Rationale

This unit of work is designed for year 7 groups with students from various cultural background. The unit utilises project-based learning (PBL),
which asks students to work on a project throughout the unit. The unit also focuses on intercultural understanding, as it is one of the key general
capabilities in NSW syllabuses to develop and enhance students’ understanding of culture diversity, build students’ skills and abilities to work in
a multicultural society and with people from diverse background (NSW Department of Education, n.d.).
PBL is considered as a key methodology in building research and critical thinking skills for students (Gómez-Pablos, V. B., Martín Del Pozo, M.,
& Muñoz-Repiso, 2017). With PBL incorporated in teaching, students’ proactive attitudes can be encouraged, students’ desire to learn can be
reinforced, students’ learning needs can be met, students’ knowledge and skills can be integrated in a practical way, and relevant and meaningful
learning can be produced (Gómez-Pablos, V. B., Martín Del Pozo, M., & Muñoz-Repiso, 2017). Hunter-Doniger (2018) stated that PBL is a
student-centred, inquiry-based approach toward learning, and it develops self-regulated learning motivation within students. Also according to
Tomljenovic (2015), it is significant to encourage student-centred and interactive activities in order to enhance students’ positive attitudes and
promote critical and creative thinking through experiential, independent, investigative, cooperative and problem-solving learning.
The unit also asks students to explore and practice to make artwork analysis and criticism using the Conceptual Framework, and also incorporate
the Conceptual Framework in their artmaking process to consider materials, audiences, concept and meanings behind the artwork. According to
Alter (2011), the process of artmaking practice as well as critical and historical interpretation of artworks allows students to apply critical and
creative thinking skills.
Moreover, differentiation methods are also incorporated in teaching and learning activities. For instance, worksheet in the resources presented in
this unit has been modified into two versions, one includes specific questions about the Conceptual Framework and the other one is more open
up to students analyse regard to four agencies.
 UNIT OUTLINE
Subject: Visual Arts Stage 4 Year 7 Number of Weeks: 4
weeks
Unit title: Self-portrait
In this unit, students will build their awareness of analysing artwork through the Conceptual Framework and the Frame. Students will
investigate into self-portraits and how artists realise their ideas and express their meanings through various of artmaking process.
Students’ cultural identity will be expressed in their artmaking practice to create a self-portrait with meaning at the end for assessing.
Intercultural understanding will also be emphasised so that students will learn to respect and value different culture and beliefs.
Key Concepts/ Big Ideas The importance of this learning
Key concepts I want students to learn are that: The learning matters because:
 All artworks created have a meaning that can be  Students will build their awareness of all artworks have a meaning, start to build
read through visual arts conventions their skills to analyse and interpret artwork using the Frame, and start to
 Art is subject to different interpretations and can be acknowledge that artworks can be interpreted through different viewpoints.
viewed in various ways  Students will build their artwork analysis skills through the understanding of the four
 Art style can be evolved and express differently agencies in the Conceptual Framework, the artist, audience, world and artwork.
according to the audience and the world.  Students will develop their understanding of how artists realise their concepts and
 Intercultural understanding ideas through different visual representations and artmaking processes, which will
assist students in their own artmaking process.
 Students will build their own ideas and concepts to develop autonomy and meaning
in their artworks.
 Students will identify their own cultural and learn to respect and value different
culture and beliefs.
Unit context within Scope and Sequence/Purpose Syllabus Outcomes
This program will seek to build students’ awareness of 4.1 Uses a range of strategies to explore different artmaking conventions and
how artists realise their ideas through various kinds of procedures to make artworks
artmaking process and develop students’ knowledge and 4.2 Explores the function of and relationships between artist – artwork – world –
understanding of how artist, audience, and world can audience
affect the artwork, and also develop their skills to 4.4 Recognises and uses aspects of the world as a source of ideas, concepts and
analyse artwork critically. Also students will refine their subject matter in the visual arts
artmaking skills through developing their ideas in
artmaking practice.
Literacy Focus
-Terminology
-Short oral response
-Class discussion
-Written response on
worksheets
-Written artwork analysis
4.6 Selects different materials and techniques to make artworks
4.7 Explores aspects of practice in critical and historical interpretations of art
4.8 Explores the function of and relationships between the artist – artwork – world –
audience
4.9 Begins to acknowledge that art can be interpreted from different points of view
Numeracy Focus ICT Focus Differentiation
-Timeline -Internet online research ESL students:
-Kahoot! -Use of images and visual supports
-Microsoft PowerPoint -Demonstrations and scaffolding
slide Low SES students:
-YouTube video -Offer choices in various teaching and learning
-Poster making softwares activities.
(Illustrator, Indesign, ASD students:
Photoshop, Paint) -Worksheet with explicit instructions and steps
Gifted and Talented students
-Differentiated assessment task to achieve higher
expectations (incorporate meaning in the artwork)

Learning Syllabus Content Teaching and Learning Strategies including assessment Resources Reg
Outcomes Learn About Learn To for learning. .
4.2 Explores  How artworks may  Identify and -Teacher introduces the topic of this unit and briefly -PowerPoint
the function of be differently describe the explain the requirements of the assessment to be presented Slides-The
and interpreted by purpose, by students at the end of the unit. Conceptual
artists, writers, audience and Framework
relationships
Introduce the Conceptual Framework [PowerPoint
between artist critics, historians context for
Slides-The Conceptual Framework] -Whiteboard
– artwork – and other viewing
-Teacher shows the artwork The Scream Edvard Munch to
world – audiences artworks students and asks students to write down 5 sentences about -Visual Arts
the artwork (sentence can be relate to colour, structure, Process
audience  How practice in the  Investigate a feelings, or questions students want to ask). Diary
visual arts in range of -Teacher asks students to share their response with the (VAPD)
4.7 Explores different times and practices in the class.
places is visual arts in -Teacher introduces the Conceptual Framework to -Kahoot-the
aspects of
students. Conceptual
practice in conditioned by a different times
-Teacher explains four agencies of the Conceptual Framework
critical and range of interests and places
Framework (artwork, artist, world, audience) and what
historical  Discuss,
aspects need to be considered when analysing artworks. -YouTube-
interpretations consider and The
of art write about Mind mapping activity: Conceptual
different -Teacher demonstration on how to draw mind-map with Framework
aspects of the agency Artwork in centre and brainstorm the related
4.8 Explores
practice questions that can be asked regard to the Artwork when -Computers
the function of analysing the artwork. [Whiteboard]
and  Artistic practices,
 Explore and -Ask students to copy down the scaffold that the teacher -YouTube-
relationships conventions and did on the whiteboard and work in groups to draw the Edvard
the network of seek to explain
between the mind-map of the rest of the three agencies in the Visual Munch
procedures that the artistic
artist – artwork Arts Process Diary. [Visual Arts Process Diary] Biography
inform the practices of
– world –
approaches to selected -Teacher uses The Scream Edvard Munch as an example -Worksheet-
audience artist/groups of
artmaking of for students to practice using the Conceptual Framework Homework:
different artists or artists to analyse the artwork. culture
4.9 Begins to identifying elements
acknowledge group of artists
conventions -Teacher asks students to watch another video on the
that art can be Conceptual Framework. This enhance students’ -A3 papers
and procedures
interpreted understanding of the Conceptual Framework and it also and pencils
 Use a range of
from different gives another example using Mona Lisa. [YouTube- The
points of view reading
Conceptual Framework: https://www.youtube.com/watch?
strategies to v=Gr-rSNxiMNo]
(Week 1) evaluate critical Poster making activity:
interpretations -Teacher asks students to use a software on the computer
of art of their choice (Illustrator, Indesign, Photoshop, Paint,
  Investigate the etc.) to make an A4 poster to demonstrate their
works of understanding of the Conceptual Framework.
selected artists -Students should choose an artwork and paste the artwork,
as an aspect of artist, audience, and an image of the world in the poster
with brief explanations about each agency (100 words
their artmaking
each).
practice
-If students can not finish in class, take it home, finish it
and bring back at the next lesson.
 Recognise how
 How the world can artists interpret -Use Kahoot activity to review the four agencies of the
be interpreted in the world in the Conceptual Framework.
art and the ways in making of Kahoot activity [Kahoot-the Conceptual Framework]:
which ideas are artworks and (With some questions related to the four agencies of the
how they seek Conceptual Framework on the screen, teacher asks
represented
students to identify which agency is each question relate
to represent
to.)
these concepts
through a range -Teacher shows the artwork The Scream Edvard Munch to
of styles and students again and asks students to use the Conceptual
approaches Framework to analyse the artwork.
-Teacher ask students to watch the video to understand
 Adopt the role more about the artist.
of an audience [YouTube-Edvard Munch Biography:
 Different audiences https://www.youtube.com/watch?v=1w1FDNlztHU]
member when
for artworks Think Pair Share activity:
viewing art in
including art critics, -Teacher asks students to pair up and discuss what they
various
art historians, learnt from the video about the artist and share their
locations (e.g. answers with the class.
members of the
in school,
public, teachers,
gallery visits Self-directed research on computer:
parents, students,
and web -Teacher asks students to divide into groups of 3 or 4 and
other artists
exhibitions) do research online on the artist Edvard Munch and the
 artwork The Scream to understand the background and the
world when the artist created the artwork (research can
also be focused on materials, background story, history
events, other people’s opinions about the artwork etc.).

Homework:
-Go home and have a chat or discussion with the family
members. Ask them about the culture elements of the
country you are from and fill out the worksheet.
[Worksheet-Homework: culture elements]
-Students will brainstorm the cultural elements they want
to incorporate in their artwork based on this.
-Teacher asks students to stick this worksheet on their
VAPD as a record of their artwork making process.

Assessment –led pencil drawing self-portrait:

-This is part of the assessment task to be done in this unit
and student artworks will be graded as part of assessment
mark.
-This task requires students to draw a self-portrait using
led pencil. The style can be either abstract or realism.
-Teacher hand out paper and pencils. [A3 papers and
pencils]
-Asks students to finish the artwork at home if they could
not finish in class.
4.2 Explores  Various artists, with  Investigate the Introduction to Frida Kahlo’s self-portraits -PowerPoint
the function of a focus on what role and work [PowerPoint Slides-Frida Kahlo] Slides-Frida
and they do, where of selected -Teacher asks students if they have heard of Frida Kahlo. Kahlo
relationships they work, how and artists including If not, asks students to guess which country she is from by
her name. -Worksheet-
between artist why they work and groups of artists
-Teacher asks students if they know anything about Frida’s Self-
– artwork – how they develop in different
Mexico. Portrait
world – their intentions times and -If there are students with Mexican background, ask them analysis
audience places to introduce Mexico using a few sentences. (Conceptual
-Teacher demonstrates the location of Mexico on world Frames)
 Australian and  Discover how map and introduces some Mexico traditional culture
4.4 Recognises
international artists develop (clothes, food, festivals, etc.) -PowerPoint
and uses -Teacher introduce some basic information about the artist. Slides- Zeng
artists, designers, their intentions
aspects of the Fanzhi
architects from relative to their
world as a -Teacher review on the Conceptual Frames learnt in the
different times and artworks, the
source of previous week. -Worksheet-
places with a focus audience and Zeng
ideas, concepts
on those with and the world and Think Pair Share activity: Fanzhi’s
and subject
iconic status and recognise some -Teacher demonstrates some of Frida’s portraits on the Self-Portrait
matter in the
others who are of the PowerPoint slide. analysis
visual arts -Teacher asks students to form in pairs to analyse the (Conceptual
relevant to the constraints they
cultural and work within
artwork they chosen from the PowerPoint slide using the Frames)
4.7 Explores Conceptual Framework.
personal interests
aspects of -Teacher asks students to complete the worksheet while -Computers
of students.  Recognise how
practice in discussing with their partner. And write down the
Consideration different kinds questions they want to ask regard to the artwork. -VAPD
critical and should be given to: of artists work [Worksheet-Frida’s Self-Portrait analysis (Conceptual
historical - contemporary individually and Frames)]
interpretations artists and modern collaboratively -After completing discussions and worksheet, teacher asks
of art artists students to share their questions and answers with the
-artists from class.
4.8 Explores different times and -Class discussion on artwork analysis. If there are some
the function of cultures symbols in the artwork that students couldn’t understand,
and -Aboriginal and teacher can explain the artwork to them.
relationships Indigenous artists
-female and male Introduction to Zeng Fanzhi’s self-portraits
between the [PowerPoint Slides- Zeng Fanzhi]
artists
artist – artwork -Teacher demonstrates some of artworks done by artist and
-those who use
– world – ask students to guess which country is the artist from and
conventional
audience and/or more explain the reasons (e.g. culture elements incorporated in
contemporary the artwork).
4.9 Begins to technologies  Investigate the --Teacher demonstrates the location of China on world
acknowledge expressive and map and introduces some Chinese traditional culture
that art can be  Different kinds of stylistic (clothes, food, festivals, etc.)
interpreted artworks in 2D, 3D possibilities of -Teacher asks students what they would like to know about
from different and 4D forms
the artist and introduces some information about the artist.
different media
points of view including their and techniques
-Teacher review on the Conceptual Frames learnt in the
symbolic, used by artists previous week.
(Week 2)
representational, and recognise
physical and how these Think Pair Share activity:
material properties aspects -Teacher demonstrates some of Zeng Fanzhi’s portraits on
contribute to the PowerPoint slide.
the kinds of -Teacher asks students to form in pairs to analyse the
artworks they
artwork they chosen from the PowerPoint slide using the
Conceptual Framework.
make
-Teacher asks students to complete the worksheet while
discussing with their partner. And write down the
 Investigate a questions they want to ask regard to the artwork.
 How practice in the range of [Worksheet-Zeng Fanzhi’s Self-Portrait analysis
visual arts in practices in the (Conceptual Frames)]
different times and visual arts in -After completing discussions and worksheet, teacher asks
different times students to share their questions and answers with the
places is
and places class.
conditioned by a -Class discussion on artwork analysis. If there are some
 Discuss,
range of interests symbols in the artwork that students couldn’t understand,
consider and
teacher can explain the artwork to them.
write about
different Self-directed research on computer:
aspects of -Teacher asks students to think about the culture symbols,
practice elements and meanings embedded in Frida’s and Zeng
 Fanzhi’s artworks and asks students to brainstorm and do
 Recognise how self-directed research on computer to determine what
 How the world can artists interpret symbols and elements they want to demonstrate in their
be interpreted in the world in the artwork.
art and the ways in making of -Teacher asks students to record their ideas, concepts,
which ideas are brainstorms, culture elements, symbols, meanings and
artworks and
inspiration from the internet in their VAPD.
represented how they seek
to represent Practice – sketch
these concepts -Teacher asks students use what they have researched and
through a range recorded on VAPD and start sketch a draft of their artwork
of styles and on VAPD.
approaches -Students finish the draft.

4.1 Uses a  The pleasure and  Reflect on and Colour -Worksheet-

range of enjoyment in interpret -Teacher hands out the colour worksheet and asks students Colour
strategies to making artworks actions and to fill it out with their previous knowledge. [Worksheet- theory
choices, and Colour theory]
explore
-Teacher asks students to watch the colour theory video -YouTube
different document
and fill out the blanks they did not know. video: Color
artmaking these in their
[YouTube video-Color Theory Basics: Theory
conventions diaries https://www.youtube.com/watch?v=L1CK9bE3H_s] Basics
and procedures  Artists working -Teacher leads discussion on the worksheet and go through
to make  Make informed the answers with students together. Explain the colour
individually, in
artworks personal theory for those who did not know or forgot. [Worksheet- - Worksheet-
group and in Colour theory] Colour
choices to
collaboration with wheel
shape meaning
4.2 Explores others Colour practice:
the function of -Teacher asks students use paint to complete the colour -VAPD
 Record
and  Artworks that wheel worksheet. [Worksheet-Colour wheel]
investigations
relationships relate to their own -A4 paper
and information
between artist background and Self-directed research on computer: and acrylic
– artwork – experience gathering in -Students doing self-directed research on computer to paint
world – their diary search for colour inspirations for their painting artwork.
audience -Teacher asks students to record some colour scheme they
 Develop artistic would like to use for their painting on the VAPD.
 How artists develop intentions
4.4 Recognises Assessment:
their intentions arising from
and uses -Teacher asks students to start their colour painting based
aspects of the relationships
on the sketch they did in their VAPD.
world as a between artist- -Teacher hands out papers and acrylic paint. [A4 paper and
source of artwork-world- acrylic paint]
ideas, concepts audience -Teacher informs students that the colour painting is
supposed to be done by this week. So we can start the
and subject
collage artwork next week.
matter in the -Teacher asks students to bring their painting home to
visual arts finish if they could not finish in school by this week.
-If there are quite a few students are behind the schedule,
4.6 Selects allow one more lesson for them to work on the colour
different painting.
materials and
techniques to
make artworks

(Week 3)

4.1 Uses a  The pleasure and  Reflect on and Presentation of work -A4 paper,
range of enjoyment in interpret -Students work with teachers and the school gallery pencils and
strategies to making artworks actions and director to learn the presentation of artworks in gallery and acrylic paint
choices, and the information required to display in the gallery.
explore
-Teacher explain what a citation is for the artwork and the -Magazines
different document
information to be included in the citation for an artwork
artmaking these in their
(e.g. artist, year, title, material, etc.).
diaries
conventions -Teacher gives examples using the artworks’ citations
and procedures  Artists working  Make informed exhibited in the school gallery.
to make individually, in personal -Teacher asks students to create citations for their own
group and in choices to series of self-portrait artworks.
artworks
collaboration with shape meaning -Citations made will be part of the assessment task to be
marked.
4.2 Explores others
 Identify the
the function of Assessment:
 Artworks produced intention,
and -Teacher asks students to finish their colour painting for
for exhibition and audience and
relationships those who haven’t finished in the previous week. After
display context for an they finish the acrylic painting they can move on to the
between artist
exhibition and collage artwork.
– artwork –
display of -Teacher asks students to start working on collage artwork
world – for those who have done the colour painting in the
artworks
audience previous week.
 The material, -Teacher hands out paper, pencils, paint and waste
 Make artworks
4.4 Recognises physical and virtual magazines. [A4 paper, pencils and acrylic paint]
using a range of
and uses form of artworks [Magazines]
2D, including
aspects of the intentionally made -Teacher remind students that there will be presentations
drawing, 3D (3-5min) at the end of the unit for students to show their
world as a by artists
and/or 4D artworks to the whole class and explain the artwork they
source of forms, made (colour, mood, culture elements incorporated,
ideas, concepts materials and meaning, etc.).
and subject techniques and -Assessment tasks (3 self-portraits in different
matter in the various representations) will be assessed at the end of the unit after
visual arts student presentation.
investigations
of the world
4.6 Selects
different
materials and
techniques to
make artworks

(Week 4)

Assessment Details Outcomes

Students are asked to create a series of self-portraits (3
artworks) in the following representations:
-Pencil drawing (this will be done in class and at home)
-Colour painting
-Collage or a mixture of drawing, painting and collage.
-Students must incorporate some aspects of their cultural
identity in the artwork (e.g. symbol, language, customs,
traditions, religion, food, animal, architecture, etc.);
-Students must document their artmaking process (e.g.
inspiration, idea and concept, material, evaluation, etc.) in
their Visual Arts Process Diary.
*A meaning can be expressed through the artwork (Gifted
and Talented students).
Students create citations for their series of artworks.
Students presentations (3-5min) to explain the technique and
the artwork.
4.1 Uses a range of strategies to explore different artmaking conventions
and procedures to make artworks
4.2 Explores the function of and relationships between artist – artwork –
world – audience
4.4 Recognises and uses aspects of the world as a source of ideas,
concepts and subject matter in the visual arts
4.6 Selects different materials and techniques to make artworks
4.7 Explores aspects of practice in critical and historical interpretations of
art
4.8 Explores the function of and relationships between the artist – artwork
– world – audience
4.9 Begins to acknowledge that art can be interpreted from different points
of view

Evaluation of the Learning and Teaching

Resource:

1.YouTube video – Color Theory Basics

https://www.youtube.com/watch?v=L1CK9bE3H_s
Worksheet – colour theory
2. Worksheet – Worksheet-Frida’s Self-Portrait analysis (Conceptual Frames) / differentiated versions
3. YouTube-The Conceptual Framework: https://www.youtube.com/watch?v=Gr-rSNxiMNo
Reference

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