PaulStevensID:1075158

UnitPlan
TITLE:Art&Identity
YEAR:10 CURRICULUMLEVEL:5 SUBJECT:JuniorArt
ObjectivesfromtheNewZealandCurriculumdocument
UnderstandingtheVisualArtsinContext(UC)
Investigateandconsidertherelationshipbetweentheproductionofartworksandtheircontextsand
influences.
DevelopingPracticalKnowledge(PK)
Applyknowledgeofselectedconventionsfromestablishedpractice,usingappropriateprocessesand
procedures.
DevelopingIdeas(DI)
Generate,develop,andrefineideasinresponsetoavarietyofmotivations,includingthestudyofestablished
practice.
CommunicatingandInterpreting(CI)
Compareandcontrastthewaysinwhichideasandartmakingprocessesareusedtocommunicatemeaning
inselectedobjectsandimages.

Valueshighlightedinthisunit Keycompetencieshighlightedinthisunit
Excellencebyaiminghighandpersevering
Innovation,enquiryandcuriositybythinking
critically,creativelyandreflectively
Diversityasfoundindifferentcultures,
languages,andheritages
Equitythroughfairnessandsocialjustice
Community&participationforthecommon
good
Ecologicalsustainabilitywhichincludescarefor
theenvironment
Integritywhichinvolvesbeinghonest,
responsibleandaccountableandacting
ethically
Respectforthemselves,othersandhuman
rights
Thinkingusingcreative,criticaland
metacognitiveprocessestomakesenseof
information,experiencesandideas.
Relatingtoothersinteractingeffectivelywitha
diverserangeofpeopleinavarietyofcontexts.
Abletolistenactively,recognisedifferentpointsof
view,negotiate,shareideas.
Usinglanguage,symbols,andtextsworking
withandmakingmeaningofthecodesinwhich
knowledgeisexpressed.Interpretandusewords,
number,images,movement,metaphorand
technologiesinarangeofcontexts.Recognise
howchoicesoflanguage,symbolortextaffect
peoplesunderstandingandthewaysinwhich
theyrespondtocommunications.Confidentlyuse
ICT.
Managingselfselfmotivation,acando
attitude,selfimageasacapablelearner.
Establishgoals,havestrategiestomeet
challenges,knowwhentoleadandwhentofollow
andwhenandhowtoactindependently.
Participatingandcontributingbeingactively
involvedincommunitiesi.e.
family/whnau/schoollearning/work/celebration/
recreationlocal/national/globalcontribute
appropriatelyasagroupmember,make
connectionswithothers,createopportunitiesfor
othersinthegroup.

PaulStevensID:1075158
Keyvocabularystudentswilllearn/useinthisunit(inalphabeticalorder)
Abstract.Art.ArtHistory.Artist.Artwork.Baroque.Claustrophobic.Colour.Complementary.Composition.
Contrast.Content.Context.CoolTones.Cubism.Cubist.Dabsofpaint.Depict.EarlyArt.FlatColour.Form.
Geometrical.Harmonious.Historical.Identity.Illumination.Illusion.Impressionism.Impressionist.Intensity.Light.
Line.Mandala.Meaning.Media.Monochromatic.Motif.Natural.Neoclassical.Neoclassicism.Opacity.Pattern.
Perspective.PictorialConventions.Political.PopArt.Proportion.Realist.Religious.Renaissance.Repetition.
Rococo.Romanticism.RoundedFigures.Saturation.Scale.SelfPortrait.Shade.Shadow.Shallowperspective.
Shape.Silhouette.Space.SubjectMatter.Surface.Symbol.Symmetrical.Technique.Texture.ThickPaint.
Timeline.Tone.Triangular.Viewpoint.WarmTones.

Artists:RitaAngus(NZ).GeorgesBraque.Caravaggio.PaulCzanne.JacquesLouisDavid.EugneDelacroix.
MarcelDuchamp.AlbrechtDrer.JeanHonorFragonard.ArtemisiaGentileschi.ThodoreGricault.Vincentvan
Gogh.FranciscoGoya.DavidHockney.JeanAugusteDominiqueIngres.FridaKahlo.RoyLichtenstein.douard
Manet.Michelangelo.SamMitchell(NZ).ClaudeMonet.DarcyNicholas(NZ).LylePenisula(PI).PabloPicasso.
SeraphinePick(NZ).Rembrandt.HyacintheRigaud.J.M.W.Turner.DiegoVelzquez.MarieDeniseVillers.
LeonardodaVinci.AndyWarhol.JeanAntoineWatteau.
Resourcesrequiredforthisunit:Studenttexts,teacherreferences,videos,equipment,
Whiteboard
Whiteboardmarkers
Workbooks
Mandalaworksheetperstudent
ExampleimagesofMandalas
Pens/pencils
Artpencils
Erasers
SourceimagesforMandala
ICTdevices/computers
Smallpiecesofpaperperstudent
HowdowetalkaboutArt?worksheetperstudent
Artworkimagesasexamplestodiscusslanguage
Copyofimagestocutoutperstudent
ArtHistoryTimelineworksheetperstudent
Timelineartworkslistperstudent
Scissors
Glue
ArtAnalysisworksheetperstudent(x2)
Website:www.smarthistory.org
Projector
Laptop
TimelinePowerPointfile
5xA3artworkanalysissheets
5xEnlargedimages
TechniquePracticeworksheetperstudent
20xStarryNightVanGoghtemplate
20xWomaninBathLichtensteintemplate
Paints
Paintbrushes
Palettes
Watercontainers
DrawingtheFaceworksheetperstudent
ArtistModelPowerPointfile
Photographstodrawfrom
A4sheetsofexamplesofartistmodels
A3paper
Pastels
Photocopier
A3canvasperstudent
2

PaulStevensID:1075158
SpecificLearningOutcomesforthewholeunit
CreateaGlossaryofartlanguage.
Defineidentityinrelationtoart.
DefinewhataMandalaisandwhatitsoriginsare.
CreateaMandaladrawingreflectingstudentsidentity.
DefineandintelligentlydiscusswhatArtis.
Usearangeofspecificpictorialconventionswhenanalysinganartwork.
Definethekeyareasandelementstoanalysewhenlookingatartworks.
BrieflydetailthemainmovementsinartsincetheRenaissanceandplacethemonatimeline.
CreateatimelineofartfromtheRenaissancetoPopArt.
Recognise32artworksfromtheRenaissancetoPopArt.
Recognise9artworksfromthebirthofarttotheEarlyRenaissance.
Recogniseandname4workseachfromtheRenaissanceandBaroqueperiods.
DefinethebasiccharacteristicsofEarlyArt.
DefinethewordsRenaissanceandBaroque.
DefinethebasiccharacteristicsofartfromtheRenaissanceandBaroqueperiods.
Recognisehowartistsusedideasofidentityintheirpractice.
Analyseintelligentlyagivenpaintingusingtheappropriatelanguage.
Recogniseandname4workseachfromtheRococo,NeoclassicismandRomanticismperiods.
DefinethebasiccharacteristicsofRococo,NeoclassicismandRomanticism.
DefinewhatRococo,NeoclassicismandRomanticismareandwhentheywerepopular.
Recogniseandname4workseachfromtheImpressionism,CubismandPopArtperiods.
DefinethebasiccharacteristicsofImpressionism,CubismandPopArt.
DefinewhatImpressionism,CubismandPopArtareandwhentheywerepopular.
PracticethebasicpaintingtechniquesofImpressionismandPopArt.
CreateasmallpaintingbasedonthetechniquesofeitherImpressionismorPopArtusinganartistmodel
template.
Discussintelligentlytheproportionsofthehumanface.
Createabasicandaccuratedrawingofthehumanfacefromfronton.
RecognisetheworkofRembrandt,FridaKahlo,LylePenisula,DarcyNicholas,SamMitchell,Seraphine
PickandRitaAngus.
Discussintelligentlytheelementsandtechniquesofdifferentselfportraitartistmodels.
Recognisehowartistsuseideasofidentityintheirpractice.
Createaselfportraitdrawinginfluencedbyartistmodels.
Create2selfportraitdrawingsinfluencedbyartistmodels.
Createaselfportraitpaintinginfluencedbyartistmodels.

Literacyoutcomes:listening/whakarongo,reading/pnui,speaking/krero,writing/tuhituhi
Listening/whakarongo
Listentoandunderstandinstructionstocompletetasks.
Listentoexplanationsandanalysisofartworks.

Reading/pnui
Readworksheettofollowinstructions.
Readslidestoextendknowledgeofart.

Speaking/krero
Speaktotheclassaboutideasonidentity.
SpeaktotheclassaboutideasonArt.
Speaktotheclassabouttheartworkswearelookingat.
Speakingroupsabouttheartworkswearelookingat.
Speaktotheclassonartistmodels.

Writing/tuhituhi
Writeglossaryinbackofworkbooks.
Writeanswersonworksheetaboutthelanguageofart
WriteGlossarywithnewwords.
WriteonTimelinetitlesandinformationdiscussed.
Writeintelligentlyonanalysisworksheet.
Writeasagroupfindingsfromlookingatartistmodels.

PaulStevensID:1075158
PreunitPriorKnowledge
Evaluation
Whatdotheyknow?
Whatcantheydo?
Formative
Individual&groupfeedback&feed
forward.
Whataretheylearning?
Whatdotheyneedtolearn&what
dotheyneedtodotolearnit?
Summative
Whathavetheylearned?
Canstudentsexplainhowthey
learnedit?(Opportunitiesfor
metacognition,andselfandpeer
assessment.)

NA