• 4.1 uses a range of strategies to explore different artmaking conventions and procedures to make artworks
• 4.2 explores the function of and relationships between the artist – artwork – world – audience
• 4.3 makes artworks that involve some understanding of the frames

• 5.1 develops range and autonomy in selecting and applying visual arts conventions and procedures to make artworks
• 5.2 makes artworks informed by their understanding of the function of and relationships between the artist – artwork – world – audience
• 5.3 makes artworks informed by an understanding of how the frames affect meaning

• Environment
• Civics and citizenship
• Information and communication technology
• Gender

'An arrangement of people who do not move or speak, especially on a stage, who represent a view of life, an event, etc.'

Cambridge dictionary, date accessed 27/03/2018

In groups of 4–5, students will:

• discuss the definition of a Tableau
• in one minute intervals, form a series of tableauxs in the scenarios called out by the teacher. Some teacher examples have been provided below.
  • At the beach
  • A game of cricket
  • Family picnic
  • Water skiing on the river
  • High tea with the queen
  • The human body
• photograph each group's frozen 3D tableau of the human body
• answer the following questions in their book or blog.
  • What is sculpture?
  • Discuss the divide between performance art and sculpture? How did it feel to perform?
  • How important is the role of the audience when creating a sculpture? Why?
  • create a flow chart of the roles and relationships which exist within the school environment and community. If you were proposing the design and construction of a sculpture for the school, why would this flow chart be important?
• research and write an online blog about the artist John Dahlsen and his contributions to Australian sculpture.

Students will:

• write a pitch/proposal selling their sculpture design to the class. In their proposal they must:
  • show the design concepts
  • say how it relates to the chosen environment
  • identify any issues that may occur through the process
  • provide environmental considerations for the location
  • select a theme that relates to the area
  • write a budget for the proposed cost of the artwork
  • create a live feed and voting section on their class blogs, detailing their proposals
• present to the class
• vote on each group's proposal, providing a comment on the criteria above. – this could be done through online forms or polls
• construct a miniature version of their proposed sculpture.

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

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.

• Sculpture by the sea
• Acquisitive Sculpture Award