Final+Unit+of+Work

=Art Unit of Work= Stage 5 Duration: 4 Weeks Aim: Using Climate Change as a context allow students to explore the relationship between the 'artist and the world'. Students are then able to consider the purpose of a socially motivated artwork by raising awareness of Climate Change in their schools and implementing a real change.

Teacher should keep this mind-map/list for reflection upon conclusion of the unit of work. || 5.2 5.3 || Some other alternatives for this focus could be Pop Art, or 'art and the everyday'. || 5.4 || 'Jason Rhoade's ''my brother' 1995 Gillian Wearing's 'signs that say what you want them to say and not signs that say what someone else wants you to say' 1992-3 Katharina Fritsch's 'company at table' 1994 Rebecca Baumann's 'Improvised Smoke device' 2010 Tracey Moffatt's 'first job series' 2008 The Prezi should show brief artist information, artwork information, what they think the artist was saying about the world and how they think the audience would have reacted? Students should represent this visually and with use of minimal amount of text. || 5.1 || Heather Ackroyd and Dan Harvey, 'Skyline' or [|'Fly Tower' 2005] Jyll Bradley, 'Tipping Point' 2010 Natalie Jeremijenko,' Carbon Arts (project)' 2010 In their table/ groups students should consider their own reactions of the work. What do they think the work is about and why? The group should briefly present their opinions. If at all possible project the artwork for all the class to see, and expand on what the students are saying by providing information on the artist's general practice. After this exercise leave the students with the question 'why do so many artists feel the need to express their thoughts on Climate Change?' || 5.5, 5.6 5.10, || Defining the scope of the action || Do an Energy Audit of the school using the last year's electricity information. And follow this with school appliance audit. Explain to the students that using art they will raise awareness of this problem. They will then make changes to the school that will reduce their carbon emissions and document these changes with a mix of photography and digital imaging (if Photoshop or similar is not available printing or photo-mixed media will also work). || 5.2 || With these images students are to make a second digital artwork that expresses their feelings about the changes they have made in the School. || 5.2 5.4 5.9 ||
 * SAP || Sequence || Outcomes ||
 * || Students brainstorm what they think about the relationship between the' artist and the world'. Prompt students toward a line of questioning that brings into focus time, place and events that could shape an artist's practice. Then allow students to consider if they think art can affect the world it is in and how?
 * || Students are introduced to 'action art' as an example of artists reacting to the world around them. Look at artist John Cage as a direct example and explain the idea of artists 'retreating into the canvas'. Why would this have been a reaction to the war? What affect would it have on the audience?
 * || In Groups students are to make a Prezi ([|www.prezi.com]) on one of the following artworks:
 * Making the case for change || Students then move into the Postmodern frame and brainstorm the major issues in their world. Give consideration to Climate Change, how do they feel about the topic? What do they know ? At this point run through the basics of Climate Change. || 5.5 ||
 * Making the case for change || Students are given images of the following artworks:
 * Making the case for change/
 * Defining the scope of the action || Students are then to plan and make a 2D artwork that represents the problem in their school. Students should be given a source image, possibly a school emblem or SELF PORTRAIT as a base to incorporate in the image. The focus should be the relationship between 'artist and audience', show students some well known paintings that provoke emotion e.g. 'the Scream' by Edvard Munch or Picasso's 'la guernica' to inspire an emotive response in their own work. || 5.6 ||
 * Developing the proposal for action || In small groups students then research school based solutions within their budget and write this into a proposal. Students then vote for the best option for their school. This selected proposal is sent to the Principal for a pproval. ||  ||
 * Implementing the proposal || Students work with teachers to implement the action needed. This will require students and teachers to refine their proposal to send in for their regional team. ||  ||
 * Evaluating and reflecting || Using digital media afforded to the school students should document the changes to the school.