Gyotaku Aquatic Impressions - Art Program Planner

EDAR516: Program Planner | Assessment Task 3
Gyotaku: Aquatic Impressions.

Gyotaku: Aquatic Impressions is a compressive program planner that is designed for bands 7-8, based on the expectations of the
Australian Curriculum and AusVELS for The Arts (Visual Art). This unit of work is designed to align with my practicum school,
Marymede Catholic College. Marymede Catholic College runs on a rotating two-week timetable with 50 minute lessons, students in
year 8 have 4 lessons in Visual art a fortnight, 2 lessons per week.
The program provides teaching and learning material and explicitly covers the cross-curriculum priority areas of Asia and Australias
engagement with Asia and Sustainability. The countries of the Asian region are becoming increasingly important to Australia from
an economic and a cultural perspective. Our closest neighbours and major trading partners, the countries of the Asian region also
represent the cultural heritage of a growing number of Australians. The Sustainability priority of Gyotuku: Aquatic Impressions
enables the exploration of the role of the Arts in maintaining and transforming cultural practices. It also enables students to express
and develop world views, and appreciate the need for collaboration within and between communities to implement more
sustainable patterns of living. The Australian Curriculum established that, by the time they leave school, all young people will have
developed Asia literacy through gaining foundational and in-depth knowledge, skills and understandings of the histories,
geographies, societies, arts, literatures and languages of the diverse countries of Asia and their engagement with Australia.
(National Statement on Asia Literacy in Australian Schools, 2011-2012).
This program planner promotes Intercultural Understanding, Critical and creative thinking, Ethical understanding, Personal and
Social capability, Literacy (English literacy, Japanese (Language) literacy and Visual literacy) and ICT capability.
The Arts embody some of the most significant and recognizable works, products and records of all cultural history so this
Gyotaku: Aquatic Impressions program has a strong connection to the learning area of history. As the practice of Gyotaku involves
understanding the anatomy of fish, science also plays a role in this topic. Other learning areas that are strongly connected to this
topic are English, Geography and Language (Japanese) - which all strengthen and support student learning.
This program planner is an "ideal vehicle through which teachers can provide opportunities for all students to find their voice, and
gain understanding of the voices of others." (Smith, 2011. Pg.22). It also helps teachers to develop deeper insights into teaching for
diversity. It enables them to make the connection between being culturally inclusive in thought and in action.
Gyotaku: Aquatic Impressions aims to:
engage teachers and students in acquiring authentic and culturally respectful information
build factual knowledge about art, history, geography, religion, cultural traditions, the role of the artist and the use of materials and
techniques
support teachers and students in developing skills in intercultural understanding

develop Asia literacy, the understanding and valuing of the wealth of artistic and cultural traditions of Asia, and the links we share
across countries and cultures.
develop understanding of Japanese histories and traditions through the Arts, engaging with the artworks and practices, both
traditional and contemporary.
Learn how to create an art form established by the Japanese fisherman centuries ago.
Learn about the anatomy of a fish including the names of external parts of a fish.
Gyotaku: Aquatic Impressions has the potential for students to reach the following outcomes.
Students should be able to:
Acquire authentic and culturally respectful information.
be cognizant about Gyotaku Japanese Art, History, Geography, Religion, Cultural traditions, the role of artists and their use of
materials and techniques.
acquire skills in intercultural understanding
be aware of the links between counties and culture in Australia
understand Japanese histories and traditions through the Arts by engaging with artworks and practices, both traditional and
contemporary.
Create an art form that was established by Japanese fisherman centuries ago.
Recognize and name the external parts of a fish.
REFERENCES:
Department of Culture and the Arts. Department of Education. (2011). Asia and Australias engagement with Asia. Artsedge. Retrieved from
http://www.artsedge.dca.wa.gov.au/resources/Pages/Asia-and-Australia's-engagement-with-Asia.aspx
Smith, J. (2011). Research informing pedagogy: Education for cultural inclusivity in visual arts education in New Zealand and beyond. School of Arts, Language
and Literacies. University of Auckland. Retrieved from
http://www.researchgate.net/profile/Jill_Smith5/publication/267562340_Research_informing_pedagogy_Educating_for_cultural_inclusivity_in_visual_arts_ed
ucation_in_New_Zealand_and_beyond_Introduction_Setting_the_scene/links/546e45c60cf2b5fc17607270.pdf
National Gallery of Victoria. (2015). Asian Art Resource: Teacher notes. Retrieved from
http://www.ngv.vic.gov.au/asianart/resources/pdf/AsianEduRes_Booklet_DVD.pdf
WEEK:
LESSON SEQUENCE: (Making or Responding)
Week
1
L1.
Introduction to the unit of work: including

distribution of Assessment Sheet outline,
checklist and assessment criteria.
Read out and discuss the sequence of their
learning.
Go through PPT to provide visuals to assist their
understanding of whats expected.
Watch the TedED interactive video on Gyotaku
as a class, and answer the questions in their visual
diaries for the remainder of the class finishing
for H/W.
Make students prepare a glossary at the back of
their visual diaries (An English term column, a
Japanese term column and the definition of that
term). Add all new terms to the glossary.
L2.
Go through the answers of last weeks TedED
Gyotaku questions to refresh memory.
Annotation PPT.
Introduce students to rubber fish, get them to
draw the details from observation and then
annotate their drawings using subject specific
language. Include Japanese terms where possible.
AC/VELS LINKS: LAs, GAs and CCPs.

AC 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 (ACAVAM118).
VELS Exploring and Responding Task: - awareness of cultural and
historical influences on a range of contemporary and traditional art
works - use of appropriate art language to describe the use of art
elements and principles, and art media, materials, equipment,
technologies, skills, techniques and/or processes in their own and
others art works - use of appropriate art language when discussing
observations and reflections on traditional and contemporary art works
viewed at first hand
LAs English, Science, Geography and History.
GAs ICT, Literacy, Intercultural Understanding and ICT capability.
CCPs Asia and Australias engagement with Asia and Sustainability.
RESOURCES/ARTISTS:
ASSESSMENT:
http://ed.ted.com/lessons/gyotakuthe-ancient-japanese-art-ofprinting-fish-k-erica-dodge#watch
Visual diary

their artwork (ACAVAM118)
Practice techniques and processes to enhance representation of ideas in
their art-making (ACAVAM121)
VELS Creating and Making Task: - selection and use of art elements
and principles to solve specified challenges when creating and making
two- and three-dimensional art works - documentation of trials of ideas,
media, techniques and processes in a visual diary or sketchbook evaluation of the use of art elements, principles and/or conventions to
develop visual solutions to given problems - visual and annotated
documentation of decision making when developing art works planned
to meet specific aims and purposes - and three dimensional art works
made collaboratively or independently are presented to communicate a
particular meaning or purpose
LAs English, Science and History.
GAs ICT, Literacy and Intercultural Understanding.
http://ed.ted.com/lessons/gyotakuthe-ancient-japanese-art-ofprinting-fish-k-erica-dodge#watch
development
Introduction PPT.
Annotation PPT.
Visual diary
development
Week
2
L3.
PPT on the two different traditional ways of

Gyotaku process and techniques (Direct and
Indirect Method).
Demonstration of Direct Method (at least four
prints using this method/ Mono-printing only
using black ink).
Students complete (at least 4) mono-prints
using the direct method. Name work and put it
on the drying rack.
L4.
Annotate last weeks prints in visual diaries.

Demonstration of Indirect Method (at least four
prints using this method/Mono-printing only
using black ink).
Students complete (at least four) mono-prints
using indirect method. Name work and put it on
the drying rack.
AC Develop planning skills for art-making by exploring techniques and

processes used by different artists (ACAVAM120)
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 (ACAVAR124)
Experiment with visual arts conventions and techniques, including
VELS Creating and Making Task: - selection and use of art elements and
principles to solve specified challenges when creating and making twoand three-dimensional art works - documentation of trials of ideas,
develop visual solutions to given problems - use of a range of two- and
three-dimensional media, materials, equipment and/or technologies in
completed art works that presents visual solutions to given problems visual and annotated documentation of decision making when
developing art works planned to meet specific aims and purposes - and
three dimensional art works made collaboratively or independently are
presented to communicate a particular meaning or purpose
LAs History, English and Science.
AC Practise techniques and processes to enhance representation of
ideas in their art-making (ACAVAM121)
VELS Creating and Making/Exploring and Responding Task: documentation of trials of ideas, media, techniques and processes in a
visual diary or sketchbook - selection and use of art elements and
PPT on two traditional ways of

Gyotaku printing (Direct and
indirect).
Visual diary
development
Visual diary
development
Week
3
L5.
Annotate last weeks work in visual diaries.

Research in visual diaries for Task 1 Final.
Search and document idea development with
examples, artists of influence (1 artist), search the
meaning of certain colours in Japanese culture,
different techniques of using and applying colour
to the rubber fish and create four potential final
ideas for prints. Pick one idea you want to pursue.
Annotate everything showing your idea
development.
L6.
PPT on documenting series of prints.

Demonstration of how to create a coloured
print by the teacher.
Students follow out their plan, and then move
on to experimenting with different ideas as they

GAs Literacy and Intercultural Understanding.
VELS Exploring and Responding Task: - documentation of trials of ideas,
media, techniques and processes in a visual diary or sketchbook - use of
appropriate art language to describe the use of art elements and
principles, and art media, materials, equipment, technologies, skills,
techniques and/or processes in their own and others art works - use of
appropriate art language when discussing observations and reflections
on traditional and contemporary art works viewed at first hand selection and use of art elements and principles to solve specified
challenges when creating and making two- and three-dimensional art
works - documentation of trials of ideas, media, techniques and
processes in a visual diary or sketchbook - evaluation of the use of art
elements, principles and/or conventions to develop visual solutions to
given problems- visual and annotated documentation of decision
making when developing art works planned to meet specific aims and
purposes
VELS Creating and Making Task: - visual and annotated documentation
of decision making when developing art works planned to meet specific
Laptops for research.
Visual diary
development
PPT on documenting series of

pritns.
Visual diary
development
become familiar with the process. (At least 4

different prints).
Week
4
L7.
Collect work from last week. Analyze and

evaluate the prints by breaking into groups of
three (breaking groups by 1, 2 3 = All the 1s
together etc.). Each student gets 3 minutes to
show their work and verbalize their plan for their
final work.
Students spend the rest of class working on
their final work.
Students collect work and annotate for H/W.
L8.
Finish off Task 1 finals.

While students are completing their finals,
finishing annotation etc. students will come up
one by one to add their colour print to one big
piece of group artwork.
aims and purposes - and three dimensional art works made

collaboratively or independently are presented to communicate a
VELS Exploring and Responding/Creating and Making Task: - use of
given problems - visual and annotated documentation of decision
purposes - and three dimensional art works made collaboratively or
independently are presented to communicate a particular meaning or
purpose
CCPs
Visual diary
development
Visual diary
development
Week
5
L9.
Students will complete Task 1 and continue to

add their prints to the class collaborative work.
Complete evaluation form.
L10.
Mount Task 1 finals on black paper for

presentation.
Make sure visual diary is up to date and
annotation are completed, even on the final.
Complete Task 1 evaluation form.

VELS Creating and making/Exploring and Responding Task: - selection
and use of art elements and principles to solve specified challenges
when creating and making two- and three-dimensional art works documentation of trials of ideas, media, techniques and processes in a
visual diary or sketchbook - evaluation of the use of art elements,
principles and/or conventions to develop visual solutions to given
problems - visual and annotated documentation of decision making
when developing art works planned to meet specific aims and purposes
- and three dimensional art works made collaboratively or
purpose
AC Present artwork demonstrating consideration of how the artwork is
displayed to enhance the artists intention to an audience (ACAVAM122)
Analyse how artists use visual conventions in artworks (ACAVAR123)
Practise techniques and processes to enhance representation of ideas in
VELS Creating and Making/Exploring and Responding Task: - selection
Visual diary
development
Visual diary
development
Week
6
L11.
Task 1 due.
Presentations scheduled.
L12.
PPT introduction to Task 2 (One-part Plaster

Cast of Rubber Fish).
Learn one-part cast process by comprehending

purpose
Analyse how artists use visual conventions in artworks (ACAVAR123)
VELS Exploring and Responding Task: - use of appropriate art language
to describe the use of art elements and principles, and art media,
materials, equipment, technologies, skills, techniques and/or processes
in their own and others art works - use of appropriate art language
when discussing observations and reflections on traditional and
contemporary art works viewed at first hand - selection and use of art
elements and principles to solve specified challenges when creating and
making two- and three-dimensional art works - documentation of trials
of ideas, media, techniques and processes in a visual diary or
sketchbook - evaluation of the use of art elements, principles and/or
conventions to develop visual solutions to given problems - visual and
annotated documentation of decision making when developing art
works planned to meet specific aims and purposes - and three
dimensional art works made collaboratively or independently are
presented to communicate a particular meaning or purpose
Visual diary
development
Task 1 due:
Gyotaku Final
PPT Introduction to Task 2.
Visual diary
development
Written component of text. Read

and answer questions).
the supplied text and answering the questions.

Go through answers in the last 15 minutes of
class.
Week
7
L13.
Begin idea development for Task 2. Teacher will

go through areas of research.
Start to create (at least four) potential finals for
the acrylic painting of our cast using coloured
pencils in our visual diaries, ensuring everything is
annotated.

contemporary art works viewed at first hand - use of a range of two- and
three-dimensional media, materials, equipment and/or technologies in
completed art works that presents visual solutions to given problems and three dimensional art works made collaboratively or independently
are presented to communicate a particular meaning or purpose
given problems - visual and annotated documentation of decision
purposes - and three dimensional art works made collaboratively or
purpose
Visual diary
development
L14.
because casts are 3D, students will be

encouraged to bring cameras for the next class to
document (using ICT) the process of creating a
one-part plaster cast. Show an example of a
visual diary.
Complete (at least four) potential finals for
H/W, prepared for the next class. Continue with
research and creating (at least four) different
designs for finals.
because casts are 3D, students will be
encouraged to bring cameras for the next class to
document (using ICT) the process of creating a
one-part plaster cast. Show an example of a
visual diary.
Complete (at least four) potential finals for
H/W, ready and prepared for the next class.
Week
8
L15.
1. Demonstrate embedding half of the rubber

fish in clay with walls | Students go back and do
the same.
2. Demonstrate the mixing and pouring of
plaster and give students 5 questions to complete
on the process | Students complete questions
and go up in groups of 5 to complete pouring
mixing and pouring the plaster.
Remember to use cameras to document the
process (ICT) for our visual diaries.
L16.
Demonstration of removing clay and rubber fish

(and how to clean the cast).

VELS Exploring and Responding/Creating and Making Task: - selection
purpose
develop visual solutions to given problems - and three dimensional art
works made collaboratively or independently are presented to
communicate a particular meaning or purpose
Visual diary
development
Cameras.
Visual diary
development
Cameras.
Visual diary
development
Remove clay and rubber fish, then get the

students to clean their cast.
Print images, paste into book and annotate the
process. Start to mix paint colours to create a
colour scheme for the final artwork created over
the next couple of weeks.
Week
9
L17.
Document using the camera the cast before

acrylic coloured paint has been applied.
Paint cast.
Document what the cast looks like by the end of
the class.
L18.
Continue painting, and documenting your work.

Paste into books and annotate.

develop visual solutions to given problems- visual and annotated
develop visual solutions to given problems - and three dimensional art
works made collaboratively or independently are presented to
Camera.
Visual diary
development
Visual diary
development
Week
10
L19.
Finalize unit of work, annotation and visual

diarys according to the task sheet checklist.
Complete evaluation form.

given problems - and three dimensional art works made collaboratively
or independently are presented to communicate a particular meaning or
purpose
given problems - refinement of the way that two- and three dimensional
art works made collaboratively or independently are presented to
Visual diary
development
L20.
Task 2 Due.
Presentations scheduled.

contemporary art works viewed at first hand
Task 3 due:
Visual diary.
Task 2 due:
Painted
plaster cast
of fish.
Gyotaku: Aquatic Impressions

YEAR LEVEL & SUBJECT: Yr. 8 Visual Art
DATE: 05/06/2015
NO. OF STUDENTS: 24
LESSON SEQUENCE & DURATION: 1/20 Lessons. 50mins.
TOPIC/FOCUS: Introduction to Gyotaku: Aquatic Impressions

Australian Curriculum & AusVELS STATEMENTS:
AC Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and
processes(ACAVAM119)
AC 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 (ACAVAM118)
VELS (Exploring and Responding) comparison of content and meaning of art works from selected art traditions.
VELS (Exploring and Responding) awareness of cultural and historical influences on a range of contemporary and traditional art works.
GOALS AND OBJECTIVES:

The students will be able to:
understand the Japanese history, culture and tradition behind Gyotaku printing.
know the difference between the two methods of Gyotaku (Direct and Indirect printing).
why the Japanese practised Gyotaku printmaking.
what Gyotaku means and translates to in english.
SUMMARY OF RESOURCES REQUIRED:
PPT Introduction of Gyotaku: Aquatic Impressions

Link to TedED Gyotaku ready to go
Visual diarys
Assessment Task sheet x 24
Assessment Criteria sheet x 24
Glue
Scissors
LESSON PROCEDURE
TIMING
RESOURCES
10 mins
Intro: PPT
STEPS OF THE LESSON

(key activities and key questions)
TEACHER RESPONSES TO
STUDENTS
Including consideration of the
need to adapt, reteach or
extend.
(DIRRERENTIATION OR
EXTENSION)
GOALS &
METHODS OF
EVALUATION
Including specific
informal and/or
formal assessment.
Opening (links to previous lesson/s or new topic, purpose of lesson):

Students are introduced to the new topic through a PPT, going
through the Assessment/Checklist and Assessment Criteria work
sheets in much more detail with visual examples of each component.
Students will be encouraged to read out the task and discuss their
sequence of learning.
Students are to cut and paste these sheets into the next pages of
their visual diary.
Lesson Development:
25 mins
TedED Video
1 Students watch the video of Gyotaku: The ancient Japanese Art of

printing fish,from TedED.
2 Students are given 10 questions to complete from the video.
Students are provided with the link to re-watch the video if needed.
Have a simplified version of the

questions and extension
questions prepared
(Differentiation or Extension).
Closure (Packdown): (Options include summarising or reflecting on

the learning achievements/analysing errors; preparation for future
lessons etc):
15 mins
15 minutes before class ends bring the students back to a group to

go through the questions adding things they may have missed in
their own answers.
Informal assessment
inthis class, but part
of Task 3 Visual
Diary assessment.

YEAR LEVEL & SUBJECT: Yr. 8 Visual Art
DATE: 17/06/2015
NO. OF STUDENTS: 24
LESSON SEQUENCE & DURATION: 3/20 Lessons. 50mins.
TOPIC/FOCUS: Direct Method of Gyotaku Printing

Australian Curriculum & AusVELS STATEMENTS:
AC Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and
processes(ACAVAM119)
AC 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 (ACAVAM118)
VELS (Creating and Making) experimentation in the use of art skills, techniques and processes, media, materials and technologies appropriate to a
selected art form.
VELS (Creating and Making) incorporation of influences from selected cultural and/or historical contexts in designs for collaboratively or independently
made art works.
VELS (Creating and Making) documentation of trials of ideas, media, techniques and processes in a visual diary or sketchbook.
GOALS AND OBJECTIVES:

The students will be able to:
create a Gyotaku print using the direct method.
students will start to physically understand the difference between the direct and indirect method of Gyotaku printing by practising the process.
students will understand the purpose of the traditional Japanese method.
students will understand the anatomy of a fish.
SUMMARY OF RESOURCES REQUIRED:
PPT Recap of the difference between Direct and Indirect method of Gyotaku printing.
Demonstration set up ready to go before class begins
Visual diarys
Bucket of rubber fish x 24

Ink
Rice paper
Step by step process of Direct, Gyotaku printing.
Cloth to dab ink
LESSON PROCEDURE
TIMING
RESOURCES
10 mins
Intro: PPT
STEPS OF THE LESSON

(key activities and key questions)
TEACHER RESPONSES TO
STUDENTS
Including consideration of the
need to adapt, reteach or
extend.
(DIRRERENTIATION OR
EXTENSION)
GOALS &
METHODS OF
EVALUATION
Including specific
informal and/or
formal assessment.
Opening (links to previous lesson/s or new topic, purpose of lesson):

Students will begin class with a short PPT refreshing their memory
on the difference between the Direct and Indirect method of Gyotaku.
Lesson Development:
5 -10
mins
Demonstration
given by the
teacher
1 Gather the students around your already set up Direct method of

Gyotaku printing demonstration. Talk through the steps slowly. Then
repeat the steps while you actually complete the process.
2 Give students the written step by step process to assist them
when completing their own prints.
25 30
mins
Gyotaku
printing tools,
and materials.
3 Allow time for students to practise printing to get the desired result.
Ensure you stress to them to keep all copies to paste into their books
later on as development. Also highlight students are to annotate these
in their visual diary after they have dried - using subject specific
language (art elements and principles).
It is expected for students to create as many trials as they can, but
the minimum for assessment is four.
Walk around the room and see

how everyone is travelling if
you see more than 1 student
not doing it right stop and
complete a second
demonstration.
Continue to make comments to
the class reinforcing the steps
of the process.
The work students

produce the
process made and
learnt.
Closure (Packdown): (Options include summarising or reflecting on

the learning achievements/analysing errors; preparation for future
lessons etc):
10 mins
Allow 10 minutes for packdown: students are expected to name all

their work and leave it on the drying rack, clean their rubber fish at the
sink (dry with a paper towel and placed in the bucket provided at the
front of the room), bring ink and cloths to the teachers desk and wipe
down their table with a sponge.
There should be time for a quick question and answer discussion
session, to reiterate the lessons objectives before the bell goes.
Discussion/Lesson
Objectives Qs.
YEAR 8 Visual Arts

ASSESSMENT TASK:
Project Description:
You will be introduced to Gyotaku the traditional Japanese fish printing method and one-part
plaster casting. You will explore artists, artworks, techniques, materials and processes of Gyotaku
and one-part plaster casting. You are expected to apply creativity through your ideas and in your
final work.
CHECKLIST:
Exploring and Responding:

Annotations throughout the visual diary, which include subject specific language (Elements
and Principles), has kept a diary, and shows reflection and idea development.
TedED Gyotaku video responses.
Annotated image of a Fish (including anatomy and Japanese terms).
One-part Plaster Cast written article and responses.
Creating and Making:

Four artworks using the Gyotaku Direct Method.
Four Artworks using the Gyotaku Indirect Method
Four coloured Gyotaku prints, student choice of Direct or Indirect Method:
Gyotaku Coloured Final/Mounted on black paper
One-part Plaster Cast Final/Acrylic paint
YEAR 8 Visual Arts
Gyotaku: Aquatic
Impressions
ASSESSMENT CRITERIA SHEET:
...
Exploring & Responding

1. Annotations throughout the visual diary, which include subject specific language (Elements
and Principles), has kept a diary, and shows reflection and idea development:
10 9 | 8 7 6 5 | 4
3 2 1 | NS
2. TedED Gyotaku video responses in Visual Diary:

10 9 | 8 7 6 5 | 4
3 2 1 | NS
3. Annotated image of a Fish (including anatomy and Japanese terms)in Visual Diary:
10 9 | 8 7 6 5 | 4
3 2 1 | NS
4. One-part Plaster Cast responses in Visual Diary:

10 9 | 8 7 6 5 | 4
/40
3 2 1 | NS
...
Creating & Making

6. Four artworks using the Gyotaku Direct Method:
10 9 | 8 7 6 5 | 4
3 2 1 | NS
7. Four Artworks using the Gyotaku Indirect Method:

10 9 | 8 7 6 5 | 4
3 2 1 | NS
8. Four coloured Gyotaku prints, student choice of Direct or Indirect Method:

10 9 | 8 7 6 5 | 4
3 2 1 | NS
9. Gyotaku Coloured Final/Mounted on black paper:

10 9 | 8 7 6 5 | 4
3 2 1 | NS
10. One-part Plaster Cast Final/Acrylic paint:

10 9 | 8 7 6 5 | 4
3 2 1 | NS
...
/50
Managing Personal Learning

13. Effective use of class time to complete each Task with care:
5 4 | 3 2 | 1 | NS
14. Evaluation sheets are insightful and reflective and glued into the last page in your visual
diary:
/10
5 4 | 3 2 | 1 | NS
...
Student:
Teachers Comments:
Date:
Teacher:
TOTAL:
/100
Student Comments :

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EDAR516: Program Planner | Assessment Task 3

Gyotaku: Aquatic Impressions.

support teachers and students in developing skills in intercultural understanding

LESSON SEQUENCE: (Making or Responding)

Introduction to the unit of work: including

AC/VELS LINKS: LAs, GAs and CCPs.

AC Experiment with visual arts conventions and techniques, including

PPT on the two different traditional ways of

Annotate last weeks prints in visual diaries.

AC Develop planning skills for art-making by exploring techniques and

PPT on two traditional ways of

Annotate last weeks work in visual diaries.

PPT on documenting series of prints.

develop visual solutions to given problems - visual and annotated

Laptops for research.

PPT on documenting series of

become familiar with the process. (At least 4

Collect work from last week. Analyze and

Finish off Task 1 finals.

aims and purposes - and three dimensional art works made

Students will complete Task 1 and continue to

Mount Task 1 finals on black paper for

develop visual solutions to given problems - visual and annotated

PPT introduction to Task 2 (One-part Plaster

and use of art elements and principles to solve specified challenges

PPT Introduction to Task 2.

Written component of text. Read

the supplied text and answering the questions.

Begin idea development for Task 2. Teacher will

materials, equipment, technologies, skills, techniques and/or processes

because casts are 3D, students will be

1. Demonstrate embedding half of the rubber

Demonstration of removing clay and rubber fish

AC Practise techniques and processes to enhance representation of

Remove clay and rubber fish, then get the

Document using the camera the cast before

Continue painting, and documenting your work.

their art-making (ACAVAM121)

Finalize unit of work, annotation and visual

their artwork (ACAVAM118)

LAs History, English and Science.

Gyotaku: Aquatic Impressions

LESSON SEQUENCE & DURATION: 1/20 Lessons. 50mins.

TOPIC/FOCUS: Introduction to Gyotaku: Aquatic Impressions

GOALS AND OBJECTIVES:

SUMMARY OF RESOURCES REQUIRED:

PPT Introduction of Gyotaku: Aquatic Impressions

STEPS OF THE LESSON

Opening (links to previous lesson/s or new topic, purpose of lesson):

1 Students watch the video of Gyotaku: The ancient Japanese Art of

Have a simplified version of the

Closure (Packdown): (Options include summarising or reflecting on

15 minutes before class ends bring the students back to a group to

Gyotaku: Aquatic Impressions

LESSON SEQUENCE & DURATION: 3/20 Lessons. 50mins.

TOPIC/FOCUS: Direct Method of Gyotaku Printing

GOALS AND OBJECTIVES:

SUMMARY OF RESOURCES REQUIRED:

Bucket of rubber fish x 24

STEPS OF THE LESSON

Opening (links to previous lesson/s or new topic, purpose of lesson):

1 Gather the students around your already set up Direct method of