Unit Planning Form

Title: Beauty is the in eye of the

artist!

adapted from Education Advisory Service, Christchurch

Learning Area Context(s)/Strand(s):

Drawing and printmaking processes
looking at Japanese prints
UC,PK,DI,CI , level 5

Duration

Achievement Levels & Objectives

UC: Investigate and consider the art making processes within Japanese print and their
context and influences
PK: Apply knowledge of drawing conventions of Key artists to use appropriate
printmaking processes and procedures
DI: Generate, develop and refine ideas in drawing in a response to a variety of different
artists way of working
CI: Compare and contrast the ways in which art making processes are used to
communicate meaning in selected artists work including Von Goth, James Preston and
Hokusai.
Key Competency Focus
Thinking: Students are
Using language, symbols and text:
Managing self
Participating and contributing:
Relating to others:
Learning Outcomes/Intentions
What should the students learn?

Possible Learning Experiences

(strategies/activities)
How can the students achieve this?

Curriculum Integration (links with other learning areas)

English- verbal, written, reading, making meaning from text

Key Vocabulary: positive and negative, space, focus point, contour, hatching, cross
hatching, Random hatching,
Scrambling, stippling, composition, tone, depth, layer, ribbon,

Literacy Strategies: Use appropriate terminology to describe art works

Writing skills- poster, interpretations in books

Assessment
How can learning achievements
be measured?

Teacher Preparation &

Resources

Special Needs and Abilities

Needs

Abilities

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PK: Students will be able to produce

a quite sketch with all the basic
information needed to develop into a
more detailed drawing

The students are introduced

to the idea of minimal 5
minute sketches and are
given the tools to be able
to produce 4 five minute
sketches
in
various
locations
around
the
school.

Students are introduced to

types of line, shading( use
of light and dark) showing
shadows, different mark
making including contour,
hatching, cross hatching,
Random hatching,
Scrambling, and stippling

Teacher to give students a

- Evidence, judgment and step by step process to think
teacher observation
about
when
drawing
( handout)
Step 1: Decide on the space
you will draw and create an
invisible frame around it.
Step 2: Decide how the space
will be divided up
Step 3: : Look at the positive
and negative space
Step 4: Map out the whole
scene lightly
Step 5: Think about what will
be the focus point of the
drawing(foreground, middle
round, background

Teacher to provide examples

of each type of line.
(PowerPoint)

DI: Students will be able to generate

different types of mark making
examples and ideas

Students to create a page of

as many examples of types
of line they can think of.

Evidence
and
teacher
observation, one page of mark Teacher to provide an example
making completed
page of mark making.

UC: Students will understand the

relationship between the use of line
and its ability to demonstrate texture,
depth, tone and perspective within a
work

The students are introduced

to Van Goth drawings
Students to view examples
of line in his work and
examine the types of line
used and the effects they

Students understanding of
aspects of line, and appropriate
use and understanding of Teacher to provide several
terminology
assessed
by photo's of Van Goth drawings
written and verbal response to displayed on a PowerPoint
questions on the Van Goth
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create- Copy a section of

his work into their books
DI: Students will develop ideas in
response to Van Goths drawings
experimenting with a variety of line

UC: Students will be able to

investigate and consider the use of
techniques and conventions within
Japanese print, focusing on Hokusais
36 views.

CI: Students will be able to compare

and contrast the ways in which
drawing element are used in Hokusais
36 views to be able to communicate
meaning in selected objects and
images.

Using Von Goth examples,

the students are to develop
two of their sketches using
at least three different
types of line. One of the
sketches
is
to
be
developed in pen, and the
other in graphite pencil
( if needed students may
like to go back to their
site)
Students are introduced to
36 views of Mt Fuji and
some of Hokusai's other
works.
The students are to get into
groups. Each group is
given a copy of one of the
prints. They are to write a
poster with their ideas and
responses to the questions
provided by the teacher on
compositional techniques
like space, color, shape.
Students then present their
ideas as a group.

works.
Students understanding of use
of line can be seen in their line
drawings.
Two
drawings
completed.

Summative assessment
Students depth of thinking
will be assessed by the
presentation of posters. Each
student has a turn presenting
their answers( the teacher can
ask why? and how? they came
up with certain answers)
Each group will be given
written comments on their
presentation(
note
presentation skills will not be
assessed, but ideas and
answers)

Students provided with photo

copies to copy a section of Van
Goth's work.

PowerPoint presentation on
Hokusais works and his 36
views of Mt Fuji.
Teacher
to
give
students questions to
think about such as..
(these to be answered as
a group on poster)
How has tone/shading
been shown in these
prints?
Where is our focus
drawn to first
How has the space been
decided up( what is in
the foreground, background,middle ground.
What types of colors
have been used and
how have tonal areas
of light and dark been
shown.
What shapes can you
see? how has line
been used?
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 What other types of

visual images can you
think of that come in a
series like these? eg
comic books, picture
books

PK: Students will be able to apply

previous knowledge of the process of
completing a quick sketch to be able
to produce two sketches from two
different
locations
around
the
university.

Teacher will ask the class

their thoughts on area's
such as
What other types of visual
images can you think of
that come in a series like
these? eg comic books,
picture books
Apart from the reoccurring
image of Mt Fuji, what
else is a common feature
of these prints?(Human
activity,
repeated
mountain shape)
Field trip to the Otago university
Students to choose two
contrasting
locations
around the University to
draw from the given
choices.
.
Students to apply the same
techniques they used in
the 5 minute drawings
round the school to gather
as
much
visual
information as possible
without adding too much
detail.
The student can focus on
things such as buildings;
the river, trees, but at least

Formative
assessment,
questions to give students
ideas, and develop their
analytical skills of interpreting
art works

Colour A4 photo's of
locations round the
university.
The teacher is divide
students into different
groups depending on
their location.

Evidence that students have

applied the appropriate steps
and techniques in order to
produce two sketches.

The teacher to make

sure
students
are
viewing from different
angles and that there
are not too many
students drawing from
the same angle or view
point.

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one of their sketches must

have examples of human
activity.
It is stressed by the teacher that
students are to draw lightly so that
these drawings can be developed
further

PK: Students will be able to apply the

process of sketching to a photograph.

Class
examination
of
everyone's sketches and
review of the types of
human activity captured in
sketches
around
the
university.
Color photos are provided
of the university with
examples
of
human Drawing completed
activity. Students are to photo in charcoal
choose one to draw using
charcoal.

from

Colour
photos
provided of various
locations around the
university

Example shown of Van Goth's

work in colour.
ID: : Students will be able to apply Van
Goths way of working with colour to
develop their own work

Students are to use colored

pencil to develop one of
their sketches done at the
university, using Van One drawing in colored pencil
Goths way of working as evidence with use of mark
experimenting
with making
different mark making to
create tone and texture.
.
James
Preston's
work
introduced.
Students
are
introduced to wet media- water
colours.

PK: Students will be able to apply

They are to choose three

colours, and are to add in

Overhead
projector
used to display photos
of James Prestons
work.
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James Prestons way of using water

colours to one of their sketches.

colour in blocks to their

second sketch thinking
about the reasonably flat One piece of work as evidence
way that James Preston
works applies colour
Once the colours have dried they
can use a black pen to outline
DI: students will be able to combine
Van Goths use of line with James shapes they want to stand out, and
Prestons use of colour to deveop their add line and texture, and depth to
work.
the drawing.

CI: Students will be able to discuss

how the figures within 36 views of Mt
Fuji have been simplified, and why
communicate why they think they have
been simplified.

Looking back at 36 views of

mount Fiji
The students examine how Questioning
the figures within the discussion,
prints are in simplified engagement
form, like in an illustration
or cartoon( they are to
keep this in mind when
drawing them into their
scenes
on
their
woodblock.)

and
class
evidence
of

Photos on projector of
prints.

Lesson on printmaking( relief)

Familiarize
students
with
terminology used in printmaking
Go through the step by step
PK: Students will be able to apply
knowledge of the printmaking process processes. Teacher to explain how
layers of colour work in
to establish their own print.
printmaking.
Students to copy a chosen
drawing onto woodblock
using a transfer carbon
paper.
Teacher to explain the
importance of line/mark
making
within
printmaking.
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Teacher to explain that

relief printmaking links to
the experimenting the
students did with blocks of
colour,
and
their
experimenting with use of
line(Van Goth)
The teacher to demonstrate to the
class how to cut out of woodblock.
The students need to cut out the
parts of their image they want to
stay white.
PK: Students will be able to apply Teacher can do a demonstration to
knowledge of the printmaking process the class, and using the first
to be able to cut and print their first
lightest colour and show students
layer.
how to apply ink to the board, and
how to place print on paper.
Students to print first layer.
PK: Students will be able to apply
knowledge of the printmaking process
to be able to cut and print their second
layer.

PK: Students will be able to apply

knowledge of the printmaking process
to be able to cut and print their final
layer.

Teacher to demonstrate
second layer of colourstudents
cutting
and
printing
Teacher to demonstrate last
layer of colour and how
black works to outline
images. The students are
cutting and printing last
layer.
Students are to choose their best
print. The prints are all put up
together on the wall to form a
collaborative work that shows
different locations around the
university
from
different
perspectives.
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Review of printmaking process

Summative final assessment

Students are to hand in all their
developmental drawings and
sketches to be marked.
From looking at the group
presentations, work books,
developmental drawings and
final resolved prints teacher is
to make a holistic judgment on
overall effort and result

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Learning Outcomes/Intentions
What should the students learn?

Possible Learning Experiences

(strategies/activities)
How can the students achieve this?

Assessment
How can learning achievement be
measured?

Teacher Preparation Needs &

Resources

Special Needs and Abilities

Needs

Abilities

Unit Evaluation

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