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List of Abbreviations:

| Abbreviation | Explanation
| 3D | Three Dimensional
| ACARA | Australian Curriculum, Assessment and Reporting Authority
| APST | Australian Professional Standards for Teachers
| ICT | Information and Communication Technology
| KWL | What I Know, what I Want to know, what I have Learned
| NSW | New South Wales
| SAMR | Substitution, Augmentation, Modification, and Redefinition.
| TCF | The Conceptual Framework
| TPACK | Technological Pedagogical Content Knowledge
| TPS | Think, Pair, Share
| VAPD | Visual Arts Process Diary
| WALT | We Are Learning To
| WILF | What I’m Looking For

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The purpose of this lesson plan centres around teaching the NSW visual arts Stage 5 syllabus outcome 5.2 and ACARA’s ICT general capability. The lesson plan focuses on assessment as a pedagogical tool to enrich student learning and meet relevant syllabus outcomes. Assessment for, as, and of learning are all utilised to effectively meet learning needs. Designed backwards (Wiggins & McTighe, 2011), this lesson is the final section of a three-part lesson sequence planned around a summative assessment task that aims to meet Stage 5 visual arts learning outcomes.

The lesson revolves around giving students the opportunity to complete the summative assessment in class using Tinkercad. However, the lesson plan also utilises a range of assessment for and as learning to target the APST sections 1.2, 2.3, 2.6, 5.1, 5.2, and 5.4. As Godinho (2015) states, “Assessment… can provide access to very helpful information about students’ learning and their achievement levels” (p. 223). Focusing on assessment as a process, the lesson strives to align assessment, “… with educational intentions or learning objectives” (Klenowski & Wyatt-Smith, 2014, p. 56). It does this by considering all of the data collected from previous assessments for learning; and applying formative, open-ended questioning and relevant, immediate feedback to develop a learning culture (Shepard, 2000), which aims at being, “… challenging, relevant and engaging for [all] students” (Brady & Kennedy, 2012, p. 33). The lesson also uses small, student ecologies; and a collaborative ICT Edmodo platform, to encourage self and peer-feedback against the success criteria (Knobel & Lankshear, 2014).

Through ICT, the lesson has been transformed to enrich learning. It helps prepare students for the media-dense, contemporary world by, “Looking at digital technologies through a pedagogical lens…” (Pegrum, 2009, p. 5). This pedagogical lens employs ICT, “… to access, create, and communicate information and ideas” (ACARA, n.d.a, para. 1). Through the use of ICT and assessment, the lesson strives to help learners achieve outcome 5.2.

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Tinkercad:

–      Tinkercad home page: https://www.tinkercad.com/#/

–      Tinkercad example project: https://www.tinkercad.com/things/6u4yVMeiRz1-project-another-country-dwelling-design

Edmodo:

–      Edmodo home page: https://www.edmodo.com/

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The lesson’s ICT is informed by the SAMR and TPACK models and is based around engaging students with the three organising elements of the ACARA ICT general capability. These three elements centre around enhancing students’ abilities to access, create, and communicate information. Three examples of how the lesson targets these ICT elements include a PowerPoint presentation designed to give students access to information on an art case study; using the web tool Tinkercad to provide students with a platform to create an artwork model that relates to the conceptual framework; and using the social-media platform Edmodo to raise awareness against cyber bullying, reinforce proper conduct while using social media, and encourage community learning (Bickford & Wright, 2006). Under the SAMR model, these ICTs have allowed for the redefinition of the lesson plan and the summative task (Schrock, 2013). Each of these ICTs effectively integrate with the target syllabus outcome 5.2 and enhances pedagogical implementation under the TPACK model (Mishra & Koehler, 2006). The three ICTs also support students to reach a multitude of Level 6 ACARA ICT Capability Learning Continuum elements.

In order to scaffold students’ access to information, a PowerPoint presentation investigating artists Isabel and Alfredo Aquilizan and their artwork In-Habit: Project Another Country has been developed. According to the SAMR model, this PowerPoint is an augmentation upon a non-ICT lesson as it allows selected information to be presented to the whole class efficiently, improving functionality compared to twenty-five copies of a text. Within the TPACK framework, the PowerPoint is an example of technological content knowledge as it allows students to engage with the curriculum content through a technological lens. The PowerPoint, “… involves students investigating questions, topics or problems using ICT” (ACARA, n.d.a, para. 10). The PowerPoint also allows students to access, organise, and analyse information.

The lesson and the summative assessment both focus on the web tool Tinkercad as a platform for students to create with ICT. Tinkercad redefines students’ access to the visual arts outcome 5.2 by providing students with the opportunity to autonomously create a 3D model dwelling that can be saved and reedited; explored three dimensionally; and deconstructed and evaluated by peers, all within the context of the conceptual framework. The use of Tinkercad also becomes a form technological content knowledge, as students consider how technology can affect artmaking practice. The students’ use of Tinkercad links to two ICT learning continuum elements at Level 6. It allows students to generate ideas, plans, and processes by using, “… ICT to articulate ideas and concepts, and plan the development of complex solutions” (ACARA, 2012, p. 2), regarding the visual arts outcome 5.2. It also allows students to generate solutions to challenges and learning area tasks by designing and modifying complex digital solutions for a range of audiences and purposes revolving around an artist case study and the conceptual framework. Through Tinkercad, students are given the opportunity to generate and plan out ideas that are relevant and meaningful to the syllabus.

Students are given the opportunity to use ICT to communicate information through the social media platform Edmodo. Edmodo enables curriculum-based learning to be redefined within the SAMR model, as students are able to submit and save their work in stages; share their progress within a community of peers; receive and give feedback through a safely supervised and moderated learning space (Zbaracki, 2015); and build a progression of evidence towards a final summative goal. Within the TPACK framework, Edmodo combines technology knowledge, content knowledge, and pedagogical knowledge to form technological pedagogical and content knowledge. It does this by giving students opportunity to discuss and explore the curriculum amongst themselves, while also enabling the teacher to give timely feedback and supervise the social development of all students within a technological system (Forster, 2009). Therefore, Edmodo facilitates students towards Level 6 ICT continuum skills. In particular, recognising intellectual property; identifying the impacts of ICT in society; collaborate share and exchange; understand computer mediated communications; and managing digital data. Through Edmodo students apply appropriate ICT communication and community practices, store and share information, and develop an understanding of how ICT impacts upon society.

These ICT work to support all students towards relevant curriculum outcomes. This is important because ICT is an essential part of contemporary society. The complex extent of ICT integration within the broader world can be viewed through Knobel & Lankshear’s (2014) five lenses; the technological, pedagogical, social, socio-political, and ecological. These lenses help to illustrate that the practice of teaching has a responsibility to incorporate ICT into learning. As Knobel and Lankshear (2014) state, “Each lens will reveal different storytelling possibilities and different limitations” (p. 12), of ICT. Therefore, ICT is an essential component for contemporary pedagogy and as such, has been utilised to shape the learning experiences within the lesson plan of focus.

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Belonging: Sites of Identity – Art Making Assessment

Stage 5: Year 10

Total marks: 100

Weighting: 10%

General Instructions:

• In-class assessment task.

• You are to use Tinkercad to complete a 3D model of a dwelling inspired by the artwork In-Habit: Project Another Country.

100 marks

Learning intensions:

You are doing this assessment to demonstrate your understanding of how the conceptual framework relates to your artmaking practice. Using Tinkercad, you are showing your ability to design and complete a 3D dwelling model based off of the artwork In-Habit: Project Another Country. You are to illustrate that you have considered this art model within the context the conceptual framework and its four agencies, particularly focusing on the world agency.

Outcomes assessed:

A student:

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;

5.4 investigates the world as a source of ideas, concepts and subject matter in the visual arts;

5.5 makes informed choices to develop and extend concepts and different meanings in their artworks; and

5.6 demonstrates developing technical accomplishment and refinement in making artworks.

Create a 3D model dwelling based on the case study of In-Habit: Project Another Country using Tinkercad.

(100 marks)

You are to use Tinkercad to design and complete a 3D model of a dwelling. This model should demonstrate your understanding of the conceptual framework. This should link to the case study of In-Habit: Project Another Country by artists Isabel and Alfredo Aquilizan. You are to also demonstrate technical accomplishment and refinement in your artmaking through the web tool Tinkercad. You are to submit this assessment in the class Edmodo.

You should:

·      read the rubric and marking criteria carefully, highlighting the key components;

·      complete the Tinkercad tutorial;

·      start designing your 3D model, thinking about how it will relate to the conceptual framework;

·      post an image of your draft and a link to your Tinkercad project on the class Edmodo;

·      add features based off of In-Habit: Project Another Country and utilise peer-feedback given to you on Edmodo to make adjustments to your design;

·      post an update to the class Edmodo;

·      finalise your model, considering all feedback given and how your design relates to the conceptual framework; and

·      submit your final work by posting an image of the completed design on Edmodo. Include a link to your Tinkercad project, making sure that the project is public.

End of assessment.

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The summative assessment (the assessment of focus for this lesson plan) has been designed around students’ use of ICT to address a range of visual arts Stage 5 outcomes. This assessment is an in-class task that students have the opportunity to complete over the course of three lessons. The summative assessment has drawn upon the process of frontloading to ensure its validity. There has also been a focus on providing a detailed and specific rubric that will support students to achieve the learning outcomes.

Wiggins and McTighe (2005) have a curriculum framework called Understanding by Design (UbD), which has three distinct stages: outcomes, assessment, and learning experiences (Godinho, 2015). The central idea for UbD is that learning objectives and summative-assessment tasks must be determined before the planning of learning experiences. This process of frontloading assessment is called backward design and enables a fluid, curriculum-centred approach to pedagogy (Godinho, 2015). Therefore, when planning the summative assessment, the curriculum outcomes were considered first, and then the task was built in response to the chosen outcomes. This targets the APST sections 2.3 and 5.1. Also, when summative assessment is integrated completely into curriculum and pedagogical planning, the assessment is more likely to be valid and reliable (Broadfoot & Black, 2004). The curriculum outcomes selected for the task link to UbD’s facets of understanding, focusing on students’ abilities to interpret and apply knowledge and learning in new situations (Wiggins & McTighe, 2011). The learning intentions were then created around these curriculum outcomes in student-accessible language, explaining why they were completing the task and detailing the task description, attempting to improve learning outcomes through specificity (Black & Wiliam, 1998).

The rubric was then designed around the curriculum achievement standards. The rubric aimed to provide students with a detailed basis for feedback. During Year 10, students are expected to meet achievement standards, including, “… evaluate artworks and displays from different cultures, times and places”, and, “… identify influences of other artists on their own artworks” (ACARA, n.d.b, para. 9). As such, the assessment is founded upon the case study of two artists from the Philippians, Isabel and Alfredo Aquilizan and their artwork In-Habit: Project Another Country. This enables the assessment to address the cross-curriculum priority, Asia and Australia’s engagement with Asia, while allowing students to apply their understanding of the conceptual framework to their artmaking practice. The rubric utilises these standards to reflect the curriculum outcomes in a clear and succinct way, focusing on the APST sections 5.2 and 5.4. This provides students with key insights into what they need to do in the task and provides them with an effective and reliable platform for feedback. The rubric avoids simply changing adjectives, as this does not provide students with a detailed basis for feedback (Readman & Allen, 2013; Bunbury District Education, 2001). This detailed basis enables students to check, “… how much closer they have come to achieving the success criteria” (David-Lang, 2013, p. 3).

The summative assessment task and its rubric work to assess students’ understandings of Stage 5 learning objectives through the lens of ICT. This lens enables students to create and collaborate in ways they would not traditionally have access to; enhancing pedagogy, student achievement, and ICT skills. The summative assessment strives towards validity and reliability, enabling backward design to be implemented in the formation of future learning experiences. Through the integration of ICT, this assessment of learning aims to enhance pedagogical practices such as feedback, improve student learning outcomes, and better prepare students for the broader world.

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Resource links:

Visual arts websites:

–      https://www.artlink.com.au/articles/3864/in-habit-28project-another-country29/

–      https://mgnsw.org.au/sector/exhibitions/past-exhibitions/In-habit-project-another-country/

–      http://www.sundaramtagore.com/artists/alfredo-and-isabel-aquilizan

–      https://nga.gov.au/?

–      http://www.ngv.vic.gov.au/

–      https://mona.net.au/

–      https://www.artgallery.nsw.gov.au/

–      https://www.qagoma.qld.gov.au/

–      http://acca.melbourne/

–      http://www.artgallery.sa.gov.au/agsa/home

–      http://www.artgallery.wa.gov.au/

–      https://www.portrait.gov.au/

–      https://ccp.org.au/

Aquilizan videos:

–      https://www.youtube.com/watch?v=3BK0AVK1jdc

–      https://www.youtube.com/watch?v=DTRGNcKqRsA

–      https://www.youtube.com/watch?v=5LV4TcHWJl8

–      https://www.youtube.com/watch?v=cge_H44RTVQ

–      https://www.youtube.com/watch?v=fGw8H5WVlFM

Museum and gallery videos:

–      https://www.youtube.com/watch?v=5MBoC8Mqg68

–      https://www.youtube.com/watch?v=sF8HgyCuOq8

–      https://www.youtube.com/watch?v=gcF3heRWxsY&index=7&list=PL_OplQD58KpifNnRBzFn7ggA4G2ItOd2J

–      https://www.youtube.com/watch?v=LNJTRvJ9Yhw&list=PL_OplQD58KpiG30zGmwyo6B56xaatjwC4&index=2

–      https://www.youtube.com/watch?v=fv9NKELlXKE

–      https://www.youtube.com/watch?v=_xt5TSEfIxI

Australian Identity videos:

–      https://www.youtube.com/watch?v=7OZZ3NiCtLE

–      https://www.youtube.com/watch?v=Xn_CPrCS8gs&index=3&list=PLmCFwL1Z-YErt-T_QxQUyeGn4O7nDAYSG

–      https://www.youtube.com/watch?v=rn0lwGk4u9o&list=PLmCFwL1Z-YErt-T_QxQUyeGn4O7nDAYSG

–      https://www.youtube.com/watch?v=WMGuw1d2ojU&index=2&list=PLmCFwL1Z-YErt-T_QxQUyeGn4O7nDAYSG

–      https://www.youtube.com/watch?v=BJ547feqTxc

References

Australian Curriculum, Assessment and Reporting Authority. (n.d.a). Information and communication technology (ICT) capability. Retrieved from http://australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/

Australian Curriculum, Assessment and Reporting Authority. (n.d.b). Visual Arts. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/visual-arts/?year=12759&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false

Australian Curriculum and Assessment Reporting Authority. (2012). Information and communication technology capability learning continuum. Retrieved from https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

Bickford, D., & Wright, D. (2006). Community: The hidden context for learning. In D. Oblinger, Learning spaces. Boulder, C.O.: EDUCAUSE.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. The Phi Delta Kappan, 80(2), 139-148.

Brady, L., & Kennedy, K. (2012). Assessment and teaching: Providing feedback to enhance learning. In L. Brady & K. Kennedy, Assessment and reporting: Celebrating student achievement (4th ed.). Pearson Australia.

Broadfoot, P., & Black, P. (2004). Redefining assessment? The first ten years of assessment in education. Assessment in Education: Principles, Policy & Practice, 11(1): 7-26.

Bunbury District Education. (2001). Teaching and learning strategies. Bunbury District Education.

David-Lang, J. (2013). Visible learning for teachers: Maximizing impact on learning. The Main Idea.

Forster, M. (2009). Informative assessment: Understanding and guiding learning. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1040&context=research_conference

Godinho, S. (2015). Planning for practice: Connecting pedagogy, assessment and curriculum. In R. Churchill, P. Ferguson, S. Godinho, N. Johnson, A. Keddie & W. Letts et al., Teaching: making a difference (3rd ed.). Milton: John Wiley and Sons.

Knobel, M., & Lankshear, C. (2014). Studying new literacies. Journal Of Adolescent & Adult Literacy, 58(2), 97-101. doi: 10.1002/jaal.314

Klenowski, V., & Wyatt-Smith, C. (2014). Assessment for education: Standards, judgements and moderation. London: Sage Publications. (p. 53-96).

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

Pegrum, M. (2009). From blogs to bombs (1st ed., pp. 1-18). Crawley, W.A.: UWA Pub.

Readman, K., & Allen, B. (2013). Making judgements about student achievement. In K. Readman & B. Allen, Practical planning and assessment. Oxford University Press.

Schrock, K. (2013). SAMR and Blooms. Retrieved from http://www.schrockguide.net/samr.html

Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7): 4-14.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed). Alexandria, VA: Association for Supervision and Curriculum Development.

Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high‐quality units. Alexandria.

Zbaracki, M. (2015). Assessment. In M. Zbaracki, Writing right with text types. Oxford University Press.