Arts in Practice SAS 2015
Sample unit of work: Social commentary - Arts in Practice SAS 2015
Social commentary
The sample unit of work provides teaching strategies and learning experiences that facilitate
students’ demonstration of the dimensions and objectives of Arts in Practice.
This sample demonstrates:
 organisation and development of a unit that could be used within a course of study
 aspects of the underpinning factors particular to this unit
 learning experiences that support the achievement of the objectives described in the
dimensions of this syllabus
 alignment between core subject matter, learning experiences and assessment.
Overview
Unit overview
Title of unit: Social commentary
Unit description (focus):
The purpose of this unit is to explore ways in which the arts are used to make social comment.
Students produce an artwork that makes comment on an aspect of society. Through a project, students
create an artwork which can be used for advocacy purposes within a community.
Time allocation:
Unit 3, Semester 3, 55 hours
Identified curriculum from the syllabus
Dimensions and objectives
Knowing and understanding
 identify and explain concepts and ideas related to arts literacies and
arts processes
 interpret information about arts literacies and arts processes
 demonstrate arts literacies and processes in arts making
Applying and analysing
 organise and apply arts literacies and arts processes to achieve goals
 analyse artworks and arts processes
 use language conventions and features to convey information and
meaning about arts forms, works and processes
Creating and evaluating
 generate arts ideas and plan arts processes
 implement arts processes to create communications and realise
artworks
 evaluate artworks and processes
Electives
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Dance
Drama
Media arts
Music
Visual arts
Core
Core topic 1: Arts literacies
Concepts and ideas
Knowledge, understanding and skills
Arts communication
The ability to communicate in
and about the arts facilitates the
interpretation and presentation
of information, the conveying of
meaning, and the sharing of
ideas about art forms, artworks
and processes (C1.1).
 arts-specific terminology
 communication skills:
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active listening
conflict resolution and negotiation skills
providing instructions
reflection and review
clarity of communication and expression
Arts in Practice SAS 2015
Sample unit of work: Social commentary - Arts in Practice SAS 2015 —
Social commentary
Queensland Curriculum & Assessment Authority
October 2015
Page 2 of 7
Arts principles
Arts principles are the
understandings that serve as a
foundation for learning and
engagement in the Arts (C1.2).
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Aesthetic appreciation
A knowledge and understanding
of arts principles is essential for
developing aesthetic
appreciation or artistic
awareness (i.e. understanding
the meaning) of an artistic
experience (C1.3).
 description, analysis and interpretation of artworks, including
genres
forms and/or styles
elements and/or mediums
conventions
structures
functions and/or purposes
comparative skills
 evaluation of aesthetic choices
 reflective skills
 provision of critiques, including feedback on artworks and arts
processes
Core topic 2: Arts processes
Concepts and ideas
Knowledge, understanding and skills
Integration of art forms
Artistic expression is often
strengthened through integrating
art forms (C2.1).
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Arts technologies, techniques
and skills
Art forms have specific
technologies, techniques and
skills (C2.2).
 technologies specific to the chosen art forms
 techniques and skills specific to the chosen art forms
 techniques and skills common to multiple disciplines
Artwork realisation
Each artwork has the capacity to
convey intended meaning to an
audience (C2.3).
 production skills
 presentation skills
 curatorial skills
skills in the integration of art forms
conceptualisation and planning of artworks
refinement and modification of arts ideas and art-making processes
decision-making and problem-solving skills
organisation of resources
Assessment
Assessment 1: Produce an artwork that makes comment on an aspect of society
Assessment technique
Artwork
Dimensions assessed
Knowing and understanding
Analysing and applying
Creating and evaluating
Description of instrument
Students create an artwork that makes comment on an aspect of society
and integrates two or more art forms.
Assessment conditions
Schools provide students with some continuous class time to develop the
response. Schools should provide students with guidance so that it is
possible to achieve the artworks with available resources, and within the
allocated time.
Arts in Practice SAS 2015
Sample unit of work: Social commentary - Arts in Practice SAS 2015 —
Social commentary
Queensland Curriculum & Assessment Authority
October 2015
Page 3 of 7
Assessment 2: Create an artwork that can be used for advocacy purposes within a community1
Assessment technique
Project
Dimensions assessed
Knowing and understanding
Analysing and applying
Creating and evaluating
Description of instrument
Students create an artwork that can be used for advocacy purposes within
a community, and that integrates at least two art forms. Students deliver a
multimodal presentation in which they analyse, discuss and evaluate their
artwork and art-making processes in relation to its advocacy message.
There are two assessable components.
 Artwork component: creation of an artwork
 Multimodal component: analysis, discussion and evaluation of student’s
artwork and art-making processes in relation to its advocacy message.
Assessment conditions
Artwork component
 Schools provide students with some continuous class time to develop
the artwork.
 Schools provide students with guidance so that artworks are possible to
achieve with available resources and within the allocated time.
Multimodal component — non-presentation or presentation
 8 A4 pages max (or equivalent)
 3–6 minutes
Teaching and learning sequence
Teaching strategies and learning experiences2
Introduction to the unit and assessment tasks
Teacher:
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explains the learning goals for the unit
introduces the concept of the arts as vehicles for making social comment (C1.2)
clearly outlines the assessment tasks
explores and analyses a variety of existing art works that make social comment (C1.2)
provides opportunity for discussion of social issues
models the use of various media
provides workshop opportunities for students to experiment with various media
provides opportunities for students to workshop and share their ideas.
Students:
 engage with unit content including:
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terminology
arts principles and processes
functions and/or purposes of the arts as vehicles for making social comment
analysis and interpretation of artworks
evaluation of aesthetic choices (C1.1, C1.2, C1.3)
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See www.qcaa.qld.edu.au/36668-assessment.html for assessment resources.
2
Note: highlighted key verbs relate to the dimensions
Arts in Practice SAS 2015
Sample unit of work: Social commentary - Arts in Practice SAS 2015 —
Social commentary
Queensland Curriculum & Assessment Authority
October 2015
Page 4 of 7
 investigate a variety of historical artworks that make social comment, using a range of art forms and
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contexts, e.g. Goya, Picasso, The Beggar’s Opera by John Gay, Mother Courage and her Children by
Bertolt Brecht (C1.1, C1.2, C1.3)
explore a variety of contemporary artworks that make social comment, using a range of art forms and
contexts, e.g. Bansky, Bangarra Theatre Company, Courtney Barnett, Real TV theatre company, U2, a
current multimedia campaign (C1.1, C1.2, C1.3)
identify and explain the conventions of the genres and styles used and how the integration of art forms
strengthens artistic expression (C1.1, C1.2, C1.3, C2.1)
identify and explain how particular art forms have specific processes, skills, technologies and
techniques (C1.1, C1.2, C1.3, C2.2)
interpret and analyse the artwork to show understanding of the social comment expressed (C1.1, C1.2,
C1.3, C2.1)
discuss and evaluate the aesthetic choices made in the artworks, using arts terminology (C1.1, C1.2,
C1.3, C2.1)
demonstrate arts literacies and processes through participation in workshop activities that explore and
experiment with genres/forms/styles, elements, mediums, conventions and structures from a variety of
art forms (C1.1, C1.2, C1.3, C2.1, C2.2)
workshop and share ideas with peers (C1.1).
Assessment 1: Artwork — Produce an artwork that makes comment on an aspect of society and
integrates two or more art forms.
Teacher:
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gives feedback to students on arts ideas, processes and artworks from workshop activities
provides a range of stimulus materials and models the process of making social comment
provides a teacher-created exemplar of an artwork that makes social comment
provides adequate time for students to develop and refine arts literacies, processes and skills
explains the processes of reflection and evaluation
demonstrates and explains models of critiquing artwork
models appropriate ways of providing constructive feedback to others
discusses the importance and benefits of collaborative working relationships.
Students:
 explore a range of stimulus materials to identify a possible focus for social comment, e.g. observations,
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newspapers, social media (C1.2, C1.3)
select two or more art forms to express a chosen social comment (C2.1)
experiment with media and generate arts ideas (C2.1, C2.2)
plan arts processes (C2.1)
practise and refine arts literacies, processes and skills (C1.1, C1.2, C1.3, C2.1, C2.2, C2.3)
organise, apply and implement arts literacies and arts processes to realise an artwork that integrates at
least two art forms to communicate a social comment (C1.1, C1.2, C1.3, C2.1, C2.2, C2.3)
use verbal and/or symbolic language conventions and features to convey information and meaning
through and about art forms and arts processes (C1.1, C1.2, C1.3)
share artworks with peers to develop aesthetic appreciation or artistic awareness of an artistic
experience (C1.3)
examine models of critiquing artwork (C1.1, C1.2, C1.3, C2.3)
evaluate each other’s artworks and provide feedback (C1.1, C1.2, C1.3)
reflect on own art-making processes and the choices made (C1.1, C1.2, C1.3).
Arts in Practice SAS 2015
Sample unit of work: Social commentary - Arts in Practice SAS 2015 —
Social commentary
Queensland Curriculum & Assessment Authority
October 2015
Page 5 of 7
Assessment 2: Project — Create an artwork that can be used for advocacy purposes within a
community.
Teacher:
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discusses the concept of advocacy in the arts, using relevant examples (C1.1, C1.2, C1.3)
discusses concepts of community and community identity, values and needs (C1.1 C1.2, C1.3)
clarifies the requirements for the artwork
models how advocacy can be used within a community context
presents the concept of aesthetic appreciation through the analysis of an artwork (C1.3)
revisits the processes of reflection and evaluation
provides stimulus materials for discussion and experimentation
demonstrates processes for experimenting with media
links documenting process with multimodal3 presentation component of the project
provides adequate time for students to generate arts ideas, plan and organise and implement arts
literacies and processes
 gives feedback to students on artworks.
Students:
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explore advocacy as a purpose for developing artworks (C1.1, C1.2, C1.3)
explore concepts of community and community identity, values and needs (C1.1, C1.2, C1.3)
select a community context that will benefit from advocacy through an artwork
commence documentation of arts-making processes in a folio (C1.1, C2.1, C2.3)
select two or more art forms for an advocacy project for a chosen community
generate arts ideas and plan arts processes, including gathering information and resources (C2.1,
C2.2, C2.3)
organise and apply arts literacies and arts processes to achieve goals in the development of an artwork
that can be used for advocacy purposes within a community, and that integrates at least two art forms
(C1.1, C1.2, C1.3, C2.1, C2.2, C2.3)
implement arts processes to realise an artwork that uses verbal and/or symbolic language conventions
and features to convey information and meaning through and about art forms and arts processes (C1.1,
C2.1, C2.2, C2.3)
discuss artworks with peers to develop aesthetic appreciation or aesthetic awareness of an artistic
experience (C1.1, C1.3)
evaluate art-making processes and refine and modify as needed (C2.1, C2.2)
present artworks to the selected community (C2.3).
Assessment 2: Project — delivering a multimodal presentation
Teacher:
 revisits documenting processes and the preparation of the multimodal presentation
 explains appropriate use of language conventions and features to communicate arts ideas and
information.
Students:
 prepare and deliver a multimodal presentation in which the artworks and art-making processes are
analysed, discussed and evaluated in relation to their intended advocacy messages (C1.1, C1.2, C1.3,
C2.1, C2.2, C2.3).
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Multimodal components can be presentations or non-presentations. Examples of presentations include delivery
of a slide show, a short video clip, a biographical narrative or webinar. An example of a non-presentation is a
webpage with embedded media (graphics, images, audio or video).
Arts in Practice SAS 2015
Sample unit of work: Social commentary - Arts in Practice SAS 2015 —
Social commentary
Queensland Curriculum & Assessment Authority
October 2015
Page 6 of 7
Resources
 Selection of historical artworks that illustrate social comment, e.g. works by Goya and Picasso, The
Beggar’s Opera by John Gay, Mother Courage and her Children by Bertolt Brecht, Threepenny Opera
by Brecht/Weill, Peter Grimes by Benjamin Britten, songs by Bob Dylan, Joan Baez, Pete Seeger, John
Lennon, Paul Kelly, Kate Miller-Heidke, Midnight Oil
 Selection of contemporary artworks that illustrate social comment, e.g. Bansky, Bangarra Theatre
Company, Courtney Barnett, Real TV theatre company, U2, a current multimedia campaign
 Variety of media and technology, e.g. video recorders, music software, recordings, YouTube clips,
newspapers cutting, contemporary music, magazine articles, graffiti artworks
 Art space for the exhibition of artworks
Arts in Practice SAS 2015
Sample unit of work: Social commentary - Arts in Practice SAS 2015 —
Social commentary
Queensland Curriculum & Assessment Authority
October 2015
Page 7 of 7