Lesson Plan Format (Hyperthetical)

Class: Year 10 Date: 6/5/14 Time: Start: 9:05

Finish: 10:00
Key Learning Area: Visual Art Lesson Topic: Critical and Historical studies - Conceptual Framewor
Recent Prior Eperience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
!tudents "a#e e$plored t"e a%encies o& t"e conceptual &ramewor and understand t"e relations"ips 'etween artist( artwor( world and audience and "ow t"is
can contri'ute to t"e de#elopment o& meanin% in di&&erent times and places) *"e+ "a#e learnt to e$plore ideas and de#elop meanin%s in t"eir artwors
Sylla!"s #"tcome(s):
One or two only. Please note the
syllabus reference number A! write
out in full.
$ Concept"al Frame%or&s $ '()
maes artwors in&ormed '+ t"eir
understandin% o& t"e &unction o& and
relations"ips 'etween artist , artwor ,
world , audience
$ Concept"al Frame%or& $ '(*:
uses t"eir understandin% o& t"e &unction
o& and relations"ips 'etween artist ,
artwor , world ,audience in critical and
"istorical interpretations o& art
-Life Skill .4
e$plores wa+s in w"ic" e$periences o&
t"e world can 'e communicated in
artwors
+n,icators o- Learning -or this lesson:
"ehaviours that contribute toward achievement of outcome(s).
#uote syllabus numbers. $ust be clear, specific, observable.
%urriculum %ontent &trands may be used as headin's.
"y the end of this lesson, the students will:
$ -$plain "ow artists interpret t"e world in
main% artwors and "ow t"e+ see to
represent concepts t"rou%" a ran%e o& st+les
and approac"es)
$ .denti&+ di&&erent media and tec"ni/ues used '+ artists and
reco%nise "ow t"ese aspects contri'ute to t"e inds o& artwors
t"e+ mae)
- .denti&+ some o& t"e e&&ects t"at artwors "a#e on an
audience e% communicate( descri'e or discuss
responses , s"oc( lie/dislie( con&usion)
-0emonstrate t"eir understandin% o& "ow and w"+ artists mae
artwors( awareness o& di&&erent inds o& artwors and understand
"ow artwors can 'e interpreted and e$plained)
Assessment:
&trate'ies which will be used to assess
learners( attainment of learnin' outcomes.
&hould be linked to each learnin' indicator.
- s"ort researc" tass in#esti%atin% artists
and t"e artwors t"e+ mae) -%) And+
1oldworst"+( And+ 2ar"o%( 3icasso( Cind+
!"erman( 4ulie rrap( 4anet 5aurence(
Yasumasa 6orimura
- role pla+ scenarios includin%: assumin% t"e
role o& t"e artist in e$plainin% "ow an artwor
was made7 assumin% t"e role o& an audience
mem'er in an e$"i'ition7 assumin% t"e role o&
a 8ournalist or an art critic in #er'al and
written &orms
-Complete "andouts wit" /uestions 'ased on
artist( artwor( world and audience
Any sa-ety iss"es to !e consi,ere,:
-nsure t"ere is ade/uate space &or sa&e worin%
areas and stora%e &or wors in pro%ress s"ould
'e
pro#ided( as s"ould ade/uate #entilation)
9on-slip mats in wet areas) Furniture and
e/uipment ma+ need to 'e modi&ied &or
students wit" special needs)
Reso"rces:
)ist resources you used in preparin' the lesson A! those used in the lesson implementation.
- "oard of studies &* (+,,-) .isual Arts /ears 0 1 2,: &yllabus. &ydney: "O&
- &tudent(s 3pad, pen
4 handout copies (2 per student) with 5uestions based on artist and artist(s work
LESS#. SE/0E.CE
Lesson Content 1 +n,icators o-
Learning (What is Ta"ght):
ote key skills, concepts and values
addressed in each section. )ink to your
3ndicators of )earnin'.
Timing
(mins)
Teaching Strategies 1 Learning Eperiences:
(How it is ta"ght)
*rite detailed steps showin' what the teacher (6) will do and
what students (&s) will do.
Reso"rces an, #rganisation:
+.TR#D0CT+#.
+,enti-y the -o"r -"nctions o-
Concept"al Frame%or&
/1Conceptual Framewor comprise o& &our
&unctions) 2"at are t"e+:
A1Artist, Audience, *orld and Audience
9:05 * as !s to sit down /uietl+) * waits( o'ser#e and mae e+e
contact until 'e"a#ior is settled)
* as !s to raise t"eir "ands &or an+ /uestions or to respond to
/uestions)
* as students w"at t"e+ "a#e learnt and now a'out
Conceptual Framewor)
.pad( pen( 9); mae sure sc"ool
wi&i is worin%
DE2EL#P3E.T
+,enti-y4 recogni5e an, ,e-ine the
meaning o- artist4 art%or&4 %orl, an,
a",ience(
/12"at do artist do:
A1%reate and make artwork such as
ima'es or ob7ects.
/1w"at is an artwor:
A1 Are intentionally made by artists.
Artworks have a material and physical
form
/1 w"at is t"e role o& t"e audience:
A1 8n'a'e in artwork throu'h museum or
'allery exhibition.
9:10 * as !s to ima%ine t"e+ are an artist presentin% t"eir artwor
at t"e %aller+ wit" audience and reporter around t"em and as
students to per&orm a 5 minutes role pla+)
* placed !s into %roup o& &our and as eac" students in eac"
%roup to pla+ a role as eit"er an artist( an art critic( two
audiences)
* as !s /s a'out artist( artwor( audience and world)
* instruct !s to researc" t"eir %i#en artist<s wor 'ased on
name( concept( tec"ni/ue( st+le( approac"( main% and
meanin% o& one c"osen artwor per %roup)
* as !s to tae out t"eir .pad and a pen and "and out
/uestion wors"eet to eac" students)
* as !s &or an+ /uestions and * as !s i& t"e+ are unsure o&
w"at t"e+ need to do)
consider t"e num'er o& students in
class 'e&ore puttin% t"em into
%roups
-ac" !s s"ould "a#e t"eir own
.pad( pen( and /uestion s"eet w"ile
worin% in %roups
/1 2"at does t"e world o& art represent:
A1 All the vast and possible thin's artists
and audiences 'et interested in, and
artworks can be about.
Disc"ss ho% artists interpret the %orl,
in ma&ing art%or&s an, ho% they see&
to represent concepts thro"gh a range
o- styles an, approaches(
+,enti-y ,i--erent me,ia an, techni6"es
"se, !y artists( +,enti-y some o- the
e--ects that art%or&s ha7e on an
a",ience eg comm"nicate4 ,escri!e or
,isc"ss responses 8 shoc&4 li&e1,isli&e4
con-"sion(
9:15
9:=0
* answer /uestions and name students as t"e+ raise t"eir
"and)
* as !s to complete researc" in 15->0 minutes)
!s 'e%in t"eir researc" on t"eir .pad in t"eir assi%n %roupand
wor to%et"er to answer /s on t"e %i#en wors"eet)
!s answer /uestions e%) *"e name o& t"e artwor( *ec"ni/ue
use( emotion con#e+ed in t"e wor( t"e meanin% o& t"e
wor/relation to t"e artist( "ow t"e wor was created i& an+)
* will as !s to start re"earsin% t"eir rolepla+ in t"eir assi%ned
%roup)
* will remind !s to pro#ide an .ntro( inter#iew( audience and
closin% in t"eir role pla+)
!s will re"earse t"eir role pla+ &or couple o& minutes)
* will decide t"e order o& t"e %roup to per&orm t"eir role pla+)
* will remind ot"er students watc"in% to 'e"a#e and listen to
ot"er %roup w"ile t"e+ are per&ormin%)
!s will per&orm t"eir role pla+ to t"e class wit" t"eir /uestion
s"eet pro#ided as t"eir script)
.ntro- %reetin% 'etween artist and 8ournalist)
.nter#iew , /uestion and answer 'etween artist and
8ournalist)
Audience , comment on c"osen artwor)
Closin% , wrap up t"e scene e%) 2alin% awa+)
!s assi%n as artist ?will answer /uestions t"e+ "a#e
researc"ed w"ic" is as '+ a 8ournalist/art critics@)
!s assi%n as 8ournalist/art critics ?will as t"e /uestions
pro#ided on t"e "andouts@)
!s assi%n as an audience in t"e %aller+ ?will comments on "ow
t"e+ &eel a'out t"e artwor@)
* as !s a'out t"eir opinion on t"e %roup<s c"osen artwor)
!s respond( raise "and and comment on artwor)
* commends !s %reat wor)
* will call &or t"e ne$t %roup '+ name and role pla+ will repeat
wit" t"e rest o& t"e %roups)
AA!!-!!A
CL#S0RE
Demonstrate their "n,erstan,ing o-
ho% an, %hy artists ma&e art%or&s an,
ho% it can !e interprete, an, eplaine,(
9:55
10:00
* praise !s &or t"eir %reat e&&ort and participation)
* as !s to write t"eir name on t"eir wors"eet)
* collects wors"eet)
* as students to pac awa+ t"eir .pad and pens)
* as students to stand 'e"ind t"eir c"air)
* wait and pause until !s 'e"a#ior is settled)
0ismiss class w"en students are /uiet)
?add &urt"er pa%es as re/uired@
St",ent Teacher9s E7al"ation (write reflections on the followin'):
Assessment of Learning Outcomes (critiquing another lesson which someone else taught)
To %hat etent ,i, the learners achie7e the inten,e, learning o"tcomes:
.n an art computer la' lesson students were to create a p"otos"opped animated animal &rom a &ound o'8ect
w"ic" t"e+ p"oto%rap"ed around t"e sc"ool usin% a p"otos"op pro%ram on a mac computer) 6ost o& t"e
students/learners were a'le to pass and complete t"e tas '+ t"e end o& t"e lesson) Howe#er a &ew leaners wit"
learnin% di&&iculties were not a'le to ac"ie#e t"is outcome as worin% wit" .C* was too di&&icult &or t"em and
t"ere&ore could not complete t"e tas)
Descri!e the e7i,ence yo" ha7e -or this(
-%) !tudent w"o were a'le to complete t"e tas:
student 1) *oo a p"oto%rap" o& a rope &ound on t"e sc"ool pla+%round and p"otos"op it wit" a %oo%le ima%e o&
a snae and applied it onto a rain&orest 'ac%round also &ound on %oo%le) !tudents used tools on p"otos"op
pro%ram to complete t"is tas)
-%) !tudent w"o "ad learnin% di&&iculties:
*ried to see attention &rom t"e teac"er '+ asin% unrelated /uestion to t"e tas( attempt to open t"e so&tware
and wor on t"e tas "owe#er was distracted '+ ot"er students around t"em) !tudent were not moti#ated and
t"us &ailed to complete t"e tas)
#"tline the -ollo%$"p to this lesson -or the learners(
0urin% t"e &ollow up lesson( learners w"o "a#e not complete t"e tas will continue worin% on t"e p"otos"op
wit" teac"er assistin% t"em to cater &or t"ose wit" learnin% di&&iculties as a %roup) *"ose w"o complete t"e tas
will wor on assi%nments)
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
Evaluation of Teaching
+,enti-y the teaching strategies 1 learning eperiences that %ere most e--ecti7e( Eplain %hy(
!ome teac"in% strate%ies t"at were most e&&ecti#e in w"ic" . "a#e o'ser#ed in an art classroom was w"en t"e
*eac"er introduces eac" lessons '+ &irstl+ %ainin% attention and settle t"e students in t"e classrooms t"rou%"
#aries tec"ni/ues) *"e teac"er stand at t"e &ront o& t"e classroom( pause( o'ser#e( comment and uses
personaliCed communication '+ mentionin% name o& students allowin% student to settle in class as t"e+ wal in)
Dnowin% t"e student<s name was important in order to connect wit" t"em( instruct t"em durin% indi#idual tas i&
t"e+ are &ound o&& tas( reco%niCe and acnowled%e t"em and also "elp &ormin% positi#e relations"ip/rapport)
*"e *eac"er also o&ten as open and close /uestions to allow student to en%a%e in #ariet+ o& /uestions and
de#elop interaction 'etween teac"er and students as well as %ettin% to now and understand t"e students) 6ost
importantl+( t"e teac"er o&ten acnowled%e t"e students a&ter doin% t"e ri%"t t"in% and completin% t"eir wor '+
'+ t"anin% student &or t"eir e&&ort) *"is is e&&ecti#e as it creates a positi#e relations"ip 'etween student and
teac"ers)
+,enti-y the teaching strategies 1 learning eperiences that %ere least e--ecti7e( Eplain %hy(
*"e least e&&ecti#e teac"in% strate%ies was e#ident in an art computer la' class) *"e teac"er set students tas to
wor wit" .C* suc" as 6ac computer and usin% ipad to create a p"otos"op ima%e '+ usin% a 3"otos"op
pro%ram) *"is was least e&&ecti#e as students "ad to wor indi#iduall+ "owe#er not all students was a'le to
complete t"e p"otos"op due to lac o& .C* sills or were not a'le to "a#e access to t"e internet) *"e teac"er
was not a'le to cater to e#er+ student as eac" student "ad di&&erent le#el o& .C* sills) !tudents w"o stru%%led to
wor wit" p"otos"op were less moti#ated and t"ere&ore did not attempt to complete t"e %i#en tas) *"is also
lead to inappropriate 'e"a#ior suc" as talin%( lau%"in% and socialiCin% w"ic" also lead to disruptin% t"e class
and creatin% a nois+ classroom) .t was e#ident t"at t"e teac"er could not control t"e class) *"e teac"er would
need to cater &or t"e special needs students wit" learnin% di&&iculties/ learnin% st+les)
Ho% appropriate %as the timing thro"gho"t the 7ario"s sections o- the lesson: ;hy:
*"e timin% was appropriate t"rou%" #arious section o& t"e lesson) *"e teac"er was a'le to introduce t"e lesson
wit"out rus"in% t"rou%" t"e steps and clearl+ instructs tas to t"e students as t"e+ /uicl+ settled in as part o&
t"eir routine) *"e teac"er t"en %oes into de#elopment o& t"e lesson &lowin% wit"out an+ interruptions) Also( due
to student participatin% well and en%a%in% /uestions and answers demonstrated a well or%aniCe and planned
lesson) 6ost o& t"e time students were on tas( and wer a'le to &ollow t"e teac"ers order) *"e teac"er also
remind students o& "ow muc" time t"e+ %ot le&t to &inis" t"eir w"at t"e+ are doin%) *"e teac"er %i#e students
enou%" time to pac up( was" up pre#ent students clas"in% w"en pacin% up '+ t"e end o& t"e class) *"e
teac"er was a'le to end t"e lesson appropriatel+)
Descri!e ho% the selection an, "se o- reso"rces s"pporte, learning in the lesson(
*"e num'er o& recourses used in an art classroom #aried %reatl+ &or e#er+ practical and t"eor+ lesson w"ic"
also cater &or di&&erent students worin% at t"eir own pace) *"e resources used depend on t"e topic o& w"ic" t"e
students are learnin%) -%) .n a Year E mosaic class( t"e+ will need %lue( scissors( paint( paint'rus"( water and
newspapers) Year E t"eor+ class will need assessment paper &or an assi%nment( copies o& "andout per students(
pens( pencil and "i%"li%"ters) .n a +ear 10 sculptures class students will need cla+( plastic 'a%s( sculpture tools(
water( 'oard( newspaper and stic+ tapes) *"ese resources are readil+ a#aila'le in an art classroom) .t is placed
on t"e s"el&( around t"e room( in t"e store room( at t"e &ront and 'ac o& t"e classroom w"ic" allow eas+ access
&or students in a practical lesson) .t is also placed awa+ &rom t"e ta'le to pre#ent an+ dan%er occurrin% and
disruptin% t"e class)
+,enti-y %hat moti7ate, the st",ents( Eplain %hy(
!tudents are moti#ated to complete tas %i#en '+ t"e teac"er w"en t"e teac"er used strate%ies suc" as tone o&
#oices) *"e tone o& t"e teac"er<s #oice was o&ten ent"usiastic( pleasant to "ear( warm( used sincere comments
and %i#e #er'al praises) *"e *eac"er is also open to ideas and s"ows respect to students) *"is allow t"e teac"er
to appear approac"a'le to t"e students as t"e+ &eel more moti#ated to as /uestions &or "elp and wor at t"eir
own pace) ;ot" students and teac"er also 'uild positi#e relations"ip t"rou%" t"is strate%+) !tudents are also
moti#ated and en%a%ed w"en t"e+ are worin% in a practical lesson w"ere t"e+ %et t"eir "ands onto wor and at
t"e same time socialiCe as lon% as t"e+ %et wor done) .n a t"eor+ lesson students are en%a%e w"en readin%
in&ormation &rom a "andout to%et"er as a class( w"ile t"e teac"er select students to read( underline and "i%"li%"t
e+ words)
+,enti-y the classroom management strategies that %ere most e--ecti7e( Eplain %hy(
!ome classroom strate%ies t"at were most e&&ecti#e include linin% up students outside o& class 'e&ore startin%
t"e class to so t"at student can settle in t"e classroom /uicer *"e teac"er also made sure to mae e$tra copies
o& assessment tas &or students w"o ma+ "a#e misplace t"eir wors"eet or were a'sents w"ic" demonstrate
%ood or%aniCation) *"e teac"er made sure to set up student<s artwor on t"eir ta'le 'e&ore t"e+ come to class(
so t"at students come to class and alread+ now w"at t"e+ "a#e to do wit"out t"e teac"er instructin% t"em) *"e
teac"er mana%es t"e classroom '+ caterin% &or all indi#idual needs w"en worin% in a practical art lessons) -%) A
+ear 1> !tudents need to wor outdoor &or t"eir ma8or and needed to use spra+ paint) *"e teac"er made sure
t"e student was seen at all time or is super#ised '+ anot"er teac"er w"ile worin% in a sa&e and a#aila'le area in
t"eir assessment tas) *"e teac"er also en%a%e and /uestion student<s wor e%) Year 1> ma8or F"ow are +ou
doin%:G Ftal a'out +our pro8ect:G Fw"at are +our in&luences:G Ftell me a'out t"atG etc to %ain interest and
understand more a'out t"e students)
;hat %as most satis-ying a!o"t the lesson:
*"e most satis&+in% a'out t"e lessons is t"at students &eel more reco%niCes and acnowled%e w"en teac"ers
%i#es constants positi#e &eed'ac) !tudents also de#eloped positi#e sel&-esteem and t"ere&ore will en%a%e
mostl+ in practical lesson w"ile t"e+ can wor sociall+ and interacti#el+ wit" ot"er students and t"eir teac"er) .t is
also satis&+in% to see students to 'e a'le to participate( co-operate and interact in practical lesson as t"e+
demonstrate and de#eloped new learnin% sills suc" as drawin%( .C* sills( printmain% etc)
<ase, on these re-lections4 o"tline the steps yo" sho"l, no% ta&e to impro7e yo"r teaching in -"t"re
lessons(
*"e steps . will &ollow to impro#e m+ teac"in% strate%ies in t"e &uture is to caterin% to all learnin% di&&iculties '+
puttin% students w"o wor at t"e same le#el and pace in %roups and demonstrates and approac" t"e sills t"e+
will need to impro#e as a %roup) . will also need to en%a%e students to learn in a positi#e 'e"a#ior and de#elop a
positi#e relations"ip and rapport so t"at students will &eel more secure( welcomin% and "a#e a sense o&
'elon%in%)
Colleag"e teacher9s comments: ?He&erence could 'e made( &or e$ample( to plannin% and preparation(
nowled%e o& curriculum( or%anisation( moti#ation o& pupils( strate%ies used( interaction wit" students( classroom
mana%ement( caterin% &or indi#idual needs( use o& resources( etc)@
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB