• 4.7 explores aspects of practice in critical and historical interpretations of art.
• 4.8 explores the function of and relationships between the artist - artwork - world - audience.
• 4.9 begins to acknowledge that art can be interpreted from different points of view.

• 5.7 applies their understanding of aspects of practice to critical and historical interpretations of art.
• 5.8 uses their understanding of the function of and relationships between artist - artwork - world - audience in critical and historical interpretations of art.
• 5.9 demonstrates how the frames provide different interpretations of art.

• Literacy
• Information and communications technology.

In groups of 4-5, students will

• select a specific frame - subjective, structural, cultural or postmodern
• research and feature the work of an artist addressing each section of the conceptual framework. Answering the questions
  • How was the artwork created?
  • Who is the Artist and what is their background?
  • Why did the Artist create this artwork?
  • What influenced the artist?
  • What is the Artwork (for example, a painting, sculpture etc)? What is the name and when was it made?
  • How does the artwork make you feel?
  • Identify the signs and symbols on the artwork.
  • Who is the intended audience?
  • What was the intentions of the artist and were they successful in portraying this to the audience?
  • Has the audience changed over time? Does the meaning change over time?
• write and present an innovative presentation listing their findings from above
• share with the class
• design an interactive game to be played on a mobile phone, based on the artist and artwork of their favourite presentation. The game must journey a character through the perspectives and frames of the artwork, showing their understanding of the conceptual framework
• paint, draw, animate or use a computer software of their choice, to design the story of their game
• present to the class.

Communicate

Written responses are documented and shared within collaborative discussion facilitated by the teacher.

Multimedia blog

Students are to:

• document the process of their artmaking within a journal. This can be their visual arts process diary, or an online blog through sites such as Google classroom.
• photograph or sketch the process used
• write a response to the process used following literacy structures, language forms and features, as seen in the DoE text type support document.

• Art smart, date accessed 09/03/18.
• Literacy structures, language forms and features date accessed 31/03/22.
• Slideshow defining the conceptual framework, date accessed 09/03/18.