Gregory Jessup S4492504 Art Lesson Plans

Lesson
(Art)
Week 1: Friday
2 hours
Lesson:
Discovering the golden ratio in terms of nature and artistic
compositional rules.

Cross Curriculum Sustainability
Students Organisation Year 8 Art
24 students.
Students are seated around large tables of 4 to 6 students per table.
Students must sit where they can see the projector screen.
Classroom
Management
All students have understood and committed to the classroom policy set in the beginning of the year.
Noise levels on in class inevitably could be loud during cooperative group work. When T needs to get the attention of
students, he/she raises his/her arm. The students will do so too and stop speaking, until the whole class quiets down.
Learning Intention Create an awareness of the complexities of nature through educational video.
Find relationships between the golden ratio and rule of thirds with teacher facilitated research.
Students upload their findings to Class Blog, using the worksheet tutorial given
Materials and
Equipment
Colour pencils
Graphite pencils 2B, HB
Rulers
Work sheet Uploading content to Class blog
Work sheet Golden ratio/Rule of Thirds template template
Students are expected to bring laptops to lesson.

ENGAGE Show students YouTube videos about
Fibonacci Sequence and rule of thirds
Students watch brief YouTube video about the Fibonacci
sequence to get them engaged in the lesson.
https://www.youtube.com/watch?v=P0tLbl5LrJ8
EXPLORE Teacher instructs students to get out their
laptops and begin looking for examples that
show the similarities of the Golden Ratio
and the Artists Rule of Thirds.
Students use their laptops to look for examples that show the
similarities of the Golden Ratio and the Artists Rule of
Thirds.
EXPLAIN Teacher gives a handout to students about
the class blog (Appendix 1). The handout
includes step by step directions to uploading
material to the blog. Examples of the kinds
of findings they might upload (images,





videos, and links to websites etc.) and
explains the paragraph they are expected to
include with their content.


Students upload their findings to the blog with a 1 paragraph
explanation of their thoughts on the similarities between the
golden ratio and rule of thirds.

ELABORATE Students begin activity which involves
creating their own drawing using the
Fibonacci Spiral. The drawing must be
about something in nature. Students will be
inspired by the images they have seen on
their laptops.

Teacher hands out work sheet that has a
Fibonacci Spiral printed on it to help them
analyse their drawings to see how close they
were to the Fibonacci Spiral (Appendix 2).
Students put laptops away and open up their Visual Diaries
Students are to create an image like one they saw online that
uses the Fibonacci spiral as the basis for the composition.
Teacher goes around the room and asks each student to stand
up and show the class their drawing and tell them what and
show everyone how it uses the Fibonacci composition. Each
student is given 30 seconds as the class evaluates their work.
Students are then given a worksheet that has a Fibonacci
Spiral printed on it to help them analyse their drawings to see
how close they were to the Fibonacci Spiral (Appendix 2).
Students create a new drawing next to their old drawing while
applying the aid of the Fibonacci template.
Students use their templates to help them do an accurate
drawing of a Fibonacci Spiral next to their first two drawings.
Students then write a paragraph on the same page of their
Visual Diaries explaining how their drawings use the
Fibonacci Spiral. This paragraph helps to stimulate the
students understanding of the activities.
EVALUATE Teacher tells students that they have to
upload photos of their drawings to the blog
type out their paragraph as a caption to the
photos.
Teacher reminds students of upcoming
excursion to art exhibition.

Students take photos of their work and upload them to blog.
Students type out their paragraph as a caption to the photos
theyve uploaded to their space on the blog.


Appendix 1

LETS BLOG!

CREATE YOUR BLOG

1. Go to www.blogger.com

2. Sign using these account details (insert blog account details here)

BUT HOW DO I POST THINGS?!

1. Click the pencil button to create a new post, put your name in the post title,
this will be your only post.
2. Each time you want to add more things you can edit your post to add more
work to it.
3. Click on the picture of the house to go back to your 'Dashboard'. The
Dashboard is the page from which you can edit your blog posts and navigate
to other blogs.

WHAT KINDS OF THINGS SHOULD I PUT ON HERE?

Today you should upload images that you have found on the internet of
examples of the golden ratio and rule of thirds within art and nature. These can
be in the form of images, videos or links to websites that you have found that
relate to the topic.

Along with the things youve uploaded you need to type a 1 paragraph
explanation of your thoughts on the similarities between the golden ratio and
rule of thirds.

Appendix 2


Lesson
(Art)
Week 2: Friday
2 hours 50mins (excursion carries through lunch break)
Excursion:
Finding evidence of the Fibonacci sequence and rule of
thirds compositions within Traditional Asian art.

Cross
Curriculum
Asia and Australias Engagement with Asia, Sustainability
Student
Organisation
Year 8 Art
24 students.
Students are to submit their signed permission slips prior to boarding the bus.
Students can work in pairs for bus and excursion activities.
During school excursion, students are to make individual observations. However, at some stage towards half way students
should be asked to form groups to ANALYSE their peers work.
Students will individually complete a quiz on the bus ride back to school.
Classroom
Management
All students have understood and committed to the classroom policy set in the beginning of the year.
Noise levels on the bus inevitably could be loud during cooperative group work. When T needs to get the attention of
students, he/she raises his/her arm. The students will do so too and stop speaking, until the whole class quiets down.
Learning
Intention
Excursion to the National Gallery of Victoria to identify and look for evidence of the Fibonacci sequence and the rule of
thirds among works from the NGVs Asian art collection and the current Bushido: Way of the Samurai exhibition.
Students find and compile evidence of the Fibonacci sequence and the rule of thirds within traditional Asian art.
Equipment &
Materials
Permission slips (Appendix 1).
School bus with DVD video player.
Pre and post bus ride activity sheets
Main excursion activity sheet.
Each student should bring a camera for collecting evidence during the excursion; phone cameras are acceptable.
Students will also need a pencil and their Visual Diaries.

Duration

Activity
Teacher as facilitator
Material/Worksheet/Assessment
Students as active learners
Engage
(30 minutes)
T collects any last minute permission slips before
students board the bus.
T hands out first worksheet (Appendix 2).
T puts on short video.
T collects worksheets before students leave the bus.
T hands out second activity sheet (Appendix 3).
T introduces gallery curator.
Students watch engaging video on the bus which
clearly demonstrates the use of various compositional
rules as well as the artists appreciation and depiction
of nature.
https://www.youtube.com/watch?v=VaP4wt1n3w04
Students complete worksheet with questions about
video (Appendix 2).
Students give completed work sheets back to teacher
as they leave the bus.
Students listen to talk from gallery curator about the
NGVs Asian art collection and the currently running
Bushido exhibition.
Explore
(30 minutes)
T explains to students how to fill out the second
activity sheet (Appendix 3).
T tells students they are free to roam the collection as
they complete their next activity but they must meet
back at the front of the exhibition in 1 hour.
Students use second activity sheet (Appendix 3) to
help them record 6 examples of Asian art that contains
the use of compositional rules (Fibonacci sequence
and rule of thirds).
Students must photograph each work of art that they
write about.
Students must glue this activity sheet into their
journals as soon as they can!

Explain
(10 minutes)
T facilitates student learning. Students briefly state in their journals how they think
these rules have been used within the works of art.
Elaborate
(40 minutes)
T facilitates student learning







T rounds up students and asks them to form groups to
compare and analyze one anothers work.
T then directs students to begin their own Asian
inspired drawing that applies the elements and
principles of Asian art as well as basic compositional
rules.
T also explains that students must write a paragraph to
accompany their drawing that explains what their
drawing is about and how it uses compositional rules.
T asks students to upload all of their work to the class
blog for homework.
Students begin activity which requires them to
recreate 3 examples of the work they recorded on the
activity sheet into their journals.
Students must then evaluate their sketches by using
captions and callouts to turn the sketches into
annotated diagrams that clearly show how
compositional rules have been used by the artist to
create the artwork.
Students form groups of 3-5 to compare and analyze
one anothers work. Students can see how others have
demonstrated their knowledge of how artists use
compositional rules within their art.
Students create their own Asian inspired drawing that
applies the elements and principles of Asian art as
well as basic compositional rules.
To help themselves and others understand, students
write one paragraph next to their drawing that explains
what their drawing is about and how it uses
compositional rules.
To help them remember what they learnt, students
have been instructed to upload the photos of their
chosen artworks to the blog for homework. Next to
each photo they must type out the didactic information
and the description of how it uses compositional rules.
Students must also upload photos of all of their
sketches, the drawing and the one paragraph summary
of their drawing to the blog.

Evaluate
(20 minutes)
T guides students back to the bus and hands them a
worksheet containing a quiz to help them reflect on the
excursion (Appendix 4).
T carefully reminds students that they must upload all
of their work to the blog for homework.
T collects quizzes before students leave the bus
T uses pre and post excursion work sheets to carry out
a formative assessment on each student.
Students complete a quiz on the bus ride home to help
them reflect on their excursion (Appendix 4).
Students hand quiz back to teacher when they leave
the bus.


Appendix 1

















(School name)
PERMISSION FORM

Year 8 Art Excursion (Date)
Student Name: ___________ Student ID: ___________ Date: ____________

I hereby allow my child to attend the art excursion to the National Gallery of
Victorias Asian art collection and the Bushido: Way of the Samurai exhibition on
the (date).

Parent/Guardian name: _______________________

Parent/Guardian Signature: _____________________
Appendix 2

Hokusai and Hiroshige Video Quiz
1. What is another name for a wood block print?


2. Which Western painters have been influenced by
Japanese wood block prints?


3. During which century were Hokusai and Hiroshige active?


4. What was a common theme of Japanese poetry, literature
and art?


5. When was Hokusai born?


6. Around 1833, Hokusai completed how many views of
Mount Fuji?


7. Hokusai shows the delight the common person found in
the landscape but also their struggle with the
unpredictable elements of?

8. Hokusai created depictions of imaginary and realistic?


9. What has Hokusai included in some of his artworks of
human figures?


10. What year was Hiroshige born?


11. What kinds of aspects of the landscape did Hiroshige
depict in his series of the Tokaido and Kisokaido roads?


12. Most people who travelled by foot were subjected to the
force of Japans varied?


13. What did Hokusai and Hiroshige depict most often?


14. What did Hiroshige depict in a temple garden?


15. What provided Hokusai and Hiroshige with ample subject
matter for their print designs?
Appendix 3

1. Record the details of 6 artworks that contain evidence of compositional rules
such as the Fibonacci sequence or the Artists Rule of Thirds.
2. Describe briefly how these compositional rules can be seen in these
artworks.
3. Take a photograph of the work of art so you can submit it to the blog later.

Artist:
Title:
Medium:
Description of evidence:

Artist:
Title:
Medium:
Description of evidence:

Artist:
Title:
Medium:
Description of evidence:

Artist:
Title:
Medium:
Description of evidence:

Artist:
Title:
Medium:
Description of evidence:

Artist:
Title:
Medium:
Description of evidence:

4. In your Visual Diary, sketch three of the artworks you have recorded. Add
captions and callouts to help show how the artworks have used the
compositional rules you can see.

Once you have completed this section, meet the rest of the group at the
beginning of the collection.

5. In groups of 3 5 present and compare your sketches with one another.
Show each other how you have seen the compositional rules within these
artworks.

6. Now create your own Asian inspired drawing that applies the elements and
principles of Asian art as well as basic compositional rules you have seen in
other artworks today.

7. Write a paragraph next to your drawing that explains what the drawing is
about and how it uses compositional rules.

Appendix 4

POST EXCURSION QUIZ!

1. What was the process for producing a wood block print?




2. Give four examples of the ways nature has been represented in the NGVs Asian art
collection.




3. What was the common opinion of nature as communicated by many of the artists in the
NGVs Asian art collection?




4. What was the most common compositional rule used in the NGVs Asian art collection?




5. What could artists of today learn from Asian art?




6. What did you find most interesting about the NGVs Asian art collection?