Activity Introduction

Quick summary: In this lesson, students are encouraged to question the place of art in our society. Using the driving question ‘can art inspire positive actions?’ your students will examine case studies of practising artists to understand and challenge their current perception of whether art can advance sustainability both environmentally and socially. They will then create an artwork inspired these case studies.

 

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 are able to justify their view on art’s place in society
  • Students understand how artists have attempted to create social change through their work
  • Students are able to use drawing techniques to create works that comment on a social issue
  • Students are able to articulate how they have represented an underlying message in their art

21st century skills:

Australian Curriculum Mapping

Content descriptions:

Year 9 & 10 Visual Arts 

  • 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: VAS5.5, 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 artworks and displays from different cultures, times and places. They analyse connections between visual conventions, practices and viewpoints that represent their own and others’ ideas. 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: 90 mins.

Level of teacher scaffolding: Medium – seek relevant artworks prior to the lesson and facilitate class discussions.

Resources required: Student Worksheet (one copy per student), coloured pencils, A4 paper (one piece per student, artist quality not required), digital camera (optional), computers/tablets to access the online worksheet or data projector, and group copies of 5-10 selected artists.

Keywords: Art, drawing, message, sustainability, society.

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 are able to justify their view on art's place in society
  • Students understand how artists have attempted to create social change through their work
  • Students are able to use drawing techniques to create works that comment on a social issue
  • Students are able to articulate how they have represented an underlying message in their art

Success criteria:

  • Students comment about whether artworks encourage people to make change. 
  • Students choose and utilise appropriate art making techniques in their practice
  • Students explain how they have attempted to convey a message in their art making 

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 fut

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Student Worksheet

Thought starter: Can art can change society for the better?

Referring to the #artofchange artworks that your teacher has given you, answer the following questions:

  • What are the details of this work (artist, date, medium – if available)?

  • Describe the physical elements of the work (composition, colour, line, etc.)

  • What big issue/s do you feel this artwork is addressing? What makes you think this?

  • Do you think this work is effective in creating change around it’s chosen issue? To answer this question, you may consider its reach on social media, where it is being displayed and how people are reacting to the work.

Reflection

  • Look back at your statements made in response to the questions ‘can art change society for the better?’ Has your opinion changed and why/why not?

  • Social media can be an effective way for artists to affect change but how else could an artist make an impact on society? Brainstorm at least two more creative ways that artists ca
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