Flipped classroom - Art versus science?

Australian Curriculum content descriptions:

Year 7 Science:

• Science knowledge can develop through collaboration and connecting ideas across the disciplines of science (ACSHE223)

Year 8 Science:

• People use understanding and skills from across the disciplines of science in their occupations (ACSHE227)

Year 9 Science:

• People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE160)

Year 10 Science:

• People can use scientific knowledge to evaluate whether they should accept claims, explanations or predictions (ACSHE194)

Year 7 & 8 Visual Arts:

• Analyse how artists use visual conventions in artworks (ACAVAR123)
• Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-making, starting with Australian artworks including those of Aboriginal and Torres Strait Islander Peoples (ACAVAR124)

Year 9 & 10 Visual Arts:

• Evaluate how representations communicate artistic intentions in artworks they make and view to inform their future art making (ACAVAR130)
• Analyse a range of visual artworks from contemporary and past times to explore differing viewpoints and enrich their visual art-making, starting with Australian artworks, including those of Aboriginal and Torres Strait Islander Peoples, and consider international artworks (ACAVAR131)

General capabilities: Critical and creative thinking.

Syllabus Outcomes: SC4-17CW, SC4-13ES, SC5-13ES, SC5-13ES, VAS4.3, VAS4.7, VAS4.8, VAS4.9, VAS4.10, VAS5.7, VAS5.8, VAS5.9, VAS5.10.

Time needed: 30 minutes.

Level of teacher scaffolding: Low – allow students to explore the topic independently.

• Internet
• Laptops and earphones
• Student Worksheet

Artists used in this resource:

1. Fernan Federici