T:\Teachers\FACULTIES\The Faculty of Arts\_Faculty of Arts Teaching and Learning Programs\Visual Arts\Scope and Sequences\Scope and Sequence Plan_Stage4

Year7_Visual Arts

Scope and Sequence Plan Stage 4 Year 7 Visual Arts
Semester 1 Semester 2
Term 1 Term 2 Term 3 Term 4
Unit Title

Not Just a Pretty Face E-waste Entomology Kick Push Put Your Face On It
Description A structural and subjective
exploration of drawing and
painting techniques, procedures
and conventions to make
representational and non-
representational portraits.
Students learn how to draw the
proportions of the face and
learn how to draw a realistic
self-portrait focusing on
shading, tone and detail.
Students then make an
expressive portrait using such
techniques as expressive line,
continuous line, bright
expressive colour and ink
painting. As an ICT component,
students also make an
expressive digital self-portrait
using Photoshop, scanning in an
ink drawing of themselves and
dropping in bold flat colours
and patterns.
A cultural and subjective
exploration of the properties of
sculptural and assemblage forms
to make artworks based on real
and imagined insect forms. A
study of different beliefs about
and meanings relating to the
representation of animals in a
range of cultures. Students will
use electronic waste to create the
forms. Students will investigate
contemporary artists who use
found objects and waste matter
to create animal forms.
A cultural and structural
investigation of the human body
in motion. Students will create a
stop frame animation depicting
their own bodies in motion by
photographing their own
participation in sports such as
skateboarding, basketball,
running, etc. Students will use
still frames and additional video
footage to create their own
videos. In art historical and
critical studies, students will
investigate the classical form, as
well as investigate contemporary
artists who use video and
photography to capture the
human form in movement.
A postmodern exploration of
the contemporary art practice
of appropriation to make
artworks and visual hybrids
that communicate new ideas
about the world through wit,
irony and humour.
Outcomes

4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7,
4.8, 4.9, 4.10
4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8,
4.9, 4.10
4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, 4.8,
4.9, 4.10
4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7,
4.8, 4.9, 4.10

T:\Teachers\FACULTIES\The Faculty of Arts\_Faculty of Arts Teaching and Learning Programs\Visual Arts\Scope and Sequences\Scope and Sequence Plan_Stage4
Year7_Visual Arts
Forms
2D 3D 4D
2D - Drawing, painting, Digital
imaging technologies
(Photoshop)

3D - Assemblage/sculpture 4D - Video and Stop frame
animation
2D - Digital Imaging
(Photoshop)
Printing
Frames

Subjective, structural Cultural and Subjective Structural Postmodern
Conceptual
Framework

Artist, Artwork, audience Artwork-World Artist-world-audience Artwork-audience
Key concepts
and vocabulary
Realistic, hyper-realistic,
representational, non-
representational, shading and
tone, line, detail, portrait, self-
portrait, proportion, expressive,
colour, features, controversy,
Archibald Prize.
Entomology,
scientific/observational drawing,
hybrid, insect, assemblage,
sculpture, sustainable, transform.
Motion, video, stop-frame,
animation, human form, human
figure, proportion,
foreshortening.
Appropriation, post-modern,
context, recontextualise, new
technologies, challenging
mainstream values, humour,
satire, parody.
Practice
Artmaking







Drawing, painting and digital
1 x Proportions of the face
Teacher-led instruction on how
to draw the face in a
proportionally correct manner
1 x Realistic self-portrait
investigating drawing and
portraiture conventions such as
shading and toning, facial
proportion, detail, realism, etc.
1 x Expressive self-portrait
focusing on experimentation,
bold, vivid and expressive
colour, continuous line,
spontaneity and risk-taking.
Assemblage
Using throwaway electronic and
computer parts, as well as hot
glue guns, students create their
own insect/hybrid insect form.
Students then document their
insect forms using i-
phone/Android apps and digital
cameras.
Students exhibit their insects on
Edmodo and in the yearly art
exhibition. Students also submit
their insect photos as an
assignment to be marked on
Edmodo.
Video and stop frame animation
Students will create a stop frame
animation depicting their own
bodies in motion by
photographing their own
participation in sports such as
skateboarding, basketball,
running, etc. Students will use
still frames and additional video
footage to create their own
videos.
Digital Photoshop
Printmaking (stencil), Graphic
Design
A postmodern exploration of
the contemporary art practice
of appropriation to make
artworks and visual hybrids
that communicate new ideas
about the world through wit,
irony and humour. Making
and marketing artworks as T-
shirts, mugs, posters,
billboards, bags or cards

T:\Teachers\FACULTIES\The Faculty of Arts\_Faculty of Arts Teaching and Learning Programs\Visual Arts\Scope and Sequences\Scope and Sequence Plan_Stage4
Year7_Visual Arts
EXTENSION: 1 x Digital self-
portrait using Photoshop
conventions such as cropping,
saturation, fill bucket.
Practice
Critical and
Historical
Studies




Students are introduced to
artists who use drawing,
painting and other artmaking
conventions to create realistic
and hyper-realistic self-
portraits/portraits, for example,
Vernon Ah Kee and Chuck Close.
The Archibald Prize is also a key
focus for this unit of work.
Students are introduced to
concepts of entomology,
observational and scientific
drawing, sculpture, assemblage,
etc. Students are introduced to
artists who use throwaway
materials to create animal and
insect forms.
Students investigate the artists
who depict animal forms in their
works. Students give a 5 minute
Pecha Kucha presentation to their
classmates about an artist who
depicts animal forms in their
works (list of suitable artists
supplied by teacher).
Students investigate the classical
form and proportions of the
body. Students also investigate
contemporary artists Shaun
Gladwell and Paul Pfeiffer who
depict the human body in sports
and movement in their
videos/photographs.
Students investigate
Postmodern conventions such
as appropriation, satire, and
comments on contemporary
society via the investigation
of artists such as Anne Zahalka
and Barbara Kruger. Students
also investigate the use of art
images in popular culture in
advertising, television, music
video, etc.

T:\Teachers\FACULTIES\The Faculty of Arts\_Faculty of Arts Teaching and Learning Programs\Visual Arts\Scope and Sequences\Scope and Sequence Plan_Stage4
Year7_Visual Arts
Key
Practitioners
Vernon Ah Kee, The Archibald
Prize (Tim Storrier, William
Dobell, plus current entries
etc.).
Jessica Joslin, Dean Christ, Jessica
Joslin, John Davis, Robert Klippel,
Lin Onus, Deborah Butterfield.
The Classical form (Roman
Sculpture), Shaun Gladwell, Paul
Pfeiffer.
Michelangelo/Nokia,
Silverchair/Mondrian, Anne
Zahalka, Barbara Kruger
ICT Digital self-portrait using
Photoshop conventions such as
cropping, saturation, fill bucket,
etc.

Virtual Archibald students
post their images to a blog, wiki
or Edmodo for exhibition and
provide classmates with
feedback on their images.

Documentation of assemblages
via Instagram and other
photography apps on i-
phone/android, as well as digital
cameras. Uploading
documentation to blogs or
websites such as Edmodo. Digital
citizenship and responsible
commenting/feedback via the use
of Edmodo.

Pecha Kucha image search,
internet research, presentation
using Slideshare or Prezi.

Video, still photography and stop
frame animation technology:
Image capture, slow motion, fast
motion, close-ups, compositional
devices, Premier Elements, etc.
Students create an
appropriation of an artwork,
placing the artwork within a
contemporary context. The
appropriation is to
communicate a contemporary
message to audiences.
Students then create a virtual
billboard by placing their
artworks onto a billboard
within a virtual city
environment using PCs/Macs
and Photoshop.
Students exhibit these images
on Edmodo.
Students prepare a high
quality image for printing on a
bag, mug or tshirt.
Exhibition Online exhibiting via a virtual
Archibald Prize site.
Yearly Balgowlah Boys Art
Exhibition
Selected images for newsletter
Online exhibiting via Edmodo
Yearly Balgowlah Boys Art
Exhibition
Online exhibiting via blog or wiki
Yearly Balgowlah Boys Art
Exhibition
Online exhibiting via Edmodo.
Product printing on canvas
bags, mugs or tshirts.


T:\Teachers\FACULTIES\The Faculty of Arts\_Faculty of Arts Teaching and Learning Programs\Visual Arts\Scope and Sequences\Scope and Sequence Plan_Stage4
Year7_Visual Arts
Feedback/
Assessment
Artmaking: A weighting of 20%
will be given for the expressive
portrait.
Informal verbal feedback given
for other tasks.


A weighting /20 given for the
assemblage.
Informal verbal feedback given
for other tasks.

Art Historical and Critical Studies:
A weighting /5 will be given for a
5 minute Pecha Kucha
presentation about one artist
who uses the subject matter of
animals in their works.
A weighting /20 given for the
video/stop frame animation.
Informal verbal feedback given
for other tasks.
A weighting /15 given for the
appropriation.
Informal verbal feedback
given for other tasks.
Resources/orde
ring
2B pencils, rubbers, sharpeners,
Black ink, white art paper, visual
arts diaries, acrylic, gouache or
watercolour paint, PCs or Macs
with Photoshop, glossy printing
paper (postcard size), inks for
printer.
Throwaway e-waste to be
supplied by students and
supplemented by teacher,
hammers, old pillowcases
(OH&S), hot glue guns and glue
cartridges, smart phones and
digital cameras for
documentation, PCs or Macs with
Photoshop, glossy printing paper
(postcard size), inks for printer.
Digital cameras with video
functions, PCs or Macs with video
editing software (Premiere
elements), sports equipment
such as skateboards, basketballs,
etc.
Digital cameras, Macs or PCs,
Commercial printing company
contact details/quotes.
OH&S Standard as per art classroom Remove all LCD screens,
batteries, and magnets prior to
giving materials to students.
Supply old pillow cases for
students to place materials in
then hit with hammer to break
apart. Clear instructions on safe
use of hot glue guns.
Close monitoring of student use
of skateboards. Protective gear to
be worn. Simple moves only.
Standard as per art classroom