Multimedia Presentation of Visual Arts Curriculum Perspectives

Multimedia Presentation of Visual Arts Curriculum Perspectives.


Assessment Task 2: Lesson Sequence Proposal


Assessment task 2: Lesson Sequence Proposal

By: Suzanne Ahir

‘Responding to our Environment’

Printmaking Elective Year 7-8

4 week block

Lesson Sequence Outline

This unit of enquiry will consist of the following:

Excursion: The Ian Potter Museum of Art.

Exhibition: ‘The world is not a foreign land’

In the 3 x 50 minute lessons we will be discussing and viewing the works of traditional and contemporary artists.

The students will be given a talk and handout in regards to health and safety in the studio. They will read and sign their handout/agreement to ensure they understand all of the information provided and be given a chance to ask questions

In the 3 x 100 minute practical lessons students will be making prints in response to discussions, observations and research. Students will be given technical demonstrations and guidance.


The Objective of this sequence of classes will be to have the students engage with their environment and experience the work of artists working within this area of enquiry.

  • The students will be shown a variety of slides showing traditional and contemporary views of the environment and it’s landscapes.
  • Traditional artworks of the environment tend to depict the landscape as a ‘view’.
  • Contemporary works about the environment and landscape offer many different perspectives.
  • Students will be encouraged to explore the different views and perspectives and look at the time and context of the artworks.
  • Student’s will explore the meaning and relevance of the natural environment depicted in the art of various cultures.
  • Through observation and research students will create and communicate their ideas and feelings about their environment.

Independent Practice

The Students will be asked to explore their environment as they are going about their normal day-to-day activities. Noticing things in their environment and collecting any objects from nature that may be of interest in our enquiry.

Weekly reflections on their ideas and development.

Learning Outcomes

Creating and Making

At the end of this unit students will be able to:

  • Incorporate ideas and influences from selected cultural and historical contexts and reflect this in their own work.
  • Use simple methods to create a printmaking plate.
  • Demonstrate making a print as follows:
  • Apply appropriate amount of ink to the slab.
  • Roll out the ink and apply to the printing plate using a roller as demonstrated.
  • Run plate through press to create a print (under supervision).

Exploring and Responding

At the end of this unit the students will be able to demonstrate the following:

  • Competency using ‘Visual Thinking Strategies’.
  • Interpret and evaluate artworks.
  • Identify and articulate arts elements and principles such as line, composition, space, shape and color, pattern, sequence, contrast, rhythm, harmony, abstraction.
  • Use research to investigate social and cultural contexts of artworks.
  • Compare various art traditions and their contents and meanings.
  • Discuss artworks using appropriate arts language.

Assessment Criteria

  • The submission of two resolved prints.
  • Weekly reflections on research and development of ideas. This may be submitted as a video, recording or written and will be shared via an online class forum.

Feedback from Presentation

The general consensus was that the activity looked engaging and fun. The immediacy of the method was appealing and would encourage the learner by building confidence.

Points that could be extended: Exploring colonialism and how the landscape was imposed upon, how the landscape was depicted at that time and for what purpose?

Further investigation of the spiritual aspects of indigenous art and location, place. The importance of the artworks in context of what was happening at that particular time.

Aboriginal Art: What is the purpose, intent? What does it mean?


EDAR518 Assessment task 1: Evaluation of Curriculum Models



Assessment Task 1

Analysis and evaluation of Curriculum Models

The two models I have identified for analysis and evaluation are:

Choice Based Learning

Discipline Based Learning


About Choice Based Learning

The Rationale, Aim’s and Outcomes of ‘Choice Based Art Education’ follow:

To provide authentic and meaningful art making experiences for the students.

Students are treated and behave like Artists.

The learning is much deeper as the students are given time and resources for them to fully investigate techniques, processes and mediums.

Students are empowered by ‘Choices’ about their own learning and art practice.

The student’s life experience is valued and by allowing them to draw on their own experiences references of multi-culturalism and other visual culture can arise organically. This allows the student freedom and insight to ideas and values held relating to their own life situation and background.

Student’s learn to self regulate and become more motivated and driven in their learning.

Independence and responsibility is learnt and the students have opportunities to teach and learn from their peers as well as their teacher. This also promotes acceptance and celebration of difference and a valuing of individual ideas and thoughts.

Choice Based Art Education supports multiple modes of learning and assessment, which caters for individual diversity, and needs of students.

Students acquire valuable life skills that are not necessarily taught in other subjects that involve teacher directed learning. When children leave school they will be required to make choices in life and take responsibility for their ongoing learning. They will gain these skills in the art room that can be transferred to everyday life.

Important elements to the structure of this theory:

Four core practices in brief: 

Personal Context: Student is an artist

Pedagogical context: Multi modes of learning

Classroom context: Students working at own pace, brief demonstrations given, abundant and varied resources available.

Assessment: Negotiated Rubrics, self-assessment, teacher documenting observations and conversations.

  • Aims and Outcomes:
  • Development of student as artist
  • Student Centred Learning empowers the learner.
  • Authentic Art experience driven by student’s own area of interest.
  • Cognitive skills for learning are acquired.
  • Opportunities for Choice are valued.
  • Teaches independence and responsibility
  • Critical Thinking skills
  • Problem Solving skills
  • Negotiation and Collaboration skills
  • Creativity
  • Initiative
  • Higher order thinking
  • Self regulation and accountability
  • Communication
  • Self evaluation
  • Time management skills
  • Leadership experience
  • Opportunity for risk taking and experimentation
  • Mistakes honoured allowing learning and development

What does a ‘Choice Based Art room’ look like ?

The room is set up with one area for group presentations and demonstrations, usually in the middle of the room. Around the room are ‘Centres’, each of these are set up with a particular medium. For example painting, has paints, brushes, technical information, examples and anything else you could need for painting. You will have a ‘Centre’ for each Medium/Process, you may have one for Clay, Drawing etc. There is also a ‘Resource’ area or library, which will have many, and varied paper and digital resources available at all times.

A ‘Choice based’ Art class

This theoretical class will be based on a year 7 Art Class:

A Brief demonstration or presentation given weekly, introducing students to a new topic, artist ,concept or technique.

Year 7

‘Self Portraits’

Slides shown of various artists past and the who create self-portraits in various methods and mediums. A short group discussion follows, on ways of thinking about the ‘self’ and how you might visually describe elements of the ‘self’.

Students respond to the information and make choices about how to proceed based on their own ideas and interests.

Students go to the ‘centre’ of their choice and select materials.

Student’s decide go to their studio spaces or stay in one of the ‘centres’ and begin their work.

The Teacher or ‘expert’ moves around the studio offering support and assistance where required. Encouraging the students with their own practice and facilitating discussion where appropriate.

The Teacher or ‘expert’ will work with the group or individually, dependant on what seems appropriate and required by the students.

The students may work in groups and collaborate where they choose to do so or work individually.

Plenty of time is allowed for students to experiment with materials and ideas. They are also encouraged to think and plan at home as well as in the studio.

Student makes artwork based on his or her own approaches and ideas.

Students take responsibility for cleaning and returning their materials in the correct Stations.

Students will conduct a self-assessment of the work that they have made.

The group comes together to discuss the works made and the students talk about their own and others work. The class celebrates all of the work made.


Students and teachers negotiate a Rubrics, which becomes the measure for standards and overall performance and achievement.

The teacher will be documenting the dialogue of studio discussions that are relevant in providing evidence of learning and understanding. They may also at times hand out questionnaires to determine understanding and use checklist to make sure criteria are being met. Visual diaries are also utilised as a record of the development of ideas. AusVels standards will be met by various modes of assessment, in particular the standards for year level 7 Arts:

Students will be exploring different contemporary and traditional arts to develop understanding of the concepts of style- during the demonstrations the students will acquire this knowledge. The art room also has an array of resources for the students that are available at all times. This includes technical instructions and well as resources visual and written as well as audio and visual, of art history, theory and contemporary practice and examples of Art.

The teacher will also model and demonstrate art making and behaviours, giving one on one assistance where required.


This model offers learning opportunities that are not generally available to students in other models. Creativity and higher order thinking skills are becoming highly valued attributes required for ‘lifelong learning’. Decision making and problem solving skills , flexibility, time management, collaboration, lateral thinking, all of these skills are learnt using the Choice based model and are valued in contemporary education.


The main weakness that could be attached to the model would be the complexity for the teacher in ensuring the Curriculum standards and levels are met. Meeting the requirements, justifying and documenting the requirements to the school and parents could be challenging and a substantial amount of extra work for the teacher. However having said this it is certainly not impossible and the teacher must be organised and adaptable keeping continuous documentation of student progress and understanding. Much though must go into how the students achievements will be measured and proven. As the students are given time to build on their ideas and knowledge, the assessment criteria is usually ticked off over the entire year. Students do make self-assessments and are given comprehensive feedback on their progress regularly

Discipline Based Art Education

Discipline Based Art Education is based on the following four areas:

  • Art Production
  • Art History
  • Art Criticism
  • Aesthetics

The Rationale is to integrate art into the curriculum as a framework for ensuring an extensive study of the arts to all students. By having a systematic and sequential approach to the arts students will develop a more thorough and sophisticated understanding and appreciation of the arts. All four areas to be taught together rather than separately in a comprehensive way. Students will gain understanding of historical and cultural aspects when critiquing artworks, and consider context.

Aims are to provide structure and goals for arts in education and provide more purpose and continuity. To emphasise all aspects of art rather than just the making.

Outcomes are to provide students with a more sophisticated understanding of art, to make them more literate artistically. To give them the skills to engage in the art world with an ability to respond to artworks in museums and galleries anywhere in the world. To enrich their lives by this understanding and appreciation.

Other key elements

  • Improve Cognitive ability
  • Critical thinking
  • Cultivate sensitivity
  • Encourage higher level thinking
  • Understand Aesthetics
  • Art appreciation
  • Art criticism
  • Cultural awareness
  • Context
  • Growth in perception
  • Competency in studio techniques
  • Foster imagination

An example of teaching using Discipline Based Art Education would look like this:

Year 7

‘Self Portraits’

Students would be shown examples of ‘Self Portraits’

The teacher will ask questions encouraging students to look further into works and find out more about the artwork.

The teacher will tell the students about the artist, title of work, where the artist comes from and other available information.

The students will be asked to identify the elements and principles of the artwork with the encouragement and guidance of the teacher.

The students will then be able to commence the ‘production’ component of the lesson.

Teacher will give a demonstration on using the pencils and pastels to make a self-portrait using line and colour.

The student’s will make a drawing of themselves using pencils and pastels as demonstrated.

The student’s can title the work and write a short description about their ‘Self Portrait’.

The teacher will then lead discussion about the works that have been made, recapping on what they discussed at the start of the class. Students will be asked to identify the elements and principles in their own and others work. The students will be asked how artworks make them feel and why? Does that person look happy or sad or confused ? etc.


The teacher will assess the learning by the question/answer technique . Were they able to identify the principles and elements ? Were the students able to make their own self-portrait using the pencils and pastels appropriately? Were the students able to discuss the emotional aspects of the artworks?. Work will be kept in the student’s folio, which will be used for their formal assessments.


Structured lessons

Meets requirements of Curriculum Standards

Outcomes easy to measure

A Broad outline of the Arts for all students


Does not cater for different styles of learning

Is quite directive in what students learn

Could stifle some creativity due to its structured nature.

Comparing ‘Choice Based Arts Education’ and ‘Discipline Based Arts Education’

The methods differ in their approach, ‘Choice Based’ emphasises learning through the making. The process of making being of importance and leading to conversations and investigations and deeper thinking about art. The demonstrations and instructions are kept to a minimum allowing maximum freedom for the student to express their ideas and creativity.

In ‘Discipline Based Arts’, the teacher directs the learning and all of the students learn the same thing and participate in the same activity. There is less emphasis on the making and more on the thinking about art.

In a way both methods are similar in that they promote thinking and understanding about art, but the approaches to getting the students thinking are entirely different. The ‘Discipline Based Art’ model possibly might not suit all learning styles whilst the ‘Choice Based Art’ model, may be more inclusive of different learning styles. Whereas the ‘Choice Based Art’ model encourages the students practice to develop over time, the ‘Disciple Based’ method is more broad and structured giving an overall learning about the arts.


I feel the ‘Discipline Based ‘ model is more suited to the Primary level and perhaps into year 7 as a sound structure to build upon. Going into year 8 and beyond the ‘Choice Based’ model allows students to develop and grow their individual art practice in a more meaningful way and become ‘experts’ in their chosen areas. The ‘Choice Based Art Education’ seems more in line with contemporary issues and creative thought processes.


Alexander, K, & Day, M, (1991). Discipline Based Art Education in the Arts: A Curriculum

  1. Getty Centre for Education in the Arts, 401 Wilshire Blvd., Suite 950, Santa Monica,    CA 90401-1455.

Douglas, K. (n.d.), Visit to a Choice Based Art Classroom, Welcome To Arts & Activities

Magazine, Retrieved March 30, 2014, from


Stephen Dobbs, (1998). Learning in and through Art: A Guide to Discipline Based Art

Education. Los Angeles: The J. Paul Getty Trust.


Teaching for Artistic Behaviour. (n.d). Teaching for Artistic Behaviour. Retrieved March 28,

2014, from