LESSON PLAN 1: Introduction Subject/Topic Project / Art as Action – Generate Design Solutions

Year/Level Folio Preparation - Certificate IV in Design

Aims Working collaboratively, students will identify, analyse and explore issues surrounding protest art, as well as social, economical, political and economic issues. Students will determine the impact of art and design on political, cultural and social change in Australia and around the world.

Learning Theory Constructivism

INTRODUCTION (10 MINS) BODY OF LESSON (70 MINS) CONCLUSION (10 MINS)

Activity: (think-pair-share) Discuss an example of political / protest art and how you believe it may or may not have been effective. Duration: 5-10 minutes Teacher role: walk around the room and prompt students with questions about political / protest art. Learning Intention/Focus Question: Students will begin to understand the impact of art and design on political, cultural and social change in Australia and around the world.

Activity: In small groups of 5 - Structured inquiry: Students share and discuss key concepts within 5 printed images provided about political art. iPads are provided for research, prompting further inquiry. Each image will later appear in a presentation for students to report findings back to the class during a whole group discussion (Images/presentation). Students analyse the concept of protest art, their own idea of art as action, Australian and global issues presented within political art – groups present ideas during whole class discussion. Teacher role: Walk around the room and facilitate discussions amongst groups. Activity: Presentation (see Teacher’s Notes below) – SlideShare – Whole Group Each group reports back to the class about images discussed as they appear in the presentation, strengthening connections and prompting whole group discussion. Teacher Role: Encourage whole class discussion through facilitating questions – teacher explains any additional content & ideas, if required. Activity: In small groups of 5 - Through guided inquiry, the teacher monitors progress and facilitates substantive conversation, cultivating higher order thinking as students brainstorm sub-topics for the basis of own response to the project. iPads are provided for research, prompting further inquiry.

Activity: (think-pair-share) Teacher facilitates self-assessment as students refer back to initial ideas discussed and then write one thing learnt today as well as one thing they would like to learn about the topic on post it notes - Connecting new information to former knowledge.

Post-lesson Reflection 18 August 2015 The intro to the political brief was very successful – inquiry based learning and constructivist theory was introduced as students collaborated in small groups to deconstruct the meaning within 5 examples of political art / design. Students reported findings back to the whole class as the slideshow was presented, prompting in depth discussion both within small groups and as a whole group, maintaining student engagement and strengthening connections to new understandings. Students used ICT during the guided inquiry to undertake any further research required to understand each example provided. I will definitely use this approach in future lessons rather than deliver a powerpoint presentation in a lecture format. A similar exercise could be undertaken using Pinterest – Students could join a collaborative board and add examples of related resources at the beginning of a project / unit. Areas for Improvement Timing and full student participation requires improvement – to resolve the issue of running overtime, students could elect one art work each to talk about – naturally some studnets will speak for shorter periods of time than others rather than having one spokesperson for each group – as these more confident speakers tend to speak for extened periods of time, this approach would also to ensure that all students are involved in discussion. Mentor Feedback Bei gave the students individual slides to discuss in groups of five. The images were politically focussed art works across a broad range of styles and media from street art to installation. The students actively debated the underlying meaning of the artworks, using art terms confidently. After this, Bei took the students through the slideshow, requesting that team members explain their take on the pieces. They spoke articulately and with passion about the work. Bei gave them the space to speak and only added assisting information after they had finished. The students clearly enjoyed the lesson and it sparked debate and interest. The lesson was well paced although due to the students talking overtime – it did run overtime. Bei was well informed, through and well organised. I have suggested that the next time she have students elect one art work each to talk about in order to ensure that all students are involved in discussion. This was a great lesson – well done.

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Unit of Competency Title Element Performance Criteria Assessment Tools

BSBDES401A Generate design solutions

Define the design challenge

1. Determine and evaluate user/client needs What a Card Job Brief / Observation

2. Clarify specifications, parameters and constraints of the design challenge in consultation with relevant stakeholders What a Card Job Brief / Observation

3. Articulate the essence of the design challenge in an appropriate format Art as Action Job Brief / Journal

Undertake research to inform the design solution

1. Source, evaluate and acknowledge information that may assist in responding to the design challenge Art as Action Job Brief / Journal

2. Consider historical, current and future perspectives and trends that might inform design solutions Art as Action Job Brief / Journal

3. Consider relevant social, economic, environmental, ethical and cultural issues that may impact on design solutions Art as Action Job Brief / Journal

4. Analyse, distil and collate information to inform the development of the design solution Art as Action Job Brief / Journal

Communicate and collaborate with others

1. Establish and develop working relationships with key stakeholders What a Card Job Brief / Observation

2. Seek and integrate input and ideas from others during the design process What a Card Job Brief / Observation

3. Inform key stakeholders about progress of the design and related implications What a Card Job Brief / Observation

4. Negotiate and agree on any changed requirements or modifications What a Card Job Brief / Observation

Generate ideas and responses to the design challenge

1. Reflect on and integrate ideas generated from research and consultation Art as Action Job Brief / Journal 2. Use a range of creative thinking techniques to generate different options and ideas Art as Action Job Brief / Journal

3. Apply relevant principles of functionality, ergonomics, aesthetics and sustainability to the development of different options Art as Action Job Brief / Journal

Select a design solution

1. Develop and use a range of criteria against which to evaluate different options and ideas What a Card Job Brief / Observation

2. Select a preferred solution against agreed criteria and in consultation with relevant key stakeholders What a Card Job Brief / Observation

3. Adjust and refine proposed design solution based on research, testing and reflection Art as Action Job Brief / Journal

4. Present proposed design solution with appropriate supporting documentation according to project requirements Art as Action Job Brief

Required skills

1. Communication skills to liaise, consult and negotiate with others on potentially complex issues Art as Action Job Brief / Journal

2. Creative, critical thinking and problem-solving skills to generate a range of ideas and solutions to a particular design challenge Art as Action Job Brief / Journal

3. Research skills to interpret and develop a wide range of visual and written information sources Art as Action Job Brief / Journal

4. Planning and organisational skills to collate information, and to coordinate liaison and consultation with others during the design process. Art as Action Job Brief / Journal

Required knowledge

1. Copyright, moral rights and intellectual property issues and legislation that impact on design in the relevant context Art as Action Job Brief

2. Elements and principles of design and their application in the relevant design context Art as Action Job Brief

3. Features of the wider industry, economic, social and historical context in which Art as Action Job Brief / Journal

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design solutions are being generated 4. Other designs and the work of other design practitioners in the relevant context Art as Action Job Brief / Journal 5. Sources of information that support the development of technical and other knowledge Art as Action Job Brief / Journal

6. Technical knowledge of the area for which design solutions are being generated - in terms of materials, tools, equipment, techniques and industry processes and procedures.

Art as Action Job Brief

Critical aspects for assessment and evidence required to demonstrate competency in this unit

1. Development of a design solution through research, reflection and the generation and refinement of ideas Art as Action Job Brief / Journal

2. Effective collaboration with others in the design process What a Card Job Brief / Observation

3. Knowledge of design trends and technologies in the relevant industry context. Art as Action Job Brief / Journal

Context of and specific resources for assessment

1. Interaction with others to reflect the collaborative nature of the design process What a Card Job Brief / Observation

2. Access to sources of information on design in the relevant industry context. All students have access to a range of art & design tools and equipment. (Refer to infrastructure training resource).

AREA OF STUDY Generate design solutions.

Art as Action. This project focuses on protest art. Your art / design gives you a voice – how will you choose to use it!? Artists and designers often respond to social, environmental, political and economic issues, causing controversy and becoming a force for political, cultural and social change. How will you make a stance using your art? This project asks you to tap into your beliefs and politics – What do you feel strongly about in order to make a statement within your art? Will your piece act, boycott, protest? ‘The personal is the political’ Carol Hanisch – consider the connections between your personal experience and larger social, environmental, economic or political structures. You may respond to an issue that is currently in the media or perhaps you have felt strongly about an ongoing issue such as racism, sexism, ableism, fatphobia, poverty, homophobia, transphobia, climate change, Indigenous rights, animal rights, worker’s rights, human trafficking etc. You could using what-iffing as a creative thinking technique to generate questions such as:

• “What if aging was perceived to be beautiful?’ • “What if climate change caused Australia to be under water – how would you survive as an

environmental refugee?” • “What if the government enforced you to house a homeless person?”

INSTRUCTIONS TO CANDIDATE: Research Articulate the essence of the brief in an appropriate format – will it be an A3 Poster etc.? Source, evaluate and acknowledge information that may assist in responding to the brief Consider historical, current and future perspectives and trends that might inform your solution Consider relevant social, economic, environmental, ethical & cultural issues Analyse and collate information to inform the development of the design solution Idea generation Reflect on your research and consultation – generate ideas using a range of creative thinking techniques to develop different options and ideas Concept Development Apply relevant principles of functionality, ergonomics, aesthetics and sustainability to the development of your design concepts Refinement Adjust and refine proposed design solution based on further consultation, research, testing and reflection

SUBMISSION DETAILS Present proposed design solution with appropriate supporting documentation (ie. Visual diary)

TIME LINE Date of delivery: 18 August 2015 2 week assignment

Required Skills and knowledge

1. Communication skills to liaise, consult and negotiate with others on potentially complex issues 2. Creative, critical thinking and problem-solving skills to generate a range of ideas and solutions to a particular design challenge 3. Research skills to interpret and develop a wide range of visual and written information sources 4. Planning and organisational skills to collate information, and to coordinate liaison and consultation with others during the design

process. 5. Copyright, moral rights and intellectual property issues and legislation that impact on design in the relevant context 6. Elements and principles of design and their application in the relevant design context 7. Features of the wider industry, economic, social and historical context in which design solutions are being generated 8. Other designs and the work of other design practitioners in the relevant context 9. Sources of information that support the development of technical and other knowledge 10. Technical knowledge of the area for which design solutions are being generated - in terms of materials, tools, equipment,

techniques and industry processes and procedures. 11. Development of a design solution through research, reflection and the generation and refinement of ideas 12. Knowledge of design trends and technologies in the relevant industry context.

CURRICULUM CUV40311 Certificate IV in Design BSBDES401A Generate design solutions

ASSESSMENT COVER SHEET

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ASSESSMENT COVERSHEET CUV40311 Certificate IV in Design ASSESSMENT TASK: Art as Action UNIT/S OF COMPETENCY: BSBDES401A Generate design solutions. STUDENT NAME: INSTRUCTIONS TO CANDIDATE: See job brief for instructions

BENCHMARK ANSWERS N S

Research

Articulated the essence of the design challenge in an appropriate format – demonstrating communication skills to liaise, consult and negotiate with others on potentially complex issues

Sourced, evaluated & acknowledged information that may assist in responding to the brief Considered historical, current and future perspectives and trends that might inform design solutions – including the work of other design practitioners in the relevant context

Considered relevant social, economic, environmental, ethical and cultural issues that may impact on design solutions

Analysed, distilled and collated information to inform the development of the design solution – demonstrating planning and organisational skills to collate information, and to coordinate liaison and consultation with others during the design process

Demonstrated research skills required to interpret and develop a wide range of visual and written information sources

Idea generation

Reflected on and integrated ideas generated from research and consultation Used a range of creative thinking techniques to generate different options and ideas – demonstrating creative, critical thinking and problem-solving skills to generate a range of ideas and solutions to the design challenge

Demonstrated technical knowledge of the area for which design solutions are being generated – materials, tools, equipment, techniques, industry processes and procedures.

Concept Development

Applied relevant principles of functionality, ergonomics, aesthetics and sustainability to the development of different options

Demonstrated understanding of elements and principles of design and their application Refinement

Adjusted and refined proposed design solution based on research, testing & reflection Submission Present proposed design solution with appropriate supporting documentation – demonstrating the development of a design solution through research, reflection and the generation and refinement of ideas

Adhered to Copyright, moral rights and intellectual property legislation

DECLARATION: In completing this task, I, the student, am indicating I have not infringed copyright, cheated or have not plagiarised any other documentation to generate this assessment task and fully understand the consequences of copyright infringement, cheating and plagiarism at Northern College of the Arts & Technology. STUDENT SIGNATURE: DATE:

p SATISFACTORY * p NOT YET SATISFACTORY* *Satisfactory is in reference to the assessed piece of work rather than the whole unit of competency

ASSESSOR NAME: Belinda Janetzki ASSESSOR SIGNATURE: DATE:

Art as Action

Installations Joshua Harris, 2012

Yes Discard after use David McDiarmid, 1994 David McDiarmid, 1990

Your body is a battleground, poster Installation Barbra Kruger, 1989 Barbra Kruger, 1991

Billboard Guerrilla Girls, 1989

Buried Alive, Installation Adam Geczy, 2007

Empowering Illustrations Carol Rossetti, 2014

Street art Banksy, 2013

Occupy Wall Street, posters 2011

Occupy Hope V2, revised poster/Obama Campaign Shepard Fairey, 2011

The losing trifecta Advision (abbsolutelynot .com), 2015

FOR and AGAINST, Washington DC, (election season) Linda Hesh, 2008

The young family, fiberglass, leather, human hair Patricia Piccinini, 2002

Medic Esthetic Gwendolyn Huskens, 2008

Cardborigami Homeless Shelters Tina Hovsepian (Architect), 2013

Pablo – Retail design, Japan Atelier Rondo

HHH #1, (Hedonistic Honkey Haters) Fiona Foley, 2004

We don’t need another hero series TextaQueen, 2011

The future is unforgiving series Warwick Thornton, 2015

Escape from Woomera Katharine Neil & Atari’s Melbourne Studio, 2001

Free CeCe Marsha P. Johnson Micah Bazant, 2013 Micah Bazant, 2014

Art as Action – Teacher Notes on Presentation Slides Joshua Harris – Installations: the effect urban life has on wildlife David McDiarmid – One of Australia's most significant artists and HIV/AIDS activists. His work arose out of a very specific moment when LGBTI people felt under threat – with a focus on sexuality and HIV/AIDS, McDiarmid produced a powerful body of work that opened up the space of LGBTI art and culture in Australia. Conflict Kitchen - take out food stand serving cuisine only from countries USA are in conflict with. Barbra Kruger's critique of the dynamics of power in the early 1990s (feminism). Patricia Piccinini – She is keenly interested in how contemporary ideas of nature, the natural and the artificial are changing our society. Adam Geczy | Buried Alive – masculine anxiety of conforming to stereotypical roles, and as catalogue essayist Jacqueline Millner states, this exhibition explores “broader political questions, about the relationship between repression in its many guises and constructions of manhood, about complicity in one’s own oppression, about the scapegoating of the criminal for endemic social ills”, and furthermore suggests that it “mobilises the idea that the values embedded in apparent democracies, and their seemingly innocuous institutions, facilitate the systemic abuse of power”. - See more at: http://www.cacsa.org.au/?page_id=2313#sthash.J3AU8sSg.dpuf Warwick Thornton Thornton makes a strong statement: that overconsumption of fast food and alcohol is a ticking timebomb for Australia’s Indigenous population TextaQueen You can take away the land, but you can’t take away the warrior spirit this land created. Enough is enough, its time for pay back, islander machete styles. She fights with the spirit of the Kumul (the bird of paradise)!

Escape from Woomera – Intended to critique the treatment of mandatorily detained asylum seekers in Australia as well as the Australian government's attempt to impose a media blackout on the detention centres.