Complete Assignment 1

Lesson Plan
Topic area:
2D artmaking – line work
Stage of Learner:
4
Syllabus Pages:
12-14
Date:
2019
Location Booked: Art room
Lesson Number: 1/3
Time: 60 minutes
Total Number of students

25
Printing/preparation: VAPD
Lead pencil/a4 paper/
PowerPoint and projector
Outcomes
Assessment
Students learn about
Students learn to
Syllabus outcomes
4.1, 4.3, 4.4, 4.9
Life Skills outcomes
Lesson assessment
Formative task-based assessment. By moving around the class during tasks the teacher assesses each student.
Investigating the use of lines when understanding and making art works
• To identify and describe how lines are used in artworks

• To use line work when creating a 2D sketch
Cross Curriculum themes & General capabilities
Literacy based task (p. 4-6).
Explicit subject specific concepts and skills
Basic drawing skills that will aid students in their art-making process.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality
This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge
as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what
they are learning.
1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
Quality Learning Environment
This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such
pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.
2.1 Explicit quality criteria
2.2 Engagement
2.3 High Expectations
2.4 Social Support
2.5 Students’ self-regulation
2.6 Student direction
Significance
This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’
prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.
3.1 Background knowledge
3.2 Cultural knowledge
3.3 Knowledge integration
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
2.1 Explicit quality By giving specific examples and demonstrating each portion of the lesson students are
criteria directly given guided expectations. This keeps students on task and engaged.
1.5 Metalanguage Students are required to engage with a literary task that involves art making meta language.
This task allows for knowledge to be scaffolded in future, more complex lessons.
2.6 Student During the lesson students can undertake their own self-directed art making by employing the
direction techniques used in an original design.
Tim Teaching and learning actions Organisation Centred
e T/S
5 Students Line up Teacher: Direct student taking out T
Students gather equipment for lesson required equipment
- VAPD Student: take out equipment needed
- Pencil case
Students are greeted as they enter the room Resources: PowerPoint presentation
(p. 1-2)
10 Part 1 – Investigation of Line Drawings. Teacher: Advance slides to next T/S
Students write down Learning intentions and success activity
criteria for the lesson (p. 3). Student: Engage in discussion and
Literacy task - describe use of lines in selected art works (p. written task
4-7). Resources: Ppt (p.3-6). Pencils, VAPD
15 Discussion and review. Students are invited to share their Teacher: Leads discussion T/S
responses and record them in their VAPD. Then there is a
vocabulary list that students can copy down into their VAPD Student: Responding and sharing ideas
which should consist of the words that they had not written Resources: Ppt (p.6-7)
down themselves.
20 Part 2 – Creating a line-based Drawing using a single line (p. Teacher: Demonstrates single line T
8-9) drawing giving examples
Show examples of single line artwork, these will be Student: Follow directions and
displayed on the screen (PPT), and some techniques will be examples
demonstrated. Resources: Ppt (p. 8)
Demonstrate different types of single line drawings. First is
to never have the pencil leave the page. The drawing is
made by 1 continuous line that never ends. Second is to use
lines that clear yet independent.
25 Students begin their own line drawing. Teacher: Guides students in their art S
making
Student: Engage in art making practice
Resources: Ppt (p. 9) Pencils, VAPD
30 Teacher moves about class giving assistance to individuals. Teacher: Guides Students S

35 Part 3 – Using lines to create shadow and depth (p. 10-12) Teacher: Demonstrates Shade and T
Show Examples of how lines can create shadow and depth depth techniques
within a sketch Student:
Explain and demonstrate the technique used in basic line-
based shading. Resources: Ppt (p.10-11)
40 Display examples while students undertake their own Teacher: Guide students in their art S
drawing exercise. Examples will be displayed on the screen. making process
Slide 11 will be a handout that has not only the example but Student: Engage in art making practice
4 circles that can be used as starting points for their own Resources: Ppt (p. 11-12)
drawings.
45 Teacher moves about class giving assistance to individuals. Teacher: Guide Students S
Resources: Ppt (p.12)

50 Part 4 – Free sketch using the techniques learnt Teacher: Introduces free drawing time T/S
Describe the free sketch exercise (p.13-14)
Ask students to begin their own drawing that can be either Student: Engage in art making practice
based in reality (real object) or imagined. (self-guided)
Resources: Ppt (p.13-14)
60 Pack up Teacher: Monitors pack up procedure T
Student: Safely packs away equipment

used
Resources: N/A
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I have learned that students from all ability areas will need to be engaged. By designing the
lesson in such a way that discussions and guidance are integrated into the flow of the
lesson I will be able to differentiate instructions as I go through the content of the lesson.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

4.1 uses a range of Formative assessment of each art making process covered
strategies to explore in the lesson
different artmaking
conventions and
procedures to make
artworks
4.3 makes artworks that This lesson focuses on the structural frame of art making
involve some practices.
understanding of the
frames
4.4 recognises and uses The lesson uses real life art examples for students to be
aspects of the world as guided and inspired by. These stimulus artworks are
a source of ideas,
concepts and subject intended to guide the students in their artmaking practices.
matter in the visual arts
4.9 begins to acknowledge By breaking down the structural Frame of art making within
that art can be this lesson students can observe artworks not only as a
interpreted from
different points of view finished product but also as something that was structurally
built using drawing techniques.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Evidence within this lesson

Standards
1.2 Building a knowledge scaffold throughout the lesson
1.5 Differentiated instructions during discussion and art making practice
2.1 Lesson based on the frames and forms of art making
2.5 Cross curriculum activity engaging in literacy task
3.1 Setting direct expectations by both modelling and demonstrating
examples
3.2 The lesson is 1 of 3 that builds and scaffolds knowledge throughout the
sequence
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
During the lesson students may use their pencils to write on or strike one another. This will need to be
monitored throughout the lesson. I will also be modelling correct behaviour throughout my
demonstration portions of the lesson.
References (In APA)

All references are contained in the PowerPoint presentation below.
Resources Attached:
CREATINGALINEBASED
ARTWORK
Lesson Plan
Topic area:
2D artmaking – Colour Drawing
Stage of Learner:
4
Syllabus Pages:
12-14
Date:2021
Lesson Number: 2/3
Time: 60 minutes

25
Colour pencil/a4 print outs/
Outcomes
Assessment
Students learn to
Syllabus outcomes
4.1, 4.3, 4.5, 4.6
Life Skills outcomes
Lesson assessment
Investigating the use of colour when understanding and making art works
• To identify and describe how colour is used in artworks

• To use colour when creating a 2D art work
Basic drawing skills that will aid students in their art-making process.

they are learning.
1.1 Deep knowledge
1.5 Metalanguage
2.2 Engagement
2.4 Social Support
Significance
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
element
1.4 Higher- Students begin to develop higher order thinking by showing an understanding of previously
order thinking learnt concepts and techniques. They can also share these with the class during group
discussions, aiding other students in their learning
3.1 Background Student develop their knowledge from the previous lesson regarding basic drawing
knowledge techniques and apply them to this lesson in colour.
3.6 Narrative Students connect aspects of drawing in colour to conveying emotions and different ways of
communicating ideas. They connect a colour with a reason for its selection and its application
to the meaning of the artwork.
e T/S
- Pencil case with colour pencils
Students are greeted as they enter the room Resources: PowerPoint presentation
Students write down Learning Intentions and Success (p. 1-2)
Criteria
10 Part 1 – Investigation of Line Drawings. Teacher: Advance slides to next T/S
Literacy task - describe use of lines in selected art works (p. written task
4-7). Resources: Ppt (p.3-6). Pencils, VAPD
15 Discussion and review. Students are invited to share their Teacher: Leads discussion T/S
responses and record them in their VAPD. Then there is a
vocabulary list that students can copy down into their VAPD Student: Responding and sharing ideas
which should consist of the words that they had not written Resources: Ppt (p.6-7)
down themselves. Next is to observe the artwork displayed
on the screen and use their vocabulary words to engage in a
discussion about the colours used and the intention of the
artist.
20 Part 2 – Creating a line-based Drawing using a single line (p. Teacher: Demonstrates single line T
8-9) drawing giving examples
Show examples of Edvard Munch ‘The Scream” , this will be Student: Follow directions and
displayed on the screen (PPT), and ask students to select a examples
colour to use with the handout to convey a feeling or idea Resources: Ppt (p. 8)
surrounding their choice of colour. Explain that this colour
can be used to create different levels of darkness to accent
different parts of the image.
25 Students begin their own colouring in exercise. Teacher: Guides students in their art S
making
30 Teacher moves about class giving assistance to individuals. Teacher: Guides Students S

35 Part 3 – Add a variety of colours to create depth within the Teacher: Demonstrates Shade and T
apple drawing handout. Students are shown on the screen depth techniques
an image of an apple that is within shade or colour and also Student:
a photo type image of the apple in full colour. The
technique is then displayed step by step to add a colour at a Resources: Ppt (p.10-12)
time to eventually end up with a full colour drawing of the
apple.
40 Display examples while students undertake their own Teacher: Guide students in their art S
drawing exercise. making process
Resources: Ppt (p. 10-12)
45 Teacher moves about class giving assistance to individuals. Teacher: Guide Students S
Resources: Ppt (p.12)

50 Part 4 – Free drawing time using the techniques learnt Teacher: Introduces free drawing time T/S
Describe the free sketch exercise (p.13)
Ask students to begin their own drawing that can be either Student: Engage in art making practice
based in reality (real object) or imagined. Some examples (self-guided)
are on the screen for them to think about. Students are Resources: Ppt (p.13)
encouraged to use the techniques that they have just used
to create their own drawing of their choice.

used
Resources: N/A
Reflection
I have learned that students from all ability areas will need to be engaged. By designing the
lesson in such a way that discussions and guidance are integrated into the flow of the
lesson I will be able to differentiate instructions as I go through the content of the lesson.

4.1 uses a range of Formative assessment of each art making process covered
strategies to explore in the lesson
different artmaking
conventions and
procedures to make
artworks
4.3 makes artworks that This lesson focuses on the structural frame of art making
involve some practices.
understanding of the
frames
4.5 investigates ways to

develop meaning in
their artworks
4.6 selects different
materials and
techniques to make
artworks
standard.

Standards
examples
sequence
WHS
During the lesson students may use their pencils to write on or strike one another. This will need to be
monitored throughout the lesson. I will also be modelling correct behaviour throughout my
demonstration portions of the lesson.
References (In APA)

Resources Attached:
Creating a colour
based artw ork.pptx
Print out exercises on following page

Lesson Plan
Topic area:
Art Theory – Understanding the Cultural Frame
Stage of Learner:
4
Syllabus Pages:
12-14
Date:
2021
Lesson Number: 3/3
Time: 60 minutes

25
ICT device/
Outcomes
Assessment
Students learn to
Syllabus outcomes
4.2 explores the function of and relationships between the artist – artwork – world –
Audience
4.4 recognises and uses aspects of the world as a source of ideas, concepts and subject
matter in the visual arts
Lesson assessment
Investigating their own cultural identity. Students develop a sense of how artist have used their own cultural identity to
inform their artmaking practices and ideas.
• Inform their artmaking practice from a personal and culturally informed position.
• Research culturally significant artworks from a variety of artmaking time periods
Use of ICT devices to research and connect the concepts of cultural identity to artmaking
practices.

they are learning.
1.1 Deep knowledge
1.5 Metalanguage
2.2 Engagement
2.4 Social Support
Significance
3.4 Inclusivity
3.5 Connectedness
3.6 Narrative
element
3.2 Cultural Students will be investigating the concepts of their own cultural identity as well as the
Knowledge cultural identity of artists that have engaged in art making practices that are informed buy
their cultural identity.
3.5 By first identifying their own cultural identities, students can then investigate artists that
Connectedness have a similar identity and how this can relate to the artmaking practices of artists
discovered during their research.
2.6 Student During the lesson students can undertake their own self-directed research by exploring their
direction sense of culture and how it relates to their individual identities. By researching artists that have
investigated and explored their own cultural identity the students can connect identity and
artmaking in a deeper and more significant way.
e T/S
- Pencil case
- ICT device Resources: PowerPoint presentation
Students are greeted as they enter the room (p. 1-2)
10 Part 1 – Understanding the Cultural Frame Teacher: Advance slides to next T/S
Literacy task – Discussion begins with a teacher led written task
description of what Culture and cultural identity is. Teacher Resources: Ppt (p.3-6). Pens/Pencils,
gives explanation of their own cultural identity and some VAPD
examples of images that match these concepts are shown. Teacher: Leads discussion
Students are asked to write down a vocabulary list that
details aspects of their culture (p. 4-7). Timer
Discussion for students that wish to share some of their
answers. Timer
Word list task. Students are to write down all words listed
on the screen for. Timer
15 Part 2 – Research task part 1 S
Students have 15 minutes to search the internet for images Student: Direct their own internet
that relate to their cultural identity. These images are not searches
necessarily artworks, they are to be images that match the Teacher: monitors students by moving
vocabulary word list that students have established as their around the room.
own. Examples are shown on the screen and the teacher Resources: Ppt (p. 7)
describes their own link to these aspects of their lives and
how this forms part of their identity
30 Research task part 2 Teacher: Guides Students S
Students are now to spend the next 15 minutes researching
artists that have explored some of the cultural identifiers Student: Direct their own internet
that the students have described as their own. These artists searches and save relevant
should be engaged in artmaking that has references to their
cultural identity. Examples are shown on the screen and Resources: Ppt (p. 8) Pencils, VAPD
again the teacher draws links between the artists practice
and their own cultural identity. Students are to save and
collect these images in a folder for their art subject as this
forms the basis of the next section of the lesson
45 Written task – Linking cultural identity to art practice and Teacher: Guide Students S
artmaking style. Students are select an artwork that they
have saved and write about how they see the culture and Student: Engage in art making practice
identity of the artist being expressed in the work.
Extension – students are to write about the links between Resources: Ppt (p.12)
their own identity and that of the artist that have been
explored in the artwork.

used
Resources: N/A
Reflection
I have learned that students will need to have relevant ideas about their own identity and
the process and practice of art making connected through real life examples. Individuality
and culture are aspects of students’ lives that should be understood before they can be
explored and celebrated. Forming real world connections with artists and the exploration of
cultural identity will hopefully inspire students to inform their own artmaking with aspects
of their lives.

4.2 explores the function of and Observing if students are making links between their own
relationships between the identity and art that represents this. Marking students’
artist – artwork – world –
Audience responses to the written task. This will display the
students’ level of understanding of the cultural frame and
it can be used to view artworks, both created by others
and themselves.
4.4 recognises and uses aspects of By linking the concepts of culture and identity to artworks
the world as a source of created by other artists, students will develop nan
ideas, concepts and
subject matter in the understanding that they themselves have a place in this
visual arts world that is worth investigating through their art making
process. By conducting a self-directed investigation a
student will see that aspects of their own identity have
been explored in the art world and this identity can be an
inspiration for their own understanding and
interpretation of other artists work.
standard.

Standards
examples
sequence
WHS
During the lesson students may use their pencils to write on or strike one another. This will need to
be monitored throughout the lesson. I will also be modelling correct behaviour throughout my
demonstration portions of the lesson. Internet searches will also be restricted by School filters and
blocks on sensitive imagery and websites.
References (In APA)

Resources Attached:
Understanding the Cultural Frame.pptx
Curriculum 1C Assignment 1
Rationale
This document will discuss my assignment and how the Lessons plans that I have
written connect the NSW Visual arts syllabus for Stage 4 students, Australian Professional
Teaching Standards and the Quality Teaching Framework. I will endeavour to show how the
structure and flow of the lessons builds and scaffolds knowledge in a sequential manner and
leads logically and rationally from 1 step to the next. I will also demonstrate how these
lessons cater for a variety of ability levels whilst illustrating a diverse and inclusive
pedagogy.
I will begin by discussing the elements of my lesson plans that incorporate the
various Dimensions of the NSW governments Quality Teaching Framework (2008). In the
delivery of these lessons, I will use Substantive communication that engages students form a
variety of learning styles. The visual elements of the lesson that form the Powerpoint
presentation will engage students that are more visually inclined learners, whilst the verbal
instructions that are included in the lesson plan timeline will engage students that engage
better with verbal instructions.
Other elements of the NSW Quality Teaching Framework (2008) that I have
endeavoured to incorporate into all 3 of these lessons is both Social Support and Cultural
Knowledge, with Social support being an integral portion of each lesson as it features both
open discussions and the opportunity for students to both offer their own interpretations of
different exercises and the ability to record these alternate points of view in their VAPD.
Cultural knowledge takes a much more pronounced role in the third lesson as students are
encouraged to identify and explore their own cultural heritage, how this can be expressed
through imagery, and how artists have been incorporating their own cultural identity into
their artworks over an extensive art history. These elements also provide a strong sense of
connectedness, as these cultural indicators are first discovered, then explored, and then
linked to the artmaking practices of previous artis within their artmaking practices. Finally,
this connection is completed by having students attempt to understand that their own cultural
identity can be linked to their own art making and that their cultural identity can be a source
of ideas and inspiration for their work, as it has been for many artists in the past. These links
can also be seen to engage students through deep knowledge and deep understanding as these
connections are not only displayed as external ideas that other artists have used but linked to
their sense of self and their artmaking practices.
The Australian Professional Teaching Standards have been used throughout the
creation of these lesson plans. I first lesson plan has a focus on Standard 3.1 and 3.2. The
establishment of challenging learning goals is a theme that I have used as I do not give
students the vocabulary list until after the vocabulary exercise has been completed. This
engages students by not spoon feeding them the answers at the beginning of the exercise and
draws students into the routine of thinking for themselves before the vocabulary list is shared
with them. I believe that this technique establishes a goal for each exercise and will engage
students to draw upon their knowledge and ideas rather than just regurgitating information
that has been given to them before the exercise has begun. The structure of the lesson plans
also follows a sequence that builds knowledge step by step. I don’t ask students to create a
particular artwork without breaking down each element of the art making practice and
demonstrating it. Also giving meaning to each technique and idea provides students with
structure of information that can be built upon and scaffolded step by step to form a greater
understanding of that artmaking practice or theoretical understanding. Standard 3.4 is also
feature here within my lesson. The selection and use of resources are integrally connected
with the meaning and purpose of the lesson. I not only select images that are relevant to each
stage of the artmaking and theoretical practice, but I also use images that relate to myself and
how I would interpret the ideas from the perspective of a student attempting to tackle the
task. I feel that this selection of resource and having them displayed visually gives students a
point of reference that they can relate to, and students from a variety of learning styles and
ability levels should be able to interpret both through the visual aspect, and through my
detailed and scaffolded instructions.
The NSW Visual Arts Syllabus (2003) has also been incorporated into these lesson
plans in a variety of areas. Outcomes 4.1, 4.3, 4.4 and 4.4 have been incorporated into the
first 2 lessons that involve artmaking itself. Students will be engaged in a variety of
artmaking strategies as they go through the procedures of learning to make both a line-based
artwork and an artwork based in colour. The Structural Frame is also an element of these
first 2 lessons and is somewhat implicitly embedded in these lessons. As each of these
lessons involves making artworks that are of real object, Outcome 4.4 can be linked to the
lesson content as well. The third lesson focuses more on the Outcomes 4.2 and 4.4 as
students will be exploring personal relationships to their own identity and the process of
artmaking, as well as recognising that these elements of their own cultural identity can be
used as a source for their own ideas. Taking this Outcome one step further, the lesson plan
provides students with inspiration to follow this theme as other prominent artist that have
used their own cultural identity form a portion of the lesson. These connections can allow for
students to link what they have learned in the lessons to artworks and artist within the art
world.
I conclusion, these 3 lesson plans have incorporated elements of the Australian
Quality Teaching Framework, The NSW Professional Teaching Standards and the NSW
Visual Arts Syllabus. Each element of these sources is detailed in both the lesson plans
themselves and this rationale. By linking the elements of these documents, I have displayed a
varied and engaging learning environment for the stage 4 (year 7) students that these lessons
are designed for.
References
AITSL. (2017). Aitsl.edu.au. Retreived 14 March 2021, from

https://www.aitsl.edu.au/teach/standards
NSW Quality Teaching Framework sourced from
http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf
NSW Visual Arts Syllabus Stage 4 sourced from
https://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/visual_arts_710_syl.pdf

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Lesson Plan

Total Number of students

• To identify and describe how lines are used in artworks

Cross Curriculum themes & General capabilities

Literacy based task (p. 4-6).

Explicit subject specific concepts and skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Student: Engage in art making practice

Resources: Ppt (p. 9) Pencils, VAPD

Student: Engage in art making practice

Resources: Ppt (p.12)

Student: Safely packs away equipment

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Total Number of students

• To identify and describe how colour is used in artworks

Cross Curriculum themes & General capabilities

Literacy based task (p. 4-6).

Explicit subject specific concepts and skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Student: Engage in art making practice

Resources: Ppt (p. 9) Pencils, VAPD

Student: Engage in art making practice

Resources: Ppt (p.12)

Student: Safely packs away equipment

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

4.5 investigates ways to

Graduate Evidence within this lesson

References (In APA)

Print out exercises on following page

Total Number of students

Cross Curriculum themes & General capabilities

Literacy based task (p. 4-6).

Explicit subject specific concepts and skills

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Student: Safely packs away equipment

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

better with verbal instructions.

their sense of self and their artmaking practices.

understanding of that artmaking practice or theoretical understanding. Standard 3.4 is also

detailed and scaffolded instructions.

I conclusion, these 3 lesson plans have incorporated elements of the Australian

are designed for.

AITSL. (2017). Aitsl.edu.au. Retreived 14 March 2021, from

NSW Quality Teaching Framework sourced from

NSW Visual Arts Syllabus Stage 4 sourced from

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