Course: Visual Year: 10 Duration: 4 weeks: 12 lessons x 60 Minutes Term: 4 Stage: 5 Unit Title/Topic/Area of Study: Sculpture

Arts
Ability Level: Outline: This unit of work examines non-representational formations through the assemblage of found and recycled objects to create a 3D
high-medium self-portrait. Students will learn to use various modes of ICT including film making and projection mapping. The film will be projected onto the
sculptures to create a 4D artwork. These components are informed by an investigation of historical art movements including Cubism, Dadism.

Key Terms: assemblage, historical, critical, Cubism, Dadism

Syllabus Outcomes:
 Practice: 5.1: develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks.

 Conceptual Framework: 5.2: makes artworks informed by their understanding of the

function of and relationships between artist – artwork – world – audience

 Frames: 5.3: makes artworks informed by an understanding of how the frames affect meaning.

 Representation: 5.:4: investigates the world as a source of ideas, concepts and subject matter in the visual arts.

 Conceptual strength and meaning: 5.5: makes informed choices to develop and extend concepts and different meanings in their artworks.

 Resolution: 5.6: demonstrates developing technical accomplishment and refinement in making artworks.

 Practice: 5.7: applies their understanding of aspects of practice to critical and historical interpretations of art.

 Conceptual Framework: 5.8: uses their understanding of the function of and relationships between artist – artwork – world – audience in critical and
historical interpretations of art.

 Frames: 5.9: demonstrates how the frames provide different interpretations of art.

 Representation: 5.10: demonstrates how art criticism and art history construct meanings.
Rationale:
Students practice and apply their developed skills and technique through building a 3D and 4D form.
Students develop knowledge, understanding and skills to critically and historically interpret art informed by their understanding of practice, the conceptual framework and the
frames. Students locate and investigate various visual and textual content to enhance their understanding of practice, the conceptual framework and the frames to further and
intuitively create deeper meaning within their artmaking.

Aim:
Students develop an understanding and appreciation for creating more sustainable choices. Students learn to enjoy and value different beliefs that affect meaning and
significance. To develop critical and historical judgements and interpret art. Furthermore, students will exercise their skills to create artworks informed by their understanding of
the frames, the conceptual framework and practice.

Conceptual Framework Frames

Artist Structural

World Subjective

Artwork Cultural

Artwork Post-modern

Formal
Rubric + Marking Sheet for 3D + 4D creation.
Assessment
of
Learning:
 Learning Across the Curriculum: General Capabilities:

Cross-curriculum priorities
Sustainability
OI.2: All life forms, including human life, are connected through ecosystems
on which they depend for their wellbeing and survival.
OI.3: Sustainable patterns of living rely on the interdependence of healthy
social, economic and ecological systems.
Critical and creative thinking: Inquiring- Identifying, exploring analysing and organising
information, beliefs, values and ideas.
Ethical understanding
Information and communication technology capability: powerpoint, website building,
film production.
Literacy: Visual Knowledge, word knowledge, text knowledge, grammar knowledge.
Numeracy: applying measurement, geometry, balance, subtraction, problem solving.
Personal and social capability: social management, self-awareness, self- management.

OI.4: World views that recognise the dependence of living things on healthy
ecosystems, and value diversity and social justice, are essential for achieving
sustainability.

OI.7: Actions for a more sustainable future reflect values of care, respect and
responsibility, and require us to explore and understand environments.

OI.9: Sustainable futures result from actions designed to preserve and/or

restore the quality and uniqueness of environments.

Literacy Continuum Strategies: Numeracy Continuum Strategies:

In Collecting, Analysing and Organising Using Mathematical Ideas and Techniques

Information students learn to collect selected information that is adapted Through artmaking students develop skills in judging proportions, sizes, time and spatial
and shaped in their investigations of ideas and images. In developing informed relationships in 2, 3 and 4 dimensions. Particular artworks employ complex mathematical
points of view in written and practical forms, students consider how information knowledge and skills requiring precise measurement and geometry.
may be analysed and used to represent new interpretations of ideas and
interests.
Solving Problems
Communicating Ideas and Information
 In Visual Arts Stage 6 students develop skills in representing ideas and
interests in artworks, written and oral forms. Students learn to consider the
different ways their ideas and interests may be understood by audiences and
how they communicate meaning.
Planning and Organising Activities
Solving problems is regarded as being central to this syllabus. Practical forms of
knowledge are recognised as foundational to learning in the subject. Students in Visual Arts
Stage 6 examine and assess the nature and requirements of the various tasks they undertake
in the
art classroom. They make judgements about the appropriateness of actions and
procedures to solve problems in artmaking, art criticism and art history.

Visual Arts Stage 6 encourages students to actively investigate and develop

networks of procedures and actions. In artmaking, students learn to plan courses
of action and make judgements about ways to organise ideas, images and
materials to represent a point of view in the works they make. Through
researching interests in art criticism and art history, students learn to plan
investigations and arguments that involve the organisation of written
information and examples of artworks, artists and audiences to use in their
explanations and evaluations.

Strategies applied within the unit Quality Teaching priorities

 Teacher demonstration  Mind mapping  Deep understanding
 Groupwork  Reading & comprehension  Deep Knowledge
 Individual work  Cloze passage  Problematic knowledge
 Peer Assessment  Short answer writing tasks  Higher-order thinking
 Class discussion  Scaffolding  Metalanguage
 Oral presentations  Writing procedures  Substantive communication
 Brainstorming  Text deconstruction  Explicit quality criteria
 Explicit teaching  Measurement  Engagement
 Sharing work samples  Text types  High Expectations
 Audio Visual stimulus  Meta-vocabulary  Social support
  Outdoor work  Reading tasks  Student’s self-regulation
 Games/ puzzles  Paragraph writing  Student direction
 Jigsaw learning strategies  Note taking & summaries  Background knowledge
 OH transparencies  Calculations  Cultural knowledge
 Student directed tasks  Visual accuracy judgment skills  Inclusivity
 Investigations through mediated images  Connectedness
 Narrative

Professional Standards Evidence

 2.5 Literacy and numeracy strategies  Literacy: through use of understanding, comprehension, mind maps, grammar, spelling,
narrative writing, procedural text types.
 Numeracy: through use of, accuracy, ratio, dimension (length, depth, width) speed,

time, units of measurement, geometrical shapes.

 2.6 Information and Communication Technology (ICT)  Through implementing numerous powerpoints flipped classroom, film making,
projection mapping and investigating visual texts.

 1.5 Differentiate teaching to meet the specific learning needs of students  Indicated through the structured/ scaffolded activities for lower ability students can
across the full range of abilities achieve for this content area and outcome.
 Indicated through the extension activities for all gifted and talented can achieve for this

content area and outcome.

Unit Name: Your Junk is my Treasure Term: 4 Week: 1

Teaching & Learning Activities & Resources

Syllabus Structured/ Scaffolded Core Extension Registra-
Content/ Activities lower ability Activities all students can achieve for this content area and outcome Activities all gifted and tion:
Outcomes/ students can achieve for talented can achieve Date &
Learn this content area and for this content area Time
About/Learn To: outcome. and outcome.

Practice: 5.1: Students that have Introduce the topic student will be investigating. “Your Junk is my Treasure city.”
anxiety as the sight of an (can be applied to the
Conceptual assessment spoken to final interactive graphic
Framework: 5.2: before the class or asked Students receive/teacher explains letter of permission for excursion to the novel).
to see the teacher at one beach/park and assessment notification. Teacher notifies students will need a
parent’s signature before the excursion. Students sign the register acknowledging
Frames: 5.3: of their recess periods to
they have received the artmaking assessment.
have a one on one
Frames: 5.9: explanation of the task
as per individual learning
Conceptual plan. Students will be creating an assemblage sculpture using recycled and found
Framework: 5.8: objects from the beach, park and playground to create a non- representational
self-portrait. Students will be creating an informative film surrounding
environmental sustainability and the elements of art onto their self-portrait. (may
Students learn be assessed individually or as a group with teacher’s assistance). The audience can
about: participate and alter the outcome of the informative film by clicking and scrolling.
(The resolution of the final production is a group-based assessment).
The world as a
source of ideas
and concepts to
make art
Students may choose to Students may write the
The field of visual draw inspiration from Students are provided with a draft paper (will be glued into their VAPD’s). name using the
arts and design their journey to and from Students write a list of five objects that are of value to them. objects/signs/symbols
as comprising school and what they Through the subjective frame students will write why those objects hold meaning to create the shape of
conventions, encounter on their or any type of connection to THEIR everyday life, using TWO words. the letters.
activities, route.
traditions and Students write the objects up on the board and as a class, discuss an alternative
customs shaped use for the object. Teacher lead class brain storm and discussion surrounding how
by different the objects they have chosen may impact the world they are living in.
values and Students record the negative impacts their objects may have on the environment.
beliefs Students reflect on their objects shelf life/usefulness and whether they can
interchange that object with a memory instead.
How the frames Students draw the name of their object in the centre of the page and must include
offer alternative at least two of the objects that pose the least impact on the environment
ways to think somewhere on the page and three symbol or sign representing positive memories.
about
relationships
between the Students view the documentary twice Plastic Oceans- 12:13mins. Students have Students may create a
artist-artwork- Students receive a pens down during the first viewing. Through teacher led inquiry questions, the crossword using key
world-audience questions sheet to follow class discusses the following: words from the
and record the answers 1. That was fantastic, what did you think of the documentary? documentary.
Students learn and write any questions 2. Was there anything that shocked you the most?
to: they still have 3. Is there anything we can do as individuals to prevent more of this
surrounding their pollution destroying wildlife?
Develop research viewing experience. 4. How can we help ourselves?
and investigate Students take down three points of significance from the second viewing and
skills using their three important evaluations drawn from the class discussion.
visual arts (http://www.abc.net.au/catalyst/stories/3583576.htm
process diary

Develop Students selects from a various list of material provided by the teacher to trial for
subjective, Teacher guides students assembling their self-portrait sculpture. (card board, found leaves, sticks, wax, and Teacher guides
structural, to select a friendlier soft plastic.) students to use a more
cultural and material Students create a document entry in their VAPD’s for each material they selected challenging material
postmodern to use, their process/experience with each material and procedure including the
approaches to set parameters and dimensions.
making artworks Teacher monitors students’ progress, ensure grammar, spelling and punctuation is
correct.
Interpret and
explain Students may continue
relationships Students that need extra OH&S: students will learn about safety procedures when using sharp tools. developing the
between artists- help will be monitored This will be supported by teacher demonstrations and discussed as needed. characters background
artworks-the and offered extra OR assist students that
world-audiences assistance. Students will Students are inducted for using a stencil knife with a demonstration.
 be guided to use easier
materials. Flat plastics as
it eases motor skills.
1.Have your plastic bottle clean and ready for cutting, with a cutting mat and need extra support with
blades. teacher guidance.
2.Please make a dotted line with a marker where you intend to cut.
3.Use blades SAFELY and SLOWLY to cut the on the lines.
4.REMEMBER: ALWAYS cut AWAY from your hand.
5.Next, place the pieces in a variety of compositions. Take a photo of each
composition to see what you like the best.
6.Use the hot glue gun only on the inside and ask for help if you’re finding it tricky.
7.As a class we will write down the steps we went through for creating our self-
portrait.
8.Induction for handing blades back. (Watch your names being crossed off)

Teacher circles the classroom inspecting each student is using the tools correctly.
As teacher monitors and provides feedback as students are to assemble their blue
print sculptures.

Students conduct research and list the steps/procedure they will need to follow Students may create a
Students may edit their for creating a projection mapping onto their self-portrait. tutorial for peers to
film using their personal learn from.
mobile
device/laptop/tablet
provided through movie
maker.

Evidence of Program Adjustments:

Learning: _____________________________________________________________
 _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Unit Name: Your Junk is my Treasure Term: 4 Week: 2

Teaching & Learning Activities & Resources

Syllabus Content/ Regist
Outcomes/ Learn Structured/Scaffolded Core Extension ra-
About/Learn To: Activities lower ability students Activities all students can achieve for this content area and Activities all gifted and tion:
can achieve for this content area outcome. talented can achieve for this Date
and outcome. content area and outcome. &
Time
Practice: 5.1: Students gain understanding of art practices through investigating
the Washed Ashore Project (A community-based initiative), Marina
Conceptual DeBris and Nick Caves artworks and artmaking practices. Students
Framework: 5.2: will be situated in the library viewing the powerpoint (Appendix 1).
Class comes together and discusses the following answers. Students
Frames: 5.3: record the answer to the questions littered throughout the
powerpoint within their VAPD’s. Questions are as follows:
Conceptual  What do you think of these works?
Framework: 5.8:  How do you think we can achieve something similar in
our own backyard?
Practice: 5.7:
 Where would you start?
 How do you feel seeing these images?
Conceptual
 What does Nick Cave produce?
strength and
 What materials does Nick Cave use?
meaning: 5.5:
 What message is Nick Cave making through his work?
Frames: 5.9: What message will you be including in your work?
 What does Marina DeBris produce?
Students learn  What materials does Marina DeBris use?
about:  How does she define herself and what is she involved
in?
How the frames  What message is Marina DeBris making through her
offer alternative work?
ways to think  What message will you be including in your work?
about The questions will be available on flipped classroom for students
relationships to complete.
between the Teacher guides students to use Competition if there is time: Measure shapes and assemble a 25cm x Teacher guides students to use
artist-artwork- friendlier materials. Eases motor 10 cm sculpture and the group that does it the best wins. Through more challenging materials.
world-audience. skills and helps confidence this activity teacher assesses their ability to measure, their accuracy,
The pleasure and understanding, speed, dimensions. A formative assessment as
enjoyment of opposed to how they started off in the beginning.
making artworks
Students receive safety expectations to read through with their
The field of visual parents. The safety precautions list requires a parent signature to
arts and design as ensure students have read it through not only with their teachers
comprising but also their parents/guardians. Students that don’t receive a
conventions, signature on the safety procedures may ask a teacher to go through
activities, it with them an additional time.
traditions and
customs shaped
by different
values and beliefs

Students learn to:

Excursion day. Teacher revisits the expectations students must
Interpret and follow while on the bus. Teacher relays the zone each pair will be
explain allocated to. Teacher distributes each pair two collection bags, two
relationships sets of gloves and two pick up claws on their way off the bus to their
between artists- allocated zone. Supervisors walk their groups to the zones (beach
artworks-the and grassy areas) where a head count takes place and students sign
world-audiences. on with the allocated teacher/supervisor. (Teacher/supervisors
conduct the same procedure for leaving the grounds).
Build their Students safely collect plastic objects and take a video of the
research, location and the objects as they are being found in order for
approaches to students to edit and project their informative film onto their self-
experimentation, portraits using projection mapping. Teachers keep vigilant and
procedures, skills Students receive written aware of all students circling the zones and assisting any students Students write a creative story
and strategies and instruction sheet and may write a that need help. surrounding the origins of the
develop recount of the day and what they object and its past life (can be
Teacher gathers students to ‘zone one’ (on the grass next to the
judgements in found. (can be applied to the final applied to the final interactive
bus). As a class teacher asks students to volunteer, in their pairs, to
their practical interactive graphic novel). Teacher graphic novel). Teacher
showcase their findings. Students record their reflections and todays
action of using monitors their grammar, monitors their grammar,
experience on their note pads to paste into their VAPD’s. Teacher
diaries an making punctuation and spelling providing punctuation and spelling
monitors their grammar, punctuation and spelling providing
of artworks. immediate feedback. providing immediate feedback.
immediate feedback. Students send photos to teacher via email and
teacher prints out the photos for students to glue them in their
Investigate and
VAPD’s for documentation of their artmaking processes.
apply selected
conventions,
activities,
traditions and
customs of the
field of visual arts Students receive simple
and design to instructions sheet with sentence
make art where starters and mix and match
meaning is shaped definitions for Sustainability meta-
by values and language.
beliefs about the
individual, social
structures, the
artworld and
power
With teacher guidance and
support students may form a
group to create a larger
instillation. Students may create
futuristic terrain for the non-
representational assemblage
sculptures to reside in. (roads,
walls, sky etc). Students are
provided with extra assistance if
they are struggling with
measurement and accurate
scaling.
Evidence of Learning:
Unit Name: Your Junk is my Treasure
Students begin creating a their ongoing meta-language vocabulary
list at the back of their VAPD’s for Key words devised by the class Students receive fill out
discussion on the board: sustainability, biohazard, marine debris, definitions using a dictionary or
drawing, design, architectural, recycle, biodegradable, compose, personal device.
create, assemble, sculpture, form, symmetry, geometry, interpret,
represent, resolution.
Teacher monitors students spelling, grammar and punctuation while
circling the classroom during the class brain storm.
Students create a mind map and collect additional found material
from the playground for resolving their self-portrait. (adding to the
collection from the beach/park). S
Students sketch their draft refining additional research. Students will
need to include an appropriate scaled ratio, diameter and perimeter
of the artwork. The sculpture cannot exceed 25x25cm. Teacher is
circling the room and ensuring students are on the right track.
Teacher assists students with their measurement and accurate
scaling. Students may begin assemblage once approved by the
teacher.
Program Adjustments:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Term: 4 Week: 3
 Teaching & Learning Activities & Resources
Syllabus Registra-
Content/ Structured/Scaffolded Core Extension tion:
Outcomes/ Activities lower ability students Activities all students can achieve for this content area and Activities all gifted and Date &
Learn can achieve for this content area outcome. talented can achieve for this Time
About/Learn To: and outcome. content area and outcome.
Teacher asks students to close their eyes. Teacher plays students a
Practice: 5.1: flamenco music clip
https://www.youtube.com/watch?v=SwXQa00owvk 5:27- 7:00.
Frames: 5.3: Teacher guides students through envisioning they are on a trip to
Spain and about to meet Pablo Picasso. Teacher asks specific
Conceptual students to describe what they see on their journey as they get off
Framework: 5.8: the plane. Students open their eyes and students are introduced to
the virtual museum showcasing critical and historical study of Pablo
Resolution: 5.6: Picasso and Cubism to inform their artwork assemblage. Teacher
asks for a volunteer to read the information on each slide aloud and
Frames: 5.9: discuss each slide. Teacher hands out the delicious recipe’s work
sheet to all students. Students answer the following questions with
teacher guidance.
Students learn  Give reasons why Picasso is often referred to as a ‘legendary
about: figure’? (3marks)

How the frames

offer alternative
ways to think
about
relationships
between the
artist-artwork-
 Students research projection mapping and inspiration. Students
world-audience. Teacher provides students with Students that have worked at a
watch a tutorial https://www.youtube.com/watch?v=skU3T8bgEIM
simple instructions and guides fast pace and completed
5:06 and powerpoint on ‘How to use projection mapping
The pleasure and students to use friendlier quality work may take lead on
software’0:40-1:17 + 2:35-4:38. Students take video at beach and
enjoyment of materials and editing software creating the projection
project it over their self-portraits.
making artworks mapping for final group
Students continue to develop their self-portrait and begin editing assessment. Teacher monitors
their informative film using their personal device. Teacher monitors and inducts students on how to
students’ research and progress and assists students. Students may use the program.
edit their films in groups for additional support.
Students learn Students aim:
to: • Paint your sculpture white
• Use movie maker on a device/laptop provided to you, at the
Interpret and library or in class.
explain
relationships Students that have worked at a
Through the Structural frame and the elements of art students will
between artists- Students are provided with fast pace and completed
artworks-the explicit with simplified deconstruct Picasso’s artwork into simplified forms through teacher quality work may assist
world-audiences. instructions. Layout broken down led class brain storm. Students identify the different shapes they students working at a varied
or colour coded. could use in their own artworks by circling the different shapes pace. Students listen to
Build their painted in Picassos artwork. questions and answers being
research, Students draw these shapes into their VAPD’s and label them. This provided throughout the
approaches to will provide students with the foundation for constructing their snowball activity.
experimentation, recycled assemblage sculpture.
procedures, skills Students will research and trial different combination of geometric
and strategies shapes i.e. types of rectangles, squares, triangles – isosceles, scalene,
and develop equilateral to create their assemblage.
judgements in
their practical Students may receive assistance Students continue with their self-portrait assemblage, adding to the
action of using with resolving and painting their documentation in their VAPD. Students work towards resolving their
diaries an self-portrait if accepted. Students sculpture and paint their sculpture white. Teacher monitors students
making of listen to questions and answers and assists with building or guidance. Teacher corrects any scale
artworks. being provided throughout the issues and grammar, punctuation and spelling errors while circling
snowball activity. the classroom.
.
Snow ball activity – in their assessment groups students proceed to
write down three questions about their final productions and what
whether they have any unanswered concerns. Students swap around
groups for the duration of the activity, share their answers and share
the questions by throwing them into the bucket in the centre of the
classroom. As they reach the middle of the class, the teacher can
monitor the overall progression of each group. If students get it in
the bucket, they receive a small prize.
Evidence of Learning: Program Adjustments:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Unit Name: Your Junk is my Treasure Term: 4 Week: 4

Teaching & Learning Activities & Resources

Syllabus Registra-
Content/ Structured/Scaffolded Core Extension tion:
Outcomes/ Activities lower ability students Activities all students can achieve for this content area and Activities all gifted and Date &
Learn can achieve for this content area outcome. talented can achieve for this Time
About/Learn To: and outcome. content area and outcome.

Practice: 5.1:

Conceptual Teacher chosen students are

Framework: 5.2: Through the conceptual framework students are introduced to the required to scribe and collate
Dadist ‘non-art movement’ Students engage with an art historical notes that are shared within
Frames: 5.3: timeline within the powerpoint. Students are organised into their their home groups.
original jigsaw groups and are provided with the question ‘Art has a
Resolution: 5.6: job to do: to shock people’. Do you agree with this? Why? Why Not?
Students re-join their expert groups. Teacher asks students questions
Frames: 5.9: to ensure whether they possess a clear and concise understanding of
the answer in order to relay with their home groups.

Students learn
about:

How the frames

offer alternative
ways to think Share their tutorial with
about Students may work in pairs Students continue to resolve their film uploading it into the student that need extra
relationships working towards resolving their projection mapping software. Teacher visits each student to assess assistance.
between the self-portrait. their progress and provide immediate feedback and redirect
artist-artwork- students if needed.
world-audience. Students will test and resolve any issues with their uploads and final
projection.
The pleasure and
enjoyment of
making artworks
 Students learn
to:

Interpret and Teacher helps with set up

Students may complete any questions on Marina DeBris and Nick
explain With teacher guidance students
Cave OR students complete the VAPD documentation process.
relationships create mixed ability peer review
Teacher provides feedback to each student regarding the questions
between artists- group
on Marina DeBris and Nick Cave while students resolve any issues
artworks-the
with their projection mapping.
world-audiences.

Build their
research,
approaches to Students present their work to the class.
experimentation, Teacher helps with set up • Present your non-representational self-portrait to your
procedures, skills audience
and strategies • Turn on the projector and reveal where you found your
and develop materials.
judgements in
Students write a reflection on their creation.
their practical
Teacher monitors student’s progression, grammar, spelling and
action of using
punctuation.
diaries and
making of
artworks. Competition if there is time: Measure shapes and put them together
and the group that does it the best wins. Assessing their ability to
measure, accuracy, understanding, speed, dimensions measured
correctly, and this is to monitor the development and progress
compared to when the students started.
Evidence of Learning: Program Adjustments:
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Justification:
 According to the Australian Curriculum, Assessment and Reporting Authority (2019) teachers embed positive pedagogical strategies to nurture the development of
student’s personal and social skills (Davies, Cooper, Kettler, & Elliott, 2015). At stage five students are learning to develop their personal adolescent changes and challenges.
Concurrently students are learning to develop, regulate and stabilise an identity and understand not only themselves but the people surrounding them. Students will also be
learning to manage various familial relationships and how to learn more successfully. A students academic learning level, effectiveness of management and regulation of
emotions, building positive relationships, and development of empathy towards others can be determined by their level of maturation. (Aslan, Alyuz, Okur, Mete, Oktay,
& Esme 2018).

Embedded within this unit are activities including: groupwork, peer assessment, sharing work samples, outdoor work, games/puzzles, snowball activity, class
discussions, collaborative inquiry learning and jigsaw learning strategies. These activities will nurture a student’s personal and social capabilities these skills and promote a
positive attitude towards each other and to thrive as a good citizen. Subsequently this satisfies the 1.1.1 professional standard to Know students and how they learn as well
as their physical, social, and intellectual development and characteristics. Furthermore, Arguedas, Daradoumis & Xhafa (2016) discuss that the strategies embedded enhance
student’s communication, listening and problem-solving skills. Students exercise their accountability, self-regulation and practice a deeper more meaningful engagement
and confidence in public presenting. (Arguedas et al., 2016). Students are presented with the opportunity to exercise and maximise positive peer interactions, respect and
cooperation with each other within and outside of the classroom environment meeting 1.1.1 standard.

According to Cunnington, Kantrowitz, Harnett & Hill-Ries (2014) it is essential for literacy and numeracy to become integrated into cross curriculums.
Cunnington et. al (2014) discusses the direct correlation between a teacher’s delivery of rigorous explicit instructions and interdisciplinary expecta tions of literacy
and numeracy within visual arts through the successful results found in the Framing Student Success trial study. The integration of literacy and numeracy learning
while supports a student’s cognitive development has a positive correlation to a student’s academic success while cultivating their art making technique and
skills. Hattie and Yates (2014) discusses the effectiveness of applying explicit instruction, feedback, and visible learning maximises a student’s capabilities to practice
meaningful reflection surrounding their critical concepts and artmaking practice.

Hattie et al. (2014) recommends various learning techniques characterised with high-quality teaching and differentiation instruction may positively impact a student’s
academic success and overall learning journey. The unit satisfies professional standard 2.5.1 through the literary integration of comprehension, short answer writing,
grammar, punctuation, and spelling feedback as well as visual knowledge and stimuli. Students have the opportunity to lead literacy-based activities and exercise text types
including procedural writing, meta-language sentence starters, mind map brainstorms for a deeper enriched unit. Thus, the students thrive and develop their analytical,
descriptive, verbal, and written language skills (Milton, 2017; Nixon, 2016). Students also exercise their numerical knowledge and skills applying previous knowledge of
measurement, ratios, geometry, problem solving and balance meeting 2.5.1 (Cunnington et al., 2014). According to Hattie et. al (2014) student-received-feedback is one of
the most powerful and effective strategies a teacher can instil within and outside of a classroom environment creating a more positive teacher-student relationship. According
to Bailey (2017) the interweaving of literary and numerical priorities within visual arts has shown more successful academic results than delivering the priorities
separately.

Cappello & Walker (2016) discuss that visual thinking strategies strengthen a student’s creative skills, enhance critical thinking, and strengthen a student’s
communication and autonomy. Through these strategies’ students exercise applying original ideas and values within their artmaking and written work; creating a stronger
connection to the content delivered within a classroom. Students require a deeper connection to the content delivered by the teacher as it will enhance their appreciation
and engagement. Through breaking down the content or creating more challenging content that interests the students; the classroom will become a more positive experience
filled where students can develop resilience, higher-order thinking skills and setting increasingly challenging goals. To differentiate content is equally essential and in order
for students to reach their full potential scaffolding the content will assist students in achieving academic success.

Finally, students have the opportunity to develop their skills surrounding Information and communication technology (ICT) use. Through the structured assessment
students learn how to utilise numerous programs including various recording applications, movie maker and projection mapping to present as part of their assessment of
learning meeting the professional standard 2.6.1. Throughout the unit the teacher assesses as students are learning ensuring they are receiving the appropriate support
required to achieve successful results. According to Turan, & Göktaş, (2018) flipped classroom is an innovative and effective way to motivate students to engage with
the content delivered. Turan et. al (2018) discusses that students who have content delivered through the flipped classroom model indicated an increased motivation as
opposed to traditional textbook method. This unit is highly effective according to Turan et. al (2018) as it has an abundance of hands-on in-class activities, group work and
gamification activities available for students enhanced learning experience.
References:

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