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The document outlines a lesson plan focused on public art. It introduces various types of public art like murals, sculptures, and installations. Students will research public artworks in Melbourne and discuss artists. They will explore how public art conveys themes and ideas. Later, the lesson focuses on projection art and how artists use technology and materials. Students will collaborate to create a projection art piece. They will develop their own public art ideas, receiving feedback, and presenting their final works along with a reflection.

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50 views5 pages

Unit Outline New

The document outlines a lesson plan focused on public art. It introduces various types of public art like murals, sculptures, and installations. Students will research public artworks in Melbourne and discuss artists. They will explore how public art conveys themes and ideas. Later, the lesson focuses on projection art and how artists use technology and materials. Students will collaborate to create a projection art piece. They will develop their own public art ideas, receiving feedback, and presenting their final works along with a reflection.

Uploaded by

api-317861915
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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E5 framework

Lesson

Engage

1/2

Focus

Explore

Public art
Materials,
techniques and
processes
Why we are
studying public
art links it has
to art
principles/elem
ents/techniques
Public art in
Melbourne
Types of public
art: murals/
sculpture/install
ation/projection
/street art
Melbourne
public artistsexplore
particular works
Introduce the
use of Art
Project (Google
Institute
Website) to
collect and
store artists
research and
brainstorming
ideas
Public art in
different
cultures
examples of
artists artwork
and
exhibitions/eve
nts of public art
CCP link
especially
Aboriginal and
Torres Strait
Islander
histories and
cultures

Main learning activities

Create a brainstorm
with the class about
what they think public
art is
List any public art
work they have seen
and where it was
Responding TaskWhat artwork in public
spaces have students
seen in Melbourne? In
their local area? What
kind of art were they
Street/sculpture/symb
olic/figural/installation
? Create an art gallery
on their Art Project
account and label it
Melbourne Public Art
Create a map of all
the public artwork they
can find in Melbourne.

Diverse knowledge of
public art from
different places,
histories and cultures
through discussion
Making/Responding
Task- Artist study
about ABSTI or Asian
artists who focus on
public art. Students
create their own small
art work that explores
a similar idea that the
chosen artist focuses
on

Assessment Task
Formative: observe
students participating
in discussions and
creation of the class
brainstorm
Assess if students
listen to the task and
create a gallery in art
project and create a
gallery and research
and save images of
Melbourne public art

Assess is students
have completed the
activity and see if
they can pin point
where and what
public artwork is
found around
Melbourne

Formatively assess if
students can include
ABSTI or Asian
artists as inspiration
into exploring
different ideas and
meanings

Explain

Influences,

issues and
contexts behind
public art and
how conveys
themes, ideas
or concepts
Cultural/Politica
l/Social
Introduce
Projection Art

Explore and
explain

5/6

Projection art looking at


Gertrude Street
Projection
Festival
Why has
projection art
become
something that
we celebrate
every year and
have a festival
for?
What
techniques,
materials,
technologies
and processes
do these artists
use?
Does the
festival being at
night change
the way artists
convey an
idea?

Responding taskStudents in small


groups critique an
image chosen by the
teacher (political
based public artwork).
They answer the
question: how has the
artist portrayed
meaning in the
artwork?
Start students thinking
about connecting
political or perspective
art with ideas about
sustainability
Start introducing
Projection Art, artists,
exhibitions and what
art elements,
techniques, materials,
processes and
technologies they use
Making task
creating a
collaborative
projection art piece
around the school/art
building
Possible incursion
with a person from the
Gertrude Street
Projection Festival
coming in to talk to the
students
Also if planned right
the students could
attend the Gertrude
Street Festival
independently as part
of this unit.

Assess students
knowledge and
understanding of art
elements and
principles, materials,
techniques,
processes,
technologies
explored by public
artists by assessing if
students have
addressed these
issues in their
annotations of the
image of the political
artwork.

Formative: observes
and listens to see if
students can work
collaboratively
together and value
each others ideas
Summative
Assessment: the
teacher checks that
the students have
documented their
group projection art
piece in a physical
public space by
producing a video or
images. The teacher
revises their planning
and brainstorming
both individually and
collaboratively to see
if they explored
different themes,
experimented with
different materials
and techniques

Explore and
Explain

7/8

Explore and
Explain

Elaborate

10

How do they
convey
meaning?
How does this
relate to ideas
about the
environment?
Introduction to
street and
urban art
How urban and
street artists
use different
materials,
techniques,
processes and
technologies to
produce
artwork outside
of a gallery.

Development of
Street art ideas
and themes
Look at graffiti
and the
difference
between graffiti
and street art

Decide if the art


piece is going to
be 2D or 3D. Start

Responding TaskArtist study on


Anthony Listers idea
of taking unloved
things and making
them beautiful
Question: How do
artists from different
histories, cultures and
times also explore this
idea. Is it similar or
different?
Students create on Art
Project a gallery that
explores artists using
this idea. Students
also include short
annotations with each
image

Making task a
collage of images
relating to your own
sense of identity, think
about how this can be
incorporated into a
tag

This is done via hand


drawn images,
brainstorms or

Summative
Assessment: Check
students Art Project
websites and see if
students have
created a gallery that
explores different
artists from another
culture, history or
time. Asses their
comments on the
images to see
whether they have
addressed if the
artworks have
explored the main
idea, and the
artworks similarities
or differences
Formatively assess
by observation and
discussion if students
are explored different
materials, processes
and ideas to create
their collage

planning and
designing art piece

11/12

Brainstorm

ideas
choose one
sketch or idea
and develop
further (ICT can
be used)
feedback
activity

13

Explore new
options for
development or
keep developing
work

14

Working on art
piece
Thinking about
how they will
display their final
art piece

physical models (no


ICT yet)
Annotations are
included to show the
students thinking
visibly- why like this?
What would they
change? Why
changed it?
The class will then
swap with a partner
and complete the
worksheet I seeI
think.. I wonder.. This
worksheet will then be
given back to the
original student and
they can use this as
feedback for their
artwork. This is a
chance for peer
feedback
Use this student
feedback to evaluate
the students own work
and see if they agree
with the feedback
given.
Keep developing
work. Use feedback
from previous lesson
to see if students
could explore and
experiment in a new
direction through
techniques, materials,
processes and
technologies
Keep annotating
drawings, brainstorms
and artwork they they
use to develop their
ideas on
Students to think
about and keep
developing art work:
where, how long will it
be displayed, how the

Formative: observing
if students participate
in the feedback
activity, and also
checking the
progression of the
activity by walking
around the class and
reading some
answers to make
sure the feedback is
constructive

Formative: observes
if students can use
feedback to progress
their ideas and
develop a more
critically thought
about art piece

Formatively
assessing if students
are documenting their
thinking processes
along with their

Evaluate

15/16

Students

present their
final work to the
class
Evaluate and
reflect on their
own artwork
but also their
development
and
progression of
ideas

viewer will interact


with it
Creating some mini
examples of the work
and see how the art
piece will work in the
space, location and
for different display
options like position
and location
Discuss and explain
with class why
decided to create a
2D or 3D artwork, how
they conveyed
meaning about
sustainability, why
displayed in that
location, use those
techniques, materials,
processes and
technologies. How the
feedback
changed/didnt
change the
development of the
work
Write a short reflection
piece can be in bullet
points about how they
think they went in the
task? Do they think
they were successful
and did they achieve
their goal/s?

developmental
drawings
Formatively assess
through discussions
with students if
students can
evaluate their own
work
Summative
Assessment: Assess
if students can
present a discussion
about how they
conveyed the idea of
sustainability through
the choice of
materials, processes,
techniques and
technologies and why
they have chosen the
location to display
their art piece in that
way. Need evidence
of choices this
includes links to
artists, public art
themes etc.

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