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Visual Art: Lesson plans

Please Note: All resources for this unit (including this lesson planner) of work can be found in the Student Resources section of the Visual Arts
Classroom. This website is designed for easy one-stop access for student resources of this unit of work. This website is designed to be used in
conjunction with this lesson plan. Easy links are included in this lesson plan which will allow immediate access to the resources in this website so that
a teacher within the classroom will be able to click on the link and go straight to the resource, however the teacher can direct the students to access the
Visual Arts Classroom Year 10 Student Resource Hub to access all learning materials for this unit of work. This lesson planner is included in the student
resources section of the website in a spirit of transparency, so that students can see what has been and what is coming within the unit and as a
convenient way of finding out what classwork was missed when students are absent from school. This lesson plan can also be found in the Lesson
Plans section of the Visual Arts Classroom website.

Pedagogical Overview:

This unit of work is designed in alignment with the Victorian Curriculum and covers a 12 lesson (70min each) unit of work suitable for Year 10 students
studying Visual Arts Level 10.

Lessons 1-6 and Lesson 12 are described in detail, with lessons 7-11 dedicated to student working on making media through media arts practices.
Lessons 6-11 are left open-ended as these will be dependent on the student's abilities, existing skills, motivation, complexity of ideas; thereby enabling
flexibility in the lesson plan to suit the student’s particular needs at the time of teaching.

This unit focuses strongly on materials and methods as they apply to the making and responding to portraits. The lesson plans within this unit strongly
align with the four strands of Visual Arts prescribed in the Victorian Curriculum: Exploring and Expressing Ideas, Visual Art Practices, Presenting
and Performing, Responding and Interpreting. Each lesson focuses strongly on one of these strands. Although, often more than one strand is
represented in a single lesson. All four strands feature as the dominant focus of at least one week in this unit of work.

This unit describes using a variety of materials and techniches to for explore portraiture.

The start of this plan offers a broad look at the Victorian Curriculum and how the activities in this unit address the four strands. It includes a list of the
formative and summative assessments within this unit, key questions addressed in this unit (broken down into making and responding) as well as
major resources, a list of academic vocabulary words and general structure of home learning. It then goes on to break down the strands into
substrands of: exploring and expressing ideas, visual arts practices, presenting and performing and responding and interpreting and describes
how these are specifically addressed within the unit and the student achievement level expected by the end of this unit.

Following a broad overview of the curriculum, there is an in-depth description provided for each lesson. These lesson plans specify the dominant strand
being used as the focus for each lesson, the length of each lesson, and the key academic terms needed for the lesson. Each lesson includes homework
suggestions, resources, requirements and presumed student knowledge as well as extension and support suggestions to allow for differentiation of
student needs.

The lesson plan is structured in a way so that teachers are given explicit instructions in what to do within each class. It is expected that on entering the
class teachers will work their way through the lesson plan in order:

• Write the learning intention on the board 


• Write the success criteria on the board 

• Begin the class by discussing the Motivate/Prior Knowledge to re-familiarise students with the required prior knowledge and to ascertain student pre-
existing capabilities.
• Work through the ‘Learn About’ section in sequential order; Explicit Teaching/Modelling followed by student activity.

• Each class is provided with models of differentiation (both extension and support)

• Review the classroom learning in the ‘reflect on’ section which sums up learned knowledge and introduces the focus for the next class 

• Resources needed for lessons are included in this section (where teachers can ascertain what is needed for each lesson at a glance) 

• Home learning is also provided. Home learning usually includes one or more of the following: reflection, finishing class work, preparation for next
lesson) 


In this way, the teacher can view at a glance and work through the structure of the lesson in a clear and orderly way. And students can understand the
expectations and structure of each lesson.

This unit is focussed on face-to-face classes with a strong reliance on BYOD to research visual arts practices as well as to access the student resources
provided in this website to support student learning in conjunction with this lesson plan.

Assessment within this unit will inform the instruction, structure and content of future lesson plans. The teacher is expected to reflect on where the
teacher could have supported/engaged/instructed differently and alter lesson plans to support improved learning and teaching outcomes within Visual
Arts.

Opportunities for formative assessments are spaced throughout the weekly lessons with links to the activities provided within each area and available
for students and teachers to access on the Visual Arts Website to be used in conjunction with this lesson plan.
 Visual Arts Curriculum
Year Level: 10
Focus: Portraiture

Strand: Explore and Express Ideas Strand: Visual Arts Practices

‘Explore how artists manipulate materials, techniques, technologies and processes to ‘Conceptualise, plan and design art works that express ideas, concepts and artistic
develop and express their intentions in art works’ (VCAVAE041) intentions.’ (VCAVAV043)

How is this strand represented in this unit of work?: How is this strand represented in this unit of work?:

Students will look at a variety of artists and the materials, techniques and technologies used Students will select, test and experiment with a range of materials, techniques, processes
by them to develop and express their intentions for creating portraits. and technologies to create portraits. Including charcoal, oil pastel, watercolour, photography
and mixed media techniques.

1.
Strand: Present and Perform
‘Create, present, analyse and evaluate displays of artwork considering how ideas can be
conveyed to an audience .’ (VCAVAP044)
How is this strand represented in this unit of work?:
Students will exhibit their portraits in the school’s online portrait gallery. In the creation of
their artwork students will explore the format required to put images online, the ethical
considerations and the way ideas can be conveyed to a global community.
Student artworks will also be placed up in school and students will be asked to reflect on the
difference between viewing/displaying in the virtual world and the real world.
Strand: Respond and Interpret
‘Analyse, interpret and evaluate a range of visual artworks from different cultures, historical
and contemporary contexts, including artworks by Aboriginal and Torres Strait Islander
Peoples to explore differing viewpoints.’ (VCAVAR046)
How is this strand represented in this unit of work?:
Students will look at a wide variety of portraits from different times to analyse, interpret and
evaluate a range of artworks from different cultures and contexts to see how artworks
challenge prevailing traditional ideas about artistic practice surrounding portraiture.

Formative Assessment Summative Assessment - Key Assessment Tasks:

Class discussion  Art Analysis 20%

Care of classroom materials and sustainable practice  Completed Portraiture Artwork 40%
Self Assessment  Folio 40%
Reflection on the differences between their artwork displayed online vs in reality
Key Questions: Resources and why they were included:

Responding
What techniques and processes do artists use to convey meaning through portraiture?
How do I analyse artworks from various artists?
How do I compare and contrast previously unseen Artworks?
How do I analyse artworks using the elements and principles of art as well as the historical
context of artworks.
How are the elements and principles of art used to create mood?
What is the language and terminologies of art analysis?
How do I research artists and artistic practice to obtain information, images and inspiration to
the creation of my own work?
ACARA Arts Glossary
A comprehensive arts based glossary of terms and definitions. Useful for students to
print up and have in the back of their folio to refer to when responding to artworks and
annotating their folios.
Student folios in Student Art Guide
To inspire students with what is possible with their folios. To show them that their folios
can become artworks in themselves and a beautiful record of their artistic journey.

Making Top Arts folios

How do I explore advanced techniques to extend my artistic range? As above
How do I improve my learning by consciously following rubric expectations?
What are some of the processes and techniques used to create art?
How do materials impact upon meaning? Checklists for students to put into folios
What are the differences between virtual and real-world artistic displays?
How do I manipulate the elements and principles of art used to create mood and meaning? Organisation is one of the keys to student success. This is a good start!
How can I develop a clear understanding of materials through trial and experimentation?
How do I broaden my understanding of different techniques to allow informed choices when Art @ HGC – gives you wings
creating artwork? A resource included to inspire excitement in pursuing art at higher levels.
How do I problem solve when original ideas don’t go to plan?
How do I document my ideas and thoughts about my own work to show direction of artistic
thinking?
How do I manage my time to ensure all work is completed on time? Art Bullseye Chart
How do I take on board teacher and peer feedback to inform my future practice? To demonstrate to students that art can provide a huge array of well respected, high
paying career and tertiary paths for students.

Lesson Plans
To ensure that both the students and teacher are on the same page. An attempt at
transparency as well as a useful sharing device for CRT’s and students who have had
time off school – they know exactly what they have missed and where to find the
resources.

Analysis Task and Rubric

The summative task description and criteria laid out for the students to work towards.

The following resources are all practical tutorials found on the web that students can use
to create their portraits. They cover photography, pencil, charcoal, oil pastels and
watercolour:
10 Ways to take stunning portraits
10 More tips for stunning portrait photography
14 portrait photography tipys you’ll never want to forget
How to shade with pencil for beginners
How to hold and control your pencil
Do’s and Don’t’s: How to draw a face
How to shade with pen and ink in 5 different ways
Charcoal drawing for beginners
Charcoal Drawings – Learn to Draw with Charcoal
Simple steps for portrait drawing with charcoal
Do’s and Don’t’s: How to paint with watercolour
 Watercolour tips to Improve paintings – 5 beginner mistakes
Watercolour tutorial – how to, steps and tips, Watercolour demonstration of young girl
Watercolour demonstration of smoking man
Pastel Portrait (old man)

Academic Vocabulary:

Aesthetic, annotation, art form, artist, artwork, atmosphere, audience, design elements, design principles, elements, focus, form, key concepts, lighting, materials, medium, mood and
atmosphere, movement, practices, relationship, representation, rhythm, scene, space, style, symbol, technical skills, technique, texture, tone, viewpoints, visual conventions, visual elements.

Home Learning Schedule (approx. 45 minutes per week): Reflect, Finish & Prepare
 Levels 9 and 10 Achievement Standard

‘By the end of Level 10, students analyse and evaluate how artists communicate ideas and convey meaning in artworks.

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.

Students analyse and evaluate artworks and exhibitions from different cultures, times and places, and discuss how ideas and beliefs are interpreted by audiences.’ VCAA

By the end of this unit, Year 10 students will be able to analyse and evaluate how artists communicate ideas and convey meaning within artworks and will have developed an understanding of
how materials, processes and techniques are used to develop and convey meaning. They will be familiar with a range of art materials, techniques, processes to create artwork. They will also be
able to use their knowledge of the elements and principles of art to create their own artworks and as a framework to interpret and analyse the artworks of others. They will have developed a
greater flexibility, openness and willingness to experiment in their art making techniques in line with their journey towards becoming 21st Century learners.

Introduction to exploring the magical world of materials through portraiture
LESSON 1 Focus Strand/s: Explore and Express Ideas
Key Terms: aesthetic, annotation, art form, artist, artwork, atmosphere, audience, design elements, design principles, elements, focus, form, key concepts, lighting, materials, medium, mood and
atmosphere, movement, practices, relationship, representation, rhythm, scene, space, style, symbol, technical skills, technique, texture, tone, viewpoints, visual conventions, visual elements.
Lesson 1 Tune In
70mins
Learning Intention:
To understand the growing importance of
art and who our audiences are.
To understand the pathways into VCE art
and beyond.
To understand the requirements of this
unit.
Success Criteria:
I can participate in class discussion and I
know the importance of art in a modern
world.
I know that art can lead on to VCE Art,
Tertiary education and employment.
I know what is required of me in this unit
and what to expect.
I can list a variety of career options
available to those trained in the arts.
Motivate/Prior Knowledge:
Ask students what they expect this unit to
be about. What they are hoping to learn.
(5 minutes)
Year 10 Visual Arts - Portrait
Learn About Reflect On
Explicit Teaching/Modelling: Review:
Show Art @ HGC – gives you wings video. As a class recap the importance of
art in society and the wide variety of
Discuss as a group the importance of art in today’s society and brainstorm all career options available in the arts.
the ways art comes into every day life. (10 mins) Discuss next lesson. (5 minutes)
Activity (Guided/Independent): Resources:
In groups of 3-4, have students brainstorm all the careers that art can lead to. BYOD
Gamify this task and see which group can list the most careers. The weirdest
careers, etc. (15) Student folios
Go over the Visual art and VCD bullseye charts and list all the careers they Student folios in Student Art Guide
missed on the board. (10 mins)
Top Arts folios
As a group look at the Lesson Plan/Subject Outline. Go over the Student
Checklist and discuss what tasks are to be completed and how students will be Checklists for students to put into
accountable for their individual work. Have students paste checklists in their folios
folios.
Art @ HGC – gives you wings
Explain to students that Visual Diaries are now classed as ‘folios’ and account Art Bullseye Chart
for 40% of student mark and that this needs to document the journey through
the design process; showcasing thoughts, research and material trials. Clear Lesson Plans
annotations will develop the understanding of the direction the work is taking
and why you went in that direction.
Show students examples of folios from students who achieved high marks in Home Learning:
previous years. Explicitly demonstrate what aspects of the folios made their Reflect on
work exceptional. Go over folio examples in the student art guide website that Tertiary and career options
offers good examples of folios. Also go over the Top Arts folios. available in the arts
(25 minutes) Finish
Cater/Differentiate: Looking over past student’s folios
Extension: Students who finish early can look up tertiary courses in nearby Prepare
universities available to students interested in following an art degree. Read over the portrait rubic.
Support: Ensure that everyone understands the course requirements. If
students are still unsure, provide further clarification.

Introduction to portraiture analysis using elements and principles of art
Key Terms: aesthetic, annotation, art form, artist, artwork, atmosphere, audience, design elements, design principles, elements, focus, form, key concepts, lighting, materials, medium, mood and
atmosphere, movement, practices, relationship, representation, rhythm, scene, space, style, symbol, technical skills, technique, texture, tone, viewpoints, visual conventions, visual elements.
Lesson 1 Tune In
70mins
Learning Intention:
To analyse artworks to develop an
appreciation and understanding of the
artist, their processes and their reasoning.
To use this understanding to inform my
own artistic practices.
Success Criteria:
I can participate in class discussion
I can analyse the artwork of other artists
using the elements and principles of art as
well as historical context and art
movements as a framework.
Motivate/Prior Knowledge:
Ensure students know and can recognise
and describe the Elements and principles
of art. Have students name some art
movements and describe briefly what those
art movements were about.
(5 minutes)
Year 10 Visual Arts - Portrait
LESSON 2 Focus Strand/s: Respond and Interpret
Learn About Reflect On
Explicit Teaching/Modelling: Review:
As a group look at the terms Portrait and Self Portrait and how that has been Discuss homework. Reiterate using
portrayed by others. elements and principles as a
framework for analysis and the
Discuss as a group the Powerful Portraits Powerpoint. Have students describe importance of using evidence in the
the Elements and Principles being used in the portraits. Ask students if they portrait for any opinions studnets
can name the art movement the artist was predominantly from. Talk about wish to express. Reiterate due date
materials affecting outcome and techniques. (15 mins) of Analysis task (lesson 5) and that
As a group go over the written analysis task and rubric. (10 mins) it must be completed at home. Tell
students what we will be doing next
Activity (Guided/Independent): lesson.
Students will begin working on their analysis task – researching portraits that (5 minutes)
they might wish to analyse. Once students have found a portrait they will begin
working on their analysis. Students will choose an artist and artwork they are Resources:
drawn to. They will look at how the work was produced by analysing the art BYOD
element and the materials used. They will discuss what the artwork is about
and form an opinion based on evidence. Student folios
Anything they don’t get finished this lesson will need to be completed at home. Analysis Task and Rubric
Due: Lesson 5.
Home Learning:
(20 minutes)
Prepare
Cater/Differentiate:
Find 10 awesome portrait photos.
Extension: Students can go on with their analysis task. Paste them into your folio and write
Support: Ensure all students have chosen a portrait to analyse before the end what you like about them using the
of class. elements and principles as your
framework
Finish
Analysis Task

Key Terms: aesthetic, annotation, art form, artist, artwork, atmosphere, audience, design elements, design principles, elements, focus, form, key concepts, lighting, materials, medium, mood and
atmosphere, movement, practices, relationship, representation, rhythm, scene, space, style, symbol, technical skills, technique, texture, tone, viewpoints, visual conventions, visual elements.
Lesson 1 Tune In
70mins
Learning Intention:
To Understand the Big 6 Process.
To experiment with portraiture using
cameras.
Success Criteria:
I understand the Big 6 Process: Develop
Idea, Research, Trial Materials, Produce
Work, Presentation, Evaluation.
I try a variety of techniques to capture
images for portraiture using a camera.
Motivate/Prior Knowledge:
Ensure students know how to capture an
image using a camera. Briefly go over the
school cameras and how to use them.
(5 minutes)
Year 10 Visual Arts - Portrait
Exploring portraiture through photography
LESSON 3 Focus Strand/s: Visual Arts Practices
Learn About Reflect On
Explicit Teaching/Modelling: Review:
Discuss as a group the ‘Big 6 Process’: Develop Idea, Research, Trial Materials, Discuss homework. Tell students
Produce Work, Presentation, Evaluation. what that they will need to have
captured at least 3 portrait that they
As a group go over the two webpages ’10 Ways to take stunning portraits’ and are happy with as we will be basing
’10 More tips for stunning portrait photography’. (15 mins) our drawing, charcoal/pastel and
Activity (Guided/Independent): trial painting experiments on these.
(5 minutes)
In groups of two, students will practice taking portrait photos of one another
experimenting with: Resources:
 Altering their perspective BYOD
 Eye contact (off camera, to camera, within the frame) Student folios
 Rules of composition (and breaking them) School Cameras
 Lighting (shadows, highlighting) 10 Ways to take stunning portraits
 Moving subject out of comfort zone 10 More tips for stunning portrait
 Action shots (jumping from a height, jumping up, spinning, etc) photography
 Candid shots 14 portrait photography tipys you’ll
 Introduce an interesting prop never want to forget
 Framing (using objects and other things to frame a subject, extreme
close up, focusing on a different body part than the face, excluding Home Learning:
the face altogether)
Reflect
 Obscuring part of the subject (using clothing, hands, objects)
 Take a series of shots  Find 10 awesome portrait
 Framing your subject pencil drawings. Paste
 Using wide angle or wide shot them into your folio and
 Playing with backgrounds (minimal, vibrant, dramatic, blurred, etc) write what you like about
 Mix up how you hold the camera (portrait, landscape, angled) them using the elements
 Focus (take unfocused shots) and principles as your
 Movement (Subject moving, subject still while others move, moving framework.
camera) Prepare
 Expression (have subject play with emotions – fun, laughing, sombre,
angry, shouting, yawning, etc)  Using the techniques
 Fill the frame practiced at school, go
 Find an interesting subject home and capture some
 Emphasise form by using black and white great portrait shot/s to
bring to next class.
They will then be asked to print and paste their photographs in their folios and
Finish
annotate them.  Analysis Task
(45 minutes)
Cater/Differentiate:
Extension: Students can manipulate the camera settings to experiment with
different iso, shutter speed, exposure, aperture f/stops, lenses and filters,
reflectyors, focal points, etc . Students can read about these here 14 portrait
photography tipys you’ll never want to forget.
Support: Ensure all students have captured at least three portrait images that
can be used as a prompt for pencil, charcoal/pastel & painting trials.
 Year 10 Visual Arts - Portrait
Exploring portraiture through pencil drawing

LESSON 4 Focus Strand/s: Visual Arts Practices

Key Terms: aesthetic, annotation, art form, artist, artwork, atmosphere, audience, design elements, design principles, elements, focus, form, key concepts, lighting, materials, medium, mood and
atmosphere, movement, practices, relationship, representation, rhythm, scene, space, style, symbol, technical skills, technique, texture, tone, viewpoints, visual conventions, visual elements.

Lesson 1 Tune In Learn About Reflect On

70mins
Learning Intention:
To experiment with portraiture using
pencils/graphite.
Success Criteria:
I understand the Big 6 Process: Develop
Idea, Research, Trial Materials, Produce
Work, Presentation, Evaluation.
I can use a variety of pencil techniques to
create a portrait.
I have learnt the effects that using different
techniques and materials has on my
artwork.
Motivate/Prior Knowledge:
Explicit Teaching/Modelling: Review:
As a class watch How to shade with pencil for beginners and How to hold and Remind students that the Analysis
control your pencil (20 minutes) Task
is due next lesson.
Teacher briefly explains the structure of a head and How to shade with pen and Remind students to research and
ink in 5 different ways: annotate 10 charcoal drawings for
next class (5 minutes)
Resources:
BYOD
Student folios
Portrait photos from last class
Pencils 6B-6H & coloured & Black
and white charcoal pencils
Variety of papers/cardboards/other
materials to use as backgrounds
How to shade with pencil for
beginners
How to hold and control your pencil
For further clarification, students can watch this video at home: Do’s and Don’t’s:
How to draw a face Do’s and Don’t’s: How to draw a
face
Activity (Guided/Independent):
How to shade with pen and ink in 5
Students will do a pencil gradient exercise using shading, hatching, cross different ways
hatching and stippling techniques:
Home Learning:
Prepare
framework
Finish
 Pencil trials
Students will select one of the portraits they captured last week and crop the  The Analysis Task is due
image to just one small focus area, for example just the strip from top of next lesson!
eyebrow to bottom of nose or just the lips and chin.
Students will begin to draw those areas experimenting with different materials,
and techniques using pencils. They will experiment with drawing on different
materials (paper stocks, cardboards). They will develop an understanding of
how important surface choice is and the visual elements it adds to the final
work. They will trial using different types of pencil 6B-6H & coloured. They will
trial different shading and stippling techniques. (35 minutes)
They will paste their trials in their folios and annotate them. (10 minutes)
Cater/Differentiate:
Extension: Students can choose to draw the whole portrait in pencil. They can
trial other portraits they have taken.They can experiment with mixing media
using photography and pencil together. They can play with their portraits using
upside down drawing techniques, non-dominant hand drawing, mixing two
different portraits together, etc.
Support: Give students a grayscale version of their image to help them ‘see
past’ the colour when shading. Students can watch this video on tonal drawing:
How to shade with pen and ink in 5 different ways
 Year 10 Visual Arts - Portrait
Exploring portraiture through charcoal drawing –ANALYSIS TASK DUE

LESSON 5 Focus Strand/s: Visual Arts Practices

Key Terms: aesthetic, annotation, art form, artist, artwork, atmosphere, audience, design elements, design principles, elements, focus, form, key concepts, lighting, materials, medium, mood and
atmosphere, movement, practices, relationship, representation, rhythm, scene, space, style, symbol, technical skills, technique, texture, tone, viewpoints, visual conventions, visual elements.

Lesson 1 Tune In Learn About Reflect On

70mins
Learning Intention:
To experiment with portraiture using
charcoal.
Success Criteria:
I understand the Big 6 Process: Develop
Idea, Research, Trial Materials, Produce
Work, Presentation, Evaluation.
I can use a variety of charcoal techniques
to create a portrait.
I have learnt the effects that using different
techniques and materials has on my
artwork.
Motivate/Prior Knowledge:
Make sure students understand the
structure of a head from previous lesson
(5mins)
Explicit Teaching/Modelling: Review:
Collect Analysis Task Remind students of the importance
of keeping up to date with folio
As a class watch charcoal drawing for beginners and Charcoal Drawings – Learn work. (5 minutes)
to Draw with Charcoal(20 minutes)
Pause video throughout to highlight skills and allow students time to try Resources:
experimentation with the new skill BYOD
For further clarification, students can watch this video at home: Simple steps for Student folios
portrait drawing with charcoal
Black and white charcoal pencils
Activity (Guided/Independent): and stick charcoals (soft and hard)
Students will select one of the portraits they captured last week. Variety of papers/cardboards/other
materials to use as backgrounds
Students will begin to draw those areas using charcoal, experimenting with
different materials and techniques. They will experiment with drawing on Charcoal drawing for beginners
different materials (paper stocks, cardboards). They will develop an
understanding of how important surface choice is and the visual elements it Charcoal Drawings – Learn to Draw
adds to the final work. They will trial different types of black and white charcoal. with Charcoal
They will trial different shading and highlighting techniques. (35 minutes) Simple steps for portrait drawing with
They will either apply fixative to their trials and paste them into their folios or charcoal
photograph trials and paste the photographs into their folios and annotate Home Learning:
them. (10 mins) Prepare
Cater/Differentiate:  Find 10 awesome oil
Extension: Students can experiment with mixing media using photography, pastel portraits
pencil and charcoal together. They can play with their portraits using printed  Paste them into your folio
background as their paper and write what you like
about them using the
elements and principles
as your framework
Finish
  Charcoal trials and
pasting/annotating folios

Support: Allow students time in class to watch the clarification videos if

necessary.

Key Terms: aesthetic, annotation, art form, artist, artwork, atmosphere, audience, design elements, design principles, elements, focus, form, key concepts, lighting, materials, medium, mood and
atmosphere, movement, practices, relationship, representation, rhythm, scene, space, style, symbol, technical skills, technique, texture, tone, viewpoints, visual conventions, visual elements.
Lesson 1 Tune In
70mins
Learning Intention:
To experiment with portraiture using oil
pastels.
Success Criteria:
I understand the Big 6 Process: Develop
Idea, Research, Trial Materials, Produce
Work, Presentation, Evaluation.
I can use a variety of oil pastel techniques
to create a portrait.
I have learnt the effects that using different
techniques and materials has on my
artwork.
Motivate/Prior Knowledge:
Make sure students are experimenting
focussing on the elements and principles of
art. Go over some great examples created
by the students where the elements and
principles are clearly demonstrated.
(5mins)
Year 10 Visual Arts - Portrait
Exploring portraiture through oil pastels
LESSON 6 Focus Strand/s: Visual Arts Practices
Learn About Reflect On
Explicit Teaching/Modelling: Review:
As a class watch Pastel Portrait (old man) Remind students of the importance
of keeping up to date with folio work
Pause video throughout to highlight skills and allow students time to try and to start thinking about their final
experimentation with the new skill (20 minutes) artwork. (5 minutes)
Activity (Guided/Independent): Resources:
Students will select one of their portraits. Is their choice of photo/subject altered BYOD
by the use of colour? Students will begin to draw this using oil pastels,
experimenting with different materials and techniques. They will experiment Student folios
with drawing on different materials (paper stocks, cardboards). They will Oil pastels
develop an understanding of how important surface choice is and the visual
elements it adds to the final work. They will trial different blending techniques. Variety of papers/cardboards/other
(35 minutes) materials to use as backgrounds
They will either apply fixative to their trials and paste them into their folios or Pastel Portrait (old man)
photograph trials and paste the photographs into their folios and annotate
them. (10 minutes) Home Learning:
Prepare
Cater/Differentiate:
Extension: Students can experiment with mixing media using photography,  Find 10 awesome
pencil and charcoal and oil pastels together. They can play with their portraits watercolour portraits
using printed background as their paper  Paste them into your folio
and write what you like
about them using the
elements and principles
as your framework
Finish
 Oil pastell trials and
pasting/annotating folios
Support: Allow students time in class to watch the clarification videos if
necessary. Basic blending of oil pastels

Key Terms: aesthetic, annotation, art form, artist, artwork, atmosphere, audience, design elements, design principles, elements, focus, form, key concepts, lighting, materials, medium, mood and
atmosphere, movement, practices, relationship, representation, rhythm, scene, space, style, symbol, technical skills, technique, texture, tone, viewpoints, visual conventions, visual elements.
Lesson 1 Tune In
70mins
Learning Intention:
To experiment with portraiture using
watercolour.
Success Criteria:
I understand the Big 6 Process: Develop
Idea, Research, Trial Materials, Produce
Work, Presentation, Evaluation.
I can use a variety of watercolour
techniques to create a portrait.
I have learnt the effects that using different
techniques and materials has on my
artwork.
Motivate/Prior Knowledge:
Make sure students are experimenting
focussing on the elements and principles of
art. Go over some great examples created
by the students where the elements and
principles are clearly demonstrated.
(5mins)
Year 10 Visual Arts - Portrait
Exploring portraiture through watercolour
LESSON 7 Focus Strand/s: Visual Arts Practices
Learn About Reflect On
Explicit Teaching/Modelling: Review:
As a class watch Do’s and Don’t’s: How to paint with watercolour and Tell students that they will begin
Watercolour tips to Improve paintings – 5 beginner mistakes their final artwork next lesson. They
are to begin to plan their final work.
Pause video throughout to highlight skills and allow students time to try Remind students of the importance
experimentation with the new skill (20 minutes) of keeping up to date with folio work
For further clarification they can watch: Watercolour tutorial – how to, steps and and to start thinking about their final
tips, Watercolour demonstration of young girl artwork. (5 minutes)
Watercolour demonstration of smoking man
Resources:
BYOD
Activity (Guided/Independent):
Student folios
Students will select one of their portraits. Is their choice of photo/subject altered
by the use of water? Students will begin to draw this using watercolours, Watercolour paints
experimenting with different materials and techniques. They will experiment
Brushes
with using different textures of water paper. They will develop an understanding
of how important surface choice is and the visual elements it adds to the final Pots with water
work. (35 minutes)
Variety of rough and smooth
They will paste their trials into their folios and annotate them. (10 minutes) watercolour papers
Cater/Differentiate:  Do’s and Don’t’s: How to
paint with watercolour
Extension: Students can experiment with mixing media using photography,
pencil and charcoal and oil pastels together. They can play with their portraits  Watercolour tips to Improve
using printed background as their paper paintings – 5 beginner
mistakes
Support: Allow students time in class to watch the clarification videos if  Watercolour tutorial – how
necessary. to, steps and tips,
Watercolour demonstration
of young girl
 Watercolour demonstration
of smoking man
Home Learning:
Reflect on
  What medium/s do you
like to work in?
 What you might do for
your final artwork
Finish
 Watercolour trials and
pasting/annotating folios

Exploring portraiture through development of personal art practice
Key Terms: aesthetic, annotation, art form, artist, artwork, atmosphere, audience, design elements, design principles, elements, focus, form, key concepts, lighting, materials, medium, mood and
atmosphere, movement, practices, relationship, representation, rhythm, scene, space, style, symbol, technical skills, technique, texture, tone, viewpoints, visual conventions, visual elements.
Lesson 1 Tune In
70mins
Learning Intention:
To development of my own artistic practice
through the manipulation of the elements
and principles of art to express meaning
and intentions.
Success Criteria:
I can use the techniques I have learned to
develop and inform my own artistic style.
I can use the knowledge I have about the
elements and principles of art to express
my thoughts and ideas.
I can combine techniques to create a
meaningful artwork.
I can use the information I have learned
from other artists to inform my own artistic
practice.
Motivate/Prior Knowledge:
Week 8: Ensure that students know exactly
what is expected from their folio work – that
all work is annotated, labelled and dated.
The expected level of all research and
trialling. (5 minutes).
Year 10 Visual Arts - Portrait
LESSON 8-12 Focus Strand/s: Visual Arts Practices
Learn About Reflect On
Explicit Teaching/Modelling: Resources:
Week 8: Teacher will explicitly go over the requirements of the portraiture BYOD
assessment task. The class will discuss the highest levels of each criteria in the
rubric and what that means for both the final artwork and the folio. As a class Student folios
discuss what each criteria of ‘Advanced’ looks like. Stress the importance of
aiming for advanced when heading towards VCE. (30 mins) Home Learning:
Each Lesson: The teacher will begin the class looking and talking over one Work on
question from past Year 10 exams. Having students discuss the answer as a
group. They will then take that question home with them and answer it in writing  Their final artwork and
to be handed in at the start of next lesson. (10-15 minutes) folio annotations
Finish
Activity (Guided/Independent):  Completing 1 practice
exam question at home
These weeks will be directed by the students and the direction they are heading
in their art practice. The teacher will guide them in whichever techniques and each week
processes they wish to explore portraiture.
Once students have completed all material trialling, students will commit to their
favourite way of working and begin their final piece. Their portrait can be based
on any of their previous work, using any medium they have trialled and on any
background they have used. Within this time, materials, backgrounds, colours will
all be tested to ensure final work forms from know outcomes.
Each week will the students will be given an opportunity to catch up on folio work.
As this carries equal assessment importance, students need to ensure that they
are keeping up to date with all folio requirements. Images need to be annotated
and all work should be labelled and dated.
Week 11: Students will be asked to do a self-assessment of their folio and their
final artwork. To be handed in Week 12
Week 12: Students hand in folios, Final Portraits and self assessment sheets
Students place their artwork on the walls. After students have put their artworks
up on the wall, do a walk around with the students to look at each others’ work.
Point out examples of the highly effective use of the elements and principles of
art to convey meaning. Ask students what they found most engaging? Most
meaningful? Most effective? Ask students if they noticed any intended and
unintended cultural beliefs and values. Ask students if they could change
anything or improve anything, what would they do differently?
After the class walk-around, students will be asked to select two of their peers
artworks, take a screen shot of those artworks and then do an analysis of these
of the elements and principles within these artworks in conveying messages
and meanings to the viewer.
Students will upload a photo of their artwork to the school’s art gallery and a
Compass alert will be sent out letting the wider school community know that it
has been updated.