Irene McCormack Catholic College
Visual Arts
3AVAR Commentaries
‘Dainty or Macho?’
Carlos Hernandez, ‘Always
Experiment’ 2013
106754771
Chuck Sperry, ‘Thalia’
2013
Amazing Hancock
Brothers, ‘Untitled’ 2013
Unit 3AVAR
Assessment Outline
Commentaries: ‘Dainty or Macho?’
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.
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
commentaries on the portrayal of men and women.
You will explore a range of printing techniques
while producing the following:
1. Brainstorm & collection of images
2. Observational drawing of male/female still life
3. Print workshop – lino, screen and etching
4. Compilation of print
5. Final Production (Due: 2015 Term 2 Wk 1 Tues)
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 have a choice of investigating either a
female Australian artist or a Feminist movement
artist. (See task sheet for artists)
Start: 2015 Term 1 Wk 1 Wed
Due: 2015 Term 2 Wk 5 Wed
Outcome
1
Visual Arts
ideas
Outcome 2
Visual Arts
skills,
techniques
& processes




Outcome 3
Responses
to Visual Arts
Outcome 4
Visual Arts in
society






Task 3
In Class: Unseen Image Analysis
Term 4 2014 Week 6 Monday
Task 4
In Class: Comparative Essay
Term 1 2015 Wk 7 Monday
Exam
106754771
20%
Task 5
Examination including an unseen critical analysis,
image analysis and case study.
2015 Term 2 Wk 5/6 date TBA
STUDENT TASK SHEET
UNIT 3AVAR
Commentaries
TYPE:
Production
OUTCOMES:
Outcome 1: Visual arts ideas
Outcome 2: Visual arts skills, techniques & processes
CONTENT:
Art making
UNIT CONTEXT:
Concepts: politics, gender, place and/or lifestyle.
Gender constantly surrounds us, whether it be in the clothes we wear, the actions
we make, or even in the art we view. Gender has been represented in art for
thousands of years and quite often either feminine aspects or masculine aspects
are depicted in the piece of work. Gender is socially constructed and the
stereotype or roles of men and women have changed over the years. More recently,
contemporary artists have continued to explore this dialogue, challenge traditional
representations and forge new lines of inquiry.
Exploration into the differences of men or women will culminate in the creation of a body
of work that communicates meaning or raises questions relating to gender. The work on
gender may look at historical representations of either sex or more contemporary issues
surrounding these stereotypes or associated roles.
You will create an artwork using print or mixed media that explores the idea ‘dainty or
macho’ and how it is used to communicate gender.
Time for the task
15 weeks
Task 1/ Brainstorm & collection of images
Task 2/ Observational drawings of male/female still life
Task 3/ Print workshop – Lino, screen & etching
Task 4/ Compilation of print
Task 5/ Final Artwork
Due: Term 4 Wk 4 Monday
Due: Term 4 Wk 6 Friday
Due: Term 4 Wk 7 Friday
Due: Term 4 Wk 8 Friday
Due: Term 2 Wk 1 Tuesday
(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.
What you need to do…
Inquiry
Task 1 / Brainstorm & collection of images
- Participate in a class discussion of topics relating to ‘dainty or macho?’
- How differently are men and women portrayed? Has this changed over time?
- Discuss artists from the 1960’s Feminism movement. Show artists work and annotate.
- Create a brainstorm of ideas that collects all ideas relating to gender.
- Begin collecting images to represent both genders. Collage in folio. Images must be grouped into patterns, objects and
activities/roles.
Task 2/ Observational drawings of masculine and feminine still life
- Participate in a class still life workshop drawing a group of objects that have typically male or female qualities.
- Focus on scale, value and space.
- Look at artist – Joan Berg Victor – complete still life drawing with aquarelles using Berg Victors ‘colouring technique’.
Task 3/ Print workshop – lino, etching & screen-print
- Develop a male/female pattern and create a lino print.
- Develop an etching of a male/female object.
- Develop a screen-print of a male/female activity/role/figure.
Task 4/ Compilation of print
- Study the work of contemporary printmakers – the Hancock Brothers. Annotate samples in folio.
- Using 3 techniques of print (lino, etch, screen-print), layer your previously developed printing plates to create a
‘Hancock Brother’ inspired print.
-
Task 5/ Final Production:
Drawing from the ideas and skills exploring in Task 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 commentaries of ‘dainty or macho’.
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 points of view.
 Consider manipulating visual language to create patterns and textures, such as camouflage.
Visual influence
 Look for inspiration from one or more artists, such as Joan Berg Victor, Carlos Hernandez, Hancock Brothers or Chuck
Sperry. Keep notes, ask questions and explore with ideas from these artists.
Art forms, media and techniques
 Experiment with drawing techniques and mediums eg. Pencil and aquarelles.
 Experiment with printing techniques – lino, etching and screen-printing.
 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 TASK SHEET: 3AVAR
INVESTIGATION
UNIT 3AVAR
TYPE:
Commentaries
OUTCOMES:
Outcome 3: Responses to visual arts
Outcome 4: Visual arts in society
CONTENT:
Art interpretation
UNIT CONTEXT: Concepts: 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 have the
choice of the artist you investigate. Select one artist from the lists below:
Female Australian Artist
OR
- Margaret Olley
- Margaret Preston
- Grace Cossington-Smith
Feminist Artist
- Julie Chicago
- Barbara Kruger
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 1 Wk 1 Wed
Due Term 1 Wk 5 Wed
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
UNIT 3AVAR
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 (In class assessment) Term 4 2014 Wk 6 Mon
Comparative Analysis (In class assessment) Term 1 2015 Wk 7 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 – 3A VAR: Commentaries
WEEK
2014
Term 4
1
LEARNING PROGRAM
Time duration 1 semester (15 Weeks)
Introduction
 Overview of Visual Arts 3AVAR
 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.
 Written examination paper
 Artist statement (300 words)
TEACHER
CHECKPOINTS
Organise
resources
 Copies of
3BVAR course
 Task sheets.
Students to copy
dates into planners.
Semester 1 Expectations
1. Task 1-4 must be completed by end of first term.
See task sheet for exact dates.
2. An in-class unseen will be set in Week 6, to
assess progress. With an inclass comparative
analysis being completed Week 7 Term 1 2015.
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 students
attend.
Unit Focus – Commentaries – ‘Dainty or Macho?’
Gender constantly surrounds us, whether it be in
the clothes we wear, the actions we make, or
even in the art we view. Gender has been
represented in art for thousands of years and
quite often either feminine aspects or masculine
aspects are depicted in the piece of work. Gender
is socially constructed and the stereotype or
roles of men and women have changed over the
years. More recently, contemporary artists have
continued to explore this dialogue, challenge
traditional representations and forge new lines of
inquiry.
1-2
3AVAR Exam.
Distribute last semester’s exam to students. Give brief
feedback about how students went. More detailed
feedback will be given during the afterschool tutorials.
Task 1 - Brainstorm & collection of images
Brainstorm ideas surrounding gender roles and portrayal
of men and women. Discuss how time has changed
these roles. What is today’s current outlook on gender?
Production
3A Exam.
Analysis
Look at artists
concepts and
techniques:
Feminism art
Guerrilla Girls
Julie Chicago
Barbara Kruger
Look at the works and purpose behind the Feminism Art
Movement in the 1960’s. Give reference to what art was
like before and after. What was the reason for change?
Look at the work of artists such as the Guerrilla Girls,
Julie Chicago and Barbara Kruger.
Homework:
Collect images that
respond to ideas on
brainstorm. Images
must be of bother
men and women.
For homework, students are to collect images and take
photos that reflect certain patterns, objects and
Review of E&P’s –
WEEK
LEARNING PROGRAM
Time duration 1 semester (15 Weeks)
ASSESSMENT
roles/activities of both men and women. Students may
collect articles, and conduct further research to focus on
a few elements of ‘gender’.
DUE: Week 4 Monday
TEACHER
CHECKPOINTS
handout and
examples.
Homework –
Complete short
answer analysis on
an image. Bring to
class to discuss.
Task 2 - Observational drawings of feminine and
masculine still life.
Complete a warm up exercise of drawing an apple and
using oil pastels to correctly add colour and tone to the
work. Focus on layering pastels correctly to achieve
desired outcome.
Homework –
Compile timeline of
Art History.
Complete observed inquiry drawings of the still life
arrangement.
1. Students are to one drawing – either the female
still life or the male still life.
2. Using the artist Joan Berg Victor as inspiration,
students are to complete their still life drawings
using Victor’s technique of applying colour.
3. Colour will be applied using aquarelles.
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 – 1960’s Feminist Movement
General overview of movement.
Study work of artists – Guerrilla Girls, Julie Chicago,
Barbara Kruger.
Purpose of work – discuss.
Week 2 – Female Impressionist Artists
Discussion of Impressionism movement.
Focus on Mary Cassatt and Berthe Morisot.
Timed unseen analysis using a few e&p’s.
3-5
Task 3 – Print Workshop
1. Lino Students are to use their female/male based
pattern (as developed for homework) to carve out
a small sample for a lino print.
 Carving rules, equipment and practice will be
explained to students. Procedure noted down in
folios.
 Samples of prints to be completed.
2. Etching –
 Students are shown types of etching.
 Process is demonstrated and explained.
 Students note down process in folios.
 Female/male object is etched into plate.
 Etching samples are placed in folio.
3. Screenprint  Students use their chosen imagery of a
male/female role/activity and create their
screenprinting template.
Production
Analysis
Investigation
Homework:
Create a female or
male based pattern
based on collected
images. Will be
used for lino print.
Due Week 4.
Hancock Brothers
Discuss their
printing style and
process.
Look at examples of
their prints.
Use printing
techniques to
replicate. Compile
page in folio.
LEARNING PROGRAM
Time duration 1 semester (15 Weeks)
WEEK

ASSESSMENT
TEACHER
CHECKPOINTS
Students are shown screenprinting process and
equipment and create samples of their screen
print.
Critical Analysis- Unseen Image T4 Week 6 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.
Art History
Week 4 – Female Australia Artists.
Background information on Margaret Olley, Maragret
Preston and Grace Cossington Smith.
Give context to their time and place.
Discuss purpose behind their work.
Look at examples of works.
Art History
Week 5 – How to write a comparative response
Students will look at how to structure an essay response
comparing two different artworks.
Examples will be looked at and students will attempt their
own response.
6-8
Task 4 – Compilation of print
Students will use the work of the print artists – the
Hancock brothers – to layer their various samples of
prints previously completed to compose a mix matched
print.
Production
Art History/Analysis
Week 6 – Unseen Analysis
Practice inclass analysis. One period of time given.
HOLIDAYS:
If possible, start collecting sources of inspiration relating
to ‘Dainty or Macho’ that can be used to inspire the final
body of work. If you can, complete drawings or create
compositions that may assist you on your return to
school.
Term 1
2015
1-2
Week 1
Students begin compiling thumbnail sketches,
researching their ideas, narrowing down
concepts/meanings and seeking artist inspiration to put
together their designs.
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 2.
Investigation Task – Begin T1 Wk 1 Wednesday
Distribute task sheet and notes sheet.
Give information handout and website links.
Discuss and watch videos on 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 .
3. Good copy will be written at home.
Production
Homework:
Ensure final design
in completed by the
end of Week 2.
Materials to be
advised by students
and given to
teacher by Week 3
so that any orders
may be put in.
WEEK
LEARNING PROGRAM
Time duration 1 semester (15 Weeks)
ASSESSMENT
4. Check points/opportunities to ask questions will
be given during the four weeks.
Due Date – T1 Wk 5 Wednesday
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 – feminist art,
impressionism, Australian Art, printmakers.
Art History
Week 2 – Quote review.
Responding to a quote relating to your artist.
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
Complete media testing.
Students begin working on the production piece
Production
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
Task 5 Production
Students continue working on the production piece.
Production
Analysis
Inclass Unseen Analysis
Week 7 Monday
Students will sit an inclass unseen analysis.
Revision
Quote review. Practice writing introductions and planning
a layout for an essay. Timed responses.
8
Task 5 Production
Artist Statement
Students are to write their 300 word artist statement. Due
Production
TEACHER
CHECKPOINTS
LEARNING PROGRAM
Time duration 1 semester (15 Weeks)
WEEK
ASSESSMENT
the same day as their final production.
Revision
Exam structure. Questions and answer time.
9
Task 5 Production
Continue production work – finish over holidays.
Artist Statement (Homework over holidays)
Students are to begin to write their 300 word artist
statement. Due the same day as their final production.
2015
Term 2
1
2
onwards
5/6
FINAL PRODUCTION PIECE DUE TUESDAY WK 1
Students finish working on their production piece.
Submit Artist Statement
Start Semester 2 Project
Complete exam revision.
Exams
Production
TEACHER
CHECKPOINTS