3D Cube Showcase

Unit: Photography: Art in Focus

Year Level: 10

Duration: 48 minutes

Class Size: 25

Curriculum Framework: Victorian Curriculum — Visual Arts

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Learning Objectives

By the end of this lesson, students will be able to:

• Assemble their photographic works into a cohesive 3D cube sculpture that effectively communicates their artistic intent.
• Demonstrate understanding of visual arts presentation practices, including spatial arrangement and audience engagement.
• Articulate their artistic choices and explore conceptual ideas during a peer presentation.
• Engage in reflective discussion to critically evaluate their work and the work of peers based on artistic intent and communication.

Aligned with Victorian Curriculum Visual Arts Content Descriptions for Years 9-10:

• VCAVAE036: Explore ideas, concepts and viewpoints in artworks and reflect on the development of their own critical and creative thinking.
• VCAVAR042: Develop skills and techniques using visual arts materials, methods and technologies.
• VCAVAP044: Present artworks and communicate the intentions of their artworks using appropriate media and materials.
• VCAVAR044: Reflect on how artists use different materials, techniques and conventions to create artworks.
• VCAVAR045: Evaluate how presentation techniques can affect the reception and interpretation of artworks.

These content descriptions ensure the lesson is embedded within students’ understanding and skills development in creating, presenting, and critically reflecting on artworks in line with the Victorian Curriculum's emphasis on creativity, critical reflection, and intention.

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Lesson Overview

In this culminating and practical lesson, students will assemble their individual photographic images into their previously designed 3D cube sculptures. The focus will expand beyond the technical assembly to explore the importance of presentation in visual arts: how the arrangement, lighting, and placement can enhance interpretive meaning and audience engagement. Students will also prepare to present and discuss their sculptures, supporting their peers in respectful and constructive dialogue, in alignment with the school's values of Respect, Integrity, Creativity, Excellence, and Community.

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Lesson Breakdown

Time	Activity	Details	Support for Diverse Learners
0 – 5 mins	Introduction & Learning Intentions	- Teacher sets context for final assembly and presentation.

• Review of key artistic concepts explored through the unit and the importance of presentation.
• Learning intentions explicitly shared verbally and visually, supporting clarity for all learners including those with ASD, ADHD. | - Visual display of learning goals.
• Use of concise, direct language.
• Check for understanding with quick thumbs-up/thumbs-down. | | 5 – 25 mins | Sculpture Assembly & Refinement | - Students begin building their 3D cube sculpture from their photographic prints.
• Teacher circulates to assist with technical aspects and encourage thoughtful consideration of placement and presentation.
• Emphasis on neatness, structural soundness, and how images relate spatially and conceptually.
• Incorporate lighting or stand adjustments as necessary to optimise visual impact. | - Provide step-by-step scaffolded instructions and visual examples.
• Use scaffolds such as assembly charts or sequence prompts.
• Pair students strategically for peer supports, mixing ability levels for modelling and assistance. | | 25 – 35 mins | Preparation for Presentation | - Students prepare a personal artist statement to accompany their sculpture, addressing:
  • Artistic choices (why particular photos and arrangement)
  • Concepts explored
  • Intended audience response
• Short reflective prompts provided in writing or graphic organiser. | - Provide sentence starters or visual prompts.
• Allow oral preparation for students who prefer speaking to writing.
• Use buddy system or small group discussion to rehearse presentations. | | 35 – 45 mins | Presentations to Class & Peer Feedback | - Each student presents their sculpture and artist statement (1-2 mins each).
• Peers practise active listening, give positive and constructive feedback using structured format:
  1. What I like
  2. What I wonder
  3. What could be further explored | - Teachers model respectful feedback language.
• Provide written feedback sheets with simple sentence frames.
• Encourage multiple modes of feedback (verbal, written, or thumbs up). | | 45 – 48 mins | Lesson Reflection & Closure | - Whole class brief reflection on the importance of presentation in art.
• Teacher reinforces connection between process and product.
• Positive affirmation of student effort and creativity. | - Use a quick exit ticket or thumbs-up/down on confidence with concepts learned.
• Remind students of school values supported in this unit. |

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Resources Required

• Photographic prints prepared in previous lessons
• Cardboard cubes or base structures for assembly
• Adhesives, tapes, scissors, clips
• Lighting equipment or desk lamps (optional)
• Artist statement prompt sheets/graphic organisers
• Feedback sheets with scaffolded sentence starters

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Assessment

Formative assessment throughout the lesson:

• Observation of student ability to physically assemble, organise, and present their sculptures thoughtfully.
• Evaluation of artist statements for clarity of artistic choices and conceptual understanding.
• Peer feedback demonstrates listening and critical response skills appropriate for Year 10 Art learners.
• Self-reflection or exit tickets provide insight into student learning and confidence with presentation concepts.

These assessment activities align with Victorian Curriculum’s focus on reflection, communication of artistic intention, and collaborative feedback processes.

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Differentiation and Inclusion

• Provide multimodal instructions and prompts (written, oral, visuals).
• Group students flexibly to allow peer support with fine motor assembly or verbal presentation.
• Provide additional time or simplified tasks as needed without reducing expectation of critical thinking or creativity.
• Extension learners encouraged to explore advanced visual or thematic presentation techniques (e.g., lighting effects, alternative media).
• Sensory sensitivities accommodated with workspace adjustments and flexible movement breaks.

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Teacher's Notes

• Encourage connection to prior lessons where students explored photographic composition, conceptual themes, and presentation methods.
• Reinforce the school’s values by cultivating a respectful and supportive environment during peer presentations and critiques.
• Celebrate creative risk-taking and individual expression as a vital component of artistic excellence.
• Preparing students for public presentation nurtures confidence and communication skills valuable across disciplines.

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This detailed plan honours the Victorian Curriculum Design for Visual Arts Years 9-10 and incorporates your school's ethos and diverse learner needs for an engaging, rigorous, and inclusive final lesson in the "Photography: Art in Focus" unit. It balances practical assembly, creative reflection, and peer learning within 48 minutes to achieve excellence in student art practice and presentation.

If you want, I can also provide you with ready-to-use artist statement templates and peer feedback paperwork!