Portfolio Building · SHS1 Art And Design Studio

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.1 - Develop artist statements to reflect portfolio and exhibition.

By the end of the lesson, learners can:

Explain the purpose and importance of an artist statement in relation to a portfolio and exhibition.
Identify and describe the key structural components of an effective artist statement (introduction, artistic process, influences, themes, and conclusion).
Analyse sample artist statements from both local and international 2-D and 3-D artists to evaluate their effectiveness.
Draft a dummy artist statement for their own intended exhibition using the correct structure and appropriate language.
Give and receive constructive feedback on peer artist statements and revise their own work based on that feedback.

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Curriculum details

Strand: Creative Project (Strand 3)
Sub-strand: Portfolio Building (3.2)
Content standard: 1.3.2.CS.1 - 1.3.2.CS.1 Demonstrate understanding and application of art and design portfolio-building to exhibit art or design work. 1.3.2.LO.1 Use the knowledge and skills in portfolio-building to generate artist statements, develop portfolios and exhibit art or design work.
Indicator: 1.3.2.LI.1 - Develop artist statements to reflect portfolio and exhibition.
Suggested placement: Semester 2, Week 14 (Week 34 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

sub strand name - printed in full capitals on this year's front page and in title case elsewhere; recased to match. Printed form: PORTFOLIO BUILDING
Curriculum reference: NaCCA curriculum document, p. 55

Exemplars (from the NaCCA curriculum)

Managing Talk for Learning/Collaborative Learning: In mixed-ability groups, document artist statements of local and international 2-D and 3-D artists and discuss their importance to the practice of the artists. Problem-Based Learning: Group Work/ Collaborative Learning: In small groups, examine the structure and outline the steps in writing the content of the artists' statements documented. Project-Based Learning: In a mixed-ability group, generate a dummy artist statement for an intended exhibition of art and design works and share it with the whole class.

Assessment (1.3.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.

Teaching and Learning Materials: textbooks; web references; projector; computer; LCD Screens and application; drawings and illustrations; realia; charts; supplementary materials