ARTS PROGRAM

Bowden Brompton Community School

TEACHER: Ben Shanahan

SUBJECT: Visual Arts @ Funky Furniture
Using Acara curriculum TERM 3-4 2015
RATIONALE: Students bring with them a wide range of arts experiences and abilities. Students will explore the process of making Art through
developing ideas, building on chosen concepts, completing final presentations supported by an artist statement. Through Accessing the
properties of graffiti the students will learn a variety of visual art forms, styles and techniques students will be encouraged to produced polished
pieces individually and as part of a group to be exhibited to the public. Assessments will be supported with a variety multimodal tasks to cater for
varying interests that will fit with chosen themes.

General Capabilities
Years 7-10

ASSESMENT TASKS
topic, standards, key competencies

Term
Texture
3
WEEK
7-10 Week 7- Observe and take notes on students
abilities and record who comes to art, and
who is engaged. It is also essential to get to
know the students around you. Because the
students at Bowden Brompton Community
school are at risk and need to have extra
attention on their wellbeing. (Start on the
mural on Thursday afternoons.)
From acara website,
sequence the linking together or series
of ideas, much like words linked together
to form sentences and paragraphs

Develop planning skills for art-making by exploring techniques

and processes used by different artists (ACAVAM120)
imagining and refining their visual and spatial representations of the
world, combining a variety of technologies

viewpoints in Visual Arts refers to

knowledge and understandings that come
from exploring ideas and beliefs and are
informed by material, cultural, social,

historical, virtual, spatial, temporal and

environmental experiences

week 8- Start to teach various skills

depending on the class size. These skills
include observation, line and form. Because
of changing class dynamics it is always good
to have a changing mindset.(continue with the
mural on Thursday afternoons and
concentrate on colour blocking out and paint
skills)
From Acara Website
form the whole of an art works elements
and the way they are structured. In visual
arts form a three-dimensional geometrical
figure having height, breadth, and depth,
for example sphere, cube, cylinder, cone.
Elements include but not limited to line,

ASSESMENT

problem-solving and predicting outcomes with increasing

confidence to expand their repertoire of visual arts practices and
skills, for example, designing a mural for a local space
Considering viewpoints societies and cultures: For example
How does the context of time and place, culture and ideology
influence the look and meaning of art in public spaces?
developing and refining practical and technical skills when
designing, fabricating and constructing visual arts images and
objects, employing safe and sustainable practices
annotating their own and others art making intentions through,
for example, keeping a written or digital journal, or portfolio

(mural) Explore ideas and practices used by artists, including practices

of Aboriginal and Torres Strait Islander artists, to represent different
views, beliefs and opinions (ACAVAM114)

(mural) Explain how visual arts conventions communicate

meaning by comparing artworks from different social, cultural and
historical contexts, including Aboriginal and Torres Strait Islander
artworks (ACAVAR117)
Develop ways to enhance their intentions as artists through
exploration of how artists use materials, techniques, technologies and
processes (AVACAM119)
investigating the viewpoints of several artists when making decisions
about how they will represent a theme, concept or subject matter,

Support work experimentation,

development of skills and ideas
relating to culture/identity/self.
Presentation of final artwork.
Artist Statement 50wds using
Arts language
Teacher/self evaluation