Literacy in Art essay - WordPress.com · EMT510: Literacy Assessment # 2 Emily Devlin Page 3 of 18 The text provides subject specific literacy which is important for students to comprehend

EMT510: Literacy Assessment # 2 Emily Devlin

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Learners:

The learners in this class comprise of year 12 senior secondary students enrolled in Art Studio

Practice (the most advanced art class offered in pre-tertiary studies). Students enrolled in this

class consider it a major unit and are therefore dedicated to their studies and keen to learn. The

class consists of 16 students: 10 males and 6 Female all of whom are gifted artists but generally

maintain average academic levels, apart from two students who are academically proficient.

3 of the students have strong interest in sculptural art, 6 are drawing/painting majors, 2 students

are computer graphic majors, 1 student is interested in multimedia art and the remaining 4

specialise in photography. The majority of students in this class are visual and kinesthetic

learners. One student has also been absent for the past two lessons due to illness.√√

Considerations:

Academic learning:

To improve critical thinking a project could be assigned to allow students the opportunity to

critically analyse and critique artwork. Accompanied by group and class discussions students

will be exposed to an array of opinions, ideas and interpretations broadening their own critical

analysis, which is important for future, class critiques.

Absentees:

Each lesson starts with a recap of the previous lesson to remind students of the content covered

so that the new lesson can build from this prior knowledge (Killen, 2013). This will give the

previously absent students an overview of what they have missed. By situating these students

with proficient students they will also be able to learn through peer tutoring and support

(Jackson, et al., 2014), and catch up on any missed content. To ensure students remain up-to-

date in the class they will be provided with the handouts and research documents from the

previous lesson as well as any missed tasks which they will be expected to work on in their

own time.√√

mark derham� 21/6/2016 3:19 AMComment [1]: Good detail here.


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Suitability of the text:

”Duchamp’s Shovel: Art as a Concept” (produced by Khan Academy) is a video suitable for

this particular class of mature students as it is informative and relevant to the current unit topic:

“What is art” (investigated over a 4 week period). √

This text is narrated by Steven Zucker: an art historian and Sal Khan the founder of

Khan Academy. Both are University graduates and experts in their field, which ensures

relevant and sound information is conveyed to students.

The video is a visual representation of a text and is engaging for the vast majority of

learners in this class, it is only ten minutes in length and maintains an interesting dialogue,

which is engaging for students.

The video features photographic features, sculptural and multimedia art (that

encompasses drawing and painting aspects also), which resonates with students and their

interests (Killen, 2013).

The video provides visual aids for the artworks discussed and also compares artists,

which increases student’s repertoire of artists as well as provides critical analysis of different

works (relevant to their assessment task).

The video challenges the concept of art, which effectively broadens student’s

knowledge and understanding of artistic conventions. It discusses the narrative presented in

particular artworks and provides historical context: all of which are important for practicing

artists and students own practices.√√

Literacy Demands:

This visual text requires critical analysis of artistic concepts and challenges students’ ideas of

art. Although less time consuming than some written texts, it still requires 10 minutes of

undivided attention. However the artists and artworks discussed are from over 50 years ago

which may be incomprehensive and disengaging for some students.

mark derham� 21/6/2016 3:34 AMComment [2]: Excellent text to use. The use of such short sharp paragraphs can be a little disjointing.


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The text provides subject specific literacy which is important for students to comprehend in

order to understand artistic conventions and concepts present in the current art world. (Hipwell.

P, & Klenowski. V, 2011). It also draws on responses and emotional reactions to art works,

which allows viewers to analyse the overall impact of the work. √

Difficult Terms:

Students are encouraged to write notes on the visual text provided, as it will be a useful

resource for their next assessment project. They are also encouraged to note any new or

unknown terms or concepts so we can discuss them later, (for developing repertoire and

engaging in Artistic language). Terms students may be unfamiliar with include: Dada, art

movements, readymade, ‘reframing artwork’, aesthetics, cynical, anti-art, ‘conceptual art

versus handicraft’, and ‘challenging the notations of art’. √√

Time Management:

As this is a mature and advanced group of art students who are dedicated learners I do not

anticipate behavioural issues. To conduct a successful lesson it is essential to engage in

adequate and detailed planning prior to the class, it also ensures minimal time is wasted. As the

theory and content of this lesson are crucial for the unit of study it is important to ensure

students have a comprehensive understanding of the content discussed before moving on. It is

also important they have enough time in each activity to ensure the learning outcomes are

achieved and therefore the time frame must be slightly flexible to allow for student engagement

and learning opportunities. √

Opportunities for Literacy Development:

- Introduces students to controversial art, which encourages critical analysis and

engagement in visual texts.

mark derham� 21/6/2016 3:22 AMComment [3]: Artistic Discourses…

Bevan & Emily


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- Introduces students to new art concepts through an argumentative (Wing Jan, 2009) and

factual text (expands repertoire of artistic concepts and art linguistics).

- Exposes students to a new text resource (Khan Academy).

- Applies argumentative and persuasive texts to visual art.

- Engages in subject-specific literacy (Wing Jan, 2009).

- Explores the narrative in visual texts .

- Extracts broad principles in art.

- Exposure to discourse of the wider art community

- Communication of thoughts through annotations, discussions and assignment planning

- Understanding of the social, cultural and historical influence and context of the artwork

(Victoria State Government Education and Training, 2014)

- Decoding of texts and artistic language (Freebody, & Luke, 1999)

- Develop understanding through engaging with the text (Text participant practices)

(Freebody, & Luke, 1999), (Wing Jan, 2009)

- Considerate of audiences and the impact of visual texts (Text user practice) (Freebody,

& Luke, 1999) (Wing Jan, 2009)

- “Thinking critically about the way language is used and texts are created to put forward

points of view and to position to the reader or viewer” (Wing Jan, 2009, P 7)

- Students will be exposed to multiple opinions and theories regarding art practices,

Bevan & Emily


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Lesson Plan

Grade: 12

Subject: Unit: Art Studio Practice

Duration: 50 minutes

Lesson: Period 3

Learning Objective/s (Subject content): By the end of this lesson students will

- Be confident in analysing artworks and visual texts

- Engage in constructive class conversations

- Verbalise constructive thoughts, opinions and questions for the broader art community and

audiences

- Have a thorough, detailed and annotated plan for the upcoming assessment using relevant

information and context from this lesson

Learning Objective/s (literacy development): By the end of this lesson students will

- Recognize the importance of social, cultural, and historical context for understanding art

- Be able to critically respond to the ideas, concepts and narrative present in visual literature

- Respond to multimodal and visual texts (video and artwork of Duchamp)

- Develop an understanding for the importance of critiques and constructive criticism

- Analyse the emotional and physical responses created by Duchamp’s artwork√

Student prior knowledge:

In the previous lesson, students engaged in the topic ‘what is art?’ through analysis of different art

mediums, techniques, methods, concepts and various art movements. In this lesson students gained

insight into the reasons art is made, what meanings are conveyed through artwork and an

understanding of why it is made. In concluding this lesson students were asked to think about ‘what

makes art, art’.√

Additional context:

Bevan & Emily

Bevan & Emily


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Over a four-week period students are studying in the Unit “what is art?” addressing historical and

contemporary art issues and concepts as well as developing skills in critical analysis and formal

critiques. Students also learn to articulate and justify their thoughts and opinions towards artists and

artworks. They are currently preparing for class critiques in the coming weeks so skills learnt through

this unit will benefit students in executing effective and constructive critiques.

This lesson is centred around the topic of “challenging the concept of art” and introduces a major

assessment for this class.√

Teaching Aids/Resources: Worksheet (see appendix), assessment rubric (see appendix), Khan

Academy Video ‘Duchamp’s Shovel: Art as Concept’,

Timing (min)

Teacher activities

Student activities

5 10

Recap of previous lesson:

- Through short class discussion.

- (What is art? Discuss aspects of art:

mediums, display, modern, classic,

ephemeral, graffiti, vandalism,

contemporary, installation and sculpture

art)

Introductory Discussion/Engagement task:

- Show image of Duchamp’s “In Advance

of a Broken Arm” (no further context

given). Through open class discussion ask

student to analyse the ‘artwork’- why

is/isn’t it art.

- Engage in class discussion

revising previous lesson

- Engage in class discussion,

critically analysing the

artwork, the concept and

meaning behind the art


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15

25 30 50

Discussion/Analysis task:

- Provide context for the artwork (including

artist’s name, the year it was made, the

gallery/museum it is located). Ask

students to reassess their previous

answers, does this context change their

opinion, through open questions and class

discussion investigate.√

Introduction of video:

- Provide students with note taking handout

to complete during and after the viewing

- Show the clip:

https://www.khanacademy.org/humanities

/art-1010/wwi-dada/dada1/v/duchamp-s-

shovel-art-as-concept (presented by Khan

Academy, 2012)

Group Discussion:

- organise students in small groups to

discuss the video content, the new artistic

context and information learned

Planning for assessment task:

- Provide students with assessment

- Engage in class discussion,

critical analysis of visual text

considering the historical and

social context given

- View video and complete

handout/ note taking task

- Engage in active group

discussion (while note

taking) analysing the

information from the video,

discuss reactions, thoughts,

feelings relevant to the new

art concept etc.

- Using annotated notes from

the lesson begin to plan and


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guidelines/expectations, rubric assessment

and criteria and monitor students as they

work to ensure support is given when

required and students have a sound

comprehension of the expectations.√

research for the written

assignment (due in 2 weeks)

Australian Curriculum links:

Visual Art: ‘Learners will undertake investigation and analysis of conceptual theories and issues in

local, historical and contemporary contexts as they relate to and inform their own proposal and studio

practice.’ (Tasmanian Qualifications Authority [TQA], 2014)

Art Studio Practice: learning outcomes: ‘communicate artistic concepts,’ ‘apply artistic judgements to

resolve aesthetic and conceptual issues,’ ‘understand historical and contemporary art issues, their

impact on society, artists and own artworks,’ and ‘work autonomously, and collaboratively with

others.’ (TQA, 2014)

Visual Arts: ‘Students will learn to critically analyse, evaluate and understand personal and collective

contexts for art making and responding and will be able to consider these from various

perspectives.’(Australian Curriculum, 2015)

Literacy in Visual Arts: In the Arts, visual and critical literacy skills will enable students to access

knowledge, make meaning, express thoughts, emotions and ideas, interact with others and participate

in a range of communication activities, using a wide variety of printed, audio, visual and digital

materials. (Australian Curriculum, 2015)

Literacy: general capabilities: students become literate as they develop the knowledge, skills and

mark derham� 15/10/2017 12:01 AMComment [4]: Lesson is very well designed and thought through. I like how much of a chance it gives students to explore and respond to such interesting concepts and questions.

Bevan & Emily

Bevan & Emily


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Literacy and learning Objectives:

In this lesson students engage in comprehensive and critical analysis of artworks and visual texts.

They are introduced to new and controversial concepts that may challenge their previous

knowledge and prove to be argumentative topics in class discussions. Through persuasive and

constructive conversations and note taking (based on the video watched and context provided in

class) students will articulate their opinions and ideas to then apply to the essay assignment.

In this lesson students will engage in group and class discussions to communicate ideas as well

working autonomously to plan for their essay. They will be expected to participate in note taking

and code breaking relevant to visual texts. (Luke & Freebody, 1999). During this lesson students

will be exposed to the discourse of the wider art community, which will essentially increase their

vocabulary/repertoire in artistic language, and can be effectively demonstrated in their assessment

dispositions to interpret and use language confidently for learning and communicating in and out of

school and for participating effectively in society,’ (Australian Curriculum, 2015)

Literacy and English in senior secondary: ‘Literacy is important in the development of the skills and

strategies needed to express, interpret, and communicate complex information and ideas.’ ‘Students

apply, extend and refine their repertoire of literacy skills and practices as they examine how meaning

is communicated and as they engage in creative response and argument. Students compare texts and

consider them in relation to their contexts and purposes, and they consider how texts are created for

specific purposes, contexts and audiences’ (Australian Curriculum, 2015

Visual Knowledge: Literacy: ‘Students interpret still and moving images, graphs, tables, maps and

other graphic representations, and understand and evaluate how images and language work together in

distinctive ways in different curriculum areas to present ideas and information in the texts they

compose and comprehend. In developing and acting with literacy, students: understand how visual

elements create meaning.’ (Australian Curriculum, 2015)√

Bevan & Emily

Bevan & Emily


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task. Through articulating their ideas in preparation for their assignment students will think

critically about the language used in the formal and persuasive writing task as well as consider

audiences and their reactions.√

This lesson encourages students to ‘communicate artistic concepts’ (criterion 2) (TQA,

2014), ‘gain an understanding of historical and contemporary art issues’ (criterion 5) (TQA,

2014), ‘work autonomously and collaboratively’ (criterion 8) (TQA, 2014), and ‘critique

artworks’ (criterion 3) (TQA, 2014). Students will participate in investigation and analysis of

conceptual artworks from various artists (course content, TQA, 2014) developing their conceptual

knowledge of artistic practices. Journal based work is also emphasized as it is imperative for

students enrolled in this course and is both internally and externally assessed. Journal based work

also provides evidence of task and learning engagement, reflects comprehension and development

as well as demonstrates reflective practice in art. In this lesson journal work is emphasised in the

literacy tasks of note taking, code breaking, planning for a persuasive task and forming and

articulation of thoughts opinions and ideas.


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APPENDIX Part A: Note taking hand out provided to students before they watch the video. These enable

students to elaborate on their ideas and begin to articulate their thoughts through code breaking

(Wing Jan, 2009). Students also critique artwork, and communicate artistic concepts through

journal documentation.√√


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Part A extension: an example of annotated worksheet√√

An extension of students’ thoughts: critical analysis and the process of articulating their

thoughts, ideas and opinions.


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Part B: Major class assignment for this unit, outlining assessment expectations, criteria, and

guidelines.(Students will plan and potentially begin this essay this lesson)√√


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Part C: Assessment rubric for Major Essay, outlining and communicating expectations and

assessment/grading criteria.√√


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Part D: Image presented to students In advance of a Broken Arm, by Marcel Duchamp, retrieved from: http://viedereilly.blogspot.com.au/2010/03/pompidou-centre-5.html


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REFERENCES Australian Curriculum Assessment and Reporting Authority (2014, December). The Australian Curriculum:

The Arts (Version 8.1), Overview, all curriculum elements, all curriculum dimensions. Retrieved

from: http://www.acara.edu.au/verve/_resources/Australian_Curriculum_The_Arts_2_July_2013.pdf

Australian Curriculum Assessment and Reporting Authority (2014, December). The Australian Curriculum:

English, Literature (Version 8.1), all curriculum elements, all curriculum dimensions. Retrieved from:

http://www.acara.edu.au/verve/_resources/Australian_Curriculum_-_English.pdf

Duchamp, M. (1915) In Advance of a Broken Arm, ready-made item in gallery, image retrieved from:

http://viedereilly.blogspot.com.au/2010/03/pompidou-centre-5.html

Hipwell, P, & Klenowski, V. (2011) A case for addressing the literacy demands of student assessment.

Australian Journal of Language and Literacy, 34, p. 127-130. Retrieved from:

http://search.informit.com.au.ezproxy.utas.edu.au/fullText;dn=112892468277320;res=IELHSS

Jackson, D, Hicman, L, Power,T, Disler,R,Potgieter,I, Deek,H, & Davidson, P & M. (2014) Small group

learning: Graduate health students’ views of challenges and benefits. Contemporary Nurse: A

Journal For The Australian Nursing Profession, 48, p.117-118. DOI:

http://dx.doi.org.ezproxy.utas.edu.au/10.5172/conu.2014.48.1.117

Khan Academy, (2012). Art as concept: Duchamp, in advance of the broken arm. [YouTube clip] retrieved

from https://www.khanacademy.org/humanities/art-1010/wwi-dada/dada1/v/duchamp-s-shovel-art-as-

concept

Killen, R. (2013). Effective teaching strategies [electronic source]: lessons from research and practice.

Melbourne, Vic: Cengage Learning Australia. Retrieved from:

http://www.utas.eblib.com.ezproxy.utas.edu.au/patron/FullRecord.aspx?p=1696408&echo=1&userid


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=SwzMujhVVYpIV%2b5UKnagxA%3d%3d&tstamp=1464312101&id=AFFDDAC91B338D09D6

3B31CC252351381C658377

Literacy professional learning resource- teaching strategies-AusVELS levels 5 and 6- teaching reading

using the four resources model: text using. (2014) Retrieved from Victoria State Government:

Education and Training, website:

http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/proflearn/Pa

ges/textusing.aspx

Tasmania Qualifications Authority (2014) Art Studio Practice: Course Document, (ART315214). Retrieved

from: http://www.tasc.tas.gov.au/_course/ART315214

Wing Jan, L. (2009). Write Ways (3rd Ed.) Literacy Practices:Four Resources Model (Luke and Freebody,

1999) Melbourne, VIC: Oxford University Press P.5-9.

Wing Jan, L. (2009). Write Ways (3rd ed.). Melbourne, VIC: Oxford University Press.√√

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Literacy in Art essay - WordPress.com · EMT510: Literacy Assessment # 2 Emily Devlin Page 3 of 18 The text provides subject specific literacy which is important for students to comprehend