Activity Introduction

Quick summary: In this lesson of theory and art making, students will explore text in art. They will critically examine a range of contemporary artists who utilise text in their practices, before creating a text-based artwork of their own.

 

Faber-Castell has long understood the importance of creativity to all people, especially to young people. It is also continuously searching for environmentally-friendly processes and high-quality materials to enhance children’s creative experience throughout every development phase. For more information about Faber-Castell, click here.

 

Learning intentions:

  • Students form opinions about the use of text in art, based on contemporary and historical practices.
  • Students use a range of drawing techniques to create works that comment on social issue.

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 9 & 10 Visual Arts

  • Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists (ACAVAM125)
  • Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions (ACAVAM126)
  • Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)
  • Plan and design artworks that represent artistic intention (ACAVAM128)
  • Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks (ACAVAR131)

Syllabus outcomes: VAS5.1, VAS5.3, VAS5.4, VAS5.5, VAS5.6, VAS5.7, VAS5.8, VAS5.9, VAS5.10

General capabilities: Literacy, Critical and Creative Thinking

Cross-curriculum priority: Sustainability

Relevant parts of Year 9 & 10 achievement standards: Students evaluate how representations communicate artistic intentions in artworks they make and view. They identify influences of other artists on their own artworks. Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter in their artworks.

Topic: Sustainability, Social Issues.

Unit of work: Creative Sustainability – Visual Arts – Year 9 & 10.

Time required: 140 mins.

Level of teacher scaffolding: Medium – Facilitate class discussions and student art making.

Resources required: Student Worksheets – one copy per student. Device capable of presenting a video to the class. Student’s own Visual Arts Process Diaries. Sticky notes. A class set of lead pencils and Calligraphy Brush Pens or other calligraphy pens (in a variety of colours). Good quality A3 paper – one per student. Optional: Calligraphy Techniques handout, printed.

Keywords: Art, text, drawing, sustainability, social sustainability.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions:

  • Students form opinions about the use of text in art, based on contemporary and historical practices.
  • Students use a range of drawing techniques to create works that comment on social issue.

Success criteria: 

  • Students analyse a range of artworks for their ability to engage using text.
  • Students choose and utilise appropriate art making techniques in their practice.
  • Students draw on existing artworks as inspiration in their art making practice.

Teacher content information:

Sustainability describes the ability to keep going at the same rate and in the same (or better) condition as before. In order for our world to be able to sustain us, as well as the generations to come, we need to change. It’s time to think differently - and more creatively - about sustainability and the future of our planet.

Creativity and approaching challenges in a creative way has traditionally been seen as a natural gift, but in fact it can be grown

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Student Worksheet

Thought starter: The power of language can be used in art.

After sharing your view on the statements about lettering in art, respond to the prompts below:

Describe the line you have made on the board.

What does this line show you about your opinion around this topic?

How did your opinions compare to the rest of your class and why do you think this is the case?

View the text-based artwork that your teacher provided and work with your group to fill in the table below. A reminder of what is to go in each row is below the table:

Lens 1 - Words
Lens 2 - Context
Lens 3 - Context
Lens 4 - Messaging
  • Lens 1 – Words: Use this lens to explore the text on the page. If your artwork has multiple words, scan the work and select the 1-3 key words. Investigate these words using synonyms. How could this add to the work's meaning?
  • Lens 2 – Elements: Use this lens to scan and describe the elements of the work. Focus on the physical aspects of the work o
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