Self Portrait Unit Plan

Year 10 Visual Arts Unit: artistic development and general capabilities
Unit Title: I think therefore I am Unit Description: Within this unit students will explore how to express elements of themselves, metaphorically, to an audience through a variety of art forms and techniques. Students will explore the mediums of collage, sculpture, photography, and printmaking. They will use techniques corresponding with these mediums to express the unit theme: I think therefore I am. Student’s artworks will explore how their thoughts, likes, dislikes, personality traits, and cultural background, contribute to their existence. Learners will explore the work of modern artists who experiment with self-expression, and how these artists have moved away from literal interpretation of self-portraiture. This unit provides a chance for artistic experimentation and development, while addressing general capabilities for student’s futures.
Artistic Development Outcomes ACAVAM125- Conceptualise and develop representations of the theme to experiment with their developing style (This outcome addresses the critical/creative thinking, personal/social, and intercultural understanding general capabilities) ACAVAM125.2- Reflect on the style of artists including Aboriginal and Torres Strait Islanders (This outcome addresses the critical/creative thinking and intercultural understanding general capabilities) ACAVAR131- Analyse a range of contemporary artworks, including those of Aboriginal and Torres Strait Islanders (This outcome addresses the critical/creative thinking, personal/social, and intercultural understanding general capabilities) ACAVAM126- Manipulate materials and techniques to represent their own artistic intentions (This outcome addresses the critical/creative thinking, and intercultural understanding general capabilities) ACAVAR130- Evaluate how representations communicate artistic intentions in artworks they make and view (This outcome addresses the critical/creative thinking and personal/social general capabilities)	Artistic Development Content Week 1- Students will choose one of the supplied artworks to critique. Students will write reflections in their visual diary using a detailed or simplified version of the FTC framework (Sandell, 2006), depending on each student’s ability. They will use these observations to start planning how to express themselves through metaphorical images e.g.- a country outline to show cultural background, a word that best describes them. (ACAVAM125, ACAVAM125.2, ACAVAR130) Week 2- Students will use this planning to create a collage using metaphorical imagery (ACAVAM126). Students will continue to plan, develop, and reflect in their visual diaries Week 3- Students will further explore the theme through sculpture techniques, resulting in a finished sculpture that represents an aspect of themselves (ACAVAM126) Week 4- Students will create a series of 3 photographs in accordance with the unit theme. To achieve a higher standard, students will incorporate elements seen in modern self-portraiture and document this connection (ACAVAM125.2, ACAVAM126) Week 5- Students will use this final week of studio practice to explore self-expression through printmaking techniques such as silk screen and linocut (ACAVAM126) Week 6- This week will be used to explore, reflect, and document their experience. Students will write a supporting document detailing techniques used for expression, what they learnt about themselves, and what themes or techniques they want to explore further (ACAVAR130)
Differentiation This unit focusses on changing activities regularly. Some students will struggle with focusing for extended periods of time. Lengthy activities can lead to behavioural issues within the classroom, so to avoid this, the unit has been divided amongst a variety of mediums so students can explore the same theme but through different means. This unit also spreads the theory, in small doses, across the span of the 5-week unit, to avoid any major frustration for students with dyslexia or low writing capabilities.
Artistic Development Achievement/Assessment Students artistic development will be assessed through the following forms of evidence, in accordance with the learning outcomes: - Completion of 7 artworks that successfully address the unit theme and further develop their personal style - Evidence of planning for layout, scale, colour palette, and materials for each artwork - Documentation of processes, and reflection on activities in their visual diaries, throughout the unit - Reflect upon representations of artistic intention within their artist critique
General Capabilities Outcomes The following ‘general capabilities’ will be incorporated throughout this unit: Critical and creative thinking Personal and social capability Intercultural understanding
General Capabilities Achievement/Assessment Student’s success in addressing the ‘general capabilities’ will be assessed through the following criteria: Creative/Critical thinking - Interpretation of modern art/artistic intent, and adaptation of these interpretations to inform personal practice - Evidence of refining ideas to create representations of self Personal/Social capabilities - Successful use of metaphorical imagery to communicate a sense of self-worth, self-awareness, and personal identity (MCEETYA, 2008) - Evidence of reflection upon aspects of self, and how these are used within their personal practice Intercultural Understanding - Show expression of their cultural background - Show awareness, understanding, and critical assessment, of the effect of artist’s cultural backgrounds on their practice
Cross-Curriculum Priorities Aboriginal and Torres Strait Islanders histories and cultures will be explored through the critique of modern Aboriginal artworks. The inclusion of this Cross-curriculum priority will encourage students to engage with and understand the culture and traditions of Aboriginal and Torres strait Islanders. Students will also gain an understanding of how culture can affect artistic practice.
Resources -Use the clip This is why self-expression is the best to introduce unit https://www.youtube.com/watch?v=3M-PrdFgi3o - Images of modern self-portraiture as examples of metaphorical expression (used for student critique), e.g. ‘Untitled’ - Yellow Kangaroo Paw, 2008 by Christian Thompson, self-portrait sculptures by Alex D’Ambrosio - A detailed worksheet on how to critique using R. Sandell’s Form+Theme+Context framework (2006) with prompting questions to encourage exploration e.g. How does the size/scale of this artwork create Impact? And What historical and cultural factors influence the theme in this work? - Visual diaries for each student - Teaching prompts to encourage planning and design e.g. Wall display with examples of how to use metaphors - Materials for creating collage, sculptures, photographs, and prints (paper, glue guns, scissors, wire, papier mache, recycled materials, sufficient cameras, props, pre-made silkscreens, paints, lino sheets, lino carving tools, printing press, etc.) - Guiding worksheet to show what they can include in their diary reflections and how to write their final reflection