Index

Introduction

Unit summery, themes and assessments

Unit Plan, Scope and sequence

Lesson plans

Analysis workshop
Art lab
Group crit
Beyond the canvas

Resources

Understanding the study guide

Worksheets and assessments
Introduction
This unit is developed out of unit 1 outcome of the Art study guide.

The unit explores the processes of postmodern painting. That is, painting as have having an expanded definition. We will be looking at the
potential of painting to be highly conceptual and dynamic in terms of process and material. In this unit painting is a cross disciplinary medium,
it may be digital, sculptural or performative. Through a series of work shops, as well as a bigger art project. Students look at alternative ways of
making and thinking about traditional art processes. In this unit, students also develop skills to create contemporary resources such as podcasts
and zines. Through the course of this unit we will look at a variety of artist and movements from different personal and cultural backgrounds. As
well as, experiment with different styles and concepts to explore the ways artist make meaning in art.
 Unit Plan, Scope and Sequence
Learning intention Specific learning activities (Largest, Resources Success criteria-
most detailed section)
Week / lesson (key Unit outcome skills & knowledge
no.10 matched to YOUR plan/ ideas) (What will the students be doing in
class, be specific and detailed. In Assessment
what order will they do them- ie considerations/ tools

Key questions? introduction tasks; body of lesson;

conclusion of lesson; homework
tasks)

Double Introduction Discuss the art we saw over the Power point Students will have set
lesson holidays. expectations.
Discuss unit outcomes Handouts:
Show the art ive been working on Written them in their
What are your goals for this year. (explain how I would like to produce Unit outcomes journal as well as given
WEEK How important is art to you. a culture of critique in this class) Unit guide. me a copy.

1. What are your expectations of me? The boring stuff: cover the objects Journals
and outcomes for the term.
 What is art process? Set expectations; Student teacher Information on the art
and classroom. process as delineated
in the study guide

Double Food as art work shop. As a group students, examine and Food as art PP Students take notes in
discuss the different art elements their journals and engage
Lesson Students listen to short presentation within the work and imagine the Assorted foods and in potentially new modes
on food as art with PP. Featured artist elements not evident in the spices. of art making and
within talk/pp are from various presentation such as smell, touch and introduced to new artists.
cultural backgrounds that inform the This may build on their
taste.
personal/political analysis of the understanding of ways in
work. This PP will be us as a precursor to which artists express
the introduction of the frameworks. social and personal
Students then have to opportunity We may discuss the personal
create poetry or narratives out of the /political as well as the structural interests, experiences,
smells and tastes inspired by different frameworks within some of the ideas and intentions.
foods and spices that will be provided works.
for them to experience.
Students will also be asked to make
annotations in their journal, noting
any artist that speaks to their
interest.
Single Analysis workshop:
lesson Structural and personal frameworks.
Potentially using some of the
language or vocab developed in
previous session students will be
given the opportunity to analyse art
works using the frameworks as
catalyst.
What are the frameworks?
How can we use them to understand
artworks?
Key words: performance art
Students will work shop ideas around PP on various artist By the end of this session
the frameworks as well as be shown from different students will have
slides of artworks that may be used backgrounds including recorded their analysis in
to decipher formal and socio-political indigenous artists. their Journals as well as
added serval new words
element.
Home work, work and definitions to their
This will be documented in journals. sheet. glossaries
Students will be presented with
several works of art and asked to
decode them using the structural
frameworks and then the personal.
This will be done as a group (artworks
will be projected) also, individually in
journals with handouts.
Homework: What are my own
personal political frameworks?
 Double Art Lab: exploration of ideas through
lesson a conceptual and practical
investigation and experimentation
with art elements and art principles,
materials, techniques, processes and
WEEK
art forms.
2 While this lesson looks at the overall
art process, the work focuses on
experimentation with materials.
Students will presented with a range
of materials and asked to manipulate
them in to sculptural forms that both
manipulate and reflect the formal
elements. They will also be asked to
discuss and document the findings of
these experimentations.
For example:
what happens when we take 2
opposing materials such as metal and
clay and bind them? what conceptual
possibilities does this reveal?
What happens when you use ceramic
slip as a painting devise?
This lesson will begin with a pp and PP and work sheet on By the end of this session
short introduction to the art process. the art process students will have created
That is; several experimental
A variety of art artforms and documented
exploration of ideas through materials including their findings.
a conceptual and practical industrial, natural,
Additionally,
investigation domestic and found
experimentation with art objects.
elements and art principles,
materials, techniques,
processes and art forms
development of ideas,
concepts, style and visual
language
refinement of materials,
techniques and technical
processes to provide visual
strength to artworks
resolution of ideas, directions
and concepts
Th pp will also introduce new artists
and potential new processes
students will given instructions to
create small artworks. The object of
this session is to discover new ways
of making art and bringing opposable
materials and processes together.
 What happens when I create an
abstract form and then use it as
subject matter for a drawing?
Students will also be asked to make
object that specifically explore or
demonstrate the art elements and
principles
Double Painting Beyond the Canvas In class
assignment 1.
Lesson
Over several sessions students will
create a large scale artwork or a
series of smaller artworks exploring
the theme of painting in an expanded
field.
This assignment will give them the
opportunity to
Apply relevant aspects of the
Structural Framework and Personal
Different stations with varying
materials will be set up and students
will roam around and make art works
in timed increments. These
experiments will be documented
photographed and printed.
Students engage in short Handout for Assessment to be
presentation power point and lecture assignment and conducted when handed
on painting beyond the canvas assessment rubric in.
Involving the consideration of post-
modernist painting practice, graffiti And potential research
art, contemporary action painting resources:
referential work and non-traditional Books: after painting
painting forms. and after postmodern
painting
We will also recap fist 2 stages of art
process. http://www.theartstor
Then as a group we will discuss the y.org/definition-
assignment and any potential ideas postmodernism.htm
 Framework to analyse and interpret
artworks
Research and discuss how art reflects
the personal interests, ideas,
experiences and intentions of the
artist
Use appropriate terminology to
discuss artworks
Single Homework due
lesson Appling the frameworks review own
personal frameworks.
How does this effect the way we
interoperate art?
Double Testing ground, ideas materials.
lesson
students may have. Student will then https://acca.melbourn
set off to begin and explore stage one e/exhibition/painting-
of the art process in relation to this more-painting/
task.
https://content.acca.m
They will spend the remainder of the elbourne/uploads/201
lesson exploring and drafting ideas as 6/11/PMP_EduKit.pdf
well as researching.
https://www.youtube.c
om/watch?v=nZd3szbr
mr0
This lesson will be used as a check in Pp prez Home work will be
to assess students level of assessed on how the
understanding the personal and personal frameworks
structural frameworks in relation to affect both the art work
themselves and boarder practice. and the reading of an
Students will individually hand in artwork and returned to
their homework. students to place in
journals
And we will use this session to
interoperate the work of several
historical artists such as van gogh
using discussing as a group how our
own frameworks effect the reading
of the work.
This is a practical session where Art room materials By the end of this session
students begin to research concepts students will have
Pp pres developed potential ideas
and concepts for project
 This session will be used to engage in
stage 1 and 2 of the art process.
WEEK
exploration of ideas through
3 in and setting expectations. Students
a conceptual and practical
investigation
experimentation with art
elements and art principles,
materials, techniques,
processes and art forms
students develop mind maps and
make connections begin to make
drafts.
Double
Lesson
Single Set Assignment 2, Create a podcast.
Students use the remainder of this
lesson lesson to research artists, images of
interest will be printed and annotated
in journals
and materials as well as experiment
with materials provided.
We will begin the session by checking
will then engage in self-directed
discovery that will be supported and
scaffolded by teacher.
Students will be given a chance to ask
questions and seek feed-back.
Using the Structural framework to
produce a podcast that describes and
analyses 2 of art works. This will be
done on your smart phone. If you do
not have a smart phone you will be
provided with a recording device.
Creating a podcast is way to
strengthen and develop our language
as well as experiment with
materials and processes.
Assignment sheet and At the end of this session,
assessment rubric. students will have printed
and annotated several
Podcast package and artists and artworks of
homework interest. This will be done
in journals and handed in
for ongoing assessment.
These journals are an
 This task addresses they key
knowledge:
the relevant aspects of the
Structural Framework and
the Personal Framework
terminology used in
discussion and research
as well as combines study guide
outcome 1 assessment advise:
A presentation using digital
technologies
An oral presentation.
of the visual. That is, the purely audio annotated visual report as
nature of this platform means the dictated in assessment for
listener is relying solely on outcome 1.
description and analysis to form their
understanding The pod cast itself also
addresses outcome 1
The podcast must cover
assessment both
three-dimensional art work
presentation using digital
and one 2-dimensional work
technologies and oral
and must equal 5 minutes.
presentation.
This may be done by doing
one episode on both
artworks or two bite size
episodes.
Art work may be by the same
artists, if so you must talk
about the broader themes in
her/his practice.
The art works may be by
separate artists, if so you
must find as discuss a link
between the works.

Double Art wank in the sculpture garden:
lesson use observation and imagination to
develop creative responses.
This is an introduction to outcome 2
WEEK skill use observation and imagination
to develop creative response
knowledge visual language to
This lesson focusses on building
creative language in a practical and
fun way. We will tour the school
grounds considering its contents as
art and as such discern the element
and contracts using absurd inflated
language.
Journals and pencils. Students will have
developed new
descriptive language as
well as used their phones
to photograph the object
we discuss. These will be
4 communicate issues and ideas of
personal interest and imagination
This exercise also scaffolds out come
1 assignment create a pod cast.
Double How to create a pod cast
Lesson This session will focus on building
students technical knowledge and
they will have the opportunity to test
out recordings and overlay music or
sounds.
There will also be an opportunity for
students with a more developed skill
base to show leadership and cultivate
peer learning.
For example looking lying down and printed and placed in
considering the clouds as a chapel journal.
ceiling or a James Turrel work.
Or considering a rubbish bin with its
over flowing contents as metaphors
or installations.
Students will also use song lyrics and
quotes to describe the landscape and
have the opportunity to conduct
plein air sketching.
During this session we will look at the https://www.lifehacker Students will have
practicalities of creating a podcast as .com.au/2015/06/how- engaged in practical
students build on their tech to-start-your-own- tutorials on how to create
knowledge. We will look at online a pod cast and begin to
podcast/ tutorials
tutorials and be given a step by step understand the basic
https://www.thoughtc
process guideline. steps of building a
o.com/how-to-create- podcast.
Students draft audio material and your-own-podcast-
look at digital apps that will support 2843321 app
the process.
http://www.podbean.c
om/start-podcast app
students will be
supported to learn the
practical skill of
creating a podcast on

Single Group Crit
lesson In pairs, students perform analysis on discuss the personal implications of
each others work. That is, painting
beyond the canvas works. Addressing
the structural and personal
frameworks, students will give
feedback on what they feel works
best about the work and how they
feel their peer could improve their
work.
During this session students will also assessment rubric.
photograph their work so to provide
developmental evidence in their
journals.
Double Students continue developing their
lesson beyond the canvas painting projects
This session students look toward
bringing their ideas to fruition and
developing visual language. In
Students will be introduced to the
lesson and asked to pair off and
each others work, both from the
perspective of viewer and maker.
Students will also offer feedback on
the development of the work
suggesting what structural elements
are successful and how their partner
might develop the work further.
Students will also fill out a peer
Students will then be invited o share
their finds with the class
Students are introduced to lesson
and shown pp overview of the art
process
Students will then be asked to
consider where they are in this
both a online tutorial
and practical platform.
Students Students will perform a
annotate/record peer assessment on the
critique in their unfinished artworks.
journals
7 days in the art world:
The crit chapter 2:
https://sherisimons.file
s.wordpress.com/2013
/08/7daysintheartworl
d.pdf extended reading
on the group crit
peer
assessment/feedback
sheet
Art room supplies By the end of this session
students will have
developed further
strategies for completing
art work and have
potentially built on their
WEEK addition, they begin to make editing
choices and consider their technical
6 development.
This will be done by reflecting on the
feedback given by their teacher and
peers as well as applying a critical
lends to their own work.
development of ideas,
concepts, style and visual
language
refinement of materials,
techniques and technical
processes to provide visual
strength to artworks
Homework, bring drafts and material
for pod cast assignment to next
session to receive feed back from
teacher.
process and to developed goals for understanding of the art
the lesson and to develop a projected process.
finish time on their art works.
For example: By the end of this
session I will have finalized materials
for the artwork and developed
language around how to explain the
ideas behind this work.
Students will be asked to consider
the layers of their work, does this
work reflect their own personal ideas
and styles as well as the task theme?
Double Pod cast check in and beyond the
canvas continued.
Lesson
This session my be used by student to
get up to speed
This lesson is a chance for students to
show their drafts to the teacher for
feedback, this will be done
individually while the rest of the class
carry on with the production of their
art projects.
Single Art practice; The art process critical,
creative and reflective thinking; and
lesson visual language.
Theory lesson unpacking the
individual components of art practice
in relation to the study guide
Students will be instructed to carry Art room suplies Feedback from podcast
on with task/artwork and review the drat session will be
goals set in previous lesson. Students documented I journals
will be called up individually for a
check in on their podcast assignment.
This lesson will begin by a group ACCA resource
discussion around how students extended readings
interoperate the individual
components of art practice. https://content.acca.m
elbourne/uploads/201
Student will be shown different 7/05/The-Studio-Artist-
sources of visual culture from the 1.pdf
media, advertising as well as selected
art works. Specifically, material that https://faculty.georget
targets teenagers and young adults. own.edu/irvinem/theo
 Using critical and reflective lenses we ry/Barthes-Rhetoric-of-
will unpack the material and discern the-image-ex.pdf
its content
http://culturalstudiesn
ow.blogspot.com.au/2
011/08/roland-
barthes-rhetoric-of-
image.html

(tool for
understanding, dont
reference)

Double Finalisation of Painting project and

lesson accompanying statements

resolution of ideas, directions

and concepts
WEEK

Double Last session spent on task. Artist statements handed

in and works presented
Lesson for assessment
Single Analysing the Modernists. This lesson will begin with a pp and Images of modernist Journals annotates
lecture on the definition and key paintings
lesson During this lesson students will apply
players of modernism.
knowledge gained around the
personal and structural frameworks The pp will involve a brief overview
to perform visual analysis. On of modernism and its key features.
modernist works of art.
As a group students will engage in
Apply relevant aspects of the group discussion discerning the
Structural Framework and personal and structural influences.
Personal Framework to We will also discuss how our
analyse and interpret contemporary gaze effects our
artworks reading of the work.
formulate and substantiate
Discussion will be documented in
personal opinions with
journal.
reference to artworks and
related references
use appropriate terminology
to discuss artworks

Home work will be to bring images of

artists and art works that represent
students ideas and opinions to
following class.
 Double Zine workshop
lesson
Students create a zine based on an
artists and/or artworks that reflect
their interests. They will use the zine
WEEK to share their ideas and opinions of
art as well as our boarder climate.
8 boarder field.
The zine will be completed and
printed by the end of the session.
This work shop will give students the
opportunity to formulate and
substantiate personal opinions with
reference to artworks and related
references.
Double Zine work shop continued
Lesson
Teacher will give brief pp on zine Examples of zines This is an opportunity to
making as well as demonstrate how assess how students
Access to photo copier knowledge and vocab are
to put them together.
and or scanner beds developing.
Students may use this as an
opportunity to test or express ideas
and opinions they have about art and
Zines may involve hand written
poems, cartoons and prints. They
must however feature at least 1 artist
and artwork that represents or
references their personal interests.
 Single Strait talk: using the right Todays lesson focusses on Review and extend
terminology. strengthening and developing vocab, glossary in journals
lesson
Vocab refresher, the elements and
principles in structure.

terminology used in
discussion and research.

Double Action painting, abstract and aerosol
lesson
Over the next 2 sessions students will
create mural style painting that bring
together these three styles
WEEK
ways in which artists express
social and personal interests,
9
experiences, ideas and
intentions
This session will begin with a
presentation highlighting key artists
and characteristic of Action painting,
abstraction and street art. We will
discuss the cultural contexts an why
artists might choose to use these
methods as a devise for conveying
meaning. Additionally, we will as a
group draw links and parallels
between the movements/methods
Spray paints, tape By he end of this session
cardboard, canvas students will documents
notes on the discussed
themes and have drafted
ideas as well as tested
some materials.

Students will then be asked to draft,

test and create an art work that
amalgamates all 3 methods. This is an
iterative task that may blend any
 aspect of the three movements to
form a painting.

Double Action painting, abstract and aerosol

continued
Lesson

Single What are some of the ways in which Marina Anbramovic https://content.acca.m
artists express social and personal elbourne/uploads/201
lesson interests, experiences, ideas and Yves Kline 7/02/Sovereignty-
intentions: Santiago sierra EduKit-2.pdf

Looking at works from different Antonia hair paint chick ACCA resource
artists with varies backgrounds extended readings
 Double Still/Life drawing session
lesson
This will be a structures and timed
class where students will create a
small folio of drawings using a variety
WEEK of subject matter and materials
including paint and paper substitute.
10
Double Practice exam and dedicated journal
time
Lesson
Home work; prepare journals for
assessment
This session will compose of a short Mud, stained clay,
introduction to materials and beetroot juice, stanley
processes. knives, butcher paper,
Perspex, mesh and
Students will then create a small other materials
folio of life and still drawing. These
drawings will be done in timed
increments. Each time slot will come
with a new set of instructions. For
example, 30 second warm ups that
capture the movement of a model
(volunteer student) who poses for 30
seconds and then changes.
These will progress to longer poses
along students to focus on specific
elements and principles to give more
detail.
Students are handed out an exam Demonstration of key
paper and asked to complete in an knowledge: Outcome 1.
exam environment.
The factors that influence
After the exam is complete students responses to artworks
will be given allocated journaling The relevant aspects of
time wher they may fill in annotation, the Structural Framework
sketch up ideas and add to their and the Personal
glossaries. Framework
Ways in which artists
express social and
personal interests,

Single You tube bender and self-assessment
lesson the relevant aspects of the
Structural Framework and
the Personal Framework
ways in which artists express
social and personal interests,
experiences, ideas and
intentions
Lesson plans 1-4
Lesson Plan: Analysis work shop
Specialisation: Art
This will be that last chance in class
students have to work on their
journals.
Students will be given time at the
beginning of lesson to complete the
self-assessment of their journals as
well comment on their overall
success level of their unit. They may
also add any feedback for the
teacher, what they enjoyed and what
they didnt where they felt they
gained the most knowledge.
experiences, ideas and
intentions
Terminology used in
discussion and research
Journals handed in for By the end of this session
basement students will have handed
in journals and we will
have watches several
short art docos and
performances dictated by
students.
Study Guide/skills: Unit 1 outcome 2, apply relevant aspects of the Structural Framework and Personal Framework to analyse and interpret
artwork and use appropriate terminology to discuss artworks.

Focus: This session looks at questions such as What are the frameworks? and How can we use them to understand artworks? followed by the
practical application of analysis to help foster and develop understanding of the personal and structural frameworks

Learning intention: Structural and personal frameworks. Potentially using some of the language or vocab developed in previous session students
will be given the opportunity to analyse art works using the frameworks as catalyst.

Teaching intention: Given that some of this session will be made up of group work, I aim to support and hive time for all students to engage
meaningfully in discussion

Process: Students will work shop ideas around the frameworks as well as be shown slides of artworks that may be used to decipher formal and
socio-political element.

This will be documented in journals.

Students will be presented with several works of art and asked to decode them using the structural frameworks and then the personal. This will
be done as a group (artworks will be projected) also, individually in journals with handouts.

Homework: What are my own personal political frameworks?

Lesson plan: Art lab

Specialisation: Art

Study guide/skills: Unit 1 outcome 1, exploration of ideas through a conceptual and practical investigation and experimentation with art
elements and art principles, materials, techniques, processes and art forms.
Focus: While this lesson looks at the overall art process, the work focuses on experimentation with materials.

Students will presented with a range of materials and asked to manipulate them in to sculptural forms that both manipulate and reflect the
formal elements. They will also be asked to discuss and document the findings of these experimentations.

For example:

what happens when we take 2 opposing materials such as metal and clay and bind them? what conceptual possibilities does this reveal?

What happens when you use ceramic slip as a painting devise?

What happens when I create an abstract form and then use it as subject matter for a drawing?

Students will also be asked to make object that specifically explore or demonstrate the art elements and principles

Learning intention: During this session students potentially look find a new way of viewing in and engaging with process.

Teaching intention

During this session I will focus on supporting divergent thinking in students as well as scaffold and helping to build on the creativity of students
whos learning habits dont lend themselves to this way of making/thinking

Process: This lesson will begin with a pp and short introduction to the art process. That is;

exploration of ideas through a conceptual and practical investigation

experimentation with art elements and art principles, materials, techniques, processes and art forms
development of ideas, concepts, style and visual language
refinement of materials, techniques and technical processes to provide visual strength to artworks
resolution of ideas, directions and concepts

Th pp will also introduce new artists and potential new processes

students will given instructions to create small artworks. The object of this session is to discover new ways of making art and bringing opposable
materials and processes together.
Different stations with varying materials will be set up and students will roam around and make art works in timed increments. These
experiments will be documented photographed and printed.

5-10 minute prez on expectations for lesson, whereby I provide students with prompts for discussion of their work
Give students hand-outs with instructions to put them in folio and to refere to them when discussing their work
Students set up to continue folio work
I will roam around room attempting to chat with every student, addressing issues and successes within their work.
During this time I will ask open ended question about their work and encourage them to use descriptive language and address
the formal elements.
Students will be asked to reflect on their art work as well as our conversation and critique and make notes.

Lesson Plan: Painting Beyond the Canvas, In class assignment 1.

Specialism area: Art

Study guide/skills: Unit 1 outcome 1, Apply relevant aspects of the Structural Framework and Personal Framework to analyse and interpret
artworks, research and discuss how art reflects the personal interests, ideas, experiences and intentions of the artist and use appropriate
terminology to discuss artworks

Main topic: Over several sessions students will create a large scale artwork or a series of smaller artworks exploring the theme of painting in an
expanded field. This session will be an introduction to the themes and concepts involved in the post modernist painting. During this session,
students will watch a presentation, engage in group discussion and begin their own research. This assignment will give them the opportunity to
work through a guided art practice to produce a large scale artwork or series of smaller works.

Learning Intention: Students will potentially begin to develop an understanding of postmodernist painting as well at engage in research
methods exposing them to new artists and processes

Teaching Intention: This lesson I will focus on suggesting artists that will engage individual students.
Procedure: Students engage in short presentation power point and lecture on painting beyond the canvas Involving the consideration of post-
modernist painting practice, graffiti art, contemporary action painting referential work and non-traditional painting forms.

We will also recap fist 2 stages of art process.

Then as a group we will discuss the assignment and any potential ideas students may have. Student will then set off to begin and explore stage
one of the art process in relation to this task.

They will spend the remainder of the lesson exploring and drafting ideas as well as researching.

Resources
Understanding the study guide
The following resource has been designed to promote further understanding of unit 1, outcome one of the study guide. This has been done by
extracting relevant sections of the study guide and providing an interpretation and examples of the content.

Introduction to unit 1 outcome 1.

Area of Study 1
Artworks and meaning
In this area of study students are introduced to the Structural and the Personal to support the interpretation of the meanings and messages of
artworks, both as intended by the artist and as interpreted by the viewer. Students learn that the analysis of an artwork using the Structural
Framework can enhance their understanding and interpretation. They gain an understanding that art may reflect the artists interests,
experiences and thinking through applying the Personal Framework to read possible meanings of artworks. They also develop an understanding
that the interpretation of the meanings and messages of art may be a personal response by the artist and/or the viewer, and that viewpoints can
be substantiated using a range of sources. Students study at least three artists and at least one artwork from each artist to examine both
historical and contemporary artworks. The artists may be selected from a range of societies and cultures including artworks by Aboriginal and
Torres Strait Islander artists.

What that means is

The frameworks that we will be exploring over the course of the unit are tools that we can use to help us understand artworks, they can be used
to put art work in context and help us to understand what the symbols and concepts within an artwork. Gaining an understanding of the
frameworks potentially helps us to build on these symbols and concepts and concepts in our on work, not to mention be critical of our biases
and backgrounds effect the way we interoperate and create artwork. The wider the scope of artists from different cultures and back grounds is,
the greater our capacity to make meaning in visual culture. For unit 1 we will be looking at the personal and structural frameworks.

It is important to remember that the frameworks themselves dont offer immediate answers to defined questions within art, better yet they
potentially give you the skills to construct questions and formulate answers.

Outcome 1
On completion of this unit the student should be able to analyse and interpret a variety of artworks using the Structural Framework and the
Personal Framework.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

Key Knowledge

The factors that influence responses to artworks

The relevant aspects of the Structural Framework and the Personal Framework
Ways in which artists express social and personal interests, experiences, ideas and intentions
Terminology used in discussion and research

Key skills

Apply relevant aspects of the Structural Framework and Personal Framework to analyse and interpret artworks
Research and discuss how art reflects the personal interests, ideas, experiences and intentions of the artist
Formulate and substantiate personal opinions with reference to artworks and related references
 Use appropriate terminology to discuss artworks.

The frameworks
The application of the Analytical Frameworks is a means of analysing and interpreting the meanings and messages of artworks. When the
Analytical Frameworks are applied collectively to analyse and interpret an artwork, students learn to appreciate how an artwork may contain a
number of different aspects and layers of meaning. Throughout the study, students develop their understanding and skills in using the Analytical
Frameworks through the research of historical and contemporary artists from a variety of cultures. They also learn how the Analytical
Frameworks can be applied in the conceptualisation, development and resolution of artworks in the art process and art making.

The Structural Framework used to analyse how the style, symbolism and structural elements of artworks contribute to the meanings
and messages conveyed.
The Personal Framework used to reveal how artworks can reflect an artists personal feelings, thinking and life circumstances and how
the viewers interpretations are influenced by their life experiences.

Structural Framework

The Structural Framework is used to analyse the style, symbolism and structural elements of an artwork and how they contribute to the
meanings and messages conveyed. Students must consider the following questions:

How has the artist applied and to what effect the art elements of line, colour, tone, texture, shape, form, sound, light and time and the
art principles of emphasis (focal point), balance, movement, unity, variety, contrast, rhythm, repetition (pattern), scale, proportion and
space? How do the art elements and art principles contribute to the meanings and messages of the work?
What materials, techniques and processes have been used? How is the interpretation of the artwork shaped by the materials and the
technical skills or processes used by the artist? Is this due to inherent qualities of the materials or to their application by the artist?
What is the distinctive style of the artwork and how does it contribute to the meaning/s of the artwork? How does the work relate to
other works in a similar style or from the same philosophical, historical or cultural context?
What physical aspects or presentation of the artwork contain symbolic meaning? This may include the use of art elements and art
principles, the compositional arrangement of subject matter, and the media, technique and processes used by the artist.

For example

Obliteration Room, Yayoi Kusama

Structural analysis;

Obliteration room is an interactive performance work by artists Yayoi Kusama. What begins as a stark white immersive installation is gradually
obliterated with coloured circular stickers. Participants are invited to take a sheet of stickers and place them wherever they desire through out
the room for the duration of the installation. Bright, ecstatic colour creates a field of chaos that appears to flatten the viewers perceived
perspective and the previously neutral forms melt into one another leaving thin lines to suggest shape. Light reverberates through out the space
high lighting tension created by the overlapping stickers that have now taken on a painterly quality. The artist herself creates the parameters for
the work but has no control over the finished product, in this way the artist has used chance as a device in the same way a painter may use a
brush. Furthermore, the artist may be extending on the work of action painters by replacing paint with stickers. The process may also speak to
how the artists feels about art as a market place, the saturation of sold stickers from chaotic strangers may suggest artist feels negatively about
the marketing of art works

Personal Framework

The Personal Framework is used to interpret how an artists experiences, feelings, thinking and personal philosophy can be reflected in an
artwork. It can also be used to gain awareness of the effect of the viewers cultural background and experience on the interpretation of the
artwork. Students must consider the following questions:

What relationship does the artwork have to the artists life and experiences? What visual evidence supports this reading? Has the artist
used a specific practice in creating the artwork that may reflect their personal philosophy and ideas?
 How might the artwork be linked to people, places and experiences of personal significance to the artist such as the artists personal
feelings, thinking, aspirations, beliefs, desires or preoccupations, or to memories, dreams or a personal world of fantasy? How are these
represented in artworks?
How does the experience and background of the viewer affect the interpretation of the artwork?
What are the symbols or metaphors explored or utilised in the artwork that contribute to the meanings and messages?

For example

Sorry, Tony Albert

Sorry is a text based sculptural work produced in 2008 by artist Tony Albert, a Girramay man from Townsville. Each letter comprises of kitsch
objects such as fake aboriginal relicts, ash trays featuring depictions of the noble savage, coasters pins, and magnets. These items where popular
souvenirs for many years and are now considered racist objects that minimise and mock indigenous culture. These items can still be found
disseminated through out Australia. The use of these lingering items and their associated discomfort may speak to the lingering if not prevalent
racism within Australian culture. Using these items to structure the word Sorry potentially high lights a political contradiction; In 2007, Keven
Rudd said sorry to indigenous people for the atrocities that had been committed against them, however, despite the apology, indigenous people
still face gaps in education and a higher risk of death in custody. The Artist has chosen to engage in a contemporary mode of art making rather
than traditional which may speak his experience as a young indigenous man that sees racism take on a new for, not in the form of offensive
objects but one that is attempted to be hidden by an insincere apology.
Worksheets and Assessments.
Assessment Task 2: Art, unit 1. Due: Week 4

Create a Podcast.
Task:

Using the Structural framework, produce a podcast that describes and analyses 2 of art works. This will be done on your smart phone. If you do
not have a smart phone you will be provided with a recording device.

Learning intention:

Creating a podcast is way to strengthen and develop our language of the visual. That is, the purely audio nature of this platform means the
listener is relying solely on description and analysis to form their understanding

Parameters:

The podcast must cover three-dimensional art work and one 2-dimensional work and must equal 5 minutes.
This may be done by creating one episode on both artworks or two bite size episodes.
Art work may be by the same artists, if so you must talk about the broader themes in her/his practice. Or:
The art works may be by separate artists, if so you must find as discuss a link between the works.
Use fragrant and descriptive language, remember this is pure audio medium so you must use rich vocabulary to convey meaning.
The planning and drafting for this assignment must be done in journal

Assessment:

Rubric N/A Low Med Good Very good

 Pod cast clearly reflect the
parameters and aims outlined
in the guidelines

The planning and drafting for

this assignment is evident in
journal

Language is diverse and in

context.

demonstrates knowledge and

skill in developing podcasts

Demonstrates knowledge of
analysis through the structural
and personal frameworks

Journal assessment: Outcome 1

Teacher assessment:

Assessment Rubric N/A Low Med High Very High

Shows evidence of applying

relevant aspects of the
Structural Framework and
 Personal Framework to analyse
and interpret artworks

Shows evidence of research

and discussions on how art
reflects the personal interests,
ideas, experiences and
intentions of the artist

Shows evidence of students

ability to formulate and
substantiate personal opinions
with reference to artworks and
related references

Student uses appropriate

terminology to discuss
artworks.

Students self-assessment

Assessment Rubric N/A Low Med High Very High

Shows evidence of applying

relevant aspects of the
Structural Framework and
Personal Framework to analyse
and interpret artworks
 Shows evidence of research
and discussions on how art
reflects the personal interests,
ideas, experiences and
intentions of the artist

Shows evidence of students

ability to formulate and
substantiate personal opinions
with reference to artworks and
related references

Student uses appropriate

terminology to discuss
artworks.

Assessment Task 1: Art, unit 1. Due:

Painting Beyond the Canvas.

Task:

Using The Art Process, develop an artwork that explores non-traditional painting. That is, create an artwork that explores the possibility of
painting through medium, material and/or process. This will be done in class time and documented in journal.

Learning intention:

To explore the conceptual potential of painting as well as connect art making in the class room to post modern art practice. Additionally, this
task is a way for students to gain practical understanding of the arts process.
Parameters:

The artwork must stretch or question the boundaries of what we perceive painting to be.
Can be 2D, sculptural, digital or performative
The Art Process must be used and documented in journal.
Students must develop an artist statement to accompany work

Assessment:

Rubric N/A Low Med Good Very good

Artwork clearly reflect the

tasks parameters outlined in
the guidelines

Process is documented in
journal

Demonstrated knowledge of
art process

Artist statement uses

appropriate terminology to
discuss artworks.

Work shows experimentation