I have created a worked example below of how a student may approach this unit through folio documentation and experimentation of art medium. The sample folio mock up can guide teachers in understanding the creative process from research, idea generation, experimentation, development and refinement. It is important that teachers acknowledge each student will have their own design process and unique creative responses. Their creative process should be underpinned by intercultural persepectives to study how cultural contexts—both historical and contemporary—influence the ideas, methods, and approaches of the artists they research, as well as their own practice. I have tried to include appropriate terminology in relevant student-facing language throughout my annotations, however an actual SAT submission should be more comprehensive to show evidence of thorough divergent and convergent thinking.

A suggested structure could be the following:

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Understanding pedagogical underpinnings to guide curriculum content

In this example, I have integrated the criterium of ‘Intercultural Capability’ by structuring content based on the Aboriginal ‘8Ways Learning Framework’ which can be applied to conceptual and practical approaches in creative practice. This pedagogical framework can be a foundation to inspire students’ subject matter and artmaking processes from its interconnected aspects of: narrative, visualised learning processes, hands-on/reflective techniques, use of symbols and metaphors, indirect/synergistic logic and connection to community (8ways,2009)​

“Aboriginal perspectives are not found in Aboriginal content, but Aboriginal processes” (8ways,2009)

 

Research and analysis of chosen artists​

To scaffold the students’ research into artist practices; a teacher could follow the process of collecting information of artist based on Interpretative Lens Framework.

 

Research, analysis and experimentation of chosen art medium

This process focusses on the materials and methods component of the criterium to develop a student’s skills and knowledge towards a finished artwork outcome at the end of Unit

 

Create engaging opportunities for instructional modelling: demonstrating materials, techniques and technologies that can be used in both theoretical and practical formats.

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Connecting research on artists and medium to subject matter inspired by 8Ways concepts (eg. symbols, maps, reconstruct).

 Students draw from their own personal experiences, the insight from others through collaborative practice and their chosen artist’s history and intentions to generate ideas.

 

Provide students with creative thinking tools throughout to generate ideas and evaluate their outcomes as part of reflective learning.

Examples of these could be mind-maps for brainstorming , POOCH or SWOT comparison charts or Venn diagrams to compare and contrast artists.

 

Provide prompting questions throughout their analysis and interpretation of artists to build skills in reflective annotating through Structural, Personal and Cultural Lenses. 

Questions to engage students in inquiry learning to develop intercultural perspective:​

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• What is significant culturally to the way the artist works?

• How are art elements and principles represented in the work to create meaning?

• In what ways have each artist’s works served as a tool for inspiring change and sparking dialogue?

• How has each artist engaged in collaboration? Consider how this could influence your own practice.

• How do the techniques and approaches of each artist vary? Does the time period influence their methods?

• How does the artwork reflect the experiences of the artist? Is a personal philosophy reflected?