Irene McCormack Catholic College
Visual Arts
Year 11 ATAR
Unit 2: Identity
‘The Body’
Frida Kahlo, ‘The Two Fridas’ 1939
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Julie Dowling, ‘Disobedient: Julie Dowling The Ungrateful’ 1999
Unit 2 Year 11 ATAR
Identity: ‘The Body’
Art Interpretation
Art Making
Assessment type
Production
This is a body of work that
incorporates resolved
artwork/s and
documentation of thinking
and working practices.
Assessment Outline
Type
Weighting
50%
Investigation
Case studies involving
research & visual analysis
focused on Australian &
international arts practice.
15%
Analysis
Response to, analysis and
evaluation of artworks.
15%
Task description
Task 1
For this task you will investigate aspects of identity
in the context of the ‘body. You will explore a range
of drawing and painting techniques while producing
the following:
1. Brainstorm & collection of images.
2. Observational drawings of human form.
3. Facial features & self portraits.
4. Anatomical studies of body parts & silhouettes
5. Final Production (Due: Term 4 Wk 5 Friday)
Task 2 Case Study
As part of the investigation component of your
course, you are required to undertake a case study
examining the work of specific artists. For this unit
you will be investigating Frida Kahlo.
Start: Term 3 Wk 4 Tues
Due: Term 3 Wk 8 Mon
Outcome
1
Visual Arts
ideas
Outcome 2
Visual Arts
skills,
techniques
& processes
Outcome 3
Responses
to Visual Arts

 4 Wk 3
Due: Term


Outcome 4
Visual Arts in
society






Task 3
In Class: Unseen Image Analysis
Term 3 Week 3 Monday
Task 4
In Class: Unseen Image Analysis
Term 4 Wk 3 Monday
Exam
106752459
20%
Task 5
Examination including an unseen critical analysis,
image analysis and case study.
Term 4 Wk 6 date TBA
STUDENT TASK SHEET
Year 11 ATAR
UNIT 2
Identity
TYPE:
Production
OUTCOMES:
Outcome 1: Visual arts ideas
Outcome 2: Visual arts skills, techniques & processes
CONTENT:
Art making
UNIT CONTEXT:
Concepts: technological revolution, national identity, politics, gender,
race, place and/or lifestyle.
The body can be a vehicle of symbolic expression that extends beyond pure physical
form. The human body can be symbolic of personal and cultural identity. Our
perceptions of the body can touch on issues of gender, identity, politics and
perception of ourselves in an increasing technological world. Artists throughout
history have represented the human body in many different contexts; as an
expression of ideal beauty or to make political or social comment. Contemporary
artists have continued to explore this dialogue, challenge traditional
representations and forge new lines of inquiry.
Exploration into the body will culminate in the creation of a body of work that
communicates meaning or raises questions relating to identity. Exploration of
technological revolution, national identity, politics, gender, race, place and/or lifestyle
could assist in idea development. The work on identity may be personalised and individual
or about a group of people.
You will create an artwork using drawing, painting, print or mixed media that explores the
idea of the ‘body’ and how it is used to communicate identity.
Time for the task
15 weeks
Task 1/ Brainstorm & collection of images
Task 2/ Observational drawings of human form
Task 3/ Facial features & self portraits
Task 4/ Anatomical studies of body parts & silhouettes
Task 5/ Final Artwork
Due: Term 3 Wk 3 Monday
Due: Term 3 Wk 2 Friday
Due: Term 3 Wk 5 Friday
Due: Term 3 Wk 9 Friday
Due: Term 4 Wk 6 Friday
(Includes class time and requires out of class work time also.)



This is a semester long unit that requires self direction and independent work.
Activities are to be completed during the week identified in the program outline.
Tasks not completed in class are to be completed in your time and in accordance with the
schools assessment policy.
Self Portrait (But I Always Wanted to be One of the Good Guys)
Gordon Bennett.
What you need to do…
Inquiry
Task 1 / Brainstorm & collection of images
- Participate in a class discussion of point of view topics relating to ‘body’.
- Discuss artists such as Julie Dowling, Gordon Bennett and Kathe Kollwitz. Show artists work and annotate.
- Create a brainstorm of ideas that collects all ideas relating to point of view.
- Begin collecting images on a topic of interest. Collage in folio.
Task 2/ Observational drawings of the human form
- Participate in a class gestural drawing workshop capturing the human body.
- Focus on proportion, scale and shape.
- Practice drawing with ranged time limits: from 1 minute gestures through to 20 minute poses.
- Use a variety of drawing media and painting techniques to capture the human body.
Task 3/ Facial features and self portraits
- Explore facial features, ratio and proportions of the face.
- Create a self portrait using inspiration from either Kathe Kollwitz (use of cross hatching) or Julie Dowling (chiaroscuro).
- Develop skin tone samples with acrylic paint.
Task 4/ Anatomical studies of body parts & Silhouette Study.
- Develop a series of analytical and expressive anatomical studies focusing on the skeleton and various body parts in
accurate ratio.
- Take a full body photo of a silhouetted figure. Collage/draw a brightly coloured back ground using objects, landscapes,
feelings and memories to communicate identity. Layer the figure over the top.
-
Task 5/ Final Production:
Drawing from the ideas and skills exploring in Tasks 1-4, students produce a final artwork. The artwork can be based on
one of the previous designs or may combine a number of the designs to represent ‘identity’.
Visual language
 Explore ways of representing your ideas using specific art elements and principles.
 Use representational and abstracted shapes, forms and symbolic elements to convey ideas and different identities.
 Consider manipulating visual language to create patterns and textures, such as camouflage.
Visual influence
 Look for inspiration from one or more artists, such as Frida Kahlo, Gordon Bennett, Sally Smart, Jule Dowling and Kathe
Kollwitz. Keep notes, ask questions and explore with ideas from these artists.




Art forms, media and techniques
Experiment with drawing techniques and mediums eg. charcoal.
Experiment with wet mediums – acrylic paint, ink, water colour, oil paint.
Experiment with printing or collaging techniques.
Manipulate materials and explore techniques to develop and refine artwork
Art practice
 From media experimentation select, manipulate and discerningly apply materials, skills and processes to produce a final
artwork. Produce no less than three colours designs that explore ideas, colour and composition.
 Follow correct health and safety practices, respecting and acknowledging the work and rights of others.
Presentation
 Set up your body of work for final review.
 Select an appropriate space in which to display your work. Organise any necessary materials required to exhibit your
work.
 Organise and arrange thinking and working documents, take photographs of design development stages.
Reflection
 You must maintain ongoing personal reflections of all drawings, annotating the media and techniques used. Use your
journal to document the development of your artwork. Use art’s language appropriately and with sophistication.
 Write a 300 word artist statement that describes the development, meaning purpose and resolution of the artwork.
TASK 2: STUDENT TASK SHEET
INVESTIGATION YEAR 11 ATAR
UNIT 2
TYPE:
Identity
OUTCOMES:
Outcome 3: Responses to visual arts
Outcome 4: Visual arts in society
CONTENT:
Art interpretation
UNIT CONTEXT: Concepts: technological revolution, national identity, politics, gender,
rave, place and/or lifestyle.
Task
As part of the investigation component of your course, you are required to undertake a case
study examining the work of specific artists. A case study is an in-depth investigation into
the life and work of the artist that contextualises their practice and analyses their work in
terms of meaning, purpose and any issues their work raises. For this unit you will investigate
Frida Kahlo.
A case study consists of:
Historical study (research)
Critical study (visual analysis).
Your case study will be presented as:
1.
An illustrated written paper (1500–3000 words)
Time for the task
4 weeks, including some class time and as well as out of class working time.
Start Term 3 Wk 4 Tues
Due Term 3 Wk 8 Mon
What is the purpose of a Case Study?
There are three reasons:
1. You will be asked in exams/tests to discuss/analyse other artists’ work.
2. You may be asked in exams/tests to describe how their work may have
influenced you.
3. You can use the same research in your Art Production to demonstrate a practical
understanding of your Case Study research. (ie. Visual Influences)
How are Case Studies used in Exams/tests?
You are likely to get questions such as:
Using your investigation case studies as the source, write an essay using visual art language....
 Identify and discuss the purpose and function and meaning of the artwork.....
 Your own subjective point-of-view, how does their art present their ideas, beliefs, emotions,
attitudes and/or values? How might others interpret the work differently?
TASK 3: STUDENT TASK SHEET
YEAR 11 ATAR
UNIT 2
TYPE:
Critical analysis
OUTCOMES:
Outcome 1: Visual arts ideas and
Outcome 2: Visual arts skills, techniques and processes
CONTENT:
Art making
Concepts: technological revolution, national identity, politics, gender,
rave, place and/or lifestyle.
UNIT CONTEXT:
Task –
Critical Analysis 1 (In class assessment) Term 3 Wk 3 Mon
Critical Analysis 2 (In class assessment) Term 4 Wk 3 Mon
You are required to apply your critical analysis skills under examination conditions. These
assessments are to prepare you for the external written exam.
You are to complete two in-class critical analysis one with short answer questions that will
respond to unseen artworks the second as a comparative essay.
You will need to:

Critically analyse and evaluate the artworks

Interprets meanings and comments on the relationship between the art forms’
structure, purpose, ideas, issues, beliefs, emotions, attitudes and/or values
communicated.
Time for the task
One period will be given in class for each analysis task.
What you need to do
Visual analysis
 Examine the artworks carefully and identify/discuss the key features of the work.
 Discuss how you think the artworks have been constructed.
 Discuss materials, techniques and processes used in the artworks.
Personal response
 Justify your evaluation of the artworks, stating reasons or evidence for your opinions and
personal conclusions.
Meaning and purpose
 What are the artists trying to communicate and what techniques and processes have they
used to express their ideas?
 Ensure you offer a variety of interpretations about the meaning of the works.
 Support your analysis by referring to specific elements and features of the works.
Social, cultural and historical contexts
 Discuss any social, cultural or historical references in the works. Can you identify it
stylistically? Is it contemporary or more traditional in its style?
SCHEDULE FOR TEACHING
UNIT OUTLINE – YEAR 11 ATAR UNIT 2: IDENTITY
WEEK
2015
Term 3
LEARNING PROGRAM
Time duration 1 semester (15 Weeks)
Introduction
 Overview of Visual Arts Year 11 ATAR Unit 2
 Unit content
 Responsibilities, goal setting and independent
work.
ASSESSMENT
Introduce
All tasks for unit and
requirements.
Assessment Tasks
 Production, Critical Analysis & Investigation
 Expectations and requirements
 Due dates and school submission policy.
TEACHER
CHECKPOINTS
Organise
resources
 Copies of ATAR
course
 Task sheets.
Students to copy
dates into planners.
External Assessment
 Written examination paper
 Production examination –selecting work for
submission, size limitations
 Artist statement (300 words)
 Exams Sept/Oct school holidays
Semester 2 Expectations
1. Task 1-4 must be completed by end of term. See
task sheet for exact dates.
2. An in-class unseen will be set in Week 3, to
assess progress. With another being completed
Week 3 Term 4.
3. All students as expected to complete production
exercises during class time and homework.
4. After school tutorial will commence Week 2, while
the tutorials are optional, it advised that student’s
attend. Yr 12’s Wed & Yr 11 Thurs.
Unit Focus – Identity - Body
The human body can be symbolic of personal
and cultural identity. Our perceptions of the body
can touch on issues of gender, identity, politics
and perception of ourselves in an increasing
technological world. Artists throughout history
have represented the human body in many
different contexts; as an expression of ideal
beauty or to make political or social comment.
Contemporary artists have continued to explore
this dialogue, challenge traditional
representations and forge new lines of inquiry.
1-2
ATAR Exam.
Return last semester’s exam to students. Give brief
feedback. More detailed feedback will be given during the
afterschool tutorials.
Task 1 - Brainstorm & collection of images
Brainstorm ideas surrounding the ‘body’ and ‘identity’.
Consider objects, symbolism and parts of the body
relating to each idea. Discuss as a class. Look at the
works of Julie Dowling, Gordon Bennett and Kathe
Kollwitz. Add further to brainstorm.
For homework, students are to collect images and take
photos that reflect certain ideas as seen on their
Production
ATAR Exam to
return to students.
Analysis
Look at artists
concepts and
techniques:
Julie Dowling
Gordon Bennett
Kathe Kollwitz
Homework:
Collect images that
respond to ideas on
brainstorm. Images
WEEK
LEARNING PROGRAM
Time duration 1 semester (15 Weeks)
ASSESSMENT
brainstorm. Students may collect articles, and conduct
further research to focus on a few elements of ‘identity’.
DUE: Week 3 Monday
TEACHER
CHECKPOINTS
may be of the
physical body, artist
work, objects and
symbols or articles.
Task 2 - Observational drawings of the human form
Review of E&P’s –
handout and
examples.
Complete observed inquiry drawings of the body.
1. Figure drawing: execute a series of observational
drawings of the human figure exploring pose and
proportion. These drawings will range from 1
minutes gestures through to 20 minutes poses.
2. Exploratory and expressive drawing techniques:
use charcoal, markers and conte. Explore
shading, blending and directional hatching.
3. Experiment with wet media: inks.
Homework –
Complete short
answer analysis on
an image. Bring to
class to discuss.
Review of E&P’s
Discuss in relation to a work. Use formula that an
element is used to create a principle that then gives
purpose/meaning to the work. Demonstrate and students
are to practice writing examples.
Analysis
Students bring in their answers from the homework
analysis task and share with the class.
Art History
Week 1 – European Expressionism
General overview of movement. Breakdown of two
groups, Die Brucke and Blaue Reiter. Study work of
artists – Kirchner and Kandinsky. Purpose of work –
relate to identity and point of view.
Week 2 – Surrealism
Introduction to Dada and Surrealism – ideas, purpose,
interpretation.
Discussion of Dali and his work.
Timed unseen analysis using a few e&p’s.
3-5
Task 3 - Facial features (Wk 3) and self portraits (Wk
4/5)
1. Explore facial features, ratio and proportions of
the face. Focus on use of tone and form.
2. Create a self-portrait using photograph taken as
homework. Greyscale drawing is to be completed
using hatching and cross hatching. Students are
to look at Kathe Kollwitz & Julie Dowling’s work
and use of chiaroscuro and replicate similar
techniques in their greyscale portrait. Particular
attention is to be paid to the facial features. Work
with white conte onto black card.
3. Develop skin tone, hair and eye colour samples
with acrylic paint. Practice mixing colour using
acrylic paint and using layering techniques to
build up tones and create three dimensional
form.
4. Use these samples to create details from the
self-portrait study.
5. Add colour to drawing and figure studies.
Develop colour schemes exploring realistic,
complementary and symbolic colour palettes.
Critical Analysis- Unseen Image Week 3 Monday
Students will have the duration of one period to complete
an unseen analysis. The assessment will be structured in
short answer layout, similar to section one of the exam.
Production
Analysis
Investigation
Homework:
Take a self-portrait
photograph to bring
to class so that it
can be photocopied
to greyscale.
Due Week 4.
Discussion:
Colour relationships
such as
complimentary,
analogous and
triadic colour
schemes.
Julie Dowling &
Kathe Kollwitz –
Discuss work in
more detail.
Look at chiaroscuro
technique by
Dowling. Use of
hatching and
shading in Kollwitz.
Discuss ideas
behind their work.
WEEK
LEARNING PROGRAM
Time duration 1 semester (15 Weeks)
ASSESSMENT
TEACHER
CHECKPOINTS
Investigation Task – Begin Week 4 Tuesday
Distribute task sheet and notes sheet.
Give information handout and website links.
Discuss and watch videos on Frida Kahlo. Look at
examples of her work.
1. 1 period of class time given to research.
2. Additional research completed at home.
Research notes should be completed by end of
Week 6.
3. Good copy will be written at home.
4. Check points/opportunities to ask questions will
be given during the four weeks.
Due Date - Week 8 Monday
Art History
Week 3 – Frida Kahlo
Background information on artist – links to Naïve art and
Surrealism. Look at life experiences that impacted the
development of Kahlo’s work: physical and emotional
pain and turbulent relationships. Link to identity and point
of view.
Art History
Week 4 – Gordon Bennett
Background information on artist. Postmodernist
approach to artwork and media. Use of appropriation.
Links to identity and point of view.
Art History
Week 5 – Use of symbolism
Using artists such as Kahlo, Bennett and Dali – discuss
the use of symbolism in art works and how this links to
identity and point of view. Conduct an image analysis as
a class on a chosen work.
6-8
Task 4 - Anatomical studies of body parts.
Develop a series of analytical and expressive anatomical
studies focusing on the skeleton and various body parts
in accurate ratio.
Silhouettes
Students are to take a full body photograph of
themselves as a silhouette (bright background to cause
shadow on figure).
Print out photo and cut out silhouette. Create a brightly
coloured background that is either drawn or collages that
communicate a identity. Consider objects, words and
clothing and how the silhouetted figure is posed.
Art History/Analysis
Week 6 – Unseen Analysis
Practice inclass analysis. One period of time given.
Art History
Week 7/8 – Angry Penguins
Historical context – connections to expressionism and
surrealism as influences.
Artists – Boyd, Tucker, Nolan & Hester.
Look at the individual Angry Penguin artists and their
achievements as a group and connections to point of
view/identity.
Production
Week 8 – Artist
Investigation DUE
Monday.
WEEK
9-10
LEARNING PROGRAM
Time duration 1 semester (15 Weeks)
ART CAMP Week 9 WEDNESDAY TO FRIDAY
ASSESSMENT
TEACHER
CHECKPOINTS
Production
Whilst on camp, students will:
1. Complete tasks 1-4.
2. Further extend on works completed to develop
idea of ‘body’ and identity.
3. Complete any set activities/tasks as outlines by
the teacher.
4. Begin brainstorming and developing possible
thumbnails for final.
5. Look through art books to find artistic influence.
6. Begin small media tests.
On return to school:
Students will conduct further research on their ideas
formed on art camp. Development of ‘identity’ concepts
will be narrowed down and compositions will be made.
Students are to work towards their final design, which is
expected first day back next term.
HOLIDAYS:
Complete no less than three designs for your final.
Decide on materials, skills and processes. You may
choose to use processes used throughout the duration of
the term. Explore alternative compositions and ideas.
At least 3 designs are required; these must be
brought to class first day back.
Term 4
Week 1
Students submit ideas for their final.
Ideas are refined.
Complete one final design – considering materials
required, colour and composition.
FINAL DESIGN DUE AT THE END OF WEEK 1.
Week 2
Art forms, media and techniques
 Finalise final design and create mock up artworks,
trialling the success of the final design. Make
adjustments as required.

Presentation
 Consider how you will display your final artwork and your
body of work.

Art practice
 Organise materials needed for your final artwork before
end of this week.
Art History
Week 1 – Summary of the semester.
Table summary and comparison of artists and
movements studied this term – expressionism,
surrealism, Kahlo, Bennett.
Art History
Week 2 – Quote review.
Responding to a quote relating to your artist.
Production
Homework:
Ensure final design
in completed by the
end of Week 1.
Materials to be
advised by students
and given to
teacher by Week 2
so that any orders
may be put in.
LEARNING PROGRAM
Time duration 1 semester (15 Weeks)
WEEK
ASSESSMENT
Review structure and what should be included.
Look at examples.
Write practice example.
Create summary sheet on artist to be used later for exam
revision.
3
Task 5 Production
Students begin working on the production piece
Production
Analysis
Inclass Unseen Analysis
Week 3 Monday
Students will sit an inclass unseen analysis.
Art History
Week 3 – Unseen review.
Practice and discuss responding to short answer for
unseen analysis.
4-5
Task 5 Production
Students continue working on the production piece.
Production
Revision
Art language, e&p’s, writing strong responses. Unseen
critical analysis.
6 -7
Artist Statement (Begin Week 7)
Students are to begin to write their 300 word artist
statement. Due the same day as their final production.
Revision
Quote review. Practice writing introductions and planning
a layout for an essay. Timed responses.
Task 5 Production
Students finish working on their production piece.
Artist Statement
Students are to write their 300 word artist statement. Due
the same day as their final production.
FINAL PRODUCTION PIECE DUE WEEK 6 FRIDAY
Revision
Exam structure. Questions and answer time.
8
EXAMS
Production
TEACHER
CHECKPOINTS