Visual journal and critical analysis (annotation)

Due date: Beginning of week 7

weighting: 40%
Class collaboration (Political banner)
Due date: End of week 8
Weighting: Collaborative work: 20% Final design (solo): 30% Final outcome (banner): 10%
Week

Focus

1
Class 1 and 2:
(4x40min
An introduction to political
classes)
art- with subheadings of
political pop and pop art
please refer to
http://rubymaescanlan.weeb
ly.com/studentresources.html for
information
outline the 2 key artists we
will be focusing on- Ai
Weiwei and Grayson Perry
Class 3 and 4:
understanding of political
art
identifying other political
artists/ activists.
Cross Curriculum priorities and
general capabilities:
Making and responding
Critical and creative
thinking

What will students know and be able

to do?

Have a small understanding of

what political art is and why it
is so important
What do you think political art
is? (Brainstorm on board)
Political art can stretch back as
far as the 18th century
beginning with political poetry
and poster art.
Introducing Grayson Perry and
Ai Weiwei

Note: Political art has the

opportunity to reach the broader
community and is open
interpretation. It allows people who
may not otherwise have a voice and
expose those trying to muffle them.

Students are expected to

explore and express ideas and
the artists within political art.

What are the main learning

activities?

Brainstorm what and who

we know to be political
artists/ activists
What do you think makes
an artist or art work
political?
What do you consider the
line between politics and
art is? If any?
An exploration as a class
of international political
artists or activists.

What are the assessment

tasks?

It is expected that
each student
contribute
brainstorm/
discussion
Lesson 4
Homeworkresearch one
political artist or
activist in depth for
analysis in next
class (must be
Aboriginal/ Torres
Strait islander/
Australian).

Diversity of learners
personal and social
capabilities
Asia and Australia's
engagement with Asia
Aboriginal and Torres Strait
Island studies
ICT

Class 1 and 2:
Australian political art
history
Learning about Aboriginal and
Torres Strait Islander histories and
cultures

These include artists like

Daniel Boyd or Ushio
Shinohara.
Please refer to
http://rubymaescanlan.weebly.com/
student-resources.html for
information on both artists.

NOTE: Lesson plan provided.

Class 3 and 4:
Australian political art
history

Class 1 and 2:
Introducing the topic focusAi Weiwei and Grayson
Perry.

Class discussion- political

artist or activist they found,
grouping together local,
national or international and
discuss what makes them
political- A collaborative task
is set within the lesson plan,
please refer to appendix.
An introduction to local
political artists ie. Daniel
Boyd, Tracy Moffatt, Jessie
Street or Destiny Deacon.
Throughout the 4 lessons the
class will explore the various
mediums and techniques used
by the artists and experiment
with paint, photography or
print.

An introduction to Ai Weiwei
and Grayson Perry who will
be the topic focus for the term.

Aboriginal and Torres

Strait Island political arts
activists will be learned.
An exploration of some
of the techniques used by
these artists- paint,
photography or print. At
least 2 example to be
complete by the end of
the 4 lessons and ready to
put in journal.

Follow both short films

with work sheet provided
(see appendix), all

Homework from
last week.
Contribution to
class discussions.

The worksheet
provided for both
short films (see

Short Films to be watched

Lesson 1 introducing Ai Weiwei's

Don't Follow The Wind a short film
on the artists installation at
Fukushima. Provide a context for
the students, give a historical
analysis, what happened at
Fukushima etc.
Please refer to
http://rubymaescanlan.weebly.com/
ai.html for links to film and
overview.

Class discussions and analysis

on film

Lesson 2 Introduction to Grayson

Perry's My Pretty Little Art Career,
a short film with Grayson and
Magda Szubanski talking about
transgender and gay rights.
PLEASE REFER TO APPENDIX
FOR LINKS TO FILM AND
OVERVIEW.

Class 3 and 4:

Class discussions and analysis

on film
Understand that political art
can be perceived differently
by different cultures/ races and
is not always considered
socially acceptable.

questions to be answered
before completion of
films.
Note: these critical
responses can count as a
journal entry
requirement.
What type of political
activism was Ai
advocating for and how
does it differ from
perry's?
Can you think of any
other types of political
activism?
Class discussion about
different forms of
mediums that can be
used and how even
when the prettiest
colours are used it can
still have a strong
impact politically.
How does that make you
feel about Perry's work?
Does it change your
perception of him?
What mediums do you
think they preference? If
any?
Principles and elements
of design and materials
and techniques.

appendix)
Folio building and
critically analysing
of work

2 artworks by each artist

(see appendix) to be
discussed and deconstructed
as a class- line, shape, form,
colour and contrast.

Lesson 3 and 4- Discussion of the 4

works provided. List on the board
all of the students observations,
with at least 5 headers ie. line,
shape, form, colour and contrast.

Begin exploring different

mediums ie. Clay, paint or
print (to be done towards the
end of lesson 3 and all trough
lesson 4)

4
Class 1 and 2:
Following on from last week: the
students should have an idea of
design principles and elements etc.
GRAYSON PERRY:
Tapestry
Ai Weiwei: So sorry (9000
bag installation)

Lesson one will consist of analysing

and discussing Grayson Perry's use of
tapestry (see appendix for images)
and creating their own 'mock' banner:
Students will be introduced to
Perry's banners and tapestry as
a form of political activismpolitical branding- Perry's
deliberate non usage of the
brands' actual logos, as people
have their own histories with
the brands- they are woven
IN ALL CLASSES- EXAMINING
into society.
THE PRINCIPLES AND
We will analyse the images
ELEMENTS OF DESIGN AND
THE MATERIALS AND
and text and decide what Perry
TECHNIQUES USED.
is portraying through these
colourful images.
Lesson two we will be discussing Ai

Critically inspecting/
analysing both artists
'banners' or installations.
Class discussion on the
meanings behind them.
If we were to create our
own banner, what would
we (as a class) be saying?
What are you passionate
about?
Do you think text or
image portrays what the
artist is saying better?

Exploration of
mediums. Keep all
examples in
journal.
Group work.
Creation of 2
seperate 'mock'
banners to be
displayed in visual
journal. Both
utilising different
materials,
techniques etc.
NOTE: Students should
have at least 5-6 examples
for their journal by now
from everything covered
in class.

Weiwei's so sorry installation 9000

school bags (see appendix for images)
and creating their own 'mock' banner:
A brief overview of what the
installation is saying and why
Discuss how affective this is,
Why did Ai chose to use
school bags and the colours
that he did.
Discussion on banners and large
installations, begin the process of
thinking about them.

Class 3 and 4:
Exploration of Grayson
explorations of materials techniques
Perry and Ai Weiwei in
and mediums used by both artists.
groups (one lesson for each
In groups of 3 or 4 explore the
artist)
various mediums each artist
what mediums do they use?
uses- which is your favourite?
How many types can you
Report to class, discussing
count for each artist?
which was most interesting
NOTE: Lesson plan provided.
and why. Roughly half an
hour for this exercise.
Students will begin creating
their own versions of Perry's
or Ai's work, remember! Don't
let the students mimic what
they see, they must create their
own. Please refer to lesson
plan.
Note: Ai weiwei and Grayson Perry

Learning in depth about

Ai and Perry, analysing
and exploring the various
techniques, methods and
choices of materials they
use to voice their
opinions.
Group collaboration
Building of journals and
collection of method
samples
Experimentation with
different materials,
techniques etc.

are considered 2 of the most

influential artists of our time. Ai
Weiwei advocates for free speech
and equal rights and Grayson Perry
outlines the importance of
transgender equality and gay
rights.

Continue exploration of
techniques. Introducing
students to print, fabric paints,
tapestry and embroidery

NOTE: Many political artists use

print and banners as a form of
expressing their opinion. It can also
be a simple form of collaborative
work where everyone can have a
say and express themselves.
5

Class 1 and 2:
Introduction to final
assessment- collaborative
political banner or
installation
BRAINSTORMING!
Students to discuss as a
class what type of banner
we should make. What do
we stand for?

An overview of the final

assessment: As a class we are
creating our own type of
banner or installation (within
reason).
Class to discuss and
brainstorm ideas.
In groups of 3 of 4 brainstorm
ideas of what we should do as
a class. Draw it, act it out or
just explain it to everyone.
(This should roughly take the
whole first class)

Deciding on final design

of banner/ installation.
Each group to come up
with 1 final design.
Contribution to journal

Working
collaboratively
Input into the
design in small
groups.
Deciding on the
final outcome as a
class.

Class 3 and 4:
Final design has been
established
Students begin working on/
designing their contribution
to the banner- To be
checked by teacher.

Class 1 and 2:
Continuation of student
design- Must be finalised by
the end of class one and
begin creating at the
beginning of class 2.

vote/ decide on final idea.

Each person must contribute
to the final piece with on idea
of their own: For example if
the banner/ installation is
saying FREE FOOD AT
LUNCH then each student
must contribute something
food or lunch related to be put
on the final design.

Utilising all the design

elements, principles, materials
and techniques covered in the
last 4 weeks students have
the creative freedom to design
something for the banner this
can include the use of: paint,
embroider, tapestry, print,
different forms of paint ie.
With unusual objects, etc.

The students will have their

final designs checked off and
beginning creation for the
final collaborative piece.
Experimentation continues

Students to reflect on
what has been learnt and
decide on their own
design to be a part of the
banner.
Experimentation with
different materials,
techniques etc.

Designs to be put in
journal ready for
submission in week
7.

Experimentation with
different materials,
techniques etc.

Designs to be put in
journals.
ensure journals are
ready for
submission at the
beginning of next

week.

Class 3 and 4:
Completion of artworksmust be ready for
collaborative banner by the
beginning of class next
week.
Cross Curriculum priorities and
general capabilities:
Making and responding
Critical and creative
thinking
Diversity of learners
personal and social
capabilities

Class 1 and 2:
Begin banner- Starting with
the design of the lay out
Finalising Folio to be
handed in at the end of class
Class 3 and 4:
Begin painting the text on
and attaching solo designs.

Students complete designs

small class discussion, each
student to say a few words
about what they have created
and why (Making and
responding)

Layout- For example, if the

banner were to say Longer
Recess!! the class needs to
decide where the wording will
be placed, how big etc
Then the layout of everyones
designs- where do we place
them so everyones can be
seen?
Class collaboration- Painting
of the banner!

Group work and

collaboration, allowing
everyones voice to be
heard

Collaborative
working will be
assessed
Finalising of foliodue end of class

Class 1 and 2:
Continuation of political
banner
Discussion of where to hang
the banner
Class 3 and 4:
Finalising of banner and
Hanging of banner
Final discussion and
reflection of everything
learnt this term- students to
write a 150 word critical
reflection.

Students will continue

working on their banner
Finalisation of the banner- to
be hung in area of the school
for everyone to see, and to
make apparent what the class
is fighting for!
Students are expected to work
collaboratively and being
inclusive of everyone
Students will critically reflect
on their semesters work (150
words)

Group work and

collaboration, allowing
everyones voice to be
heard
Students will receive their
folios at the end of lesson
4.
Critical reflection and
creative thinking.

Assessed on group
collaboration and
the finalisation of
the banner
150 word critical
reflection

Further ideas for political banner (class collaboration)

Ban the bomb- Convention for the abolition of nuclear weapons
protect the Great Barrier Reef
promotion of renewable energy
Waste reduction- plastic and landfill
These are just some of the ideas you could encourage students to pursue during the term.
This curriculum plan will engage students in critical and creative thinking and expand their personal and social capabilities through group collaboration
tasks and the content of political art. This caters for the diversity of every learner. The assessment of critical and conceptual thinking will vary in
accordance to year level and ability of each student (differently abled students). Students will learn through making and responding, with their folio
based work and written analysis as well as the collaborative work task. This unit of work will prove to be a vital learning tool for students wishing to
take their visual arts education further and expand their creativity.

BIBLIOGRAPHY: Images to be analysed in week 3 classes 3 and 4

Political banners to be critically analysed in week 4 lessons 1 and 2

Worksheets to follow along with for the short films

'Don't follow the wind'

-Ai Weiwei
Worksheet- watch the short film an follow along answering the questions.
1. Where is the radioactive zone? In which country?

2. Whose radiation plant was it?

3. Can the area be accessed by the general public? Why? Why not?

4. When did the art installation begin?

5. How many art projects are there and how many artists are involved?

6. When can the exhibition be viewed?

7. What kind of artworks were they installing?

8. What types of places were they installed?

Thinking time...
In groups of 3 discuss these questions
1. How does this film make you feel about the idea of time?
2. Do you think this is a form of political activism? Why? Why not?

'My pretty little art career'

-Grayson Perry
Worksheet- watch the short film an follow along answering the questions.
1. What do you think a 'Maverick' is?
2. Grayson Perry said: The most beautiful and complex artwork that we can make is...?
3. What is Grayson Perry's secret?
4. What is the one thing that fascinates Perry the most?
5. Who is Perry's persona or alter ego?
6. When it comes to a fork in the road what does Perry choose?

Thinking time...
In groups of 3 discuss these questions
1. What do think identity is?
2. What is popularity to you?
3. What do think defines the roles of gender?

SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 9-10

DATE: May 2016 Week 4

NO. OF STUDENTS: 25

LESSON DURATION: 2 x 40 minute class (double)

TOPIC/FOCUS: Political Art- Making (Grayson Perry, Ai Weiwei)

Victorian Curriculum STATEMENTS:
- visual arts techniques, materials, processes and technologies
- critical and creative thinking, using visual arts languages, theories and practices to apply aesthetic judgment
- confidence, curiosity, imagination and enjoyment and a personal aesthetic through engagement with visual arts making, viewing, discussing,
analysing, interpreting and evaluating (Victorian Curriculum, Visual Arts).
GOALS AND OBJECTIVES (INCLUDE LINK TO THE VICTORIAN CURRICULUM):
The students will be able to:
- Understand the different materials and techniques used by the artists (VCAVAV042) (VCAVAV043)
- Describe the various design principles and elements
- Create their own work using one technique from each artist (line, shape, texture, colour, materials etc)
- Have 2 examples to contribute to their final folio task. (VCAVAP044)
SUMMARY OF RESOURCES REQUIRED:
- Please refer to www.rubymaescanlan.weebly.com for image resources and information
- needles, threads & scrap fabric
- paper mache i.e. old newspapers
- Print & paint equipment/ facilities
- textas
- Paper
- laptop (for powerpoint)
- whiteboard
LESSON PROCEDURE
TIMING

RESOURCES

STEPS OF THE LESSON

EXPECTED STUDENT
REACTIONS OR
RESPONSES

TEACHER RESPONSES
TO STUDENTS

GOALS & METHODS OF

EVALUATION

10 mins

5 mins

5 mins

Laptop

Opening: Following from the

previous lessons students should
have an understanding of the design
elements, principles and the
materials and techniques used in
Grayson Perrys tapestries and Ai
Weiweis 9000 bag installation (so
sorry), as well as the political history
behind them (please refer to website
provided in resources required for an
overview of images). It is expected
that students will begin to adapt and
experiment with some techniques
used by each artist, the end result
should be 2 finals to be put in folio.
Resources
IMAGES OF EACH ARTWORK TO
found on
BE DISPLAYED AT THE FONT OF
website
CLASS.
Who can remember what we
discussed last week?
- A recap of the design elements,
Whiteboard
principles and the materials and
techniques used (brainstorming
on board)
- An introduction to the materials
Needles,
threads &
and techniques we have available
scrap fabric,
for the students to usepaper mache
embroidery (to re create Perrys
i.e. old
tapestries), paper mache (to re
newspapers,P
create an installation), Print or
rint & paint
paint (to create their own political
equipment/
banners) or texta.
facilities,
PLEASE NOTE: students must
textas
select 2 to finalise for folio. They do
not need to be complex, some may
just have wording

Students listen and

respond.

FORMATIVE:
students are assessed on
their class discussion and
contribution.
SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings (at the completion
of class they are also
assessed on their folio
contribution).

Students respond

- Students should

remember what was

taught in the previous
lesson.
- Each student should
contribute at least one
element, principle,
technique or material.
- Class discussion around
which one they think
they will select and why.

Teacher to listen to
students response, take
note of who is
contributing.
- How many techniques
and materials can you
see in these artworks?
- Writing all opinions/
ideas on board
- If students require a lot
of help, then a more in
depth recap is required
and a possible pop quiz
to find out where each
student is at.

students analyse and

evaluate how artists
communicate ideas and
convey meaning in
artworks (The Victorian
Curriculum, Visual Arts).

5 mins

15 mins

30 mins

Paper/ pens/
pencils

Lesson Development: Following

the introduction, their will be a class
discussion centred around the
specific materials and techniques
(above) that we have available.
Now, what kind of artwork are YOU
going to create? will it be a drawing,
sculpture, something functional, a
small embroidery?
Brainstorm ideas by mind mapping
in own folio.

Students listen and

respond.

Teacher listens to
responses and contributes
when students seem
stuck.

FORMATIVE:
students are assessed on
their class discussion and
contribution.

Class discussion

Listens and aides class

discussion, giving it
direction.

SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings and their design
process for final designs/
their use of elements,
principles, materials and
techniques.

- Teacher to visit each

Students identify the

influences of other artists
and analyse connections
between techniques,
processes and visual
conventions in artworks to
develop their own art
practice. They select, and
manipulate materials,
techniques, processes, visual
conventions and technologies
to express ideas and
viewpoints in their artworks
(The Victorian Curriculum,
Visual Arts).

STUDENTS BEGIN DESIGN

PROCESS:
- Brainstorm to begin- one on one - Students begin design
Needles,
threads &
conversation with teacher to refine
process, getting all
scrap fabric,
idea, technique, materials etc.
creations checked off by
paper mache - Begin sketching/ designing of idea
teacher to ensure they
i.e. old
and refine further PLEASE NOTE:
are using at least 2
newspapers,P
sketches and mind maps can
elements, principles,
rint & paint
contribute to final folio.
materials or techniques.
- Final designs confirmed by
- Students to confirm final
equipment/
facilities,
teacher, remembering they do not
designs.
textas
need to be overly complexStudents begin!

table and discuss what

the students are
designing.
- Approve students
designs if they
incorporate prior
learnings.
- Encourage students to
begin and be creative!

10 mins

Whiteboard

Closure: Class discussion/

reflection: What have we learnt
today? What would you do
differently/ the same next time?
Do you think you can create art
without the design elements,
principles, materials and
techniques? what if you took one
away?
Do you think these works are
political? why/ why not?
3 students to give a brief
presentation of what they have
created, why, and how it fits in the
criteria. Time for comments and
questions.
HOMEWORK: For those who did not
finish their designs, it is set for
homework.

Students listen and

respond/ contribute to
class discussion.
Answer questions when
prompted.

Teacher listens to
responses if further
information is required/
students are still unsure
about what has been
learned then a cram class
is required for next week
as well as a pop quiz (this
is unlikely).

3 students volunteer for

brief presentation, all
other students listen and
be respectful.

Listen and encourage

presenters.

FORMATIVE:
students are assessed on
their class discussion and
contribution.
SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings and their design
process for final designs/
their use of elements,
principles, materials and
techniques.

SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 9-10

DATE: May 2016 Week 2

NO. OF STUDENTS: 25

LESSON DURATION: 2 x 40 minute class (Double)

TOPIC/FOCUS: Political Art (Australian)- Responding

Victorian Curriculum STATEMENTS:
- respect for and acknowledgement of the diverse roles, innovations, traditions, histories and cultures of artists, craftspeople, designers,
curators, critics and commentators
- conceptual and perceptual ideas and expressions through design and inquiry processes
- respect for visual arts as social and cultural practices, including industry practices (Victorian Curriculum, Visual Arts).
GOALS AND OBJECTIVES (INCLUDE LINK TO THE VICTORIAN CURRICULUM):
The students will be able to:
- Explore and express ideas of their own and different cultures, catering for diversity of learners (VCAVAE040) (VCAVAE041)
- Respond and interpret the various artists studied in relation to their histories and cultures (VCAVAR045) (VCAVAR046)
SUMMARY OF RESOURCES REQUIRED:
- Please refer to www.rubymaescanlan.weebly.com for image resources and information
- paper, pens
- laptop for powerpoint
- extra artists and images for students who did not complete the previous weeks homework task
- Whiteboard
LESSON PROCEDURE

TIMING

RESOURCES

STEPS OF THE LESSON

(key activities and key questions)

EXPECTED STUDENT
REACTIONS OR
RESPONSES

TEACHER RESPONSES
TO STUDENTS
(including consideration of
the need to adapt, reteach
or extend)

GOALS & METHODS OF

EVALUATION
(including specific informal
and/or formal assessment
links to AusVELS)

5 mins

15 mins

Laptop

- Students listen and

Opening: An introduction to
Australian Political art history- each
respond.
student should have one example of - Students produce their
an Aboriginal or Torres strait Islander
own art research to be
artist following the homework
used later in the class.
requirement from last class (not all
students will have fulfilled this
requirement, take note), this will be
examined further in the lesson
development.

Resources
found on
website

PLEASE NOTE: display the works of

Destiny Deacon, Daniel Boyd,
Jessie Street and Tracey Moffat for
students to look at and respond too,
a brief overview of each is required
please refer to summary of
resources for website information.

Whiteboard

- What do you know about

- Students respond and

Aboriginal and Torres Strait
begin to brainstorm.
- Students should have
Islander political art history?
- How many artists come to mind?
some understanding of
- What messages are they sending
what political art history
through art and why?
is from last weeks
- What is your understanding of
lesson.
political art? (Following last weeks
classes on the history and
overview of political at)
Class to discuss the questions and
brain storm on board.

Teacher to listen to
students response, take
note of who is
contributing and who
completed the homework.

- Teacher responds to
students opinions

- takes not on board

- prompts students when
stuck.

FORMATIVE:
students are assessed on
their class discussion and
contribution.
SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings as well as their
homework requirement
Students analyse and
evaluate artworks and
exhibitions from different
cultures, times and places,
and discuss how ideas and
beliefs are interpreted by
audiences (The Victorian
Curriculum, Visual Arts).

8 mins

Extra images
if required

20 mins

Pens/ pencils/ Students to select one of the artists/

paper
images and research further
answering the following questions:
- What do you think makes an
artist political and why?
- Why is it so important that these
artists are listened to?
- What types of stories, memories
and history is this image
portraying?
- What role does political art play in
society?
Students are expected to write a
short paragraph in their groups
answering each of the questions to
the best of their ability.

10 mins

Lesson Development: In groups of

3 or 4 share the images you haveeach student to give a brief overview
of their artist and why they think they
are political activists or why not.

Students are to divide into

groups in a timely fashion
and begin discussions on
their chosen artists/ work.

Teacher to ensure each

student is in a group and
that groups are even,
move students around if
necessary.

- Collaborative learning:

- Take note of

Students are to decide in

their groups which artist
they will do further
research on.
- Begin research and
answering of questions
(one student to be
elected as group scribe).

- Each group to report

Each group to report back to the
class their findings on artists (briefly)
back with a summary of
their artist, addressing
each of the questions.

collaborative learning

- ensure each student is

having there say

- prompt in necessary

FORMATIVE:
students are assessed on
group collaboration- ensuring
everyone has a say
SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings as well their ability
to transfer into writing what
they have learnt.
Analyse, interpret and
evaluate a range of visual
artworks from different
cultures, historical and
contemporary contexts to
explore differing
viewpoints(VCAVAR045)

- Teacher listens to each

groups responses,
asking questions and
interjecting where
necessary.

10 mins

12mins

Whiteboard

Pens/ paper

Closure:
Summary of the lesson:
- What did you learn about
Aboriginal and Torres Strait
Islander political art history?
- How many Australian political
artists can you name now?
- Have the messages in their
artworks changed now you
understand more about them?

- students to contribute to

Each student is to write a paragraph

explaining their understanding of
Aboriginal and Torres Strait Islander
political art history (This is to be put
in their folio as a finalised response
to work) NOTE: if not finished in
class then it is set for homework

Students to write a short

paragraph summarising
what they have learnt.

Next lesson we will be analysing the

materials and techniques used in
some of these artworks and creating
our own utilising the techniques of
the artists (Aboriginal and Torres
Strait Islander political art history)

class discussion.
- Students are now
expected to have an
understanding of
Australian political art
history, if further
information is required
teacher will provide.

- Teacher responds to

classes contribution,
prompting where
necessary.
- Further information or
clarification will be
provided if necessary.

Teacher ensures all

students are writing
summary

FORMATIVE:
students are assessed on
class discussion and
collaboration
SUMMATIVE:
students are assessed on
their knowledge of the
learnings as well their ability
to transfer into writing what
they have learnt.

Political Art: Collaborative banner (making)

Teacher: Ms. Scanlan
Student:

Grade:

Category

Excellent

Very good

Good

NN

Time and effort

Class time was used wisely.

Much time and effort went
into the planning and
creation of the collaborative
project. Worked well with
other students and was able
to have input.

Class time was used wisely.

There was a small amount of
collaborative effort and
enthusiasm for the project.
Some input in class
discussions.

Class time was not always

used wisely, but additional
work was done to help in the
collaboration. A small
amount of input in class
discussion.

Class time was not used

wisely and no additional
effort was made to work
collaboratively with other
class members.

Collaboration
and teamwork

Worked well with all

members of the class,
contributing significant
amounts of quality work.
Participated in class
discussions and actively
listened to others.

Generally worked well with

all members of the class,
contributing some quality
work. Participated in some
class discussion and actively
listened to others.

Worked fairly well with all

members of the class,
contributing some work.
Rarely participating in class
discussion.

Did not contribute to class

discussion with no
demonstration of
collaborative work.

Balance and use

of space

Use of positive and negative

space creates a feeling
appropriate of the theme.
Objects are placed for best
effect. Demonstration of
diversity when collaborating
with others.

Use of positive space is

good and the work is
relatively balanced with
others, but negative space
could be utilized better to
create a more cohesive feel.

The students area on the

Students space seems
banner seems to have little unfinished, little or no effort
or no design, balance has not has been contributed.
been achieved

Final outcome
and thematic
accuracy

The student's portion of the

banner fits the theme of the
assignment, a well thought
out design!

Students portion of the

banner fits some of the
theme of the assignment.

Students portion of the

Students work does not
banner fits little or none of reflect the topic focus.
the theme of the assignment.

Political Art: Journal (responding and critical analysis)

Teacher: Ms. Scanlan
Student:

Grade:

Category

Excellent

Very good

Good

NN

Recognition of
political art/
activists

Student can accurately name

and describe the influences of
political art and list 4 artists
who have played a role and
describe in some detail.
Displayed in journal.

Student can accurately name

2 artists who have played a
role and describe in some
detail. And the influences of
political art history. Displayed
in journal.

Student can either accurately Student is not able to name or

name or describe 2 artworks describe any of the content
by an artist. Has some
learnt.
understanding of political art.
Displayed in journal.

Influence of
artists

Student is able to name and

describe at least 2 other artists
who influenced political art
outside of what has been
studied. They can also point
out areas in these artist's
works that have influence
them. Displayed in journal.

Student is able to name at

least 2 artists who influence
political art outside those
being studied. Displayed in
journal.

Student is able to name at

least 1 artist who influence
political art outside those
being studied. Displayed in
journal.

Student does not know any

other artists who have
influenced this area.

Use of different
materials and
techniques

Student has a large amount of

examples done in and out of
class recorded in journal.
Experimenting with many
different techniques and
materials.

Student has some examples of

materials and techniques
practiced in class displayed in
journal. With some
experimentation of other
techniques and materials.

Student has some examples of

materials and techniques
practiced in class displayed in
journal. Experimentation of
other techniques and materials
is not displayed.

Student has little or no

materials and techniques.
Journal is not complete of
adequate.

Final outcome
(Journal)

Students final journal reflects

characteristics, concepts and
ideas that have been studied.
With personal influences and
styles. At least 10 different
examples in journal.

Students journal reflects

some of what has been
studied with personal
influences and styles. At least
6 examples displayed.

Students journal reflects a

Students work does not reflect
small amount of the topic
the topic focus with little or
focus with little or no
no examples displayed.
personal influences an styles.
At least 4 examples
displayed.

References
Ai Weiwwei- political art news. Complex magazine. (2016).
Retrieved from http://au.complex.com/style/2013/07/new-political-art/ai-weiweihttp://aiweiwei.com/index.html
Art Activism. e-flux journal. (2015).
Retrieved from http://www.e-flux.com/journal/on-art-activism/
Australian Curriculum, Assessment and Reporting Authority (ACARA).
Retrieved from http://www.acara.edu.au/default.asp
Daniel Boyd. OCULA. (2016).
Retrieved from https://ocula.com/artists/daniel-boyd/artworks/
David Welch. Feature shoot. (May 19, 2011).
Retrieved from http://www.featureshoot.com/2011/05/david-welch-savannah-georgia/
Educators resource. The 20th Sydney Biennale. (2016).
Retrieved from https://www.biennaleofsydney.com.au/20bos/education/educator-resources/
Forced into images. MCA. (2015).
Retrieved from http://www.mca.com.au/collection/work/200510/
Grayson Perry. (2014).
Retrieved from http://graysonperrytr.com/en/
Grayson Perry. MCA. (2016).
Retrieved from http://www.mca.com.au/discover-grayson-perry/
Marcel Duchamp- Fountain. The TATE modern. (August, 2015).
Retrieved from http://www.tate.org.uk/art/artworks/duchamp-fountain-t07573/text-summary
Partners in life, not always happily. The wall street journal. (August 14, 2013)
Retrieved from http://www.wsj.com/articles/SB10001424127887324139404579012732539110114

Political pop. The TATE modern. (September 1, 2015).

Retrieved from http://www.tate.org.uk/whats-on/tate-modern/exhibition/ey-exhibition-world-goes-pop/jessica-morgan-political-pop-an-introduction
Ruby mae Scanlan, weebly. (2016).
Retrieved from http://rubymaescanlan.weebly.com/
Something more. MCA. (2014).
Retrieved from http://www.mca.com.au/collection/work/19921441/
The Melbourne declaration of educational goals for young Australians. (2008). Ministerial council on education, employment, training and youth
affairs
The e5 instructional model. (2016).
Retrieved from http://www.education.vic.gov.au/school/teachers/support/Pages/e5.aspx
Victorian Curriculum, The Arts. (2016).
Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/the-arts/introduction/about-the-arts