Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7 SAMPLE PLANNING Series of Discovering Mosaic/ Pastel Gallery Art Reflection CHECKLIST drawings colour collage drawing display responses Visual Arts Preliminary Unit 1 ( = Unit content covered) Art making Inquiry collation of ideas for design; for example, brainstorming or mind  mapping mark making for initial drawings/sketches: for example, different mark- making media,    such as pencils, crayons, markers, brushes, fingers materials; for example, painting with different size brushes or with twigs or bamboo nibs; paint using     different amounts of liquid medium, or on different weights and absorbency of paper visual arts process in making artworks; for example, rolling out clay, impressing a clay surface     with textured objects, and glazing a clay surface with liquid copper carbonate using sponges Visual language visual elements (line, shape, colour and/or texture) to create artworks; for example, making patterns with textured stamps, or     making a series of pinch pots, or making a monoprint using printmaking ink and simple torn stencils Art forms, media, techniques and influences engage in colour mixing   techniques and techniques in selected art forms; for example, applying paint     with a brush or coiling with clay materials and techniques; for example drawing with using     large gestures to suggest an emotion experience techniques, subject matter or approaches by other      artists or teachers when making own artworks Art practice processes and techniques used to     create artworks produce artworks   safe work practices     respect own and the artworks of     others display finished artworks  
SAMPLE PLANNING CHECKLIST Visual Arts Preliminary Unit 1 ( = Unit content covered) Task 1 Series of drawings Task 2 Discovering colour Task 3 Mosaic/ collage Task 4 Pastel drawing Task 5 Gallery display Task 6 Art responses Task 7 Reflection Art making Inquiry collation of ideas for design; for example, brainstorming or mind mapping  mark making for initial drawings/sketches: for example, different mark- making media, such as pencils, crayons, markers, brushes, fingers    materials; for example, painting with different size brushes or with twigs or bamboo nibs; paint using different amounts of liquid medium, or on different weights and absorbency of paper     visual arts process in making artworks; for example, rolling out clay, impressing a clay surface with textured objects, and glazing a clay surface with liquid copper carbonate using sponges     Visual language visual elements (line, shape, colour and/or texture) to create artworks; for example, making patterns with textured stamps, or making a series of pinch pots, or making a monoprint using printmaking ink and simple torn stencils     Art forms, media, techniques and influences engage in colour mixing techniques   and techniques in selected art forms; for example, applying paint with a brush or coiling with clay     materials and techniques; for example drawing with using large gestures to suggest an emotion     experience techniques, subject matter or approaches by other artists or teachers when making own artworks      Art practice processes and techniques used to create artworks     produce artworks   safe work practices     respect own and the artworks of others     display finished artworks  
Visual-Arts-Preliminary-U1-and-U2-sample-assessment-outline-WACE-201516.docx