Page 1.

Table of Contents
Preamble.............................................................................................................3
Session 1 : You and Me in Community ............................................................4
Session 2: What's your totem?........................................................................6
Session 3: The Beauty of Plants and Animals..................................................8
Session 4: Every Little Bit Counts!.................................................................10
Rationale...........................................................................................................12
APPENDIX A ...............................................................................................14
APPENDIX B................................................................................................16
APPENDIX C................................................................................................18
APPENDIX D................................................................................................20
References......................................................................................................................................22

Page 2.

Preamble
The wonderment of the world, is such a broad yet wonderful and
powerful tool that all children possess. Art is a remarkable
apparatus for the exploration and the formation of ideas with such
freedom and possibility. This unit of work has been designed in line
with the Australian curriculum and AusVELS with the intention of
presenting level 4 students with opportunities to wonder about the
world outside of themselves.
This unit of work has a major focus on the wonderment of the world
and as such encourages an investigation into identity as being an
individual, and as part of a wider community through collaborative
activities, working individually and as a community to achieve the
desired goals. Students will be taken on a tour through the
extraordinary world of Indigenous Australians through their creation
of art for story telling on an expedition to the National Art Gallery.
The students will examine the work of others artist, with the
opportunity to respond using creative methods and techniques.
Lastly the exploration will encourage students to consider important
social issues, such as the reduction of waste in our world through
reducing, reusing and re-appropriating materials and incorporating
them into our artwork to create a master piece which highlights our
natural world.
Although this unit of work is focused upon the visual arts
curriculum, there are many rich opportunities for these activities
and foci to be used across the curriculum. They maybe used as part
of inquiry process or to help concrete ideas and concepts in subject
areas such as science, history, ICT, civics and citizenship. These
sessions also provide students with plenty of opportunity for
personal development in the context of collaboration and self
exploration, along with building an appreciation for the arts.

Page 3.

Session 1 : You and Me in Community

Theme: Identity Individual and Community
Visual Arts Focus: Students will be focussing on landscapes and shapes of the
human body to create artwork which reflects their community. The session will
allow students to explore and use different lines, as well as discover what
warm and cool colours look like.
AusVELS
ACARA
Curriculum Foci

Creating and Making: Making: Students practice

Students will create
using a variety of
artworks using different techniques and materials
media, tools and
for interpreting themes or
techniques to
subject matter.
communicate their ideas
and experiences.
Students will identify
techniques and features
of others artwork.
Link to AusVELS

Resources and
Equipment

Link to ACARA

Large pieces of paper or roll of butchers paper

A4 white paper
Coloured Markers
Paint
Acrylic Paints

1. What shapes can you see in a landscape?

Focus Questions

2. Can you see any lines? Are they straight, curvy,

wiggly, zigzag?
3. Which colours are warm colours? Cool colours?

Cross-curricular
context
Vocabulary
Theory
Tuning In

Civics and Citizenship: Community Engagement

Science: Sustainability
Lines (curvy, wiggly, etc.), Warm Colours (Red,
Yellow, Orange), Cool Colours (Blue, Green, Purple),
landscapes, mural.
VTS and Community of Practice
The students will draw a landscape of their choice,
they can use grey lead or coloured pencils. Look at
some artworks (visual thinking strategy) which use
landscapes as the theme and discuss what can be
seen in the images. Discuss how the landscapes
have been created, the techniques, medium, etc.
The teacher will demonstrate what students need to
do with a partner. Each pair will be given a large

Page 4.

Demonstration

piece of paper, big enough to fit them lying down on

it. Each student will take it in turns to trace around
their body shapes on the one piece of paper, the
students should lie on the paper in different
positions.
Show a video clip on murals to assist in students
understanding of how they are created.

Investigation

The students are encouraged to work together as a

collaborative community to develop a flowing
landscape mural. They will need to talk to one
another to work out what should go where, while
working in their selected space. The students can
experiment using different lines to create different
effects.

Individually:Throughout the making process the

Reflection and Making teacher can talk to students about what sorts of
lines they are using in their work. Talk about the
Connections
colour choices, why did they choose them and how
are they using them.
Whole Class: Discuss what we did, what did student
do to create their landscape. Ask questions about
line choice, colour choice. Discuss what was learnt
from this activity.
Adaptation

Assessment

Enabling prompt: Show

some different landscape
examples. Display warm
colours and cool colours.
Create a vocabulary list
of
line
types
with
examples.

Extending
prompt:
Students can take a
photograph
of
the
landscape and write a
description
about
it,
using new vocabulary.

Students can describe the difference between warm

colours and cool colours, using examples. Students
can identify whether they have used warm or cool
colours in their own work.
Students can identify and/or describe the names of
different lines. Students can explain what sorts of
lines they used in their own work.

Supporting Materials : Appendix A

Page 5.

Session 2: What's your totem?

Theme: Indigenous Perspectives Caring for place, Caring for Country
Visual Arts Focus: Students will explore Indigenous Australian perspectives
through art, with a particular focus on totems. The students will respond by
choosing or creating a totem of there own with the use of ICT.

Curriculum Foci

Resources and
Equipment

AusVELS

ACARA

Exploring and
Responding:

Responding:

Students will look at

Students will examine
artworks from different
key features of art from
cultures and times,
other cultures and use
including those from
art language to discuss Indigenous Australians and
their ideas, feelings and
Torres Strait Islander
intentions.
artists. Students will also
examine the meanings and
intentions of artworks using
arts language.
Link to AusVELS
Link to ACARA
- Visit to National Victorian Gallery
- Ipads, Camera, Iphone (device for recording and
photographing)
- Paper
- Charcoal
1. What can you see in this image?

Focus Questions

2. What is a totem?
3. Why are totems important?

Cross-curricular
contexts
Vocabulary
Theory
Tuning In

Page 6.

Civics and Citizenship: Civic knowledge and

understanding
Information and Communications Technology: ICT for
creating
English
Totems, Indigenous Australians, Symbols, Clans
8 ways and VTS
At the art gallery Students will be split into small
groups and they are given time to walk around and
freely looking at artworks by Indigenous Australian
artists. Students are to take photos and notes or
voice recordings of artwork/s that interest them.
They should explain what about the artwork they
found attractive and describe what they can see or

what they believe the artwork is expressing.

Demonstration

All the students will meet at the art work 'Preparing

for ceremony' by Djambu Barra Barra. Have a
discussion about the painting using VTS. The
teacher should read the description of the painting
to the students.
Also look at the symbols and representational ideas
of the art work.

Investigation

Back in the class room, students should investigate

further about totems and how they are connected to
the Indigenous Australian people. Areas of focus are
the importance of totems to Indigenous Australians,
examples of totems represented in artwork, how
they symbolised.
Students can ICT to explore and respond to the idea
of totems by creating a totem which is linked to
themselves in some way or finding a totem with
which they feel relates to them.

Discuss as a whole class the important points they

Reflection and Making took from the activities. What are some of the new
ideas they learnt. Talk about whether their
Connections
perspectives about Indigenous Australian people
have changed, or any further understandings.
Adaptation

Assessment

Enabling prompt: This

group can be teacher
led, allowing more time
for extended discussion
and prompting.

Extending
prompt:
Students can create a
story related to their
totem
to
explain
its
significance to them.

Students show engagement with the task by

questioning the purpose of the artwork. The
students show a sense of wonderment.
The students are willing to examine other
perspectives, by having a go a creating their own
totems.

Supporting Materials : Appendix B

Page 7.

Session 3: The Beauty of Plants and Animals

Theme: Flora, Fauna & Art
Visual Arts Focus: Students will be discovering the wonderful world of plants
through spray print making. The students will be exploring work by Andy
Warhol and his print making style and pop art.
AusVELS:
ACARA:
Curriculum Foci
Exploring and responding: Responding: students will
Student can use arts
make connects between
language to discuss ideas their artwork and those of
and the purpose of other other artists. They will be
people's artwork as well identify ideas and symbols
as their own.
used by artists.
Link to AusVELS

Resources and
Equipment

Link to ACARA

- paper
- spray bottles
- coloured inks
- a variety of leaves, branches, feathers, seeds,
flowers, etc
- Artist who uses printing or patterns.
- YouTube clip about Andy Warhol
1. What sort of patterns can we find/create?

Focus Questions
2. What style of art does this artist create?
3. How can we find out about different techniques
and styles?
Cross-curricular
context
Vocabulary
Theory
Tuning in

Demonstration

Page 8.

History, Science
Printing, spray, plants, leaves, flowers, patterns,
repetition.
Conceptual
Watch a video clip about Andy Warhol . Have a
discussion about the artist's artwork, and what style
it is. Create or define the style this artist uses.
Ask students if they know anything about print
making and discuss their
ideas.
In response to the Warhol's artwork the student will
create their own print making artwork, using the
technique of spray printing or relief printing.
Demonstrate how to use the equipment and
materials.

Investigation

The students should be given time to experiment

with making different patterns and explore what
using different leaves, flowers, etc. does.
The students are to create their own spray printing
or relief printing artwork.

Discuss with the students how their artwork is the

Reflection and Making same and/or different to that of the artist. Talk about
the techniques used and whether anyone has seen
Connections
anything similar anywhere else.
Adaptation

Assessment

Enabling prompt: The

teacher works with a
small group who need
extra
help
in
their
technique or ideas.

Extending
prompt:
Challenge these student
to create a collaborative
piece of pop art that is
done on separate pages
and
then
brought
together to create a
piece that will work
together.

The students can describe the style or technique

used by the artist.
The students try the technique of spray printing.
The students are willing to take a risk and
experiment using the different materials available.

Supporting Materials: Appendix C

Page 9.

Session 4: Every Little Bit Counts!

Theme: Reduce, Reuse, Re-appropriate
Visual Arts Focus: Students will learn that what goes in the rubbish bin is not
necessarily rubbish. These materials can create artwork, the students focus will
be to create a collage from reusable materials with a natural theme.
AusVELS:
ACARA:
Curriculum Foci
Creating and Making:
Making: Students will
Student will use a range explore visual practices
of skill, techniques and
using a variety of
processes to create
materials, techniques and
artwork using different
processes.
mediums, materials and
equipment.
Link to AusVELS
Link to ACARA
Resources and
Equipment

Recycled materials
newspapers
magazines
glue
cardboard
paper
charcoal and pastels

1. What are the 3 Rs (Reduce, Reuse & Recycle)

Focus Questions
2. What patterns can you see?
3. Why is it important to use the 3 Rs?
Cross-curricular
context
Vocabulary
Theory
Tuning in

Science: Sustainability
Reduce, Reuse, Recycle, Collage, Pattern
Feldman
Students need to draw a picture of a lizard using
Charcoal or pastels from memory. Discuss what was
hard about doing this.
Using a live lizard, the student will then draw the
lizard again. Discuss what they notice about the
lizard. Discuss whether the process was easier or
not.

Demonstration

Page 10.

Look at artworks which use collage as the technique,

look at ones that use recycled materials. Discuss
these artworks using Feldman's model of analysis.
Demonstrate how to create a collage using the

Investigation

recycled materials.
The students are to draw a large lizard on A3 paper
and then use the collage technique to create an
image of the lizard. They are free to use what ever
materials are available.

The children must write a summary of the session,

Reflection and Making including key understandings about the 3Rs. They
will describe the technique of collage and discuss
Connections
the materials they chose to use. They will also need
to comment on how this sort of activity can help the
environment.
Adaptation

Assessment

Enabling prompt: Have

some materials already
cut into small pieces
ready to use. Provide a
template image of a
lizard.

Extending prompt: Ask

these student to present
their work to the class,
with a short explanation
of the processes they
used and the importance
of the 3Rs.

The student shows the correct technique of creating

a collage
The student shows an understanding of the
importance of the 3Rs and how it is related to the
wider world.

Supporting Materials: Appendix D

Page 11.

Rationale
This unit of work is based around the topic of the 'Wonderment of the World'.
The wonderment of the world is about asking questions, exploring,
experimenting and experiencing the world we live in. The themes covered in
these sessions are avenues which will allow students to have these
opportunities while engaging in the visual arts curriculum. The themes that are
covered are identity, Indigenous perspectives, flora and fauna and reduce,
reuse and recycle. These themes were chosen because they give students the
chance to engage in very important areas related to the world.
The idea of identity is important because children need to know that they are
an individual, and they are also a contributing valued member of a community.
The session is based around building that understanding through the use of
community practice (Smith, 2003,2009). As each student is contributing an
individual part of themselves, but working as part of the whole community of
the classroom to participate, communicate and create something wonderful.
Learning is, thus, not seen as the acquisition of knowledge by individuals so
much as a process of social participation (Smith, para. 16).
Indigenous perspectives are a necessary aspect to include in a unit of work
such as this, because they are Australia's original people with valuable and rich
ways of life. Indigenous Australians take care of the land in which they come
from, with strong traditions which have been passed down through generations
of story telling, painting and practices. Students will be able to gain a view of
how Indigenous Australians live and can incorporate this into their being. The 8
ways of learning is learning through culture. By presenting this session with the
8 ways learning style, children will be able to deeply engage with the content,
as they are given time to absorb the information and the culture (Yunkaporta,
2007-2009).
The session which looks at flora and fauna, is based upon analysing work from
other artists and then responding to it using materials which come from nature,
such as leaves and feathers. Having students connect what they know about
an artist and experimenting in that style provides opportunity for art
appreciation. The learning style is based upon the conceptual learning model.
This type of learning style allows students the freedom to play, make a
mistakes and share in activities without the need for specific skills. The focus is
more about doing, rather than the completed product ready for judgement, this
allows students to make connections to the concepts of the artist, the artwork,
the audience and the subject matter through engagement (The conceptual
framework, 2011).
The last session looks at a very important social issue, the problem of waste.
The students who are in our schools now, are the ones we must educate to try
to change the situation for a better future. Engaging students in an art project
which confronts them with these issues, creates a nice gateway for the
message to get through. The session is also about give students the aptitude
for art appreciation, this is accomplished by introducing students to Feldman's
model for art criticism (Feldman, 2008). This model delivers an accessible way
for students to develop the skills and language required for art critiquing.
Page 12.

This unit of work has a well rounded use of different learning theories and
models, with a large variety of activities for students to engage with. Designing
the whole unit around the wonderment of the world provides rich and
important content, because it will help build and encourage children's natural
instincts to inquire and find out.

Page 13.

APPENDIX A
You and me in community
Arts based language
Resources which can help to develop the students vocabulary for this session
around types of lines and warm and cool colours.

This website 'Image with Joy' contains the basic theory of

colours, from primary to tertiary and warm and cool colour
with good descriptions to help students incorporate these
concepts into their art language banks.
http://www.imagewithjoy.com/external-self/coloring/colortheory-basics/

Development of artistic and technical practice

This artwork of 'Textured Landscapes' by NSW students in
Level 6 is a good example of using different types of lines
to create shape and texture in a landscape scene, using
different colours. They created the basic shapes of the
landscape with black marker and then coloured markers to
create the textures to fill in the landscape.

Heather Galler is a folk artist who uses colours and shapes

predominately in her art work. The artwork 'Red Barn
Landscape' and 'at home' are good examples of landscape
artworks
which
students
could
discuss,
especially
concentrating on how the landscape has been created, providing
lots of rich
conversation and generating ideas. This artwork
uses both
warm and cool colours, as well as a variety of
lines and shapes
as
representational symbols.

This photograph is an example drawing from life

Page 14.

the human form, from a live model only representing the lines, angles and
shapes to get the sense of movement. When drawing this sketch I had to
concentrate on the lines and not the details. I used long sweeping lines to
capture the different angles of the model, I was using charcoal as it is soft and
easy to quickly draw with. We then created two body shapes using clay and
joined them together. It was a good experience, looking at shapes in two
different ways.
The piece of artwork (below)
created by the students would
be
temporary
piece as it
would be on
butcher
paper, a tip
to make it more permanent maybe to use plywood or
plasterboard which can be attached to the wall in the
classroom.
Video Clips
To assist students to understand the concept of a mural, this short video clip
gives a good example from beginning to finish. http://www.youtube.com/watch?
v=e-f0SdDbc1I
This video explains different lines used in art and what they look like.
http://www.youtube.com/watch?v=Ha1sLn3jvaQ

Teaching Practices
Communities of practice are groups of people who share a concern or a
passion for something they do and learn how to do it better as they interact
regularly (Wenger as cited by Smith, 2009, para. 4) This statement is a very
powerful one and sums up the importance of allowing students to work as a
community in a collaborative way to learn from one another and meet the
common goal, which is important in this task as it requires good
communication and camaraderie. The full article can accessed at
http://infed.org/mobi/jean-lave-etienne-wenger-and-communities-of-practice/.
This session has a strong focus on collaboration among the students which
strengthen the sense of community among them.
Visual thinking strategies are a good way of introducing a session, as you can
gain a good sense of how students interpret artwork. Using VTS in this session
will create a great way of developing the vocabulary and art language. Kristina
Robertson (2006) states that VTS is a simplistic pursuit which can enhance
student comprehension with considerable benefits in developing knowledge
and thinking skills. Which is important when building student ability to
appreciate art without the fear of being wrong, because there are no wrong
answers in this strategy. The full article is accessible at
http://www.colorincolorado.org/article/13279/.

Page 15.

APPENDIX B
What's your totem?
Arts based language
Dust Echoes is an interactive application where
students can listen to stories, reading information
and just generally explore Indigenous Australian
culture. This resource will help to develop
students' vocabulary and understandings. It can
provide a good platform for students to begin
their research and developing ideas for their own
totems. Dust Echoes can be accessed at
http://www.abc.net.au/dustechoes/dustEchoesFlash.htm

Click on Resources by Aboriginal illustrators and

authors
link to access a PDF file which list many Indigenous
Australian artist/authors which are appropriate from
F-12. These children's story books are a great way of
introducing language and ideas through beautifully
illustrated stories to introduce ideas about
Indigenous people and how they use art to help
reveal their symbols, totems and way of life in
general.
http://enc.slq.qld.gov.au/vbook/slq/gudjal_bk_of_animals/index.htm

Development of artistic and technical practice

Digital artwork can be created using
computer programs and Ipads apps.
Digital artist daily has reviewed the top
5 for both platforms. These can be downloaded for free
and used by students to create their artwork. The
following two links will take you there.
http://www.digitalartistdaily.com/blog/2012/01/top-5free-art-programs/
http://www.digitalartistdaily.com/blog/tag/apps/
The image is an example of an Indigenous
Australian style artwork made digitally. This
one uses mostly dots, where as most Indigenous
artwork is using
different lines to create
symbols.

Page 16.

This is an example of students work, who have studied

different animals and created a story which goes with the
image. They have used several different techniques, including
spray or spatter painting, and oil pastels.

The image on the right here, is

one I drew as part of an art
workshop, we used charcoal to
colour in the whole page and then plasticine
rubbers to rub out the images into the charcoal.
We first drew a scorpion from memory and then
from real live scorpions. The whole process was
interesting, as I had to try and use my experiences
of scorpions to figure out what they would like, then discovering that they were
quiet small and solid looking.

Teaching Practices
An article by Sheena Vaidyanathan about the use of technology for fostering
creativity in the classroom across the curriculum.
http://www.learningandleading-digital.com/learning_leading/20120304#pg26.
This is a short succinct presentation explaining how Aboriginal artwork is
created and a brief about gathering interest through questioning and looking at
the symbols, which you could easily link the the 8 ways of learning. Click on the
following link to view the presentation: http://www.haikudeck.com/aboriginalart-art-and-design-presentation-5Z6BW8rtlJ#
8 Ways of Learning
8 WAYS to start the process... Tell a story. Make a
plan. Think and do. Draw it. Take it outside. Try a
new way. Watch first, then do. Share it with others
(8 Ways Wiki space, 2014)

8 ways of learning really integrates the

ways Indigenous people process and
transmit their teachings and learnings
with the Australian curriculum, which
creates a lovely balance of culture and
rich teaching and learning practices
accessible all.

Page 17.

APPENDIX C
Arts based language
Trees to paper by Inez Snyder is a lovely way to
incorporate literacy into the project. This book is a
non-fiction about the processes it takes to turn a
tree into paper. This would give the children
another perspectives on the topic as well as
developing the vocabulary surrounding the
activities in this session.
This Video clip features Andy Warhol, who would be a good artist to focus on,
as this art work is very distinct and quiet a good one for students to respond to
by being able to create their own pop art, using the spray technique to create
some patterns and repetitions in different colours. This video also provides a
nice overview of what pop art is and how the artist was inspired to do his work.
http://www.youtube.com/watch?
annotation_id=annotation_51892&feature=iv&src_vid=ulZ64VDhwXM&v=kZTsbJcr9VI

Development of artistic and technical practice

This artist has used

leaves to create textured
natural background.
Simply by spraying the
leaves while on the paper. The article which this comes
from, illustrates a large range of different techniques that
are a sidestep from the usual, very interesting to read and
observe. The link for this article:
http://www.studentartguide.com/articles/inventive-mixed-media-techniques
Jake Carrington created a project
which utilises a many different types
of stencilling for creating patterns and
shapes. This would be a great
example for students to gain some
ideas about how they would like to
design their own work. His work can
be accessed at the link below.
http://www.behance.net/gallery/11668135/ArtProject-%28Natural-Forms%29
These spray bottles are a great way of controlling the
students when they are using the spray paints. As
these small bottles you have to pump with your
finger so it slightly more difficult for the students to
go crazy and spray paint everywhere creating a
Page 18.

mess. The website includes instructions on making your own set of spray paint
bottles.
http://www.instructables.com/id/DIY-Spray-Paint-2/
This image is using an existing photo of a wolf and then
using a leaf as a stamp created the leaf pattern over the
top of the image. This is an interesting way that student
may like to experiment with creating patterns using natural
objects such as leaves and sticks.

Teaching Practices
Conceptual learning theory
Conceptual learning is more about the
experiences and the actions of creating
something rather than the product and
how good it looks or not. This allows
students to be on a level playing field,
without the judgement or anxiety of lack
of ability. This session is all about giving
the students the opportunity to
experiment and create. There is no
expectation of creating a good copy or
the perfect image. The students are encouraged to explore new techniques and
find out what happens when they use the different materials available to them.
The students then look at their own work and critique it, their techniques, the
processes and such to gain a good understanding of
the whole session.
The workshop that I participated in with the
concentration on conceptual art, we used continual
line drawing faces and then creating 3D wire faces,
these processes took some problem solving skills. It
also resulted in a great variety of products. It was
quiet enjoyable as non of us was any better than one
another.

Page 19.

APPENDIX D
Every little bit counts!
Arts based language
The language that students will need to develop
will be based around the 3Rs, this poster can be
on display as an example of what they are and
how we can do them.
The analysis of artwork will most easily been
done using the Feldman's model art criticism
template. This will provide students with a good
foundation to begin their learning of art
critiquing.
This children's story book by Rana Diorio is a great
resource as it helps students to make sense of the issue of
reducing, reusing and recycling materials, with lovely
illustrations and questions to make you think deeper.

Development of artistic and technical practice

Nancy Standlee (2013) created this art work 'Koi 12
Collage' using newspapers, scrap papers and textured
materials this is a great example of collaging using
reusable materials for the students to observe and gain
inspiration from.

During one of the workshops we drew frogs, firstly from memory and then from
real live frogs. We then created collages using paper coloured with dye which
went from dark to lighter. This was an interesting opportunity, as I found it was
really good being able to play with the different tones of colour to create
shadow and shape within my frog.
In another workshop we drew pomegranates using
charcoal, first from memory and then from real ones.
These types of exercises are really good, because of the
rich conversations we had through out the activity.
Talking about the colour, the shapes and patterns inside
Page 20.

the fruit.
These photos of artwork created in one our workshops was a collaborative
piece based on the shapes of the natural and man made world. It was created
using newspapers and collaging to create a mural
type of work. It was interesting because we had to
make sure all our pieces were touching to form one
long piece.

This piece (left) was created by level 4 students, who

were using collage to create self-portraits. I think it is
interesting to see the texture of the corrugated
cardboard as the background. This introduces a new
dimension to the artwork. Also using patterned paper
and newspapers.

Teaching Practices
Feldman's model for art criticism is a great foundation to use with students to
help develop an appreciation for art in general,
but also will improve on vocabulary and art
based language skills. This model actively
prompts students to think about a piece of
artwork and describe, respond and talk about
art.
Using Feldman's model to critique students' own work will also increase
thoughtfulness into the processes they used and what the art means.
Pic Collage for Iphone / Ipads is a great little application that can be used to
digitally create collages using your photos and pieces in the program, could be
fun way to extend students. https://itunes.apple.com/ph/app/piccollage/id448639966?mt=8

Page 21.

References
ABC network. Dust echoes: ancient stories, new voices. Retrieved from
http://www.abc.net.au/dustechoes/dustEchoesFlash.htm
ACARA. (2012). Shape of the Australian Curriculum: the Arts. Retrieved from
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