Arts Unit Folio by Tanja

EDU80007 TP3.
31/01/2016
SYMBOLS OF ME: ARTS UNIT
TANJA HASAN-WARNER 100689289
Unit plan overview

Unit title:
“Symbols of Me”
Year level:
4
Rationale/Aims for the unit:

By exploring elements of their own identity and that of their peers, students will develop
emotional intelligence; self- awareness and empathy, (McCaskill, W. 2002). They will learn to value
diversity through self-portraiture techniques and symbols that express their similarities and
differences. This will assist students to create individual self- portraits and work collaboratively,
towards completion of an end product: Virtual Art Exhibitions.
Aims:
 Use prior learning to respond to and make art.
 Learn about the significance of symbols in self-portraiture.
 Apply knowledge through a variety of visual and media artworks.
 Engage with dialogue whilst making connections with their own lives, (Children’s Museum
of the Arts, n.d.)
 Project based learning (PBL) will support different perspectives, allow for many entry
points, pathways and/ or solutions to the project, (Hasan-Warner, T. 2015).
 PBL will allow for assessment opportunities throughout; formative and upon completion;
summative.
 Working collaboratively and individually, (caters to multiple intelligences).
 Learn to build better relationships, and deepen understanding of each other, (Facing
History & Ourselves, 2015).
 Learn how ideas can be communicated.
 Plan and exhibit portraits that celebrate individuals, the classroom community and the
school community, (The Song Room, 2014).
Intended learning outcome: Art 1 Visual Arts

Students will identify “subject matter, meaning and form in artworks from diverse social and
cultural contexts", (Australian Curriculum & Reporting Authority [ACARA], 2015). They will explore
elements and techniques of portraiture and experiment with various materials. In doing so, key
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elements of their identities will be discovered. Students will be encouraged to appreciate their
differences and similarities. Students will reflect on their work and the work of others and
“consider the broader context of artworks and how they represent identity, emotions, stories
communities and place”, (The Song Room, 2014).
Aligning Curriculum descriptor:

 Grade 4: “Identify intended purposes and meanings of artworks using visual arts
terminology to compare artworks, starting with visual artworks in Australia including visual
artworks of Aboriginal and Torres Strait Islander Peoples”, (ACARA, 2015, ACAVAR113).
 “Explore ideas and artworks from different cultures and times, including artwork by
Aboriginal and Torres Strait Islander artists, to use as inspiration for their own
representations”, (ACARA, 2015, ACAVAM110).
 “Use materials, techniques and processes to explore visual conventions when making
artworks”, (ACARA, 2015, ACAVAM111).
Intended learning outcome: Art 2 Media Arts

Students will create their own virtual exhibitions, by combining images and text. They will work
cooperatively, to decide on how to best display their works and name their virtual exhibitions, as
well as present galleries to an audience. This will give each student opportunity to express
themselves and feel valued as an individual.
 Grade 4: “Investigate and devise representations of people in their community, including
themselves, through settings, ideas and story structure in images, sounds and text”,
(ACAMAM058). “Consider viewpoints, forms and elements: E.g. – What images will I use
and in what order”? (ACARA, 2015, p. 1086).
 “Use media technologies to create time and space through the manipulation of images,
sounds and text to tell stories”, (ACARA, 2015, ACAMAM059). Experiment “with camera
and framing the subject, using basic shot types, angles and lighting to control picture
space”, (ACARA, 2015, p.1087).
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HSS, (Civics & Citizenship): Students will make personal character wheels, to explore their
identities and that of their peers and better understand diversity in their classroom. Students will
analyse an Indigenous artwork and discuss use of patterns and symbols and what they might
represent. Students will consider how their identity has been shaped by the groups they belong to,
(ACARA, 2015).

 Grade 4: “Examine information to identify different points of view and distinguish facts
from opinions”, (ACARA, 2015, ACHASSI077). “Share aspects of cultural identity and
consider how it might be similar and different to the cultural identity of others”, (ACARA,
2015, p.240)
 “The different cultural, religious and/or social groups to which they and others in
the community belong”, (ACARA, 2015, ACHASSK093).
English: Students will write captions for their art works and name their exhibitions. Captions will be
added to their slideshows, including title of work, media used, whether the works are 2D or 3D and
what symbols have been used to express identity. Students will use technology to write and edit
text. Students will later, rehearse for presenting their exhibitions.
 Grade 4: “Use a range of software including word processing programs to construct,
edit and publish written text, and select, edit and place visual, print and audio
elements”, (ACARA, 2015, ACELY1697).
 “Begin to understand how choices impact viewer’s response: e.g. when framing an
image, placement of elements in the image, composition of still and moving images
in a range of types of texts”, (ACARA, 2015, ACELA1496).
General Capabilities: Personal & Social Capabilities

This project encourages students to identify and assess personal strengths and interests, learn to
empathise with other’s emotions, needs and situations, and appreciate diverse perspectives,
(ACARA, 2015).
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Cross-curriculum: Aboriginal and Torres Strait Islander perspective

This project encourages students to further their understanding of Indigenous perspectives and
diversity.
Prior knowledge:
 Health: Celebrations of cultural diversity; i.e. “sharing of food, stories and games from
various cultural backgrounds”, (ACARA, 2015, p. 141).
 HSS: Students understand the meaning of culture, through participation with various
cultural events and involvement with multicultural projects that explore various Australian
identities and heritage, (ACARA, 2015, p. 177).
 The Arts: Elements of Visual Arts: Line, shape & form. Elements of Media Arts: Light,
narrative & editing. Principles of Visual Arts: Proportion, (drawing faces). Properties of clay
and papier-mâché.
Pre-Text:
Look within Self-portrait Exhibition. National Portrait Gallery, Canberra,
http://www.portrait.gov.au/content/education/
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Week One: - Exploring Identity, Self-Portrait and Symbols

Lesson 1- (Visual Arts & HSS)
 Identify & analyze concept, (Hasan-Warner, 2015). Display slideshow of images from the
National Portrait Gallery exhibition: Look within- Self- Portraiture (2016).
 Present self- portrait theme, explaining key vocabulary.
 Provide folios and reflection sheets. Explain expectations of the project.
 Focus on symbolic elements in the examples and how these express the artist’s identity.
 Make personal character wheels that show students top eight personal characteristics.
 Share with partner. Compare and discuss similarities and differences.
Lesson 2- (Visual Arts)
 Class will discuss and analyze an Indigenous self-portrait. They will use prior knowledge to
identify symbols used in the artwork and describe subject matter and form.
 Active involvement, (Hasan-Warner, 2015). Refer to character wheels to create self-
portraits that use symbols indicative of aspects of one’s identity.
 Share with class. Identify symbols, meanings, similarities and differences.
Week Two: Creating Virtual Art Exhibitions

Lesson 3- (Media Arts)
 Active involvement, (Hasan-Warner, 2015). Students use digital cameras and/ or iPads to
photograph art works.
 Resources & research, (Hasan-Warner, 2015). Students make decisions about location,
appropriate backgrounds and lighting to best represent artworks.
 Encourage students to think creatively about the backdrops, surrounding each artwork.
How can background contribute to ideas in the artwork?
 Students upload photos to computers.
Lesson 4- (Media Arts & English)
 Working in groups, students create virtual exhibitions and name exhibitions.

 Write captions that describe artwork.
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 Test solutions & prepare work for presentations, (Hasan-Warner, 2015) Edit images and
produce a sequence of images which will be presented to an audience.
Lesson plans
Lesson Plan 1: Wheels of Identity (Visual Arts & HSS)

Lesson Wheels of 28/01/
Date: Year level: 4
title: Identity 2016
Symbols and Duration of
Topic: 50 minutes
identity lesson:
Learning areas Strands &
Content descriptors
sub-strands
Links to
the Visual Arts: (ACAVAR113)
Visual Arts
Australian
Curriculum Arts & HSS
: Civics &
HSS: (ACHASS1077)
Citizenship
Lesson rationale:
In Humanities and Social Sciences learning (HSS), students have been studying Aboriginal and
Torres Strait Islander cultures and Australian history. They have learned about the many cultures
that make up the Australian identity and will now be encouraged to see how they fit into the
picture. Students will consider how place, culture, family, friends and the various groups they
belong to, have shaped their identity, (ACARA, ACHASSK093, 2015).
Students background Teacher focus:
knowledge:
 Introduced to  Student engagement
Aboriginal symbols in  Student understanding
Art and their
meanings.
 Understand the term
culture.
 Experimented with
collage, papier-mâché
and clay.
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 Explored line, shape,

form and proportion.
Learning objectives: Learning environment and resources:
 To learn that Identity  Indoors, (classroom)

is influenced by many
 Resources:
things, including
place, family and 1. National Portrait Gallery exhibition: Look within-
culture.
Self- Portraiture (2016).
 To identify ways 2. Smartboard and projector.
symbols can express
Identity. 3. Folio assessment folders with: Elements &
reflection sheets & “Personal Character
 Students will learn to
Components Wheels”, worksheets, (Facing History
identify “subject
matter, meaning and Organization, 2015).
form in artworks from
diverse social & 4. Old magazines, newspaper and found items.
cultural contexts”, 5. Scissors and envelopes.
(ACARA, 2015).
Assessment strategies:
 Formative: Observe student discussion and sharing of personal character wheels.

 Summative: Completed Personal character wheels will be checked to identify student’s
understanding that Identity is influenced by many things, including place, family and
culture.
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Stage of Time Teacher’s actions Student’s actions

lesson
Introduce Self-portrait
project and key terms.
Stage 1 10 min  Listen to instructions.
Intro.  Ask questions about project.
Hand out folio folders.  Read elements and reflection sheet

Explain. and refer to throughout project.
Present art exhibition:  Watch presentation.

National Portrait Gallery
exhibition: Look within- Sample Image: From “Look within”
Self- Portraiture, (2016) http://splash.abc.net.au/home#!/digibook/1
778131/look-within-self-portraiture
Nora Heysen, “Self-portrait” (1934)
 Class discussion. Students ask

Ask questions related to
questions and make suggestions for
use of symbols and
how they might use symbols in a self-
identity in the
portrait.
examples.
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Stage 2 30 min HSS: Hand out personal

Body of character wheels and
lesson
explain task.
Ask students to
complete wheels,  Complete character wheels,
(showing top eight (individually). Can draw instead of write
personal characteristics, if visual learner.
characteristics).
Ask students to share

answers with a partner.
(& notice similarities
 Think, pair, share: compare and discuss.
and differences).
 See also appendix, p. 28,

Regarding: Extension activity)
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Stage 3: 10 min HSS & Visual Arts:

Conclusion
Provide students with
newspapers and  Cut images and words from magazines
magazines. and newspapers, which could be used
for self-portraits.
Ask them to refer to
character wheels for
information and look for
images that could
symbolize:
1. Family
2. Place
3. My talents
4. My culture
5. Groups I belong
to.
 Place cut outs in envelopes with name
Instruct students to of student on the front.
place cut outs into  Place in drawers and pack up.
envelopes, pack up and
place in drawers for
next lesson.
Remind students (for

next lesson), to bring
along any materials they
think they might use for
self-portraits.
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Lesson Plan 2- Symbols & Self-Portraits

(Visual Arts & HSS)
Lesson title: Symbols & Self Date: 29/01 Year: 4
Topic: Self- portraits Duration of lesson: 50 min
Learning areas Strands & sub-
Content descriptors
strands
Arts Visual Arts (ACAVAR113)

Links to the
(ACAVAM110)
Australian
Curriculum: (ACAVAM111)
(ACHASSI057)
HSS HSS: Analysis
Lesson rationale:
This lesson will encourage students to express their ideas and use prior knowledge, i.e., symbols.
They will be “given choice in various aspects of the project”, (Hasan-Warner, 2015), such as the
materials and techniques they use. By allowing students this freedom, they will construct
learning in a variety of ways and feel a sense of ownership for their learning, (Hasan-Warner,
2015). These self-portraits will form components of their virtual exhibitions.
Students background knowledge Teacher focus:
 Students have explored use of symbols  Correct protocols for sharing indigenous
in various self-portraits.
art & symbols.
 Students have experimented with a
variety materials in previous Art
 Student’s experimentation with
lessons, including clay, papier-mâché,
materials.
found objects, paint, pencil and collage
materials.
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 Students will reflect on their work, the

work of others and learn to better  Classroom smartboard and projector
appreciate diversity.
 Relevant Art Images
 Explore elements and techniques of  Assorted art materials, including paper,
portraiture and experiment with
paint, old fabrics, collage materials,
various materials.
found objects and clay. Students will
 Become confident in choosing their
have brought in any extra elements they
own materials and techniques based
on previous knowledge and want to use.
preferences.
Formative: Interact with students during the making of portraits. Ask questions about choices
they are making.
Summative: During sharing of portraits at the end of lesson, make notes regarding each
student’s art piece in reference to symbols and materials.
Stage of Time Pre-service teacher’s actions Student actions/tasks

lesson
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15
Stage 1 min Observe correct protocols  Students sit at the front of the
Introduction when sharing following class. Observe the artwork.
Indigenous Artwork.
“Self-portrait”, (2002), by  Share ideas and definitions of

Peggy Napangardi. identity, people, location and
HSS culture.
Visual Arts
 Offer thoughts about how they

might use symbols in their own
art.
Image: Peggy Napangardi,

Self-portrait 2002
synthetic polymer paint on
canvas. 100.0 x 80.0 cm
http://www.ngv.vic.gov.au/b
ifmedia/media/tt/small/smal
l_Self-portrait_1691.jpg
Pose questions to help  Discuss the artwork and artist,

students identify intended to learn about symbols and
purposes and meanings of cultural identity.
artworks. How are symbols
used to reflect artist’s
identity? What does this
show about their culture?
Determine the student's

current knowledge and
understanding.
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Stage 2 30min Provide choice of materials  Students collect art materials,

Body and techniques, to cater to found objects they have brought
multiple intelligences. in and other classroom
resources
Ask students to think about  Start working on self-portraits

what materials will best individually.
support their expression of
Identity as an individual.
Inform students that they

need to make decisions,
including whether their
portrait will be 2D, 3D or
both.
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Stage 3: Ask students to stop  Share portraits: Take turns

Conclusion working. listening, sharing and asking
questions.
Walk around to each table
and ask students to share
what they have made so far.
Make notes to assess

students’ progress on self-
portraits.
 Observe how other students
Discuss and question why have used different media to
they chose particular create their personal portraits.
symbols and media. Consider why the artist chose
particular symbols and media.
Inform students that if they

need extra time to complete
portraits they can do so next
lesson.
 Pack up
Ask students to pack up.
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Lesson Plan 3- Photography & ICT (Media Arts)

Lesson title: Date: 01/02 Year: 4
Topic: Photography & ICT Duration of lesson: 60min
Content descriptors
Links to the strands
Australian
Curriculum: Arts Media Arts (ACAMAM059)
Lesson rationale:
By lesson 3, students will have completed, or be well on their way to completing their self-
portraits. Providing them with opportunities to photograph their own work, assist their peers and
make decisions aims to increase confidence and support collaboration. They will also practice
important ICT skills, and complete necessary tasks for accomplishment of projects.
Students background knowledge: Teacher focus:
 Basic photography skills and camera  Student progress

use.
 Use of and sharing of equipment
 Elements and techniques of portraiture
and experimentation with various  Outdoor supervision: One group of
materials. students can work with a teacher’s aide,
 Working in groups. or a parent/volunteer (who has all

relevant child screenings in place), to
assist.
 Photograph art, make decisions, upload  Classroom and outdoors

photos, (ICT skills)  Cameras & iPads
 Computers
 Collaborate in creative teams and
 Peer support
analytically respond to and interact
 Backdrops: Fabric, paper, school areas
with, context, (ACARA, 2015).
(indoors & outdoors)
 Teacher’s aide of volunteer
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 Formative: Speak with each student individually. Ask them about their self- portrait. What
materials did they use? What symbols were included in their work and what they
represent?
 Make notes regarding student’s explanations and understanding.
Stage of lesson Time Pre-service teacher’s actions Student actions/tasks
15 min
Stage 1 Allow time for students that  Complete portraits
Introduction need it, to complete portraits
Show an example of how they  Listen, observe, ask

might photograph an art work. questions and offer
ideas.
Ask for suggestions and any
questions about use of
equipment.
 Set up locations and
Provide cameras and iPads to backdrops for
students who have completed photography.
portraits. Photograph art.
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Stage 2 35 min Work with students who may  Students will photograph
Body of need help to finish portraits art (those who didn’t
lesson
and those who need photograph work earlier).
assistance with use of
cameras, (set-up etc.…)  Those who photographed
work earlier can start to
Individual conversations with upload their images to
each student, regarding self- computers, *(this means all
portraits. students can continue
working and can share the
Observe student’s sharing of cameras).
equipment and encourage
peer to peer learning.  Those who are ahead will
be encouraged to help a
peer with their backdrops
and/ photography and
uploading.
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10 min
Stage 3: Ask students to stop work, to  Stop and listen
Conclusion establish where they are up to.
Ask students to complete

relevant section of elements &
reflections sheet in folio.
Allow students time to  Complete tasks and

complete uploading photos if pack up
needed.
Instruct students to pack up.
Extra resource: If there is time, access the following website to show example of a virtual art
gallery.
Characters and Faces, (Children’s Art Museum, n.d.)
Resource available at: http://cmany.org/imls-project-characters-faces/
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Lesson Plan 4- Plan, edit & produce exhibitions
(Media Arts & English)

Lesson title: Virtual exhibitions Date: 02/02 Year: 4
Topic: Planning & editing Duration of lesson: 60min
Content descriptors
strands
Links to the (ACAMAM058)
Media Arts
Australian Arts
Curriculum: (ACELY1697)
Literacy
English
(ACELA1496)
Lesson rationale:
Students will have opportunity to “practise social skills that assist them to communicate
effectively, work collaboratively, make considered group decisions and show leadership”, (ACARA,
2015). Students will have opportunity to use relevant vocabulary when creating captions about
their works.
Students background knowledge: Teacher focus:
 Use of word processing software  Completion of projects, ready for

 Relevant vocabulary presentation.
 Collaboration
 Work collaboratively
 Classroom and computer room
 Create virtual galleries, using photos of
 Computers & ‘moviemaker’ software
artworks they have made.
 “Consider viewpoints, forms and  Smartboard & internet access
elements”, (ACARA, 2015, p. 1086).
 Peer collaboration
 Create a sequence of images and text,
 Group checklist
to express identity of artist.
 Write captions and descriptive
information for slideshows.
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Assessment strategies
Formative: Each group hands in group checklist. These should include information about each
member’s contribution. The teacher will review these and make notes. This will form part of the
summative assessment.
Summative 1: Mark folio components: Personal character wheels, self-portrait information, 1

photograph.
Summative 2: Projects will be presented to the class next lesson, and at an assembly. Students
will finalize folios by end of next lesson with: Elements & reflections sheet.
Stage of lesson Time Pre-service teacher’s actions Student actions/tasks
10min Demonstrate an example of a

Stage 1 virtual art exhibition:
Introduction http://americanart.si.edu/exhi
bitions/online/birds/artists/to
maselli/tomaselli_migrant.cfm
Artist: Fred Tomaselli, (2006).
What elements & information  Students analyze the
have been included to present information and think
the artworks? about what they will add
to their exhibitions.
Provide a short demonstration

for using ‘moviemaker’
software  Student watch
(Any questions will be demonstration.
answered as they work on their
projects)
Ask students to get into groups  Students get into groups

of 4 with students they haven’t
worked with recently, ( or
place in groups, if there are
issues)  Collect 1 handout for
each group
Provide handout checklist for
students to refer to when
creating exhibitions.
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Stage 2 40 min
Body of lesson  Students work on
computers to add
relevant information to
their artwork and edit
photos, (if required).
 Tick off the checklist

Monitor student collaboration. once done.
Make notes.  Students work together

to decide on the order of
their photos, and use
 Stop students for a moviemaker effects to
quick break, (if students complete their
lose focus; healthy slideshows.
snack time)
Assist where required.
Print each student’s chosen

photo for folios.
Stage 3: 10min Ask students to save their work  Students save completed
Conclusion to the class folder, on the work, ready for
computers. presentation.
Assessment:
Ask students to place 3  Complete tasks and hand
completed elements into in folios.
folios:
Let students know there will be

time next lesson to complete
folios and rehearse in their
groups, before presentation of
virtual art exhibitions.
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FOLLOW UP:
 Complete folios, hand in for marking.

 Rehearse presentations.
 Present virtual exhibitions to peers, then school audience, (parents and local community) at
weekly assembly.
A list of resources:
 Personal Character Components Wheels, (2015) are available at:

https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/
 Portray Yourself: Teacher Notes, (2014) are available at:

http://www.artslive.com.au/uploads/system/1401156587-VAS_PortrayYourself_TN.pdf
This would be a valuable resource to have, prior to teaching the “Symbols of me” unit. It is
an introduction to self-portraiture techniques and ideas. Alternatively, it could be used to
adapt this unit.
 Look within, self-portraiture, virtual exhibition on ABC Splash

http://splash.abc.net.au/home#!/digibook/1778131/look-within-self-portraiture
 Image: Self-portrait (2002) by Peggy Napangardi Jones, can be found at:

http://www.ngv.vic.gov.au/bifmedia/media/tt/small/small_Self-portrait_1691.jpg
 Virtual art exhibition example; Fred Tomaselli, (2006). Available at:

http://americanart.si.edu/exhibitions/online/birds/artists/tomaselli/tomaselli_migrant.cfm
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A sample assessment 145 words

Summative 1:
Group Checklist
Student Title & About Art work Media 2D Date Tick
complete
or
3D
e.g. Tom “My family” Painting 2D 29/01/16
This work shows my family’s home and
the number of people in my family. 
1
Summative 2: Upon completion of the project, students will have included the following
components:
1. Personal character wheel
2. Self-portrait information
3. Printed photograph that best represents self- portrait
Summative 3:
4. Elements & reflection sheet, (attached next page).
5. Group presentations
 The various assessment methods allow students to demonstrate learning individually and in
group situations.
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Student Name: ______________________________________________________________________

Exhibition group: ___________________________________________________________________
Folio Element Date Materials & What I learned during

completed symbols
Personal
Character
Component
wheel
Self- portrait
Information
Photographs of
self-portrait
Number of
photos#______
What I enjoyed about the

project:___________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
What I found
difficult:__________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
What I want to learn more
about:____________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
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Word Count
Unit Overview: 1,167
Lesson Plans: 2162 (- 283 headings/titles)= 1,879
Follow up: 25
Resource list: 83
Assessment samples: 145
TOTAL: 3,299
Additional support materials: Not included in word count
Peggy Napangardi Jones

Self-portrait
Artist: Peggy Napangardi Jones

Location: Tennant Creek, Julalikari arts
Language Groups: Warumungu
Peggy Napangardi Jones

Warumungu born 1951
Self-portrait 2002
Synthetic polymer paint on canvas
100.0 x 80.0 cm
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Artwork Description: “This self-portrait is from a series of upfront portraits of

Peggy Napangardi Jones' family, all painted in a kaleidoscope of bright colours. The
snake, the cockatoo, daringly depicted upside down, and the rain cloud result in a
composition full of unexpected elements”, (National Gallery of Victoria, n.d.)
The Artist: “Peggy Napangardi Jones was born in country around Phillip Creek,
north of Tennant Creek. This area is her Mangaya (country, Dreaming held from her
father). Her mother's Warlpiri country lies between Tennant Creek and Elliot, while
her grandmother's Mudpurra country lies further north”, (National Gallery of Victoria,
n.d.)
 Engage students in discussion about ideas and definitions of identity, people, location and
culture.
 Pose questions about Aboriginal peoples, their art and culture to determine the student's
current knowledge and understanding.
More information at:
http://www.ngv.vic.gov.au/ngvschools/TraditionAndTransformation/artworks/Self-portrait/
Symbols
 Symbols and cultural identity
 Discuss how symbols are used in art and everyday life.
 Create symbols and graphic designs to represent their interests and identity.
 Remind students to observe correct protocols and to use the glossary when necessary.
More information at:
http://www.ngv.vic.gov.au/ngvschools/TraditionAndTransformation/symbols/
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Vocabulary
Extension activity: Students can go online and search for the definitions of the following words and write
sentences. This task could be given to students who finish tasks early, or those that need assistance with
their understanding of particular terms.
http://www.wordsmyth.net/
Self-portrait
Identity
Culture
Indigenous
Symbol
Personal
Character
Virtual
Exhibition
Gallery
28
EDU80007 TP3. 31/01/2016
Reference list: Not included in word count
Australian Curriculum & Reporting Authority [ACARA]. (2015). Australian Curriculum v8.1,
English literacy, http://www.australiancurriculum.edu.au/english/curriculum/f-
10?layout=1#level4
Humanities & Social Sciences, [F–6/7 HASS]. Retrieved from
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/hass/curriculum/f-
10?layout=1#page=2
Media Arts. Retrieved from http://www.australiancurriculum.edu.au/the-arts/media-
arts/curriculum/f-10?layout=1
Visual Arts. Retrieved from http://www.australiancurriculum.edu.au/the-arts/visual-

arts/curriculum/f-10?layout=1
Australian Curriculum & Reporting Authority [ACARA]. (2015). Personal and social capability.
Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/personal-and-

social-capability/introduction/in-the-learning-areas
Children’s Museum of the Arts. (n.d.). Characters and faces. Retrieved from
http://cmany.org/imls-project-characters-faces/
Facing History Organization. (2015). Personal Character Components Wheel. Retrieved from
https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/
29
EDU80007 TP3. 31/01/2016
Facing History Organization. (2015). Who you are identity chart. Retrieved from
https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/identity-
charts
Hasan-Warner, T. (2015). Project based learning in the Arts & beyond, [Assessment 2:
EDU80007]. Retrieved from https://youtu.be/PFiGD5nBPg4
McCaskill, W. (2002). Children aren’t made of china, pp.4-5, Greenwood, Western Australia: Play
is the way Ltd.
National Gallery of Victoria. (n.d.) Tradition & Transformation. Retrieved from
http://www.ngv.vic.gov.au/ngvschools/TraditionAndTransformation/artworks/Self-portrait/
National Portrait Gallery. (2016). Look within, self-portrait exhibition. Retrieved from
http://www.portrait.gov.au/content/education/
Smithsonian American Art Museum. (2006). The singing and the silence. Retrieved from
http://americanart.si.edu/exhibitions/online/birds/artists/tomaselli/tomaselli_migrant.cfm
The Song Room. (2013). Arts Live Video. Portray yourself. Retrieved from
http://www.artslive.com.au/explore/visual-art-starters/portray-yourself
The Song Room. (2014). Face Talk Activity. Retrieved from

http://www.artslive.com.au/uploads/system/1397630228-VAS_Portray_Yourself_SAS3.pdf
30
EDU80007 TP3. 31/01/2016
The Song Room. (2014). Portray yourself, teacher notes. Retrieved from
http://www.artslive.com.au/uploads/system/1401156587-VAS_PortrayYourself_TN.pdf
31

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Unit plan overview

Rationale/Aims for the unit:

Intended learning outcome: Art 1 Visual Arts

Aligning Curriculum descriptor:

Intended learning outcome: Art 2 Media Arts

Aligning Curriculum descriptor:

General Capabilities: Personal & Social Capabilities

Cross-curriculum: Aboriginal and Torres Strait Islander perspective

Week One: - Exploring Identity, Self-Portrait and Symbols

Week Two: Creating Virtual Art Exhibitions

Lesson 4- (Media Arts & English)

 Working in groups, students create virtual exhibitions and name exhibitions.

Lesson Plan 1: Wheels of Identity (Visual Arts & HSS)

 Explored line, shape,

Learning objectives: Learning environment and resources:

 To learn that Identity  Indoors, (classroom)

 Formative: Observe student discussion and sharing of personal character wheels.

Stage of Time Teacher’s actions Student’s actions

Hand out folio folders.  Read elements and reflection sheet

Present art exhibition:  Watch presentation.

Nora Heysen, “Self-portrait” (1934)

 Class discussion. Students ask

Stage 2 30 min HSS: Hand out personal

Ask students to share

 See also appendix, p. 28,

Stage 3: 10 min HSS & Visual Arts:

Remind students (for

Lesson Plan 2- Symbols & Self-Portraits

Arts Visual Arts (ACAVAR113)

Students background knowledge Teacher focus:

Learning objectives: Learning environment and resources:

 Students will reflect on their work, the

Stage of Time Pre-service teacher’s actions Student actions/tasks

“Self-portrait”, (2002), by  Share ideas and definitions of

 Offer thoughts about how they

Image: Peggy Napangardi,

Pose questions to help  Discuss the artwork and artist,

Determine the student's

Stage 2 30min Provide choice of materials  Students collect art materials,

Ask students to think about  Start working on self-portraits

Inform students that they

Stage 3: Ask students to stop  Share portraits: Take turns

Make notes to assess

Inform students that if they

Ask students to pack up.

Lesson Plan 3- Photography & ICT (Media Arts)

 Basic photography skills and camera  Student progress

materials. students can work with a teacher’s aide,

 Working in groups. or a parent/volunteer (who has all

 Photograph art, make decisions, upload  Classroom and outdoors

 Make notes regarding student’s explanations and understanding.

Stage of lesson Time Pre-service teacher’s actions Student actions/tasks

Show an example of how they  Listen, observe, ask

Ask students to complete

Allow students time to  Complete tasks and

Instruct students to pack up.

Resource available at: http://cmany.org/imls-project-characters-faces/

Lesson Plan 4- Plan, edit & produce exhibitions

(Media Arts & English)

 Use of word processing software  Completion of projects, ready for

Learning objectives: Learning environment and resources:

Summative 1: Mark folio components: Personal character wheels, self-portrait information, 1