Portfolio Building · SHS1 Art And Design Studio

Lesson notes

Learning Objectives

Indicator: 1.3.2.LI.3 - Use appropriate strategies to mount art and design exhibition.

By the end of the lesson, learners can:

Identify at least four key strategies for mounting an art and design exhibition, including planning, selection, arrangement, and publicity.
Explain the structure of an exhibition space and the roles of the curator, installer, and publicist in mounting a successful show.
Plan a small exhibition by producing a checklist that covers venue, artwork selection, labelling, lighting, and visitor flow.
Mount a mini exhibition of selected works from their portfolios, arranging works purposefully to communicate a chosen message about a societal issue.
Justify their curatorial choices by presenting a brief oral or written rationale for how their arrangement supports the exhibition theme.

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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.3 - Use appropriate strategies to mount art and design exhibition.
Suggested placement: Semester 2, Week 16 (Week 36 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. 56

Exemplars (from the NaCCA curriculum)

Managing Talk for Learning/Collaborative Learning: In small groups, document exhibitions of selected local and international 2-D and 3-D artists and discuss their importance to their practice.
Problem-Based Learning; Group Work/ Collaborative Learning: In small groups, examine the structure and outline the steps in generating the content for the artist's portfolio.
Project-Based Learning: In small groups, use images from the portfolio generated as well as actual art and design works to mount an exhibition to reflect issues in society.
Examples: environmental protection, sustainable consumption, drug use, cybercrime, and child trafficking.

Assessment (1.3.2.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.

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