Unit 1

Sequencing of Lessons

Art

Outcomes, Key
Knowledge, Key
skills addressed

Week

Lesson

Introduction to Unit 1 of Art. Ensure all students understand what

Formulate personal

materials they need for this class. Provide students with relevant

opinions with

information about how to find resources they need for this unit,
A

including VCAA website, how search for creditable sources of

Week

information. General class introduction. *Keeping in mind Unit 1

reference to artworks

often begins on the first day of year 11 for most students at

Geelong College.
Lesson

Class discussion what is art? What is art for?. This is a useful

tool in prompting students to think more broadly about art, and

how it goes far beyond making a pretty picture. This discussion
is useful groundwork for the first making task.
Time permitting: An class analysis of an artwork (Lee Krasners
painting from 1966, Gaea. { HYPERLINK

"http://www.moma.org/collection/works/79162?locale=en"
})
Lesson

Introduce students to the Unit 1. Students will be working AOS 1

and AOS 2 simultaneously. Explain to students throughout the

school term every B Week we will run a class that addresses the
theory tasks in AOS 1. Provide students their folio checklist to
stick into the front page of their folio. Provide students their AOS 1
Art History and Theory Task. (PDF attached to website:
teachernina.weebly.com > 517 Course Outline > 517 Learning
Activities > Learning Activity Art History.)

Lesson

Answer any follow up questions from previous lesson.

Lesson on annotation give students some examples of wellannotated folio pages. Be clear what is expected in annotations.
Give students National Geographic magazines. Instruct them to
select 10 pages that are visually interesting to them to stick into
their folio. Students to begin to annotate images.

HOME

Students to annotate the 10 pages from National Geographic

WORK

magazine in their folio.

Week

Lesson

Introduction to Making Task 1. Go though slides 1 to 7 of Making

Explore materials,

Task 1 (PDF attached to website: teachernina.weebly.com > 517

techniques,

Course Outline > 517 Learning Activities > Learning Activity

B

Making.) Students to begin the task as outline in the PDF. This

processes and art

forms and investigate

Week

will put the previous lesson (choosing the National Geographic

how these can be

images)

used to create

LESSON PLAN ATTACHED to website

Lesson

Go through slides 8 14. Those students working at a faster pace

may be further along with the making task.

Email students the PDF of the Making Task 1 examples for them
to look at in their spare time. The second half of the slide shows

artworks
Qualities and
characteristics of
materials and art
forms and how they
may be used to
present concepts
and images;

students another example for Solar Plate etching.

Lesson

Introduce students to the first artist in AOS 1 Art History and

Theory Task: Artemisia Gentileschi.

Introduce the students to artist Artemisia Gentileschi through the
use of the PowerPoint presentation.
See attached PDF to teachernina.weebly.com > 517 Course
Outline > 517 - Folio Checklist | Resources (For Students and
Teachers)

Lesson

Class excursion. Use this class excursion to Geelong Gallery for

class discussion of artworks using the Formal Frameworks.

Students can direct the task. Students can spend 15 minutes in
the gallery by themselves observing the artwork. Then gather as a
class and discuss one image chosen by the students, if students
cannot decide teacher will decide. Planning the excursion early on

Key Knowledge
Aspects of the Formal
Framework and the
Personal Framework;
Social and personal
interests, experiences
and intention of
artists;

Art language for the

expression of
discussion and
research.

Exhibition and
gallery visits are
recommended to
support students
experience of
artworks. (VCAA,
2014)
Use appropriate art
language to discuss
artworks.

in the unit provides a interesting stimulus for students to engage

with using the Analytical Framework outside of the classroom.
Week

Lesson

Students continue with Project 1 Making Task.

Teacher to engage with students throughout the duration of the

class helping where needed.

Methods for trialling

materials, techniques,
processes and art
forms;

All students should be experimenting with the Formal Elements.

Formal elements and

principles of artworks;

Lesson

Students continue with Project 1 Making Task. Students should

Formal elements and

be moving away from their computer and into the making their

principles of artworks

A
Week

composition. Teacher to help the students as required.

Lesson

Students continue with Project 1 Making Task. Teacher to

engage with students throughout the duration of the class helping

where needed.

Lesson

Students continue with Project 1 Making Task. All students should

be towards completion of Project 1.

HOMEWORK

Students should be keeping up to date with folio annotation.

Due end of day

Artemisia Gentileschi analysis task due

Friday
Week

Lesson

Introduce students to Project 2 & 3 ( PDF attached to website:

Explore materials,

teachernina.weebly.com > 517 Course Outline > 517 Learning

techniques,

Activities > Learning Activity Making.)

B week

Time dependent: students to begin making their mono prints.

processes and art

forms and investigate
how these can be
used to create
artworks

Lesson

Continue with Project 2: Students to make or finish making mono

prints.

HOMEWORK

Students who have not finished Project 1 should do so as

homework. Students able to use the classroom afterschool if they
need access to materials

Lesson

Introduce students to the second artist in AOS 1 Art History and

Theory Task: Tamara de Lempicka

Introduce the students to artist Tamara de Lempicka through the
use of the PowerPoint presentation.
See attached PDF to teachernina.weebly.com > 517 Course
Outline > 517 - Folio Checklist | Resources (For Students and
Teachers)
LESSON PLAN ATTACHED to website.

Lesson

Students to take a photograph of themselves for Project 2.

Teacher to assist where necessary. These photos of students will

Key Knowledge
Aspects of the Formal
Framework and the
Personal Framework;
Social and personal
interests, experiences
and intention of
artists;

Art language for the

expression of
discussion and
research.

be used for Project 2 where they overlay their mono prints

arranged face with a portrait of themselves.
Week

Lesson

Continue with Project 2: students to have scanned or

photographed their arranged mono print portrait into Photoshop

along with image of themselves.

A
Week

Begin experimenting and making adjustments.

Lesson

Students continue with Project 2 experimenting with different

Qualities and
characteristics of
materials and art

techniques on Photoshop and in their visual diaries with materials

such as pen, fine liner, pencil, paint, text.

forms and how they

may be used to
present concepts
and images;

Lesson

Students to continue with Project 2. Remembering to annotate

Document thinking

their visual diaries as they go.

and working

Lesson

Students to continue with Project 2. Students should have at least

The meaning of visual

4 finished experiments in their visual diary and annotated.

language to explore

practices;

issues and ideas of

personal interest and
imagination

Due end of day

Tamara de Lempicka analysis task due

Friday
Week

Lesson

1
Lesson

Week

Students to continue with Project 2

Student choice. Depending on the pace of personal development
with AOS 1 and AOS 2 students can choose to work on their
analytical task or continue with Project 2.

Lesson
3

Annotation and Visual Diary lesson. Today teacher ensures all

students are annotating correctly. Students to catch up with their
visual diary documentation of progress. Students who are on top
of visual diary may continue with analysis task or making task.
Students who are on top of visual diary may continue with
analysis task or making task.

Lesson

The Formal
Framework and the
Personal Framework
to support reflective
annotation as they
apply to the students
artmaking;

Students to continue with Project 2

4
Lesson

Introduce students to the third artist in AOS 1 Art History and

Theory Task: Gordon Bennett

Key Knowledge
Aspects of the Formal
Framework and the
Personal Framework;
Social and personal
interests, experiences
and intention of
artists;

Art language for the

expression of
discussion and
research.

Week

Lesson

Students to continue with Project 2

Lesson

Students to continue with Project 2. Students should have at least

6 finished experiments in their visual diary and annotated.

Week
Lesson
3
Lesson

Student choice. Depending on the pace of personal development

with AOS 1 and AOS 2 students can choose to work on their

analytical task or continue with making projects.

Due end of day

Gordon Bennett analysis task due

Friday
Week

Lesson

Students to continue with Project 2 moving onto choosing and

Formulate personal

refining a method for Project 3. Students judge and analyse their

opinions with

trails to decide which method works best for their Project 3.

B

Lesson

Students to continue with their project task. Teacher to target and

Week

work individually with any students falling behind. Teacher to

reference to artworks

encourage those at all paces.

Lesson

Introduce students to the third artist in AOS 1 Art History and

Theory Task: Mona Hatoum. Introduce the students to artist

Tamara de Lempicka through the use of the PowerPoint
presentation.
Discussion of Hatoums work using the Personal Framework

Key Skills
Apply the Formal
Framework and
Personal Framework
to analyse and
interpret artworks;
Research and
discuss how art
reflects the personal
interests, experiences
and intention of the
artist;
Formulate personal
opinions with
reference to artworks;

Use appropriate art

language to discuss
artworks.

Lesson

Students should be finishing their experimentation and starting to

look at choosing a direction for their final image (which will be the
outcome of project 3)

Week

Lesson

Printing Lesson: Students have a lesson in the photography room.

Teacher gives demonstration on how to use the Inkjet printer.

Students may use this printer for printing project 3.

Lesson

Students to be up to working on Project 3, their final image for

AOS 2 Outcome 2.

Week

Lesson

Students to continue working on Project 3.

3
Lesson

Student choice. Depending on the pace of personal development

with AOS 1 and AOS 2 students can choose to work on their

analytical task or continue with making projects.

Due end of day

Mona Hatoum analysis task due

Friday
Week

Lesson

Students to continue with Making Task 3. Teacher to work one on

10

one with any students who are significantly behind.

Lesson

Student choice. Depending on the pace of personal development

with AOS 1 and AOS 2 students can choose to work on their

analytical task or continue with making projects.
Students should ensure their Project 3 is nearing completion.

B
Week

Teacher to trouble shoot any problems students are having.

Lesson

Introduce students to the third artist in AOS 1 Art History and

Theory Task: Ai Weiwei

Using slide show students to discuss Ai Weiweis work using the
Personal Framework.

HOMEWORK: Any students with access to Netflix encouraged to

watch Ai Weiwei Documentary Never Sorry.

{ HYPERLINK
"http://www.netflix.com/search/Never%2520sorry?jbv=702
29921&jbp=0&jbr=0" }
{ HYPERLINK "http://www.imdb.com/title/tt1845773/" }

Key Skills
Apply the Formal
Framework and
Personal Framework
to analyse and
interpret artworks;
Research and
discuss how art
reflects the personal
interests, experiences
and intention of the
artist;
Formulate personal
opinions with
reference to artworks;

Use appropriate art

language to discuss
artworks.

Lesson

This lesson is used for students to finalise any incomplete tasks.

Making Task 3 must be handed in at the end of this lesson.

Students to check their visual diaries are up to date with
appropriate annotations.

HOME

Ai Weiwei analysis task due by the end of the first week of the

By this point in time

WORK

holidays. Email task to teacher.

all key knowledge

and key skills of AOS
1 and 2 have been

covered.

Area of study 1
Key Knowledge
Aspects of the Formal Framework and the Personal Framework;
Social and personal interests, experiences and intention of artists;
Art language for the expression of discussion and research.
Key Skills
Apply the Formal Framework and Personal Framework to analyse and interpret
artworks;
Research and discuss how art reflects the personal interests, experiences and
intention of the artist;
Formulate personal opinions with reference to artworks;
Use appropriate art language to discuss artworks.
Area of study 2
Key knowledge This knowledge includes
The meaning of visual language to explore issues and ideas of personal interest and
imagination;
Qualities and characteristics of materials and art forms and how they may be used to
present concepts and images;
Methods for trialling materials, techniques, processes and art forms;
Formal elements and principles of artworks;
The Formal Framework and the Personal Framework to support reflective annotation
as they apply to the students artmaking;
Art language for the purpose of documentation and annotation.
Key skills
These skills include the ability to
Use observation and imagination to develop visual creative responses;
Communicate personal ideas and concepts through the development of a visual
language;
Explore materials, techniques, processes and art forms and investigate how these
can be used to create artworks;
Use formal elements and principles to produce creative responses that illustrate
personal interests;

Document thinking and working practices;

Apply knowledge of the Formal Framework and the Personal Framework in reflective
annotation as they apply to their own artmaking.