Interpreting art – Part 2 – The conceptual framework
Students are introduced to the conceptual framework through analysis of practice by examining artworks and engaging in criticism.
Outcomes
- 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.
Duration
2 weeks.
Content
The conceptual framework is used by students to explore the practice of artists within its holistic existence. Students will explore and investigate practice within a scenario that allows them to report their understanding of the frames.
- Literacy
- Information and communications technology.
Assessment
All activities require students to demonstrate their learning and are all assessment for learning activities.
Teaching and learning activities
Students will:
- read and complete the activities in the Conceptual Framework slideshow
- read through the Visual Arts Conceptual Framework posters.
- study, summarise and complete the tasks in the interactive study guide to visual arts website.
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.
Differentiation
Extension
Students could:
- create a short film to about the conceptual framework and its role when analysing art.
Life skills
Outcomes
- LS.3 explores the function of a variety of artists and audiences
Students could:
- with one piece of art in mind, cut out images in magazines that represent
- the world
- the artist
- the artwork
- and themselves as the audience
- share with the teacher.
- repeat the activity focusing on another artist.
Evaluate
Feedback is formative for the duration of the project.
This sequence and accompanying worksheets are available as word documents below.
- 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.
Syllabus
Please note:
Syllabus outcomes and content descriptors from Visual Arts 7–10 Syllabus (2003) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2017.