Visual Arts in Practice SAS 2015
Sample unit of work
Under the sun; in the rain
The sample unit of work provides teaching strategies and learning experiences that facilitate
students’ demonstration of the dimensions and objectives of Visual 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
 a focus for the unit, that outlines a purpose in a particular area of study (elective)
 identification of the relevant concepts and ideas, and associated subject matter, from the core
topics
 a teaching and learning sequence that:
 outlines effective teaching strategies
 supports achievement of the objectives described in the dimensions of this syllabus
150701
 shows alignment between core subject matter, learning experiences and assessment.
Overview
Unit overview
Title of unit: Under the sun; in the rain
Unit description (focus):
Students will develop a 3D work for a public space in the school. Students will work together to curate the
exhibition in the public space. Each student will write an artist’s statement to accompany their work explaining
the aesthetic considerations for their artwork. The sculptural work should be in response to the space.
Time allocation:
Unit 1, Semester 1, 55 hours
Identified curriculum from the syllabus
Dimensions and objectives
Dimension 1
 recall terminology and explain art-making processes
 interpret information about concepts and ideas for a purpose
 demonstrate art-making processes required for visual artworks.
Dimension 2
 apply art-making processes, concepts and ideas
 analyse visual art-making processes for particular purposes
 use language conventions and features to achieve particular
purposes.
Dimension 3
 generate plans and ideas and make decisions
 create communications that convey meaning to audiences
 evaluate art-making processes, concepts and ideas.
Electives
3D — outdoor sculpture/school community.
Core topics
Core topic 1: Visual mediums, technologies and techniques
Concepts and ideas
Knowledge, understanding and skills
Visual mediums
Visual mediums are varied
(C1.1).
 media specific to the artwork being created, e.g. waste materials
Art-making technologies
Diverse art-making technologies
are used in the development of
artworks (C1.2).
 technologies specific to mediums, e.g. construction technologies
Art-making techniques
Techniques are influenced by
the chosen medium/s and the
available technologies (C1.3).
 techniques specific to the art work being created, e.g. moulding,
Industry connections
Careers in visual art are diverse
with many skills transferable to
other vocations (C1.4).
 different types of visual art industries (public sculpture)
 transferable knowledge, understanding and skills developed in visual
normally considered ugly/disposable could be used as sculptural
materials to create artworks that have aesthetic worth
casting, assemblage
art including working in teams, communication skills, designing skills,
project management skills, aesthetic skills, visual literacies
Visual Arts in Practice SAS 2015
Sample unit of work
Queensland Curriculum & Assessment Authority
September 2015
Page 2 of 6
 workplace health and safety considerations and protocols
Display and curatorial skills
Exhibiting artworks in public and
private spaces is important to
conveying social, cultural and
artistic meaning (C1.5).
 curatorial skills including labelling artworks, positioning artworks,
programs/catalogues
 display skills including evaluating the available public space, display
techniques, considerations for audience, viewer and art world
purposes
Core topic 2: Visual literacies and contexts
Concepts and ideas
Knowledge, understanding and skills
Visual literacies
Visual literacies are the
knowledge, understandings and
skills used to interpret, negotiate
and make meaning from
information presented in the
form of visual texts (C2.1).
 elements of design refer to the components available for the artist to
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Contexts for artworks
Artworks reflect the context in
which they are created (C2.2).
communicate visually, including space, line, colour, shape, texture,
tone, form
principles of design describe how the elements could be used and
including balance (symmetry, asymmetry, radial, pattern), contrast,
proximity, harmony/unity, alignment, repetition/consistency,
hierarchy/proportion/scale
artwork composition and structure
artwork interpretation including artist’s intent, evaluation of aesthetic
choices, purpose and audience, historical, cultural and sociological
context
communication skills including the use of language conventions and
features, and terminology specific to visual arts through verbal,
written and visual modes
reflective and evaluative skills
investigating artworks from different times, cultures, places, styles
and formats
analysis and comparative skills
 art-making contexts may be generated from local, national or global
perspectives including aesthetic, community, cultural, environmental,
ephemeral, individual/personal, public, social
 relationships between art-making contexts, e.g. often more than one
context may influence an artwork
Core topic 3: Artwork realisation
Concepts and ideas
Knowledge, understanding and skills
Artworks have a purpose
Making art serves a purpose
(C3.1).
 purposes and contexts for art-making including cultural, social,
Particular skills are required to
create a visual artwork
Artwork production requires
multiple and complex interwoven
skills (C3.2).
 integration of skills — use of media, technology and techniques in
aesthetic
 personal aesthetic
 audiences for artworks/art making, e.g. school community
the production of the artwork
 decision-making skills
 problem-solving skills
 planning skills — time management, establishing timelines, resource
(physical and human) management
 project management skills, e.g. modifying expectations, problem
solving and communicating
Reflecting on artwork and
evaluating art-making
processes improves the
creation of visual artworks
Understanding art-making
 evaluative skills
 reflective skills, including the ongoing reflection on the combination
of visual literacies and language, purpose, area of study, context,
media, technology and techniques
 communication skills
Visual Arts in Practice SAS 2015
Sample unit of work
Queensland Curriculum & Assessment Authority
September 2015
Page 3 of 6
processes and reflecting on
these influences individual
aesthetic choices (C3.3).
 metacognitive skills
 artist statement and didactic writing
 visual diaries — maintaining records of art-making process and
ideas, including annotated reflections on art-making processes,
personal aesthetic and external stimuli
Assessment
Assessment 1: Public sculpture/social comment
Assessment technique
Project
Dimensions assessed
Dimensions assessed:
 Knowing and understanding
 recall terminology and explain art-making processes
 interpret information about concepts and ideas for a purpose
 demonstrate art-making processes required for visual artworks.
 Applying and analysing
 apply art-making processes, concepts and ideas
 analyse visual art-making processes for particular purposes
 use language conventions and features to achieve particular
purposes.
 Creating and evaluating
 generate plans and ideas and make decisions
 create communications that convey meaning to audiences
 evaluate art-making processes, concepts and ideas.
Description of instrument
Students:
Create a sculpture for a public space within the school grounds and
generate an artist’s statement that explains the context and aesthetic of
the artwork.
 Component 1: Product — 3D (sculpture)
 Component 2: Written — Artist’s statement and proposal for art work.
Assessment conditions
Time: Task given at the beginning of the unit
Visual Arts in Practice SAS 2015
Sample unit of work
Queensland Curriculum & Assessment Authority
September 2015
Page 4 of 6
Teaching and learning sequence
Teaching strategies and learning experiences1
Linking units and moving forward
Teacher revisits and leads:
 establishes goals for the unit
 safe art-making practices (C1.4)
 discussion of group work strategies, reflecting on what worked well and what requires improvement
(C1.4)
 discussion about a personal aesthetic (C2.1).
Students:
 recall and use art-making terminology (C2.1, C2.2)
 personal reflection on what an individual can do better this time (C1.4, C2.1).
Introduction to public art
Teacher:
 compiles a pictorial essay to immerse students in public art from the local community and well-known
public art works (C.2.2)
 chooses artists and artworks from different times, places and spaces to explore ways of making
sculpture that respond to cultural and community perspectives (C2.1)
 invites an artist to talk to the class (C1.4)
 checks for students’ prior knowledge of public art
 form follows function — explores how artists use symbolism, materials and form to communicate
purpose (C2.2, C3.1).
Students:
 explore the materials, technology and techniques commonly used to create public sculptures (C1.1,
C1.2, C1.3)
 identify required skills for making sculptures (C1.1, C1.2, C1.3)
 interpret information to compile a pictorial essay of what they consider to be public sculptural art (C2.2,
C3.1)
 in groups determine the qualities of public art (C2.2, C3.1).
Assessment 2 — Project, product component: Assessment preparation
Teacher:
 discusses scale, cost, time, durability of materials (C1.1)
 discusses strategies for working in groups and supporting peers in art-making processes (C1.4)
 establishes workplace health and safety practices (C1.4).
Teacher and students:
 evaluate possible themes and decide upon a single theme for the production and display of artworks,
e.g. Waste is art (sculptures created from found waste materials as a social comment on our
throw-a-way society) (C2.1, C2.2, C3.1).
Students:
 examine the space in which artworks will be displayed (C1.5)
 create a map of the area with curatorial proposals (C1.5)
 draft an exhibition manifesto (C1.5)
 decide upon an exhibition layout (C1.5).
Students:
 identify and establish a purpose and audience for their sculpture (C2.1)
 recall the elements and principles of design in sculptural works (C2.1)
 generate initial conceptual annotated drawings of potential sculptural artwork, indicating materials, size
etc. (C3.3)
 discuss with teacher initial ideas for sculptural artwork and decide upon way forward (C3.1)
 create preliminary drawings for sculpture proposal (C3.3)
1
Note: highlighted key verbs relate to the dimensions.
Visual Arts in Practice SAS 2015
Sample unit of work
Queensland Curriculum & Assessment Authority
September 2015
Page 5 of 6
 create and present proposal to the class, evaluate feedback to refine ideas (C3.1, C3.3)
 interpret and explain the visual literacies of their own and others’ sculpture proposals (C2.1, C2.2)
 generate plans and organise art-making schedule and resources (C1.4).
Teacher:
 models required art-making technologies and techniques (C1.1, C1.2, C1.3)
 workplace health and safety practices (C1.4)
 models a visual diary and provides a format for students to compile their own (C3.3).
Assessment 2 — Project, product component: Assessment
Students:
 plan art working processes and timelines (establish goals, time management) (C3.2)
 identify workplace health and safety considerations (C1.4)
 create and maintain a visual diary to record ideas (C3.3)
 explore material properties (C1.1, C1.2, C1.3)
 develop working models (C3.2)
 evaluate art-making processes, concepts and ideas to create art works (C3.2, C3.3)
 create artworks C1.1, C1.2, C2.1, C1.3, C3.2, C3.3)
 install and label sculptures in public space (C1.5).
Assessment 2 — Project, written component: Assessment preparation
Teacher:
 models an artist statement (C1.5, C3.3).
Students:
 practice writing an artist statement, using the exhibition manifesto as a starting point (C1.5, C3.3)
 create an artist statement for the exhibition catalogue (C1.5, C3.3)
 use language conventions and features (C2.1).
Assessment 2 — Project, written component: Assessment
Students:
 create an artist statement for the exhibition catalogue (C1.5, C3.3) and for presentation to a community
audience:
 describe the aesthetic of the artwork and how it integrates the exhibition manifesto (C3.2, C3.3)
 use language conventions and features (C2.1).
Artwork presentation
Teacher and students:
 present exhibition to community audience (C1.5).
Students:
 present their artist statement explaining the purpose, art-making processes, and the aesthetic of the
sculpture (C1.5).
Resources
 Equipment: sculpture materials
 Venue: area of the school suited to display sculpture
Visual Arts in Practice SAS 2015
Sample unit of work
Queensland Curriculum & Assessment Authority
September 2015
Page 6 of 6