Professional Documents
Culture Documents
Year 8 Printmaking Unit Plan
Year 8 Printmaking Unit Plan
D: 2137284
Achievement standard/s
By the end of Year 8, students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this
knowledge in their art making. They explain how an artwork is displayed to enhance its meaning. They evaluate how they and others are influenced by
artworks from different cultures, times and places.
Students plan their art making in response to exploration of techniques and processes used in their own and others artworks. They demonstrate use of
visual conventions, techniques and processes to communicate meaning in their artworks.
Content descriptions please reference relevant content description/s addressed by this task
Visual Arts:
8.1 Experiment with visual arts conventions and techniques, including exploration of techniques used by Aboriginal and Torres Strait Islander artists, to
represent a theme, concept or idea in their artwork
8.2 Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and processes
8.3 Develop planning skills for art-making by exploring techniques and processes used by different artists
8.4 Practise techniques and processes to enhance representation of ideas in their art-making
8.5 Present artwork demonstrating consideration of how the artwork is displayed to enhance the artists intention to an audience
8.6 Analyse how artists use visual conventions in artworks
8.7 Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-
making, starting with Australian artworks including those of Aboriginal and Torres Strait Islander Peoples
Personal and
Critical and Ethical Intercultural
General capabilities Literacy Numeracy ICT capability social
creative thinking behaviour understanding
capability
Background information
CLASS DESCRIPTION:
o Class consists of 20 (8C) AND 22 (8D) Year 8 students of mixed gender and cultural background. The class also
has students who are both gifted and challenged in their artistic skills. This unit plan is inclusive of all skill levels,
with extra activities for those who excel and assessment activities which can be altered to cater for students who
have a lower skill level.
o Those with the lower skill level are given more guidance, feedback and encouragement in the classroom
environment.
o Even though this class has a mixed ability, 90% of the students are driven and stay on task.
o This class has 5 lessons a week. Two doubles and one single.
8C:
Brodie: Brodie suffers from ASD- Autism and ADHD. In order to keep him on track, it is important to check up on him
constantly, and observe his work. He will often wander and sneak out of the classroom- make sure to keep the door
closed and remind him he needs to stay seated. Some of his Strengths/Motivations are lego, history and football and he
also loves reading.
Blair: Blair suffers from Galactosaemia, which is a metabolic disorder which affects the bodys ability to process
galactose. As a result of this condition his speech and language development is affected. His understanding of
instructions and task sequence must be monitored by the teacher. Use visual cues to assist understanding. Responds
well to hands-on work, lots of praise and positive reinforcement. Also can assist learning through breaking down
instructions into smaller steps.
8D:
Kaleb: Also suffers from ADD and ADHD. Can be very disobedient and will not listen to instructions if it is not something
that he is interested in. Has an obsession/addiction to Minecraft. It is important that he is seated at the front of the
class where his laptop screen is visible to the teacher. Laptops should not be used or open if not required in the task, as
he will access Minecraft websites straight away. Do not allow him to back chat.
PRIOR KNOWLEGE:
o Clay work
o Foundation knowledge of Visual Art Elements and Principles.
o Foundation drawing and painting skills
TEACHER INPUT:
o Scaffolding through building skill knowledge through assessment tasks which build on the knowledge learned in
the previous task and applying this knowledge in a different task.
o Demonstrations of traditional Indigenous dot painting techniques
o Feedback is given verbally during class, and also when rubric is returned to students after completion of
artworks and written tasks.
Unit Aims
o Building a deep understanding of different printmaking styles and collograph printing techniques.
o Visual Art Conventions and Techniques from different artists are explored and interpreted through research
and experimentation
o Visual Art Elements and Principles knowledge is built upon, and considered within the composition of
artworks.
Task description
JULIA WOODALL EDUC3531 STUDENT I.D: 2137284
WEEK 1
LESSON 1 (45 mins):
Welcome
Introduction into Printmaking. 8.1
WHOLE CLASS DISCUSSION: Referring to Japanese wood block
prints: discuss composition, designs and printing techniques and 8.3
processes.
8.6
Explain the assessment tasks for this unit (as highlighted on
Topic Handout) 8.7
Assessment Task #1: Completed drawing which serves as a
template design for the final print AS WELL AS completed String
Plate used for printing as a physical representation of creative
preparation and printmaking processes.
Assessment Task #2: Written Research Project of an Australian
Printmaker.
Assessment Task #3: 3 finished Collograph prints. One must be
monochrome, one must be in colour and the last must be printed
on a different kind of paper. Eg. Newspaper. ASSESSEMENT: TEACHER
The rest of this lesson can be spent with the students developing OBSERVATION AND
a drawn design for their plate, with a SHELL theme. FEEDBACK (formative)
RESOURCES:
(ongoing throughout unit)
Teacher: bring in different plates to show for examples- lino and
drypoint. OBSERVING:
Introduction to Printmaking handout
Assessment Outline handout + rubric Understanding of
Shell design handouts composition
Are students
LESSON 2 + 3 (1 hr 25 mins): considering negative
and positive space?
Quick re-cap of the content covered in last lesson and lesson Are students
outline and expectations considering the line and Commented [JW1]: At the beginning of each lesson, students
This lesson, students will spend drawing their design for their 8.2 pattern within their are settled and the learning intention and lesson recap is discussed,
plate and print on paper, the paper should be drawn up to the composition to create so students are aware of my expectations of them as well as making
links between the last lesson.
same size the plate will be. Students should take into 8.3 tone and movement in
consideration- composition, line, pattern, as well as negative and 8.4 their works?
positive space. (Classroom expectations include art room
FEEDBACK:
etiquette, clean up).
RESOURCES: Give feedback to
Greylead pencils/fine liner pens students in regard to
A3 white paper their progress in skill
Shell Design handout development and
understanding. Guide
LESSON 4 + 5 (1 hr 15 mins):
and encourage those
Recap of last lesson and intended learning outcomes. who may be struggling.
Students may continue to work on their designs however this is ASSESSMENT: GROUP
the last class that they can spend on drawing them.
DISCUSSION/PEER
GROUP DISCUSSION/PEER EVALUATION: After the first period, Commented [JW2]: STRATEGY: Peer and self-evaluation,
8.2 EVALUATION (formative)
students are to display their designs on the middle table, good particularly in art allows students to think critically about their
examples and positive elements should also be acknowledged as 8.3 Students place their progress so far, especially in regard to time management.
a way for students to recognise the standard of work that is work on the table to be
expected. Also use this discussion to highlight to those students 8.4 observed by the group,
who need to use their time more wisely. 8.6 feedback is given. This
For those who finish, they can begin drawing their designs onto also allows the teacher
the cardboard plate, as a guide to which they will glue the string to observe student
to. progress.
HOMEWORK: Students who have not finished their designs must
ASSESSMENT TASK #1:
finish them for homework in preparation for next weeks class.
DRAWING OF TEMPLATE
RESOURCES: DESIGN + COMPLETED
JULIA WOODALL EDUC3531 STUDENT I.D: 2137284
Cardboard Plate
Scissors
Rollers
Paper- white, craft, coloured, newspaper
Newspaper to cover tables
Gloves?
Smocks?
Watercolour paints/pencils
REFERENCE LIST:
Australian Curriculum, Assessment and Reporting Authority (ACARA),. (2016). Visual Arts, Education Services
Australia Limited. <http://www.australiancurriculum.edu.au/the-arts/visual-arts/curriculum/f-10?layout=1>
The Department for Education and Child Development,. (2016). TfEL Teachers' Companion, South Australian
Teaching for Effective Learning.