratch the - Continue drawings
outline of the flower
- Can make tone
- What I scratch the ink will go into
- Show with a flower head drawn
- And using materials scratch to make marks
Task 1
- Students continue with their drawing in the lesson
- If students finish they can begin to use the acetate
Homework
- If students haven’t finished their drawing their flower
arrangement, students must do it for homework and
have it ready to begin using the acetate on Tuesday
Week 3 Tuesday Lesson 1/2: Introduction to acetate
- Introduction to ink for printing
Task 1 - How to print
- Recap what we are doing and the assignment
- Give another demonstration of how to scratch in the
acetate
Task 2
- Students spend the lesson scratching into the acetate
Task 3
- At the end of the first lesson show students how to
print their piece
- Ask all students to bring in an old shirt or apron to
wear during print making as it is so grubby
- Show how to print
Task 4
- Students work at their own pace to start printing
Week 3 Wednesday Lesson 5: Acetate/ printing
Task 1 - More demonstrations to ensure
- Do another demonstration of how to print students understand the process
- Explain that this is the last lesson for students to
scratch on the acetate they need to begin printing
- Work with students who are printing in the lesson
Week 3 Friday lesson 6/7:
Task 1
- All students should be printing - Have 3 prints as they will learn some
- All students must have 3 clean prints of their piece Prints do not work
Task 2 - Experimenting with the thickness of
- Once students have done 3 clean prints they write an Ink
evaluation of their piece - Introduction to evaluations
- Give out an evaluation sheet of how to write one - How to evaluate using arts language
Week 4 Tuesday Lesson 1/2: Tracing their drawing
Task 1
- Recap what we are doing and the assignment
- The next part of the assignment is an emboss and a
- Intro to embossing
lino print
- The safety of using tools and the press
- Show how to trace your drawing onto your piece of
- Work at their own pace
lino
- Show how to safely use the tools to cut into the lino
using the iron first
- What you cut will be white and what you leave will be
black

Task 2
- Students can continue printing
- Students who have finished and have written their
evaluation they can begin to trace their linos for the
whole lesson
Week 4 Wednesday Lesson 5: Printing and lino cutting
Task 1
- Explain to students that this is the last lesson students
can spend doing printing as we need to move onto - Learning how to transfer images
lino - Cutting lino safely
- Do another demonstration of transferring the image
and cutting into the lino safely
Week 4 Friday lesson 6/7: All students cutting lino/
embossing
Task 1
- Explain that we are going to do an emboss
- Explain what an emboss is and show how to do it - Intro to embossing
Task 2
- Students work at their own pace to cut their lino and
then to do 1 clean emboss when they are ready
Week 5 Tuesday Lesson 1/2: Embossing and printing
Task 1
- Recap what we are doing and the assignment
- Show how to do an emboss again - Ink prints
- Explain that the next part of the assignment is to do - Learning how the different thickness
about 5 back ink prints of ink will impact the print
- Show students how to do a full print - Learning the write a reflection
Task 2
- Students need to write a reflection on their emboss
when they have finished it
- Remind that this is really the last lesson for
embossing and we need to move onto prints
Week 5 Wednesday Lesson 5: Printing and lino cutting
Task 1
- All students need 5 black ink prints
- Explain that the next part of the assignment is to cut a
section out of the lino to print separately in a - A large cut of lino
different colour - To hand colour and fit back into place
- Show how to cut a section out, colour it and put it - Learning to reflect and analyse art
back in the lino and colour the rest of the lino - To identify what went well and what
Task 2 Did not
- Students continue embossing and the cut out their
section with help if need be at their own pace
- Students need to write a reflection on their emboss
when they have finished it
Task 3
- Students need to write a reflection on their emboss
when they have finished it
- Remind that this is really the last lesson for
embossing and we need to move onto colour prints
Week 5 Friday lesson 6/7: All students cutting lino/ printing
Task 1
- Explain that all students need to be printing today
- Finalising printing
- Help students cut out their section if they need it
Week 6 Tuesday Lesson 1/2: Printing
Task 1
- Recap that this week is all printing and hand colouring
Task 2
- Demonstrate to students how to colour a section - Intro to hand coloured printing
again - How to use watercolour
- Can use a hand brush if need be - The different techniques
- Do a demonstration of hand colouring with
watercolours
- Do a demonstration of watercolours in general and
about adding water to achieve different results
Task 2
- Students continue on where ever they are up to and
should have a reflection of each completed step
Week 6 Wednesday Lesson 5: Printing
Task 1
- Recap of everything all the students
- Remind students that they only have this lesson and
should have completed
the next to finish off all of their prints
- Assist them in organising it if need be
- Remind them they must have a reflection of their
- All reflections should be done
- Acetate
- Write on the board the steps to
- Emboss
ensure all student know the process
- Lino
- A hand coloured lino
Task 2
- Students continue to work at their own pace through
the steps
- Put the steps on the board to show the next stages
Week 6 Friday lesson 6/7: Printing and reflecting
Task 1
- Explain that this is the last lesson so all students need - Finalising the lesson
to have at least one of each to hand up at the end of - All prints must be finished and
the lesson reflections
- Recap how to write a reflection and ensure all
students have a reflection sheet to use
- The reflections for each piece should be handed up as
they go
- All reflections of the pieces are due on Tuesday Week
7
Task 2
- Guide students through the processes
- If students begin to finish early they can write their
reflections in class
- Or complete another hand coloured print