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1. Unit Plan:
Name:
EDUC91119 Unit Plan 2022 1
Unit Plan Title: Diversity, Well-being and Nature-based Arts Practice
Timing and Duration: 20 lessons
Year Group: Year 7/8 Visual Art

Unit Overview and Focus
Process-based art practice, Site/Self Specific Artworks, Creativity, Diversity, Freedom, Ecologies, First Nation peoples Sovereignty, Cultural Safety, Building Community, Experimentation, Meaning-Making

Visual Arts 7-10
Contemporary Art Practice- Thinking, Responding, Making.
Beliefs and Values of Individuals and Society
Identity and Community Building
Process-based Art Making

Emotional Wellbeing
Social and Moral Growth
Personal and Social Capabilities
Development of artistic materials, techniques and processes
Style, Art Elements and Art Principles
Convey meaning through art to audiences
Development of an informed point of view


Aboriginal and Torres Strait Islander people's histories, custodianship, truth-telling
Decolonisation
Stolen Land
Cultural Safety

Key Understandings and Essential Questions
Identity, Self, Communities, Values, Deep Ecology, Custodianship of the land and animals
Who am I? How can we work together towards a better world? What is supportive feedback?

Assessment Evidence
Criteria Description
Portfolio for Arts-based research

Drawing exercises
Life Drawing studies
Class participation
Development of the ability to provide feedback

Finished Artwork, Display, Feedback Unit Exhibition- Self-portrait, Cactus Sculpture, Protest Art, Clay Animals in Habitat, Print, Participation in feedback,
Presentation for Audiences

Integrated teaching, learning and assessment activities
Content Teaching, learning and assessment Resources

Healesville Sanctuary- Deep Ecology, First Nations Sovereignty, Truth-telling,
Custodianship of the land, Habitat.

Local Threatened Species and Wurundjeri Walk
Arts-based research

https://www.zoo.org.au/healesville/habitats/main-track/
https://www.zoo.org.au/education/excursion-programs/stem-for-
endangered-animals-7-8/
https://www.zoo.org.au/fighting-extinction/local-threatened-species/


Botanic Gardens-Arid Garden

How plants adapt to different environments
Sculptural elements of plants
Nature-based arts research


https://www.abc.net.au/gardening/how-to/arid-garden,-
melbourne/13334114
https://www.rbg.vic.gov.au/melbourne-gardens/discover-melbourne-
gardens/melbourne-gardens-living-collections/cacti-and-succulent/


Lesson Sequence

2. Unit Plan:
Name:
EDUC91119 Unit Plan 2022 2
Lesson Description
Prior Knowledge  Confident use of basic art materials and/or laptop.
 Building feedback skills and deeper meaning behind artworks
 Building from diverse learning abilities due to socio-cultural, socio-economic, Neuro-Variability (Cast, 2018).
 Some English proficiency

Lesson 1 Reflective Badge: Who Am I?

 Discussion about Aboriginal and Torres Strait Islander people's sovereignty of this land over 6000 generations of custodianship- EAL glossary list
 What am I hoping to achieve this year in Visual Art? Questioning the Purpose of Art Education
 Design a badge- What are my interests and values?
 Integration of students' voices into the group to influence the unit
 The teacher informs students that she can discuss ANY concerns after each class- Students who feel their emotional well-being is supported in a classroom are more likely to self-regulate their behaviour and be
engaged in their learning (Reyes et al., 2012). It aims to enhance students’ social and moral growth (Evertson et al., 2015).
 “Metacognition extends to self-regulation or managing one's own motivation toward learning” (HITS, 2023)
 Sustainability initiative to harvest waste materials from the school, such as tetra packs for use in artworks or printing- sign making by students during 1
st
lesson
 Access local waste resources such as denim samples and offcuts from my contact

Lesson 2 Self-portraiture Making Lesson

 Self-portraiture PowerPoint- EAL students can use Read Aloud in their chosen language
 Autobiographical experience- Student voice
 Complete a self-portrait in 1 lesson + homework
 Student-led pedagogy- medium Cardboard Relief, Pencil, Charcoal, Paint, Collage, Digital, Video, Gif.
 Provides the teacher with evidence of the class's diverse skills and abilities, enabling further customisation of lessons for all abilities.
 Identity can be found in art…Building a sense of accomplishment in the expression of oneself (Dewey, 1938)
 Worked examples from previous student’s work (HITS, 2023)

Lesson 3 Self-portraiture Responding Lesson

 Acknowledgement of Country- Wurundjeri Seasons poster displayed in class
 Equity pedagogy, sociocultural teaching, and social justice teaching (Sleeter, 2011)
 Respond and Interpret- First Nations using Self-portrait PowerPoint on a First Nations artist
 Acceptance of diverse values and beliefs in the studio classroom
 Display self-portraits together on the class poster
 Indigenous perspectives- moving away from dominance and exploitation towards stewardship and reciprocity (Kimmerer, 2013).

Lesson 4 Constraint Drawing Exercises in Portfolio- Life drawing

 Teaching resources on drawing pencils and shading
 Drawing in pairs- cooperative and collaborative learning
 Explicit Teaching: 1-minute quick drawing of a chair/draw the chair without looking at the paper, one line drawing.
 5-minute drawings of shoe/hand
 10-minute drawing of an apple using shading techniques
 15-minute drawing of a pineapple using shading techniques with lead pencils

3. Unit Plan:
Name:
EDUC91119 Unit Plan 2022 3
Lesson 5 Excursion to Botanic Gardens to draw Cactuses

 Drawing in portfolios at the Arid Garden at the Botanic Gardens
 Drawing studies in the field
 Nature as art inspiration- Art Nouveau
 Investigation of natural forms and patterns from plants (Spiral, Fractal, Tessellation)
 Differentiation for diverse abilities provided through leaf rubbings and nature frottage

Lesson 6 Group work Cactus Sculpture

 In groups (3 students), create a Cactus Sculpture from drawings at the Arid Garden
 Sculpture should comprise a large cactus form with detailed elements
 Explicit teaching- Using basic internal wire frame, straw, twine, paper mâché (sustainable materials)
 Techniques of binding, layering
 Co-operative and collaborative learning

Lesson 7
Finishing off Cactus Sculptures and Feedback

 Finish off Cactus Sculptures and prepare to present
 Cactuses are displayed by students in the studio classroom
 Each group provides feedback via a Post-it note for each cactus sculpture
 Artists convey meaning or emotion through Art- open to interpretations by audiences
 Introduction of the RISE Model for peer-to-peer feedback- download the RISE poster for the classroom wall (Wray, 2011
Lesson 8 Protest Art Poster

 A 100-word story about you in the future. Hopes, dreams, fears for the future, technology, climate change, Anthropocene
 A4/A3 Collage to convey a message- Political, Environmental, Treaty, Sustainability, Anti-War, Black Lives Matter, Free Palestine, LGBTIQA+ Rights, Peace, Wildlife Protection.
 Explicit teaching- Students as Agents of Change- Introduction to the Guerrilla Girls (Anti-establishment) and Dada
 Student Questioning (HITS, 2023)- Self and Society
 Post-Capitalist, Post-Neoliberal, Post-Government, Post-Colonial Lens
 Artistic Intentions/Visual Conventions
 Defiance against power- critical thinking

Lesson 9 Protest Art Poster cont.

 Zine and Badge-making about passions and interests using visual language- self publishing
 Create a visual story in a zine that references your 100-word story from the previous lesson.
 Zine & Badge Swap with peers
 Scaffolding- use of worked examples of zines and badges from teacher and previous students

4. Unit Plan:
Name:
EDUC91119 Unit Plan 2022 4
Lesson 10 Drawing Studies at Healesville Sanctuary for Clay Animals

 Deep Ecology- Excursion to Healesville Sanctuary- Place-based learning, Arts-based research
 Wurundjeri Walk- Aboriginal and Torres Strait histories of William Barak and Coranderrk
 Cross-curricular priority Aboriginal and Torres Strait Islander people's content
 Natural environment immersion
 Portfolio drawing, animal studies, photography, and bird studies at ‘Spirits of the Sky’ native bird performance at Healesville Sanctuary.
 Documentation of place-based research in portfolios for development into artworks

Lesson 11 Clay Animals

 Fighting Extinction Resource Research- Healesville Sanctuary Website- research 27 priority species
 Focus on endangered animals, loss of habitat- ethical capability
 Clay sculptures of native animals
 Explicit teaching- Workshop basic clay building techniques and tools at the beginning of class
 Explicit teaching- Students are taught how to remove air bubbles from their clay by kneading


Lesson 12 Habitat for Clay Animals

 Goal setting-Finish Clay Animals ready for bisque firing by the end of the lesson
 When finished, begin creating a habitat for the clay animal using collage, drawing, painting, and pencil.
 Online research into habitat specific to chosen animal

Lesson 13 Clay Animals in their Habitat

 Explicit teaching: Students apply a basic colour range of glaze for their animals- finish for glaze firing after the lesson
 Think about display options for their work: suspended, wall-mounted, plinth, floor work
 Finish off the habitat for clay animals
 Set-up artworks for display for next lesson

Lesson 14 Studio Gallery Walk and Arts-based Research

 Each student gives a small introduction to their work; what is the animal? Something about their habitat? Interesting fact?
 Students give feedback on each other's work using the RISE Model, teacher assistance with prompts
 Online Gallery Walk- NGV Wurrdha Marra Indigenous Collection
 Student feedback on one artwork from the exhibition- 50 words using the RISE Model
 Research on Google Arts and Culture on an International Gallery (e.g. Tate)- select an artwork 50-word feedback on the artwork using RISE Model

Lesson 15 Printing Project- Portfolio Drawing

 Students develop an image for an A5 print from drawings in their portfolio or life drawings of natural elements e.g. insects, clouds, weather, plants
 Students can draw outside, collect interesting leaves
 The subject matter could be friends, animals, self-portraits, nature, or plants.
 Reinforcement of Unit, Repetition
 Differentiated teaching in content, process, product (HITS, 2023): Photo essay on the natural environment, Photoshop colouring, filters, add text

Lesson 16 Printing Workshop

 Explicit Teaching- Discussion and demonstration: Printing methods including Geli Plate, Lino, Etching, Cyanotype

5. Unit Plan:
Name:
EDUC91119 Unit Plan 2022 5
 Safety Induction into carving tools
 Students choose 2 methods of printing, using natural materials and/or their portfolio drawings
 Pre-soak paper with cyanotype; keep away from sunlight until use
 Teacher demonstrates how to transfer their drawing onto Lino, Etching plate
 Photocopy drawings onto transfer film for cyanotype
 Check for understanding
 Differentiation- multiple activities of varying degrees of difficulty (HITS, 2023)

Lesson 17 Student-led Carving and Printing

 Students begin carving or etching, exposing cyanotype prints to sunlight
 Printing assistance is provided as required, one-on-one, at two printing stations, and peer-to-peer learning is also provided.
 Building various art-related skills and techniques in a studio-based art practice
 Students start to drive their own making in an inquiry/play-based model of learning

Lesson 18 Goal setting-Finishing off All Artworks Day

 All artworks are to be revisited and completed
 Artworks are mounted and framed using thick paper by the art technician
 Student artists begin to display all their work from this unit in our classroom gallery
 Desks will be stacked to one side of the class, plinths and wall space will be provided for students to exhibit their work
 Explicit teaching of display techniques, height, and relation to other artworks for the audience

Lesson 19 Unit Exhibition

 Students display all their artwork from this unit of work
 Feedback session for every student focusing on underlying themes in each student's work using the RISE Interpret Model and display feedback- Multiple exposures (HITS, 2023)
 Exhibition photos uploaded to the school newsletter

Lesson 20 Excursion to the Science Gallery

 Gallery Walk as a group, with informal discussions- teacher and peer-to-peer feedback
 Students write 50-word feedback for one artwork using the RISE Model
 Students sketch artwork in their portfolios or research deeper meaning behind a selected artwork from Science Gallery
 Engagement with Science Gallery education session