S00125982

Assignment 2
Assessment Design
Revised Lesson Sequence
Lesson One: Archibald Artwork and Picasso Art Appreciation Analysis.
Time: One Hour1 hour 20 mins
Rationale:
This lesson will focus on art making and art appreciation of two artworks. will combineThese artworks are t he 2015 realism, cubism and the Archibald
Prize winner Judohousept6(thewhitebird) and Beyond by Angus McDonald. The students have previous understanding between portraits and selfportraits and this concept will be reinforced in this lesson. They will be asked to communicate and learn about each artworks subject matter.
together into a whole new understanding of art. It allowsThe lesson allows the students to analyse the artworks through the conceptual framework lense.
They already are aware of the conceptual framework and will be using it as a tool to extend their understanding of the artworks. As well as understanding
the meaning behind the artworks and why the artists have used techniques and materials to create their completed art. through three different artworks, to
recognise different ways of portrayal in art using different techniques and different subject matter. The reasoning behind the subject matter will be analysed
as well as the artists use of techniques, materials and how meaning is conveyed in the artwork. They will also be using the conceptual framework as a way
in which to delve deeper into the art itself. They already are aware of the conceptual framework and will be using it as a tool to extend their understanding
of the artworks. The studentsey have just had a visit to the Archibald Prize 2015 and many students commented on the uniqueness of the hands in the award
winning Judohousept.6(thewhitebird)artworkprize-winning artwork. This lesson will explore the emphasis of the hands in this portrait. The common
subject matter through all of the artworks is people, which will be continued through the sequence of lessons ahead.
Outcomes:
Visual Arts Practices:
VAS3.4 Communicates about the ways in which subject matter is
Art Appreciation/Art making
represented in artworks.
VAS3.2Makesartworksfordifferentaudiences,assembling
materialsinavarietyofways
Integrated curriculum: EN3-1A communicates effectively for a
variety of audiences and purposes using increasingly challenging
topics, ideas, issues and language forms and features
Indicators: Students can:
Form their own different opinionsCommunicate
observations about artworks and artists

Subject Matter:
Main: People,
Sub: Musical instruments

Artists: NigelMilsom,Angus McDonald

Form: oil on linen/oil n canvas

Is able to communicate, discuss and write about subject

matter and how an artwork is being portrayed through the
conceptual framework.
Is able to through planning in visual arts diary writing to
express intent and symbols for their self-portrait.

Visual Arts Content & Source Material: Content:

How audiences can form different opinions about artworks

and artists.
How concepts and materials are thought about, organised
and assembled, and serve different ends in artworks that
they and others make
How artworks can be subject to different interpretations by
artists and audiences

Source Material
Resource One

http://www.artgallery.nsw.gov.au/prizes/archibald/2015/29643/
https://www.youtube.com/watch?v=Mn765gvFQuU

Students:
Form: Drawing Realism, Cubism
Techniques: line, colour, shading, cross
hatching
Materials:
1. Oil on linen/oil on canvasCamera,
pencils, visual arts diary.
Oil on Canvas
Activity/Lesson development:
Introduction:
T will ask Ss to sit on the floor and cast their attention to the smart board.
T and Ss recall their excursion to the Art Galley and recap the distinction between a
portrait and a self-portrait.
Ss and T will look at the Art Gallery of NSW website specifically focusing on the
Archibald winner 2015. Ss will listen to the voice recording of the artist and look at the
YouTube clip Archibald prize winner 2015 Nigel Milsom (resource 1)
T will using smart board technology project the image of the Archibald prize winning
artwork, Judohousept6(thewhitebird). by Nigel Milsom called Judo house pt 6
(the white bird (Resource 1).
T will invite students to annotate the artworks features they observe with the smart
board pen by making comments about the artworks colour, intenLinet, portrayal of the
personsubject matter, line, materials used and shading will then ask Ss to get into
groups of 5T will pose questions that will extend their thinking of their answers.
(Apx1)
T will use smart board technology project the artwork of The Three Musicians
Artwork By Pablo Picasso (Resource 2). The student then using the smart board pens
will annotate the this artwork as well pointing out its colour, intent, portrayal of the
person, line, materials and shading.
T will pose questions the same questions as the first artwork that will extend their
thinking of their answers. (Apx
Development:

Resource Two
Three Musicians By Pablo Picasso

T will have prepared conceptual framework questions in relation the artwork. These
will be given to the groups; each question will be given to each group who will answer
the question in their own way. (Apx2)
These pieces of paper will be stuck up on the wall and discussed as a class.
T will reinforce the unusual hands of the subject matter, explaining to the students that
this was the artists way of explaining his perception of the persons personality.

http://www.pablopicasso.org/three-musicians.jsp

Resource three

T will then ask the Ss to write a list of what symbols would reflect their own
personality in their visual arts diaries, they can specifically draw these symbols as well
using line, shading, colour.Ss and T will look at the Art Gallery of NSW website
specifically focusing on the Archibald winner 2015. Ss will listen to the voice
recording of the artist and look at the YouTube clip Archibald prize winner 2015
Nigel Milsom (resource 1) Students will brainstorm in visual arts diarys about
colour, intent, portrayal of the person, line, materials and shading.

T will then, using smart board technology project the artwork Beyond By Angus
McDonald, which was an Archibald finalist in 2009(Resource 3).
T will ask Ss to look at the website in relation to this artwork as a class. T will then get
students to get into those same groups of five. Answer the same Conceptual Questions
(Apx2)
Students will then stick those questions next to the ones they have just completed for
2015 Archibald prize winner.

Beyond by Angus McDonald

http://www.artgallery.nsw.gov.au/prizes/archibald/2009/28776/

T asks students to sit on the floor and compare the two brainstormed answers, of the
two artworks. What was the same? What was different? Would
Students will in table groups use the conceptual framework worksheet to analyse the
features of this artwork. (Apx 2)

Resource 4
Pablo Picasso: Cubist Art Lesson
https://www.youtube.com/watch?v=RlNf5XZDcQs
Resource 5/6
Printer and school IPads

Students will then look at the resource Pablo Picasso: Cubist Art Lesson YouTube clip
(resource 4). Ss will then analyze the artwork the "Three Musicians" and brainstorm in
their visual arts diarys about colour, intent, and portrayal of the person, line, materials
and shading.
Students will in table groups use the conceptual framework worksheet to analyse the
features of this artwork. (Apx 2)
Students will then look at the artist explination of Beyond artwork. (Resource 3) Ss
will then analyze by brainstorming about the artwork the in their visual arts diarys
about colour, intent, portrayal of the person, line, materials and shading.
Ss will then look at the person beside them and try and draw a realistic drawing of one
of their key features on their face.
Conclusion:
Ss show each other the symbols they think represent them and show the class
the drawing of the person beside thems facial feature.T explains that we are
going to combine the three examples of artworks into our own individual
artwork for this unit next lesson. We will combine the realism of Beyond
with the emphasis of the 2015 Archibald winners hands with the musical
instrument feature of Picasso into a artwork that explains our personalities.
T will ask the students to write a one to two paragraph explanation of their
perception of their own character as an individual. T will ask the Ss who they
think they are? What makes them unique? Then ask the Ss to pick a feature of
themselves that gives a clue to their character such as their eyes or nose. ( Eyes
can represent the windows to a beautiful soul) they would replace the eyes with
flutes to show the calming soft nature of their soul.
This writing activity allows the students to creatively explore their intent of the
artwork that they will create next lesson. (Apx 3)
When the students are finished they can take a photo of themselves on their
IPads, print it out and put it with their piece of writing in their art folder for the

next lessonin their visual arts diary. (Resource 5, 6)

Lesson 2: You with a musical expressionWho are you?

Time: 2 hours
Rationale:
This lesson is a continuation from Lesson One: Archibald Artwork and Picasso Art Appreciation Analysis. The student has just finished exploring two
examples of portraits. This lesson will be focusing on the art making of realistic self-portrait drawings of combined withing realism drawing with symbols
of the Ss personalitycubic musical instrument influence in only one facial feature of the self-portrait the students will be making. The students have already
decided during their intention-writing piece on how they perceive their character and what feature of their face portrays that character they want to
emphasise. This art making activity allows the students to through their own choice of resources create a self portrait that portrays not only the real likeness
of themselves but the feature and character they most want to portray through the addition of a musical instrument in that areain the realistic drawing
include a symbol that represents part of their personality. This lesson allows the students to think outside the box, think creatively and portray their own
meaning to others as well as learn and display drawing techniques. Just like the 2015 Archibald prize winners artwork, the Ss artwork will have a feature
emphasised using symbolic meaning.
Outcomes:
. VAS3.2 Makes artworks for different audiences, assembling
materials in a variety of ways
. Integrated curriculum: EN3-2A composes, edits and presents well-

Visual Arts Practices: Art Making

structured and coherent texts

.
Indicators: Students Can:

Create an individual realistic self-portrait with one or more

facial features emphasised with a symbol of the Ss personality
with a cubic musical instrument reference that displays their
character.
Can use different3 or more drawing techniques to such as line
and tone to create meaning and emphasizecreate the artwork the
subject.

Subject Matter:
Self portrait,
Sub matter: Musical instruments

Form: Drawing of self portrait (openended resources chosen by students after

that is a basis)
Techniques: side strokes, short lines ,
long lines, tonal grading, crosshatching,
blending, line, blending then erasingline,
tone, shading, colour, cross hatching
(other techniques determined by
students)
Materials: A4 white paper, lead pencil,
rubber, crayons, photograph of
themselves, coloured pencils intent
writing piece.
Extension materials available:
Coloured paper, tracing paper, paint,
black backing paper, crepe paper, pencil,
textas.

Visual Arts Content & Source Material:

Activity/Lesson development:

Content: Learn to:

Introduction:
T will provide a learning intent and success criteria written on the board.( Apx 4)

. Apply what they have learnt about concepts in the art world to their
art making
. Interpret subject matter which is of local interest in particular ways
in their making of artworks
. Organize and assemble materials in various ways in the making of
artworks suited toparticular purposes and think about the
meaning of their decisions

T will will refresh the students understanding of how to draw a realistic face by
giving watching them the link to look at on their own IPads. (Resource 7 and
resource 8 together as a class. The students will watch and the T will pause to
further explain certain sections of the video. Ss will have a go at creating these
faces in their visual arts diaries.
T will then teach students how to use techniques to draw. T will explain and
demonstrate the drawing techniques, sidestrokes, short lines ) , long lines, tonal
grading, crosshatching, blending, line, blending then erasing. T will provide

. Become critically focused in their judgments about artworks and

artists and seek to explain their reasons
Resource 7
How to draw a female face
https://www.youtube.com/watch?v=gPB_L6kS2rc
Resource 8
How to draw a male face.
https://www.youtube.com/watch?v=uGksCsC4StM

students to use their visual arts diaries to try and experiment with these techniques
as the T is explaining them.

T will show the students an example of an artwork she completed earlier. (Apx 5)
Ss will use the photo they took in the last lesson as a starting point to create their
own self-portrait.
Development:
T will ask the Ss to first write down a list of what they think are symbols of
their personality and draw them in their visual arts diary.

Resource 9
Drawing techniques.
http://havefayth.weebly.com/uploads/9/9/6/7/9967073/372399_orig.jpg T will then explain that the students have a choice of materials to create their
drawing on; they can complete it on scratch paper, coloured paper or white
paper. They can use coloured pencil or lead pencil if they wish.
T will allow students to begin with an A4 white piece of paper, rubber, their
intention rationale writing and their own photo printed out previously.
T will ask them to make a self-portrait of themselves using their photo as a
subject to look at. The using the learning intent and success criteria as a guide.is a
guide to assist students. T will come around to students and assist in the Ss
creating their own individual artworks. The students are provided with openendeda choice of resources that assists for students with the creation of their
artwork and allows for individual flare and differentiation for students either
coloured, or white paper or tracing paper for students who want extra scaffolding.
Differentiation:
Students who may need extra assistancescaffolding:
Give the students some tracing paper so they can trace the outline of their face
from the photograph given as a guide. Provide suggestions and encouragement to
the student.
Advanced students:

Ask the advanced students to look at the photo of themselves for a minute and
then turn it over. Ask them to create the realism artwork from feel their
understanding of line and memory.
The students will make the self-portrait art individually with assistance from the T.
Provide time warnings for students; Ask how everyone is going with their artwork
periodically.
Conclusion:
Ask the students if they need extra time?
Ask the students to give the completed artworks to T.
T will ask students to write about their artwork using the Resource 2.2 Questions
as a guide to explain their intended meaning behind their artwork.
T will photocopy the Ss work and then display the students original artwork
around the room for the next lesson accompanying the students intent writing and
the photo of themselves.
We are all unique; we all see differently, we are all One.
Art appreciation and art making
Time: 50 mins1 hour
Rationale: Lesson 2:
This lesson which is sequential from lesson 2 You with a musical expressionWho are you is a combination of art making and art appreciation. Once all of
the students have completed their artworks it is important to evaluate their work. Express with words how they created their artwork and explain the choices
and techniques they made. This lesson will also allow students to evaluate others work from their own perspective, as art does not always mean the same
thing to every person. Also Art is about recreating from what you have already learnt and with the photocopied versions of their work they will be creating a
class collage based on all of their instruments parts of their self-portraits to look at all their art and appreciate all their characteristics in a new re-invented
way.
Outcomes:
Visual Arts Practices: Art Making & Art Appreciation
VAS3.4 Communicates about the ways in which subject
matter is represented in artworks.
VAS3.2Makesartworksfordifferentaudiences,

assemblingmaterialsinavarietyofways
. Integrated curriculum:
. EN3-1A communicates effectively for a variety of
audiences and purposes using increasingly
challenging topics, ideas, issues and language
forms and features
EN3-2A composes, edits and presents well-structured and
coherent texts

Indicators: Students can:

Explain that audiences can interpret art in different
ways and form different opinion about its meaning
Can create collaborative art to give a snapshot of
the personalities in the classroom. collaborative art
based to give a snapshot of the personalities in the
classroom.
Can recognise that different materials are used to
create artworks and that they are organised and
used purposefully.

Subject Matter:
People
Sub Matter: Instuments

Visual Arts Content & Source Material:

Students learn about:

Activity/Lesson development:

How audiences can form different opinions about

artworks and artists.
How concepts and materials are thought about,
organised and assembled, and serve different ends
in artworks that they and others make

Form: collageDrawing/collage
Techniques: layering, colour, cutting
Materials: Paper, Black large Card, glue

Introduction:
Ss enter the classroom after lunch the following day to find their artworks up on the walls just
like the Archibald prize with their own writing and photos next to their artwork.
T will give the Ss a number as they walk into the room. Either a One or a Two or threeasks Ss
to pick one painting in the galley of paintings around the room other than their own to analyse
with the Resource 2.3 Questions students to use their visual arts diaries to record..

T will explain that there are three different parts to this lesson.

How artworks can be subject to different

interpretations by artists and audiences

Resource 8:
Black backing paper, glue and blue tack.

Part One: Gallery observation

The students will take turns in their number groups to observe others artworks. They must pick
another persons artwork and write a description of their perspective of the techniques used to
convey meaning of their artwork. They must comment on colour, meaning, why the artist
chose the particular instrument, line, shading and the extent of how the person reached the
realism of the overall artwork. They can first take notes while looking at the artwork then
complete description at the desk. (Resource 8)
Part Two: Collage
The T explains that she has photocopied their artworks and the students will be cutting a
section of the photocopy up that they like the most, a section of the face preferably with the
instrument in the particular part and create a collage on a large piece of paper with all of the
students parts of their artwork on it to create a Picasso inspired artwork that will be displayed
in the classroom. Each student will stick their section wherever they would like on the page.
Part Three: Reflection
Based on the students own individual artworks, ask the students to comment on how and why
they presented their artwork as they did In their visual arts diary. What techniques they used,
what materials, what form and explain using the conceptual framework what they wanted their
artworks to portray. This is done in a one-page reflection.
Development:
Collage
The T explains that the whole class will create an artwork with the photocopied versions of
their artwork from the previous lesson. Ss will create a layered collage of all of their works. T
asks students to create the artwork by cutting a section of the photocopy up that they like the
most, a section of the face preferably with the symbol create a collage on a large black piece of
paper with all of the students parts of their artwork, which will be displayed in the classroom.
Each student will stick their section wherever they would like on the page.
Reflection- artists statement
Based on the students own individual artworks, ask the students write an artists statement

about their artwork. Ask the Ss to comment on how and why they presented their artwork as
they did In their visual arts diary. This writing is justifying their symbol, use of drawing
techniques, materials, colour and size.
T will ask students to write about their artwork using the Resource 3.2 Questions as a guide to
express their artist statement as well.
Students will, depending on their own number assigned will go to each part lesson that will be
set up in stations. Every 15 minutes the T will ask students to swap roles and continue with the
next part of the lesson. Although they are in groups for classroom management the
descriptions and reflections are individual.
T will assist with any questions and will walk around the room helping students with their
work.
Conclusion:
T will bring all students together and congratulate them on their hard work and creative
artworks. T will collect their visual arts diaries and their artworks. all descriptors and
reflections and evaluate their work.
For the last 5 minutes of the lesson the students can add sheet music to their collage
and hang it up together for dramatic effect within the classroom.

Appendix
Appendix One.
General posed questions about the Artworks, in line with the conceptual framework:
1. What has the artist used to create this artwork and why?
2. What is the subject matter?
3. What are your thoughts when you first look at this artwork?
4. What colours have been used and why?
5. What do you think the artist is trying to communicate to you as an audience or what meaning is portrayed?
6. Can you find any connections with your own life?
7. What does this artwork say about the world
Appendix Two
Conceptual framework Worksheet (Leo)

Resource 2.1
World: What does this
artwork say about the
world?
Artist: Why did the artist
decide to choose this subject
matter?
Audience: What does this
artwork say to an audience?

Resource 2.3
World: What does this
artwork say about the
world?
Artist: Why did the artist
decide to choose this
symbol to express
themselves?
Why do you think they used
these particular materials?
Audience: What does this
artwork express in your
eyes as an audience
member?

Appendix Three
Scaffolded activity for intent writing piece:
What is your character or
personality?

What facial feature portrays that

trait?

Resource 3.2
Artist: Why did you decide to use these
specific materials and drawing
techniques?
Why did you choose this symbol?
World: What does your artwork say
about the world?

What instrument would convey

your personality best?

Audience: What do you want to portray

to your audience and why?

What techniques could you use to

portray your meaning?

Appendix Four
Learning intention: To create a realistic self portraitrealism with drawing of yourself with one or more features of your artwork changed to symbols
reflecting your personality. of your face as cubic musical instrument.
Success criteria:
-Refer and read to your intent writingLearn about drawing techniques about how to draw a self-portrait
- Use photo of yourself as a starting point
-Use A4 white paper as base resource to start creating simple linessketching
-Use varied resources to assist you with your artwork such as (crayons, paint, pencil, graphite, coloured paper, tracing paper)

-Use line, colour, shading and techniques such as cross hatching to create your realism basis.
-Draw in the one or more symbols of your personality onto your artwork it.em of your face that is being replace by cubic musical instrument.
Appendix Five
Rough draft created by Jessica Bradford

Assessment One Revised lesson sequence

LESSON ONE CHANGES
Change Recommended

Action taken

Ambitious approach to lesson sequence

I have deletes the cubist element of all my lessons and in the first lesson I
have deleted the Picasso artwork Three musicians from the lesson one,
therefore deleting cubist and the sub subject matter musical instruments
from the sequential lessons.

Outcome 3.2 is art making

Focus on the Art curriculum not necessarily English

Check your understanding of form

These are a lot of artworks to focus on. Keep art appreciation short and
sharp. If too long and repetitive it can become boring.

I have added detail within the development of each lesson to ensure that
each step to be taken is explicit and clear for any teacher to follow.
I have added elements of art making to lesson one, where the students have
to list and then specifically draw their personality symbols that will be used
in lesson two. As well as have a go at drawing a feature of the person next
to them in a realistic way.
When looking at the two artworks, the questioning is focused towards
subject matter and conceptual framework related questions about the two
artworks.
I had completed some research into the definition of form. I have
discovered that form is one of the seven elements of art. In this lesson the
students will be exploring drawing in a 2D way as form. They will also be
looking at the affect of oil on canvas and oil on linen.
I have changed the lesson to analyse each artwork in the same way, not to
make it boring, but to be able to compare and contrast the artworks together
in regards to the conceptual framework and subject matter. I have also
added art making to this lesson so the Ss can use specific principles of each
artwork in to drawing activities such as drawing a portrait like image of a

Spelling
They already did this referring already brainstorming about Judo house
This is now too much all at once. Try to look at one artwork at a time as a
staring point for art making. You should also vary the approaches to the
artwork and ask different kinds of questions, create different activities
related to the outcomes.
What about just a list keep it simple and focused?
Im a bit confused by this are you saying they replace a feature with a
symbol?

partners best: feature. Also using the Unique hands in Judo house s an
example of different ways peoples personalities can be expressed through
artwork. So they are able to draw and practice symbols that represent their
personality for lesson two.
Sentence changed
I have moved the viewing of the YouTube resource to the beginning of the
lesson to ensure that the lesson isnt repetitive I have deleted the initial
brainstorm that was there before.
In my lesson I have broken it up into three sections, One is for looking at
the Judo house artwork and the other is to look at the Beyond artwork.
These sections look at art appreciation and the art making. Then at the end
the two artworks are compared and contrasted through the answers to the
brainstorming activity.
Have asked students to create a list of elements of their personality as a
starting point for their drawing of symbols of their personality
In this lesson they will just try and draw the symbols individually. Next
lesson they will complete a realistic self-portrait drawing with a feature
replaced with a symbol.

LESSON TWO
I understand the idea of using the musical instruments because they are in
Picasso work, but what if the students dont have any connection to musical
instruments? Why musical instruments? Could they choose other objects?
Why are they replacing facial features? Could they include the objects
within the composition in some way?
Cubist. But the musical instrument is not cubist. In the Picasso work the
musical instrument is just part of the subject matter. The style of breaking
down shapes and simplifying is Cubist.
I would do this as a class; you need to intentionally teach them.

I have deleted the Picasso work and have therefore no need to mention it in
my lesson plan. I have changed this lesson to explore symbols of their
personality, not necessarily instruments. They have explored this concept in
lesson one and will continue these symbols into their realistic artworks.
This has been deleted.
I have intentionally taught how to draw a female and now a male face as a
class where the student has a go at trying to complete the picture as well. I
have also added learning about drawing techniques into my lesson before
they create their own artwork.

Such as?
What exactly are they creating, explain it, simply here

Have added varied resources such as coloured paper and pencils instead of
just white paper and lead pencil.
They are creating a collaborative class collage. They are using pieces cut
out of their artwork, that has ben photo copied to create a snapshot of the
personality of the students in the class.

LESSON THREE
And a male face?
Im not sure what you mean by moulded?

An artist creates an artist statement rather than an intent piece.

Think about using the conceptual framework here to link more clearly to
the outcomes you are focusing on.
What does a Picasso inspired artwork mean? Isnt that what they have just
created?
Is this a collaborative artwork?

I have added a male face tutorial for the students and we are sketching it in
class together along with the female face.
Have changed the indicator to, Can create collaborative art to give a
snapshot of the personalities in the classroom.
Used artist statement terminology for the students to explain their artwork
in the end of the development section.
Have created questions relating to the conceptual framework that are
referenced in the appendix.
This had been deleted and replaced with a collaborative collage.
Yes. Collaborative collage.

Give clear questions to answer you need to develop the activity questions
using the conceptual framework rather than students using it.
Appendix

This is seen in the appendix.

Artwork rather than piece

To you
It would be good to have a question about the world and a question about
audience. Use the conceptual framework to help you develop questions

Have used Artwork terminology throughout the lessons and have changed it
in appendix.
Added to you:
I have added a world and altered a question so it links better with audience.
I have also added a subject matter question.
Deleted.

Cubist
I can see that you are linking to English here. But we are trying to get
students to work, as artists and artist dont tend to do this, that they use
sketch boards to plan.

I have deleted all English curriculums throughout my lessons to focus on

art.

These dont assist rather they are materials they use to create the artwork
Think about whether these criteria relate to the outcomes
I am not sure what this means

Tracing paper is used as an extra scaffolding tool in classrooms that I have

been in. Nervous student artists use this as a guide to start their artwork.
The learning intention and success criteria now relate to outcome VAS3.2.

Student Assessment Task 1

Art making
Rationale:
The purpose of this assessment task is to assess if students can achieve the outcome VAS3.2, which involves a student being able to Make artworks
for different audiences, assembling materials in a variety of ways. The assessment task will address the content of that outcome, therefore students
will learn to apply what they have learnt about concepts in the art world to their art making and interpret subject matter which is of local interest in
particular ways in their making of artworks. They will also learn to Organize and assemble materials in various ways in the making of artworks suited
toparticular purposes and think about themeaning of their decisions and become critically focused in their judgments about artworks and artists and
seek to explain their reasons. In lesson one and two this outcome has been addressed in regards to be making. In lesson two specifically the students
have created their own self-portrait in realistic drawing form. They have also created symbols to put in their artwork to express their personality to the
audience. This assessment task, very much like the Judo house 2015 Archibald prize winning artwork will focus on a producing a portrait of
someone special in their lives, in the form of drawing. As the Ss have the families visiting this week for open classrooms this is a perfect opportunity to
make artworks for a specific audience and allow them to choose their own materials and techniques learnt in class to create their artworks.
Overview
This assessment task is designed for stage three, year six.
The form that the assessment task will take is realistic drawing. This however does not limit the students to white paper and lead pencil materials. The
T will be providing students with a range of materials to create a portrait of someone special to them in their family. Just like the Archibald prize was a
portrait competition of important people in todays society. In this assessment they will cover the content knowledge by applying what they have learnt
about concepts in the art world to their art making and interpret subject matter which is of local interest in particular ways in their making of artworks.
They will also show that they can Organize and assemble materials in various ways in the making of artworks suited toparticular purposes and think
about themeaning of their decisions and become critically focused in their judgments about artworks and artists and seek to explain their reasons.
The Ss will have to also use symbols in their artwork to express the personality of the person they are creating a portrait of. The students will not only
be creating an artwork but they will also be creating an artists statement about their work.
The students will have to write a one-page explanation about the following questions:
Who is their subject matter and why did they choose them?
What drawing techniques did they use to create this artwork?
What do they want to convey to the audience through their use of symbols?
What materials did you use and why?
What was the meaning behind the decisions you made for this artwork?

In regards to the teaching and learning squeducal this will be undertaken after the students have recapped what portrait is and have gathered a
picture of their family member they will be drawing. This assessment will occur after lesson 3.

Marking Criteria
Grade
A

Marks
26-30

21-25

16-20

9-15

0-8

Indicative descriptors
Creates a realistic creative artwork with deeply meaningful symbols. That uses
multiple well-planned resources that give meaning to the artwork and has a written a
meaningful artists statement that reinforces the meaning of the artwork. Uses varied
drawing techniques that add detail to work. Considered audience
Creates a realistic artwork with meaningful symbols. Uses thoughtful resources to
create a meaningful artwork. Artists statement clarifies the choices made in the
artwork. Uses varied drawing techniques. Considered audience
Creates a realistic artwork with symbols that represent meaning. Uses resources to
create meaning. Artists statement addresses all five questions to reflect artwork
made. Uses two or more drawing techniques that created the realistic drawing.
Considered audience
Created realistic artwork, mentions all questions in artistic statement Used two or
more drawing techniques but did not create a realistic drawing. Limited
consideration of audience
No main subject matter
No symbols
Impossible understand use of materials and resources
Only one or two resources used without explanation of meaning. Use only one
drawing technique to create artwork. Did not consider audience at all. Creates
artwork answers less than three questions

Rubric

Outcome/content
addressed

Excellent
Achievement
Family or close friend as
Subject matter
Symbols used to
emphasize and express
the persons personality

C
High
Achievement

Creative, original
drawing of
realistic subject
matter

Interesting,
drawing of
realistic subject
matter

Symbols are
drawn in detail
and explained in
detail with
significant
meaning

Symbols are
drawn in detail.
Symbols are
explained with
meaning.

Sound
Achievement

Basic
Achievement

Subject matter drawn

realistically clearly

Can view
resemblance of
realistic subject
matter

Symbols used,
symbols explained.

Elementary
Achievement
No main subject
matter
No symbols

Symbols used and

explained

Range of
resources/materials

Well organized
and purposeful
resources
Ideas are clearly
linked to support
resources

Good
organization
Ideas are
connected to
purposeful
resources

Audience can follow

the meaning behind
resources used
Details of artists
statement is linked to
resources.

Carefully selected
6
Drawing techniques

Varied use of
drawing
techniques. 4 or
more used.
Created interesting
detailed drawing

6
Create sophisticated
artwork that is appropriate
to display for family
audience.

Created an
appropriate
realistic artwork
for a family
audience.

5
Varied use of
drawing
techniques. 4 or
more used.
Realistic drawing
was achieved.

4
Used two or more
drawing techniques
but was able to create
a realistic drawing.

Created a realistic
artwork that
considered the
audience.

Created a realistic
artwork that thought
about the audience
that was going to view
the artwork.

Reader can usually

follow meaning
behind resource
choice

Impossible
understand use of
materials and
resources

Resources dont
Only one or two
always match main resources used
idea of the artwork without explanation
of meaning
3

Used two or more Used only one

drawing techniques drawing technique
but did not create a to create artwork.
realistic drawing.

Created an artwork Did not consider

Mentioned
audience at all.
audience in regards
to their artwork.

Artistic Statement:
Who is their
subject matter and
why did they
choose them?
What drawing
techniques did
they use to create
this artwork?
What do they want
to convey to the
audience through
their use of
symbols?
What materials
did you use and
why?
What was the
meaning behind
the decisions you
made for this
artwork?

Answers all five

Questions
thoughly and
reflects it in the
realistic drawing
artwork they
created.

Addresses all five

questions and
reflects it in
realistic drawing.

Addresses all five

questions and
attempts to reflect it in
realistic drawing.

Created realistic
artwork, mentions
all questions in
artistic statement.

Creates artwork,
answers less than
three questions that
barely relate to
artwork.

Student Assessment Task 2

Art appreciation
Rationale
The purpose of this assessment task is to assess if students can achieve the outcome VAS3.4, how students communicates about the ways in which
subject matter is represented in artworks. The content that is being addressed is Ss learn how to audiences can form different opinions about artworks
and artists. Also how concepts and materials are thought about, organised and assembled, and serve different ends in artworks that they and others
make and finally how artworks can be subject to different interpretations by artists and audiences. The students have been on an excursion to the
Archibald prize as well as in lesson one looked at two Archibald prize winners artworks in detail. This assessment task will ask the students to look on
the NSW Art Gallery Website, at the previous Archibald prize winning artworks, choose one, research it in regards to the questions in the overview and
present a short film in pairs about the artwork they have chosen. Ss will have to create the film and address the questions listed below as well as create
an interesting, engaging film about their artwork in collaborative-paired work.
Overview.
This assessment is designed for stage three year six. The form that this assessment will take is film. The students will be divided into pairs and will be
asked to create a 5-minute film on their IPads discussing an Archibald prize winners artwork of their choosing. The students will receive two; twohour lessons to first research their artwork, then create their film. The students must address the following in their film:

How the subject matter is represented in the artwork?

How many people could have different opinions about the artwork, what might these opinions be?
How the artist decided and made the artwork with particular materials?
How the artwork may be interpreted in different ways by different people?
What does this artwork communicate to audiences?
What does this artwork communicate about our world?
Use technical language to explain the artworks features.

These are the questions that they will be assessed on as they align with the syllabus outcome VAS3.4, how students communicates about the ways in
which subject matter is represented in artworks. It also corresponds to the content already mentioned in the rationale. The students will create the film
then provide a viewing of their work to the class.

Marking Criteria
Grade
A

Marks
26-30

21-25

Indicative descriptors
Creates an exact five-minute video. Works fantastically with pair with equal
workload. Chooses An Archibald prize winning Artwork, identifies and describes
exactly with title, artist, and subject matters name. Also the year it was created.
Identifies describes and explain the subject matter and how it is represented in detail.
Explain in detail how the artist decided and made the artwork with a particular
materials, specifically name and explain them. Explains multiple views on how
people could have different opinions about the artwork, gives examples of opinions
in detail. Gives different ways different audiences can view an artwork. Explains in
detail what the artwork communicates about our world.
Varied use of art terminology language embedded into their film.
Creates a 4:45-5 minute video.
Works with ease with partner. Chooses An Archibald prize winning Artwork,
identifies and describes with title, artist, and subject matters name.
Identifies describes and explain the subject matter and how it is represented in detail
Explain how the artist decided and made the artwork with particular materials,
specifically name them. Explains several views on how people could have different
opinions about the artwork, gives examples of opinions in detail. Gives several ways

16-20

9-15

0-8

different audiences can view an artwork. Explains what the artwork communicates
about our world
Varied use of art terminology language throughout their film.
Creates a 4:30-5 minute video
Works well with partner. Chooses An Archibald prize winning Artwork, identifies the
subject matter and title.
Identifies describes and explain the subject matter and how it is represented.
Explain how the artist decided and made the artwork with a particular materials
Explains many views on how people could have different opinions about the
artwork, gives examples of opinions in detail.
Gives many ways different audiences can view an artwork.
Explains what the artwork communicates about our world
Some use of art terminology language throughout their film.
Creates a 4:30-4:45 minute video.
Chooses An Archibald prize winning Artwork, identifies the subject matter Work
with partner. Identifies the subject matter and how it is represented.
Says how the artist decided and made the artwork with materials
Explains two views on how people could have different opinions about the artwork,
gives examples of opinions in detail.
Gives two ways different audiences can view an artwork.
Explains what the artwork communicates about our world
Limited use of art terminology language throughout their film
Creates a 4-minute video. Chooses An Archibald prize winning Artwork, identifies
the title Doesnt work well with partner. Identifies the subject matter or
Says how the artist decided and made the artwork with materials. Explains one view
on how people could have different opinions about the artwork, gives examples of
opinions in detail. Gives one ways different audiences can view an artwork.
Explains what the artwork communicates about our world Limited use of art
terminology language mentioned in film

Marking Sheet (Rubric)

Outcome/content
addressed

Excellent
Achievement
6

C
High
Achievement

D
Sound
Achievement

E
Basic
Achievement

Elementary
Achievement
2

Creates a five minute

Chooses an Archibald
prize winner artwork to
identify and describe.

Work with a partner

Creates an exact
five minute video

Creates a 4:45-5
minute video.

Creates a 4:30-5
minute video

Chooses An
Archibald prize
winning Artwork,
identifies and
describes exactly
with title, artist,
and subject
matters name.
Also the year it
was created.

Chooses An
Archibald prize
winning Artwork,
identifies and
describes with
title, artist, and
subject matters
name.

Chooses An Archibald
prize winning
Artwork, identifies
the subject matter and
title.

Works with ease

with partner.

Works well with

partner.

Works
fantastically with
pair with equal
workload.

Creates a 4:30-4:45 Creates a 4-minute

minute video.
video.
Chooses An
Archibald prize
winning Artwork,
identifies the
subject matter.

Chooses An
Archibald prize
winning Artwork,
identifies the title.

Works with partner. Doesnt work well

with partner.

Answers the following

question in relation to the
artwork.
How the subject
matter is
represented in the
artwork?
How the artist
decided and made
the artwork with
particular
materials?

Answers the following

questions in relation to
the artwork.

Identifies
Identifies
Identifies describes
Identifies the
describes and
describes and
and explain the
subject matter and
explain the subject explain the subject subject matter and
how it is
matter and how it matter and how it how it is represented.
represented.
is represented in
is represented in
detail
detail
Explain how the artist Says how the artist
decided and made the decided and made
Explain in detail
Explain how the
artwork with
the artwork with
how the artist
artist decided and particular materials.
materials.
decided and made made the artwork
the artwork with a
with particular
particular
materials,
materials,
specifically name
specifically name
them.
and explain them.

Explains multiple
views on how
people could have
different opinions
How many people about the artwork,
gives examples of
could have
different opinions opinions in detail.
about the artwork,
what might these Gives different
ways different
opinions be?
audiences can
How different
view an artwork.
people or
Audiences may
Explains in detail
interpret the
what the artwork
artwork in
communicates
different ways?

Identifies the
subject matter.
Or
Says how the artist
decided and made
the artwork with
materials.

Explains several
views on how
people could have
different opinions
about the artwork,
gives examples of
opinions in detail.

Explains many views

on how people could
have different
opinions about the
artwork, gives
examples of opinions
in detail.

Explains two views

on how people
could have
different opinions
about the artwork,
gives examples of
opinions in detail.

Explains one view

on how people
could have different
opinions about the
artwork, gives
examples of
opinions in detail.

Gives several
ways different
audiences can
view an artwork.

Gives many ways

different audiences
can view an artwork.

Gives two ways

different audiences
can view an
artwork.

Gives one ways

different audiences
can view an
artwork.

Explains what the

Explains what the artwork
artwork
communicates about
communicates our world

Explains what the Explains what the

artwork
artwork
communicates
communicates about

What does this

artwork
communicate
about our world?

about our world.

Uses art
terminology
language

Varied use of art

terminology
language
embedded into
their film.

about our world.

5
Varied use of art
terminology
language
throughout their
film.

about our world

our world

Some use of art

Limited use of art
terminology language terminology
throughout their film language
throughout their
film

Limited use of art

terminology
language mentioned
in film

References
Arc.boardofstudies.nsw.edu.au,. (2015). ARC :: Stage 3. Retrieved 12 October 2015, from http://arc.boardofstudies.nsw.edu.au/go/stage-3/
Barnes, R. (2002). Teaching art to young children 4-9 (2nd ed.). London: Routledge Falmer.
Freeman, N. H., & Parsons, M. J. (2001). Childrens Intuitive Understandings of pictures, in Understanding and Teaching the Intuitive Mind: Student
and Teacher Learning. New Jersey, London: Lawrence Erlbaum Associates.
NSW Board of studies (2001) K-6 Creative Arts units of work Visual Arts .
Retrieved from: .http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/d683a1bc-b4eb-473a-9f06-fe28ebf449bb/K6_creatart_uw_visual.pdf?
MOD=AJPERES
Parsons. M. J. (1987). How We Understand Art. Cambridge, England: Cambridge University Press.
Ruscoe, A. (2004). Classroom Art: Drawing, painting and printmaking. Balcatta: RIC publications.13
Welch, A. (1995). The Self-Efficacy of primary teachers in art education. Thesis (B. Ed) UNSW.
YouTube,. (2015). How to Draw the Male Face - Basic Drawing Tutorial (The Shaped Face). Retrieved 12 October 2015, from
https://www.youtube.com/watch?v=uGksCsC4StM
(2015). Retrieved 12 October 2015, from http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_the_arts_-_Compressed.pdf