Lesson Plan
Trainee: Pierre Tomasello
School: Carshalton Boys Sports College
Subject Area: Art and Design
SEN Students and Pupil Premium (names
Daneil JS Tanner, , Shakoor Sheikh,Chrisjon Mullings, Jack Howard,
Charlie Phillips, Ashton Hill, Kyran Stears, Charlie Hosgrove, Connor
Foster, Amarl Hippolyte Turner, George King, Alex Leah, Dylan O’
Callaghan,
Learning Objectives including stretch and challenge:
-By the end of the lesson all pupils will:
-Know the key points to develop the artistic analysis of a photograph
made by K. Blossfeldt.
-Refine knowledge of shading techniques, use of tones, contrasts,
adding highlights and shadows.
-Apply this knowledge to produce the drawing of a seed from a black
and white photograph.
*For formal observations, your lesson plans MUST be uploaded to Abyasa
Appendix C1
Date: 07/05/2021
Class: 8N2
Lesson Topic : LESSON 2 Karl Blossfeldt Art Analysis
Ability Range(Target Levels/Grades) of group: Mixed
Strategies to support those pupils Seating close to the board, break
task down into small chunks, give clear explanations, use simple
language, check for understanding , repeat instructions and rephrase in
a simpler way. Use positive language and restorative approaches.
Scaffold written tasks with sentence starters and model answers.
Provide 1:1 demonstration. Supported with printouts breaking down
technique into step-by-step instructions. Positive language and rewards
How do the learning objectives fit into the big picture/prior learning?
-Lesson 2 of the SOW on Karl Blossfeldt; links between photography
and drawing. Key knowledge of photography (close-up, focus, black and
white photography)Exercise use of tones, contrast and highlights to
produce a creative response and drawing a seed. Understand meaning
and procedure of artistic analysis. Investigate on artist’s intentions to
better understand and respond to black and white photography.
 Stretch and challenge : refine the seed drawing by using black biro
contrast and a wider range of marks.

Focus from last lesson (Teacher standards)

TS 3: Demonstrate good subject and curriculum knowledge TS 4: Plan and teach well-structured lessons and building on pupils’ prior knowledge.

TS 5: Adapt teaching to respond to the strengths and needs of all pupils.

Teaching competencies being focused on, taken from the assessment framework.

(Curriculum/Subject Knowledge) Has a good understanding of the subject knowledge requirements for KS4. Has knowledge of misconceptions in
their subject at KS3 and KS4. Understands how and why a curriculum is organized and can critically evaluate different curriculum models including
how curriculum can commit knowledge to memory.

( Planning/Pedagogy )Plans teaching to take account of some prior, foundational and complex knowledge and can critically review and adapt a
sequence of pre-planned lessons for all pupils in KS3 and KS4 building. Is able to use well-designed resources to break down content.

(Assessment) Is able use pre-planned formative (including questioning and marking) and summative assessment over a series of lessons and can
critically analyze the assessment methods in reviewing pupil progress and commitment to memory.

(Behaviour) Establishes relationships with pupils and parents (through contact) and is able to plan for, pre-empt and intervene to ensure a
productive classroom environment with the support of a mentor.

(Professional behaviour) : Reflects on progress and works with mentor and expert colleagues to source research, organize own actions to improve
teaching and knowledge. Is able to incorporate evidence and reading into their practice.

Time Learning Activities Pupil Outcomes Assessment/Questioning

*For formal observations, your lesson plans MUST be uploaded to Abyasa

Appendix C1
 ie 9.10am (Include a description of the
activities)
(Starter, main activities, plenary
and behavior management
planning)
13,50 BEGINNING Establishing routines
for a quick start of the lesson.
Links to L1 on K. Blossfeldt and
artistic relevance of black and
white photography.
WARM UP ACTIVITY.
Students will write in their
sketchbooks 7 headings related to
14,00 a mini art analysis based on a
photograph made by K. Blossfeldt;
3 headings are blank for them to
complete.
Based on a black and white
photograph of K. Blossfeldt,
students will be explained how to
develop the analysis of an artistic
14,10
photograph
*For formal observations, your lesson plans MUST be uploaded to Abyasa
Appendix C1
(Describe in full what you expect
pupils to do, produce,
demonstrate, achieve)
Simple rules that aim to ensure
good progress in the lesson and
establish a climate of
collaboration between peers and
between them and the teacher.
This activity aims to let students
understanding what are the key
points to use for an artistic
analysis of a photograph.
This example of analysis will
develop students’ understanding
of the procedure and aims to
analysis art, investigating artists’
intentions.
(What
strategies/questions are you going
to use to assess the pupils)
What is the object shown in this
photo: ?
- What is the photographic
genre: ?
- What is the subject matter:?
-Why using black and white
photography can show details of
what is photographed?
-Who made the work and what he
made it from?
When has he made it?
Why has he made it?
What he wants us to see within it?
 STARTER
Students will complete the 3
missing information written
14,15 before and will be given 4
questions to develop a more
detailed analysis.
Questions and answers session.
Based on the analysis example
provided, students will be
encouraged to think to their
answer and develop an analysis.
Register.
14,20
Spot check.
TASK 2: Drawing task. Exercise use
of shading techniques, tones,
contrasts, adding highlights and
shadows to draw K. Blossfeldt’s
black and white photograph of a
seed.
Teacher demo. On the board using
a big paper sheet and pencil.
*For formal observations, your lesson plans MUST be uploaded to Abyasa
Appendix C1
This task aims to promotes
observational and thinking skills
and let students elaborate their
responses to an artistic What has he photographed?
photograph.
How as he chosen to photograph
the object?
Where is the light source coming
from?
By using black and white
photography he can show…?
Facilitate answering and reinforce
understanding by guiding students
to the answers. Scaffold written
tasks with sentence starters and
model answers. Support students’
literacy skills.
-Where does the light come from?
Pupils will practice their drawing Where are the darker areas?
skills and will encouraged to draw
-What techniques do you know to
accurate shapes, vary the pressure
 Students will have printouts with
step-by-step instructions.
Tips and advice will be shared to
ensure a good start of the task.
on their pencil so as to create
tones and contrasts. Shading will
make drawing more realistic with
various tones and highlight.
create different tones?
-Where in this drawing could you
apply them?

1:1 demonstration of the steps to

draw and shade the seed.
14,35
EXTENSION
-Students completing the pencil
drawing will be given a black biro
to refine and add more mark
making and contrast.
14,40
SPOT CHECK
They will exercise their skills to
create tones and contrasts with a
biro. Shading will make it more
realistic with various tones and
highlights.
-How can you use this shape to
develop your drawing?
What skills do you already know
that can help shading your
drawing?
How many different tones can you
see in the tulip?

EXPLAIN NEXT HOMEWORK.

Tidying up equipment.
14,50

End of lesson

*For formal observations, your lesson plans MUST be uploaded to Abyasa

Appendix C1
*For formal observations, your lesson plans MUST be uploaded to Abyasa

Appendix C1
 Homework (Including differentiation)- if applicable : Seed Lead Pencil Drawing. Students will build on their skills by drawing a seed that
encourages use of lighter, medium, darker areas (tones) and highlights.

Planned contribution of Teaching Assistant to learning:

Development of speaking & listening, reading & writing and numeracy skills.

Understand meaning and procedure of artistic analysis. Write answer and checking for spelling.

Key words/Concepts: Analysis, Artist genre, subject matter, Gelatin silver print. Black and white photography. Texture. Tones. Highlights.

Resources: Sketchbooks, lead pencil and B pencil, sharpener, rubber, glue, copy of the photograph. Power point. Printouts. Written sentence
starters.

*For formal observations, your lesson plans MUST be uploaded to Abyasa

Appendix C1