VISUAL ARTS STAGE 5 ELECTIVE COURSE
YEAR 9


GUIDE QUESTION There are so many Forms of Expression

UNIT TITLE: ARTISTIC BODY

~Profile & Silhouette
“Skirts” by Yasumasa Morimura

LENGTH OF UNIT: Semester


FORMS : 3D and 4D – ICT ,DVD & Video Cameras Assemblage & collage drawing


CONTENT:
The Conceptual Framework: Artist Artwork, World
Frames : Subjective, Structural
Practice : Art making, Critical and Historical Practice




AIM : To enable the student to Develop and Enjoy Practical and Conceptual Autonomy in their Abilities to Represent Ideas and Interests in a Range of Contemporary Visual Art Forms.
To Understand and Value the Different Beliefs that affect Interpretation, Meaning and Significance in a Range of Contemporary Visual Art Forms.



OBJECTIVES : Students will Develop knowledge Understanding and Skills to:
To Create Installations, Wearable Arts, Performance Art, DVD and Video Documentation informed by their Understanding of Practice, The Conceptual Framework and The Frames.
To Critically and Historically interpret Artworks informed by their Understanding of Practice, The conceptual Framework and the Frames.
STUDENTS WILL VALUE AND APPRECIATE BY:
Their engagement in the Practice of the Visual Arts.
Understand How The Visual Arts , as a Field of Practice and Interpretations, contains many possible Forms of Expression, all Subject to Different Interpretations..




UNIT OVERVIEW : Through investigation of the Different Forms of Expression students will be introduced to 3D and4D Art making Skills and the Role they play in Contemporary Art Life. The Four Frames are the Focus.




PRACTICE
ART MAKING CRITICAL & HISTORICAL STUDIES. ARTISTIC BODY ~ Profile & Silhouette.

A Subjective Structural, Cultural investigation of the Post-Modern Conventions of Representation and Manipulation of the Artistic Body Through Installations, Wearable Arts WAVE and Performance Art in order to Communicate Ideas and Interests about the World such as Spirituality, Identity, The Environment, Artworks from the Past and other Cultures. A Study of Contemporary Designers and Design Practice and Post-Modern Artists using Recontextualisation To Create New Meanings in Contemporary Artworks.






ICT.: Students will use DVD, Video Cameras and Computers







FRAMES



Subjective


Structural


Cultural


Post-modern


CONCEPTUAL FRAME WORK


Artist


Artist


Audience


World





KEY : Fashion Design Art, Critical, Traditional, Cultural, Costume, Performance, WAVE Designs, Installation Assemblage,Collage.



ARTIST & ARTWORK EXAMPLES of :.Yasumasa Morimura ,Isabel Davies Cindy Sherman, Mambo, Fruits Exhibition Contemporary Japanese Counter Culture Fashion, Traditional Cultural Costumes, Chinese, Japanese, European, Pacifica, Youth Magazines, Orian, Contemporary Fashion Photography, Annie Leibovitz, Mariko Mori, Ahxian, Mathew Barney.







Outcomes

A student:
5.1 Practice develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks

5.2 Conceptual framework makes artworks informed by their understanding of the function of and relationships between artist – artwork – world – audience

5.3 Frames makes artworks informed by an understanding of how the frames affect meaning

5.4 Representation investigates the world as a source of ideas, concepts and subject matter in the visual arts

5.5 Conceptual strength and meaning makes informed choices to develop and extend concepts and different meanings in their artworks

5.6 Resolution demonstrates developing technical accomplishment and refinement in making artworks


Outcomes

A student:
5.7 Practice applies their understanding of aspects of practice to critical and historical interpretations of art

5.8 Conceptual framework uses their understanding of the function of and relationships between artist – artwork – world – audience in critical and historical interpretations of art

5.9 Frames demonstrates how the frames provide different interpretations of art

5.10 Representation demonstrates how art criticism and art history construct meanings



ASSESSMENT SCHEDULE
TASK WEIGHTING MARK DATE DUE
CONTAINERS & VESSELS
Assemblage 20% 20 Week 5
GROUP STUDY
Wearable & Performance Art. 50% 50 Week 10
A VIDEO DOCUMENTATION.
20% 20 Week 10
VISUAL ARTS PROCESS DIARY.
Case Study Task. Four (4) Questions
Visual Arts Process Diary. VAPD 10% 10 Week 8.

OUTCOME DESCRIPTORS FOR REPORT
OUTCOMES COMMENT
4.1 Uses a range of strategies to explore different Art Making Procedures to make Art works. (Sculpture and Assemblage)
4.5 Investigates ways to Write and Document Meaning in their Artworks.
Visual Arts Process Diary.
4.6 Investigate Different Materials and Techniques to Make their Art works
(Art Making Tasks)
4.7 Explore Aspects of Practice in Critical and Historical Interpretation of Art
Containers & Vessels Task.
4.9 Begins to Recognise that Art can be Interpreted from Different Points of View. (Video DVD Documentation)

CONTENT OVERVIEW

Outcomes Specific content focus for this unit
A student:
5.1 Develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks
5.2 makes art works informed by their understanding of the function of and relationships between the artist – artwork – world – audience
5.3 makes artworks informed by an understanding of how the frames affect meaning.
5.4 investigates the world as a source of ideas, concepts and subject matter in the visual arts
5.5 makes informed choices to develop and extend concepts and different meaning in their art works.
5.6 demonstrates developing technical accomplishment and refinement in making art works.
5.7 applies their understanding of aspects of practice to critical and historical interpretations of art aspects of practice in critical and historical interpretations of art
5.8 uses their understanding of the function of and relationships between artist – artwork – world – audience in critical and historical interpretations of art.
5.9 demonstrates how the frames provide different interpretations of art.
5.10 demonstrates how art criticism and art history construct meanings Students learn about:
• the field of visual arts and design as comprising conventions, activities, traditions and customs shaped by different values and beliefs about the individual, social structures, the art world and power Students learn to:
• investigate and apply selected conventions, activities, traditions and customs of the field of visual arts, and design to make art where meaning is shaped by values and beliefs about the individual, social structures, the art world and power.
• the pleasure and enjoyment in making artworks • build their research, approaches to experimentation, procedures, skills and strategies and develop judgement in the practical action of using diaries and making of art works.
• Artists who make works shaped by subjective, structural, cultural and post-modern values and beliefs • Develop subjective, structural, cultural and post-modern approaches to making art works.
• . Art works using an extended range of materials and techniques and various investigations of the world • make art works that build a body of work using an extended range of materials and techniques and various investigations of the world
• belief, value and meaning in art making in the frames • Consider concepts of art as a systems of expression, of symbolic communication, of social identity, through which particular forms of aesthetic information are transmitted in the construction and layering of meaning in art works..
• How the frames offer alternative ways to think about the purposes of practice including those of the artist, critic and historian. • Consider how practices can be interpreted from different points of view.
The world as a source of ideas and concepts Consideration should be given to:
− contemporary artists and modern artists
− artists from different times and cultures
− Aboriginal and Indigenous artists
− female and male artists
− those who use conventional and/or more contemporary technologies • develop research and investigative skills using their diary.
• how artists develop their intentions relative to their artworks, the audience and the world and recognise some of the constraints they work within
• how different kinds of artists work individually and collaboratively in different contexts eg. Multi media projects , film community projects
• how the conceptual framework can be applied to understanding the practices of artists, critics and historians and the art world language. • Recognise beliefs about the individual, social structures, the art world and power when critically interpreting art..

• How the frames offer alternative ways to think about relationships between the artist art work, world, audience. • Interpret and explain relationships between artists, art works, the world, audiences.
• Concepts of art as the aesthetic expression, identity, symbolic communication, intertextual and as a way of recontextualising other art.. • Identify, seek to explain and account for the frame orientations to art..


SESSION
WEEK 1 FOCUS OUTCOMES 5-9, 5-10 , 5-1
LIFE SKILLS OUTCOMES LS 3, LS 4
TEACHING / LEARNING & ACTIVITIES ASSESSMENT
EVIDENCE OF LEARNING
AREAS OF INTERACTION
RESOURSES

ART MAKING CRITICAL & HISTORICAL STUDIES


2 VAPD Students start
Collage of ideas creative note taking. by Writing Sticking photos, text colours strips examples of works
• 1 Introduction to the Guiding Question. Students are asked to consider There are so many Forms of Expression .
• Class discussion of the Role of the Guide Question and what are the implications for this Unit. Students gain an understanding of the role of a Guiding Question within their own learning.

• 3 The teacher outlines the tasks for this unit, requirements & schedules

• 4 Students view a variety of Post-Modern Artworks selected because of their Wide use of Non traditional Materials, and Discuss the effect on the Concepts, Ideas through their Material Elements. Teachers Lead Discussion on Images through The Structural Frame.

• 5 Students employ Critical Thinking skills in the analysis of works through the Structural and Cultural Frames
• Students Learn that The Post-Modern Frame enables further Understanding of differing points of view.

• 6 Students engage in discussion and analysis of Contemporary Artists and their Ideas . Students engage in personal thoughts of their own experiences of selected art works & artists..

• 7 Further to the Guiding Question Will be Why are Contemporary art Making Materials so Diverse is it because Contemporary Art works champion the Ordinary , the Every Day and the Kitsch.
• Students may be given home work task on the Frames Students demonstrate their understanding of the role of the guiding question & tasks requirements during class discussion & notes in VAPD
( 1,2 3 ),
Students thinking and analytical skills are evident in Class discussions of designers and design works
Through their understanding of the frames students orally demonstrate their skills of analysis & evaluation.
(, 4, 5,6, 7)
TEACHER FEEDBACK

• Teacher & Peer Feedback, during the explaining of task requirements helping each other to understand.
• Oral feedback during discussions & viewing of designers works
Key note A :Arange of Post-Modern Artworks Joseph Beuys “ Felt Suit” 1970. Claes Oldenburg “Shoe String Potatoes” Christo & Jeanne –Claude “wrapped Vestibille”. Ricky Swallo “ Killing Time”. Ahxian “Group Of Bust”. Callum Morton “Gas”. Jeff Koons’Rabbit”. Mike Parr “Common Sense”. Hany Armanions “the Displays”. Peter Atkins “I am my own God”. A series of Cakes –Art and Design. Unversity of Mrlbourne. Nam June Paik “Family of Robot”. Simryn Gill “ Road Kill”. Mee Ping Leung “memorise the Future”. Shona Wilson “Seapelt I and “ Damien Hirst “Some Comforts gained from the Acceptance of the inherent Lies in Everything”. Kevin Scharpfe “Extraveganza Televisione” 1984. Patricia Black “The luminious Bardo” Dina Knapp “Sea it like a Native. History Kimino.


SESSION 2-3
WEEK FOCUS OUTCOMES 5-1, 5-2, 5-3, 5-4, 5-9 5-10
LIFE SKILLS OUTCOMES LS 2, LS 6, LS 8
TEACHING / LEARNING & ACTIVITIES ASSESSMENT
EVIDENCE OF LEARNING
AREAS OF INTERACTION
RESOURSES
ART
MAKING CRITICAL & HISTORICAL STUDIES



2 Students given Art Making Task:1 “Containers & Vessels”
due Week 5






5 Students gather Pictorial Examples for VAPD

• 1 the teacher discusses home work & recaps frames from session 1

• 3 Students given their Tasks/Assignments on Containers & Vessels Study Task . Specific Directives Teacher lead Explanation of the Task Requirements
• Create an object could be a container or Vessel or Assemblage for a Specific purpose ie. Thoughts, for Good or Bad, For your most Precious Possessions, For your Dreams or Fears, Favourite Food, For your Favourite Movie, For the most Important thing in your life

• 4 The students view selected artists & Art works Students are encourage to make comparisons between the Examples using the Frames Students engage in Critical Thinking skills in the Analysis of Works through the Frames. (notes in VAPD

• 6 Isabel Davies “Anaruka Specimens” Case Study on Isabel Davies using the Frames and introduce Students to Critical Writing through ArtWise 1-2 and Art Magazine Reviews.
• Students given historical & critical writing task home work

• 7 The teacher allows times for students to Discuss and Brainstorm ,Mind Map Ideas and Ask Questions for points of Clarification about their tasks . The teacher & Students engage in Personal discussion of their own Experiences & ideas for Art works. The class collectively evaluates each others ideas & employ problem solving & organisational skills in the gathering of information & art work ideas


Students creative note taking, sketches ,drawings & oral responses demonstrates their understanding of the process Diary as a collector/ record of ideas, process & information .a scaffold for developing interests & ideas for tasks .
( 2,3 5,4 , ,)
Students oral responses, questions & answers demonstrate their developing understanding of the frames.
(,1 , 4 )
Students demonstrate collaborative, organising, gathering and analysing of information skills during group & class work.
(4,6,7,.)
TEACHER FEEDBACK

• Teacher & peer assisted learning, Oral feedback during class discussions & mind mapping activities..
• . Observation and oral feed back of group work & home work. Artists and Artworks. Joesph Cornell ”Barraque D’ Dull odde”.Vivienne Binns “Mothers, Memories, Other Memories”. Jan Fabra “Flemish Warrior”. Yukinori Yanagi “asia Pacific “Ant Farm” . Cake Designs “Faculty of Art & Design Monash University”. Kenny Scharfe “Extravaganza Televisione”. Linda Kaye- Moses “Older than Thou”. Various Chairs From “Chairs Up” Exhibition1992. Klompe, Raynor,Priscilla …S “Chameleon Suitcase” 1984.
Isabel Davies “Anaruka Specimens”


SESSION
WEEK 4-5 FOCUS OUTCOMES 5-10, 5-9, 5-5, 5-3, 5-1
LIFE SKILLS OUTCOMES LS 5, LS 6, LS 9
TEACHING / LEARNING & ACTIVITIES ASSESSMENT EVIDENCE OF LEARNING
AREAS OF INTERACTION. RESOURSES

ART MAKING CRITICAL & HISTORICAL STUDIES
5 Students use VAPD to Plan their Objects, Assemblage
7 Introduction
of Concepts
Students engage in creative Art Making Tasks.






Containers & Vessels Due Week 5


• 1 The teacher discusses home work & now takes the students further by providing Students with Specific Questions for Case Study Describe the Tactile Qualities of the Objects in Davies Memory Box. What smells, scents and Perfumes would you associate with the Objects?
• 2 Students are provided with Reviews of Davies Work. The Observer. New Art Two.Craft Arts
Womens Art Register Bulletin.

• 3 This is a focus for the Frames. Teacher lead Discussion on Critical Writing Practice, Students read and answer A structural Frame Question Analysis of Work. Students answer specific Frame Question Interpretation.Students Answer Post-Modern Frame Question Judgement...

• 4 Students Critically Analysis Artists Practice as a Reflection of their World. The teacher may use this exercise as an activity to assist with planning eg .a fun mind map of meanings .
• 6 students to Plan their Objects, Assemblage .Task the teacher guides the introduction of Concepts
• Structural Utilitarian, Functional, Aesthetic, Rhythm, Symmetry, Balance, Decoration, Colour, space, texture,
• Subjective Keep sakes, Preciousness, Special meaning, Precious Thoughts.
• Cultural Totems, Shrines, Kitch, Icons.
• Post-Modern Referencing Famous Art Works, Art Making using Unusual, Contrasting, or Unexpected materials, Use of Humour, Wit, Irony, Parody.

Students demonstrate an understanding of the Frames.& requirements for written task by their oral responses in class discussions & their developing ability to critical analyse, interpret & judge is evident.
(1,2,3, 4,)
Students demonstrate an understanding of Practice through the understanding of the Frames and demonstrate this understanding in their Art making processes..
(5, 6 7 )
Students demonstrate understanding of art
making process, using their VAPD (4,5,7 )

TEACHER FEEDBACK

• Oral & written feedback during recap & Homework discussions
• Observation & Oral feed back during Class


http://www.womensartregister.org/star-DAVIES.htm


Note for teacher.
Media room required for session 7 – 8



SESSION
WEEK 6- 7 FOCUS OUTCOMES 5-10, 5-9. 5-8, 5-6,
LIFE SKILLS OUTCOMES LS 1, LS 2, LS 9
TEACHING / LEARNING & ACTIVITIES ASSESSMENT
EVIDENCE OF LEARNING
AREAS OF INTERACTION
RESOURSES

ART MAKING CRITICAL & HISTORICAL STUDIES


3 Task 2 WAVE Wearable & Performance All Decisions and Process information, Research must be Documented.





5 Students Given Video Task 3 Create A 4D Version of a VAPD Entry. Specific Requirements Not To exceed 3 mins. Content “My Art Making Practice”.





Students are introduced to the Basic Operations of a Video . DVD Camera,

Documenting process VAPD • 1 Teacher & students evaluate task 1 Containers & vessels & are given self & peer assessment questions to consider when viewing. Each student presents assemblage &. Process to the class the teacher encourages, reflection, analysis, interpretation & judgement.

• 2 The Production of an Art work Consider : Use of Materials, Ideas, Feelings & Experiences, Invention &Innovation .My Interests and intentions and how they inform my approach to Art Making. Interest in Technologies. Use of personal Symbols and Signs. What is the relationship of my Art Work to the Audience.

• 4 Students are provided with Critical Reviews of various Selected Artists and their Art Practices. as guides to their own art work Teacher Lead Activity Analysing The Concept of Art Making Practice. Discuss and Critically Analyse Artists Practice as a Reflection of their World. Students Apply Thinking Skills to enable Differing aspects of Art Making to be Understood.

• 6 Students employ organisational & creative team skills in Group Art Making. The teacher & students engage in discussion, analysis, planning of the Video Task. Brainstorm, Mind Map. Possible approaches and solutions to

• Media equipment & room required for Session 7 ,

• 7 Students engage in Skills Task. Operating inserting Tape disc, Turning off, on, Zooming, Planning, Handling Play back Footage Maintenance and Attaching Tripod and Lens etc, Safety Issues. Caring and Storage of Camera & Images.Students are introduced to the Basic Operations of a Video DVD Camera, Camera Angles, shots, and Movement, Composition of Shots and the use of the Tripod
Students connect their understanding of the Tasks and demonstrate their developing ability to Articulate and convey meaning of Visual Arts during presentation of Task 1 Class work and VAPD
( 1,2, 3, )
Students demonstrate understanding of the Role of the Artist, as full of intention, Meaning, Purpose, Technical Resolution and Conceptual Strength. In their Oral responses to Art works. & Art practice.
(4,5,)
Students embrace & demonstrate understanding using their developing ICT skills & use of new materials in their Video DVD Task.
(5, 6, 7,
TEACHER FEEDBACK

• Teacher & peer oral feed back during presentation & mind map activity.
• Teacher & peer assisted learning during ICT skill development.
• Written & oral feed back for critical writing task.
Media Room & teacher may be required for session 7 & 8

Cindy Sherman, Mambo
Traditional Cultural Costumes, Chinese, Japanese, European, Pacifica,





SESSION
WEEK 8- 9 FOCUS OUTCOMES 5-8 , 5-2 , 5-6, 5-7
LIFE SKILLS OUTCOMES LS1, LS 4, LS 5
TEACHING / LEARNING & ACTIVITIES ASSESSMENT EVIDENCE OF LEARNING
AREAS OF INTERACTION
RESOURSES
ART MAKING CRITICAL & HISTORICAL STUDIES
3 Task 2 :Create A Wearable Art Piece for Recycle Section WAVE. Section 1
Specific requiremen: Garment must be Wearable. Must be Safe to Wear. Is to be made out of Recycled Material.


5 Task3 Digital DVD Video Students are to record all process & planning




7 Case Study VAPD Questions Due


• 1 Students Discuss The Difference between “Fancy Dress & Wearable Art Students introduction of Concepts of High Art & Low Art.. They discuss Strategies Meanings and interpretations in Art Making.
• 2 The Post-Modern practice of Layers of meaning, The Relationship between Art Work and The Audience, through Appropriation and Recontextualisation.

• 4 .Students divide into groups for WAVE Wearable / Performance Students demonstrate their awareness of Material Properties through their selection of Art Making Materials. Problem Solving Skills employed to improve Development. Created through input from Group Members. All Decisions and Process information must be clearly Documented using VAPD Process.

• 6 Student employ ICT Skills & demonstrate their understanding of Art Making Process through their Video Documentation.


Students demonstrate their understanding and ability to embrace the task through their discussion of Ideas
( 1,3 4,5 )
The teacher observes students displaying analytical & problem solving skills during group work.
.(4, 5, 6 )
The oral responses of students demonstrates their understanding of the relationship of Artist Art work, World & Audience
.(2 5 ,6)

TEACHER FEEDBACK

• Teacher observation & feedback during art making tasks

• Teacher and peer feed back during class discussions & group activities.. WAVE
Inspirational Expression. Techno Junk Neon, Waste Urban rubbish, Production cast offs Electronic Throw aways, Chip Boards, Negatives, Shiny Bits, Disposable Bling, Industral Space, dust “under the Bed Dust Catches”, Wardrobes, Disco, Rave, About this years Section 1.
Fruits Exhibition Contemporary Japanese Counter Culture Fashion,





SESSION
WEEK 10 FOCUS OUTCOMES 5-1, 5-3, 5-6, 5-8 , 5-4
LIFE SKILLS OUTCOMES LS 3, LS 4, LS 7
TEACHING / LEARNING & ACTIVITIES ASSESSMENT
EVIDENCE OF LEARNING
AREAS OF INTERACTION
RESOURSES
ART MAKING CRITICAL & HISTORICAL STUDIES
1 Students Present Art Works.

Student Presentation as part of School Exhibition


A copy of Tasks Recorded to CD. As part of each Students VAPD.


• 2 The teacher & students engage in self & peer assessment of art works .the teacher asks the students engage in Critical and Reflective thinking and writing.. Students complete Peer and Self Assessments. Students to view each other’s Process & solutions
• 3 In Understanding of How the many Forms of
• expression and the Wide Range and use of materials are part of the Strategies and Intentions of Contemporary Artists.
• 4 Reflection on how the Diverse Range of Forms and way wide use of ordinary Materials are connected to Artist intentions.

• 5 Teacher lead Discussion Analysing What is Art ? Students respond through Group Solutions.

• 6 The teacher asks the students during the Presentation and Viewing of completed Video, assume the Role of Critic for both WAVE Wearable –performance piece and Video Documentation..

• 7 Students are guided by the teacher in Reflection on the Guide Question There are so many Forms of Expression!


Students presentation, of written & oral, tasks demonstrate their evaluation & understanding of the complexity & challenging nature of Visual Art Making.
(1,2,3,4 5,)

Students art Making & Planning indicates their understanding of different material, techniques & their ability to develop & synthesise ideas into artworks
( 1, 6, 7, )

TEACHER FEEDBACK

• The teacher in dividual and class work encourages & supports the design process with oral feedback & assistance.. Peer & self assessment sheets