Australian Curriculum (AC)

UNIT PLANNER 2016

Unit outline: Perspective
drawing
Manipulate materials, techniques,
technologies and processes to develop and
represent their own artistic intentions
(ACAVAM126)
Develop and refine techniques and
processes to represent ideas and subject
matter (ACAVAM127)

Subject and Year level:

Design - Year 9

Date: 4/8/16

Teacher(s): Pariya
Ziakas and Hannah
Everett

Time frame and duration:

1 x 45 min single and 2 x 90
minute double /week over 2
weeks

Evaluate how representations communicate

artistic intentions in artworks they make and
view to inform their future art making
(ACAVAR130)

Background information (context for learning including cohort);

Students will have in prior year levels gained previous knowledge and understanding of onepoint perspective drawing.

AC Arts subject(s): The Arts - Design

AC band level description excerpts:

research and analyse the characteristics, qualities, properties and constraints of materials,
technologies and processes across a range of forms, styles, practices and viewpoints
adapt, manipulate, deconstruct and reinvent techniques, styles and processes to make visual
artworks that are cross-media or cross-form

AC achievement standards:
By the end of Year 10, students evaluate how representations communicate artistic intentions in
artworks they make and view. They evaluate artworks and displays from different cultures, times
and places. They analyse connections between visual conventions, practices and viewpoints that
represent their own and others ideas. They identify influences of other artists on their own
artworks.
Students manipulate materials, techniques and processes to develop and refine techniques and
processes to represent ideas and subject matter in their artworks.

Assessment (for, of and as learning) strategy: What evidence will be collected to demonstrate
student learning?

Formative
Observation of student engagement, understanding of tasks and perspective concepts
Class discussions - student input and engagement
One on ones with students
Worksheets collected in folio

Summative

Folio - graded on documentation of students gathering of worksheets and information,

exploration, experimentation, processes, personal evaluation, reviews and critiques.
Perspective drawings of areas of the school - Corridor, corner of the building.

General Capabilities (Darken /highlight the relevant application)

Literacy

Numeracy

Comprehending texts
Grammar Knowledge
Visual Knowledge
Composing texts
Word Knowledge
Text Knowledge

Calculating and Estimating

Recognising and using patterns and relationships
Using fractions, decimals, percentages , ratios and
rates
Using spatial reasoning
Interpreting and drawing conclusions from statistical
information.
Using measurement

Critical and creative thinking

ICT

Inquiring identify, explore, organise

information and ideas
Generating ideas, possibilities and
actions
Reflecting on thinking and processes
Analysing, synthesising and evaluating
reasoning and procedures

Applying social and ethical protocols

and practices
Investigating with ICT
Creating with ICT
Communicating with ICT
Managing and operating ICT

Personal and social

capability
Self-awareness
Self-management
Social awareness
Social management

Intercultural understanding

Ethical understanding

Recognising culture and developing respect

Interacting with and empathising with others
Reflecting on intercultural experiences and taking
responsibility

Understanding ethical concepts and issues

Reasoning in decision making and actions
Exploring values, rights and responsibilities

Cross-Curriculum Priorities
Aboriginal and
Torres Strait
islander
histories and
cultures
Asia and
Australias
engagement
with Asia
Sustainability

(darken or highlight those relevant to unit of work)

Living communities
Identity
People
Culture
Country/place
Asia and its diversity
Achievements and contributions of the peoples of Asia
Australia/Asia engagement
Systems
World views
Futures

Differentiation
and extension
strategies
-

Flexibility of tasks to adapt to the needs of certain students within the

classroom with learning difficulties and on NEPs:
Scaffolding and assistance.
Modified worksheets and tasks.

Accommodations
to meet individual
learning needs

http://www.australiancurriculum.edu.au/studentdiversity/meeting-diverselearning-needs

Links to other
curriculum
areas

Mathematics measurement and space

English written annotations in folio

Unit Outline: Two-Point Perspective Drawing

Wee
k

Tasks and activities

One Point Perspective

Recap on what they remember
about perspective drawing.
Discuss the terms for
perspective drawing i.e. station
point, horizon line, vanishing
point, picture frame.
Short exercise on the board
talking it through together as a
class.
Buildings birds eye view
future thinking buildings
around the world different
angles

Relevant
AC
descriptor
(s) 9.2,
9.3, 9.6

9.2

9.3

Assessment focus/evidence

Formative
Observation
Discussion
Behaviour management
Engagement
Folio entries
One on one
Summative
Folio entries

9.6
9.2, 9.3

Two Point Perspective

Introduction
Introduce two-point perspective
principles and elements
Discuss why it is necessary and
important in design
Talk through two point showing
on the board. use open
questions as to what needs to
happen next, what needs to be
focussed on.
Two Point Perspective
Practice two point in folios using
handouts

Two Point Perspective around the

school
Corner of corridor
Classroom
Outside if weather permits

Backup Lettering activity

9.2, 9.3

Formative
Observation
Discussion
Behaviour management
Engagement
One on one
Summative
Two building drawings One
point
and Two point perspective

Teaching and learning resources

Worksheets/Handouts

Tools
Pencils, erasers, sharpeners and rulers.
Paper
Folios

Australian Curriculum Content Descriptors

Strand 2 - Responding
Strand 1 - Making

9.7

Sub
strand 3
Developing
and
refining
understand
ing of skills
and
techniques

Sub
strand 4
Structuri
ng and
organisin
g ideas to
form

Sub
strand 5
Sharing
artworks
through
performan
ce,
presentati
on or
display

9.1

9.2

9.3

9.4

9.5

9.6

Sub strand 7
Responding to and
interpreting artworks
Sub strand 2
Manipulating
and applying
the
elements/conc
epts with
intent

Sub
strand 6
Analysing
and
reflecting
upon
intentions
Sub strand 1
Exploring ideas
and improvising
with ways to
represent ideas

9.7 Analyse a range of visual

artworks from contemporary
and past times to explore
differing viewpoints and
enrich their visual art-making,
starting with Australian
artworks, including those of
Aboriginal and Torres Strait

9.6 Evaluate how

representations communicate
artistic intentions in artworks
they make and view to inform
their future art making
9.5 Present ideas for
displaying artworks and
evaluate displays of artworks

9.4 Plan and design artworks

that represent artistic
intention

9.3 Develop and refine

techniques and processes to
represent ideas and subject

9.2 Manipulate materials,

techniques, technologies
and processes to develop
and represent their own
artistic intentions

9.1 Conceptualise and

develop representations of
themes, concepts or subject
matter to experiment with
their developing personal
style, reflecting on the