Title of Unit Sculpture Year 8

Level
Curriculum Area Visual Art Time 4 Weeks
Frame
Developed By Francesca Kidd, 2181379
Identify Desired Results
Learning Intensions
Students will explore sculpture; many may be for the first time. The following statements are
derived from the Australian Curriculum Band description and Content Descriptors.

• Consider an artworks appearance from all directions (3-Dimentional)

• Advance skills in a range of techniques and mediums.
• Development of flexible, critical, abstract reasoning and imagination to make necessary
choices and judgements.
• Develop confidence to experiment and take risks to become decision makers and creative
problem solvers.
• Recognising artists and artworks from a range of periods, from different cultures,
particularly Aboriginal and Torres Strait Island Peoples.
• Communicate and collaborate with peers
• Reflect and analyse their own work, as well as other artists

Create an assemblage sculpture of a chosen animal, in response to the exploration of materials,

techniques and processes used by a range of artists identified and analysed.
Assessment Design Criteria
Australian Curriculum Content Descriptions that relate to the unit:
- ACAVAM 125, ACAVAM 126, ACAVAM 129, ACAVAM 217, ACAVAM 128, ACAVAM 129,
ACAVAR 130

AC band level description excerpts:

- explore the influences of Aboriginal and Torres Strait Islander Peoples and those of the Asia
region

- learn that Aboriginal and Torres Strait Islander people have converted oral records to other
technologies

- 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

- reflect on the development of different traditional and contemporary styles and how artists can
be identified through the style of their artworks as they explore different forms in visual arts

- refine their personal aesthetic through working and responding perceptively and conceptually
as an artist, craftsperson, designer or audience

- draw on artworks from a range of cultures, times and locations as they experience visual arts

- extend their understanding of safe visual arts practices

AC achievement standards:

• Students evaluate artworks and displays from different cultures, times and places.
 • Students identify influences of other artists in their own artworks.
• Students manipulate materials, techniques and processes to develop and refine
techniques and processes to represent ideas in their artworks.

Australian Curriculum Content Descriptions that relate to the summative assessment:

o Folio: ACAVAM 125, ACAVAM 126, ACAVAM 129, ACAVAM 217

o Sculpture: ACAVAM 217, ACAVAM 128, ACAVAM 129
o Writers Statement: ACAVAR 130

Links to Learning Assets:

Collaboration: Completing a small group analysis of artworks. Small group work/conferences.

Self-management: On task, working through the inquiry process, working at own pace to
complete tasks

Communication: With peers and teachers to develop skills, ideas and knowledge.

Thinking: About how to use relevant information to inform their own art making – using learned
information to plan their own artworks.

Research: Researching art history artists and socio-political contexts.

Links to the General Capabilities:

Critical and Creative Thinking: Analysing artworks, brainstorming ideas for own artworks,
making connections.

ICT Capable: Researching online, using ICT resources.

Literacy: Reading comprehension (research). Writing artist reflections and statements.

Numeracy: Size registrations, measuring, spatial awareness/reasoning, estimating.

Personal and Social: Planning and making a sculpture of an animal that reflects their
personality and traits.

Intercultural understanding: Recognising culture and developing respect. Reflecting on

intercultural experiences and taking responsibility.

Links to the Cross Curriculum Priorities:

Aboriginal and Torres Strait Islander Histories and Cultures: Analysing and researching
Indigenous artists. Understanding and appreciating Indigenous Australian totems.

Links to other curriculum areas:

HASS - Geography – analysing the map of where the Tjanpi Desert Weavers are located.

STEM – engineering free standing forms and creating individual mounts and ways of presenting
artworks.

Technology – Manipulating wire with pliers.

Understandings Essential Questions
Overarching Understanding Overarching Topical
Developing prior understanding. How can we create art What is assemblage?
Art can be influenced by a range of social, that represents
political, and environmental situations. ourselves? How do artists use
How assemblage techniques and concepts can assemblage to create
be used to create artwork with meanings. How can art be artworks?
Related Misconceptions influenced by a range
Students may not have any prior knowledge of of social, political and What can we include in
the relevant Arts concepts specific to the environmental our sculptures that will
program. Teachers need to remind students situations? hint to the viewer who we
that the Arts learning is both practical and are and where we are
theoretical. Students may have diverse from?
perspectives and perceptions. Teachers need
to be aware of the emotional needs of students What is an armature and
regarding content of themes and issues. Not all how is it important to
students are keen to perform or present in front sculpture?
of others and may require differentiation of
assessment mode. Students identify with
diverse genders. Teachers should not assume
the gender or pronouns of students.
Knowledge Skills
Students will know… Students will be able to…
Students will gain an understanding of the Critically and creatively think, using visual art
diverse role arts plays in social and cultural languages, theories, and practices to apply
practices. aesthetic judgement.
Art can be influenced by a range social, political
Use personal voice into a clear defined vision,
and environmental situations. and learn how to articulate their voice visually,
How assemblage techniques and concepts can verbally and in writing.
be used to create artworks with meanings. Create artworks about themselves using
Develop prior understandings. prompts from art history, personal and societal
influences.
To develop skills and techniques further in
more complex and meaningful ways.
Assessment Evidence
Performance Task Description
Preassessment Mystery Bag Art Challenge
Formative assessment tasks - Folio check ins – ensuring students are on task
- Class observation
- Small group and one on one conferences
- Exit cards
- Class discussions
- Group activities – performance and efficient
collaboration
- Student questionnaires
Summative assessment task 1 Create an assemblage sculpture of a chosen animal, in
response to the exploration of materials, techniques and
processes used by a range of artists identified and
analysed.
Summative assessment task 2 Prepare a short authentic artist’s statement (250-300
words written or 3 minutes if digitally recorded – students
will have the option). Within the artist statements, students
will self-assess their efforts and critically think about their
artist decisions.
 Summative assessment task 3 Maintain a progress folio (physical or digital) of ones
brainstorming, responding, experimenting, annotating and
journaling throughout the unit.
Other Evidence
Exit Cards
Class discussions
Observation
Thumb up/down/side to rate confidence and enjoyment
Group activities – performance and efficient collaboration.
Learning Plan
Week 1
Ideas to be explored this week: Differentiation:

Lesson 1 Single: Students to complete a Students asked to provide a thumb rating at

Google Form regarding the previous unit – the end of lesson r rating their enjoyment as
specific question on how Miss Kidd can improve well as confidence in the task. Students who
to enhance their learning for this unit. rated low will be categorised in a lower
Collaborate with students to create classroom banned and provided with more scaffolding
expectations for the art class. and assistance through out the unit.

Lesson 2 Double: Briefly introduce Students will be observed in lesson 2 on their

assemblage. resilience and critical thinking skills, and
Mystery Bag Art Challenge – 40 minute time obvious prior knowledge. The feedback post it
limit. notes will also assist, as student’s art
Learning how to reference our artwork correctly language/terminology used will indicate their
for a Gallery situation. prior knowledge. This will allow the teacher to
Presenting artwork in a gallery-like situation. banned students on their abilities.
Using post-it notes to provide (constructive and
positive) feedback to peers. Students provided with verbal and written
instructions. Written instructions are both
Lesson 3 Double: Bellringer – given 3 animals displayed on the class projector as well as on
and must create one new animal using at least SEQTA.
one feature from each animal.
Exploring Judith Scott – an assemblage artist. Tasks are scaffolded for to accommodate
History of different entry levels.
Analysing Scott’s sculpture in pairs.
Writing unit specific terms in own words in folio. Extension Task in lesson 3 for students who
Completing task sheet to further analyse Scott’s finish the set tasks. Within this extension
work. work, students can choose out of two options.
EXTENSION WORK:
1- Create a poem or story from the point of view
of the artwork – much like Joyce, Scott’s sister,
use to (example provided). Students have
several prompts to spark imagination.
2- Cut shape from cardboard and experiment
wrapping and braiding yarn around the shape –
much like Scott did in her sculptures. Students
to document their thoughts in their folio.

Week 2
Differentiation:
Lesson 4 Single:
Acknowledgement of Country Students provided with verbal and written
instructions. Written instructions are both
Conprehension Questions for the FIRST video displayed on the class projector as well as on
– Good Spender: Tjanpi Desert Weavers SEQTA.
(TURN CC ON)
https://www.youtube.com/watch? Tasks are scaffolded for to accommodate
v=bGRvn2fTPlw different entry levels.
Comprehension Questions for the SECOND
video – Obsessed: Tjunkaya Tapaya (TURN The 20-minute warm up activity in lesson 5
CC ON) acts a pre-assessment to students
https://vimeo.com/254596745 understanding of wire manipulation. Students
Individual Research on the artist group; · Who who are observed to have struggled with this
makes the work? task, will struggle to make an armature out of
·What do they make? wire. They will be provided with one on one or
·What clues in the artwork tell you where it was group demonstrations/conferences to assist
made, who made it and why? them. Scaffolding will be implemented in
·How does the Tjanpi Desert Weavers’ work of future lessons depending on student success.
art connect with their traditional lands and
stories? Verbal and visual demonstrations are
provided, as well as written steps with images.
Resources to help answer these questions:
https://knowmyname.nga.gov.au/events/tjanpi-
desert-weavers/
https://www.ilc.unsw.edu.au/artists/tjanpi-
desert-weavers
https://tjanpi.com.au/pages/about

Brainstorm as a class:
If we were to create a sculpture, what materials
and found objects could we include (from home
and from school) that would give potential
viewers of our artworks clues about who we
are, and where we are from?

Lesson 5 Double:

Introduce students to the task for the remaining

two weeks of the semester.

Warm up activity: Students to spend 20 minutes

to explore the medium of wire and develop
skills to assist with creating the animal
sculpture. Students to create 8 different objects
with wire (list found in Appendix).
Activity 2: complete the armature of the
sculpture – using the steps outlines in
Appendix.

STUDENT FREE DAY

Week 3
Differentiation:
Lesson 6 Single:
Todays Objectives: Students provided with verbal and written
To complete the armature of sculpture. instructions. Written instructions are both
Instructions for students: displayed on the class projector as well as on
SEQTA.
Task 1:
Start/Continue your armatures/bases for your Students who are struggling to manipulate the
sculpture wire in the wire exploration lessons can chose
We will not be using wire today, so use to create their animal armatures with
newspaper, alfoil and masking tape to create newspaper, alfoil and masking tape.
the shape of your WHOLE animal. The animal
should be freestanding (think about which Students who struggle coiling the yarn around
material would be best for what - e.g. if you are their sculpture may use pieces of fabric to
attempting to make a leg for your animal - wrap their armatures.
would you use newspaper or alfoil?).
Students provided with a graphic
Task 2: organiser/checklist and planner to show what
Stuff the animals made of wire with Alfoil, and is needed in each lesson and development of
Newspaper using masking tape to reinforce and students self-management.
secure your stuffing. Think about which parts of
your animal NEEDS stuffing and which do not Verbal and visual demonstrations are
(Look at the Appendix for steps involved). provided, as well as written steps with images.

Task 3:
In your folio write at least one paragraph on
your progress so far.
Describe:
The steps involved,
The difficult parts of the task,
Which parts you have been successful at.
Connect your work so far to the art medium of
assemblage, Judith Scott or Tjanpi Desert
Weavers.
Make sure your paragraph comments on each
of these statements.

Lesson 7 Double:
Instructions for students:
Step 1:
Finish building/stuffing your armature for your
animal out of alfoil and newspaper.

Step 2:
In your folio write at least one paragraph on
your progress so far. Describe:
The steps involved,
The difficult parts of the task,
Which parts you have been successful at.
Connect your work so far to the art medium of
assemblage, Judith Scott or Tjanpi Desert
Weavers.
Make sure your paragraph comments on each
of these statements.

Step 3:
Show Miss Kidd your paragraph.
Once ticked off, you can now wrap your animal
using yarn.
Remember you can use a range of colours.
Try to cover the armature.
Tuck in the ends of yarn into previous wrapped
for a flat surface.

Lesson 8 Double:
Instructions for students:

Today's Progress Steps:

Continue to wrap your sculpture in the thick
yarn
Once completely wrapped in the thick yarn
(covering as much of the armature as you can),
use the thinner yarn to wrap around your
sculpture – this doesn’t need to be as tight or
neat.
As you wrap the thinner yarn around your
sculpture, add extra materials into the weaving
for texture or aesthetics (like the animal’s tail,
whiskers, feathers or scales) – just like the
Tjanpi Desert Weavers did.
When happy with your wrapping of the thinner
yarn and weaving of extra materials, use the
hot glue gun to add important elements and
details of your animal, such as a nose, eyes,
etc.

Use Miss Kidd's exemplar as a guide of how

you can do it (not what you HAVE to do).

Week 4
Differentiation:
PUBLIC HOLIDAY
Students provided with verbal and written
Lesson 9 Double: instructions. Written instructions are both
Sculpture must be finished today. displayed on the class projector as well as on
Instructions for students: SEQTA.
Continue to wrap your sculpture in the thick
yarn Verbal and visual demonstrations are
Once completely wrapped in the thick yarn provided, as well as written steps with images.
(covering as much of the armature as you can),
use the thinner yarn to wrap around your Students who struggle coiling the string and
sculpture – this doesn’t need to be as tight or yarn around their sculpture may use pieces of
neat. fabric to wrap their armatures.
As you wrap the thinner yarn around your
sculpture, add extra materials into the weaving Students can complete their artist statement
for texture or aesthetics (like the animal’s tail, through a video recording or through Google
whiskers, feathers or scales) – just like the Docs/Microsoft Word – following the handout
Tjanpi Desert Weavers did. questions.
When happy with your wrapping of the thinner
yarn and weaving of extra materials, use the An artist statement flow chart PDF is available
hot glue gun to add important elements and for students who are visual learners – may be
details of your animal, such as a nose, eyes, of assistance.
etc.
If you do not think you will finish this lesson!!! -
use strips of fabric rather than thick yarn to
make the process quicker!
Use Miss Kidd's exemplar as a guide of how
you can do it (not what you HAVE to do).

EXTENSION: Student instructions:

If you have completed the sculpture it is now
time to write your artist statement - between
250-300 words. This will be displayed next to
your sculpture at the whole school art
exhibition! So try your best! Use the PFD to
assist your writing...

Lesson 10 Double:
Lesson spent working on your artist statement.
If students have not finished their sculpture,
they can continue that AFTER you finish your
artist statement or in a lunchtime catch up - use
your time wisely!
In the last 20 minutes of the lesson (at 9:40am)
will be having the class exhibition!

DUE: END OF THIS LESSON (FRIDAY

LESSON WEEK 8)
(250 - 300 words). Written in a paragraph
format. Include in your digital folio!

To include in artists statement: (there is a flow

chart PDF to assist you if you would like to see
it visually)
Describe your artwork:
• Think about Colours, subject matter,
composition, technique, symbolism?
• What does your artwork look like?
• What is the subject matter?
• What is the title of your work? (be
creative!)
• What elements or principles are most
obvious in your work (look at the bottom
of the Flow Chart on SEQTA – balance,
proportion, repetition, movement)?
How did you create your artwork?
• What medium & materials did you use?
Explain - why?
• What tools, techniques, or processes did
you use to create your artwork?
What is the BIG IDEA behind your artwork?
• How did you choose your animal?
• Name an artist/artists/artworks/images
that influenced/inspired the way you
worked.
• What aspects of their work did you
borrow?
• How does your work compare?
What were your goals for this artwork?
• Did you achieve what you planned to
do?
 • What have you learnt through completing
your major art folio & practical? (skills,
knowledge, understanding)?
What are your overall thoughts of the artwork?
• What challenges did you have as your
work evolved and how did you solve
them?
• Explain any improvement and/or
strengths of the work.
• Is the final piece what you imagined?
How so?
• How will this piece influence your future
artworks?