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PaulStevensDate:11Oct13

LessonPlan
AchievementObjective/sfrom
Curriculum
LearningOutcomes
Bytheendofthislessonstudentswillbeableto:
LessonDate:23Oct

Subject:JuniorArt
YearLevel:Year10
CurriculumLevel:5

Topic:KnowingAbout
Art:WhatisArtand
HowDoWeTalkAbout
It?

UnderstandingtheVisualArts
inContext(UC):Investigateand
considertherelationship
betweentheproductionofart
worksandtheircontextsand
influences.
CommunicatingandInterpreting
(CI):Compareandcontrastthe
waysinwhichideasand
artmakingprocessesareused
tocommunicatemeaningin
selectedimagesobjectsand
images.
Usespecificpictorialconventionswhen
analysinganimage.
Definethekeyareasandelementsto
discusswhenlookingatartworks.
DefineandintelligentlydiscussWhatartis.

StudentcentredLearningActivities AreasSpecificallyAddressed
BrainstormonWhatisArt?
Postboxactivitytogaugewhatitis
studentswanttoknowaboutart.
CompleteHowdowetalkaboutArt?
pictorialconventionslanguage
worksheet.
Layouttimelinebyguessingwhere
eachartworkfitsin,inorder.

Rangeofability
Workinginpairssoeveryonecankeepup.
EALlearners
Languagecomponentstartswithbasicsandallowsquestions.
Literacy:LRSW
Languagebasedlessonincludingall4.
Keycompetencies:TRUMP
T:WhatisArt?
R:Workingasateamtocomeupwithanswers.
U:Languagebasedlesson.
M:Studentsneedtoproducetheirownaccuratetimeline.
Learningstyles:VAK/MultipleIntelligences(LIBLIMS)
V:Lookingatimages.
A:Languagebasedlesson.
K:Producingmaterialsbyhand.
Culturalbackground
EstablishesaWesterncanon(whichmoststudentsfitinto)
whileacknowledgingnonWesternartforms.
Gender/diversityinclusive
Femaleartistsincludedintimeline.

EquipmentNeeded New/KeyVocabulary
Whiteboardandwhiteboardmarkers
HowdowetalkaboutArt?worksheetperstudent
Smallpiecesofpaperperstudent

Colour.Complementary.Composition.Content.Context.
Form.Light.Meaning.Media.Perspective.Pictorial
Conventions.Proportion.Space.SubjectMatter.
Technique.

MinsIn DetailedLessonPlan
Introduction
0

5
Introducemyself.Explainwhatwewillbedoingoverthenext2weeks.

Brainstorm
1. HandoutblankA4sheetsperstudent.
2. Studentswriteinthemiddleofthepage,large,ART.
3. Iwriteinthemiddleoftheboard:ART.
4. Ask:WhatisArt?
1

PaulStevensDate:11Oct13
5. Students: Write around the page 5 things that you think define art. You have 2
minutes.
6. Classdiscussion:
a. Q:Whatisart?
i. Selfexpression.Creativity.Imagination.
b. Q:Whydopeoplemakeart?
c. Q:Whenisartnotreallyart?
d. Q:Cananythingbeart?
7. Iwriteupanswersasstudentsputtheirhandsup.Students:Writearoundpage.
8. Promptwiththoughtprovokingquestions.Pickonstudentswhomaynotoffer.
Development
oflesson

15

20

PostboxActivity
1. Handoutsinglesmallpiecesofpapertoeachstudent.
2. Q: Is there anything about art that you want to know, or have never looked at that
youwantto?
3. Thiswillhelpdecidewhatwewilllookatoverthenext2weeks.
4. Writedown1or2thingsonthepaper.
5. Iwillcomeroundandcollectthemoffyou.
6. Wewilllookatwhatafewofthesearelaterinthelesson.

HowdowetalkaboutArt?
Next we are going to look at what words to use when looking at your art and other peoples.
Theseareknownaspictorialconventions.

Being more knowledgeable on how images are produced and constructed and how they
convey meaning will make us better artists. Lets think about how to talk about the art that
wemake,andtheartweviewfromotherartists,includingfromArtHistory.

Explainwhateachofthetermsmeans.

Each box should have words and terms that you would use to talk about each element of an
artworkgiven.

StudentDirections:
On the sheet are 9 key terms in discussing the different elements of an artwork. Using the
words in the box at the bottom, as well as coming up with your own, write down at least 5
different words or phrases in each box that would fit under the terms in analysing an
artwork.

Youhave30minutes.

Goaroundandmakesureeachstudentunderstands.Takerollwhileworking.
Conclusion
55

Goroundatcheckthattheexercisehasbeencompleted.

Go through and read out some of the questions people wrote earlier in the lesson to give an
indicationofwhatistocomeinthelessonsahead.
Homework
Bringinanimageofapersonorstilllifethatyouwouldliketopaintinagivenstyle.

2

PaulStevensDate:11Oct13

LessonEvaluation
Date:23Oct
Period:5

Whatwentwell?Why?Whatwentbadly?Why?
IamhappywithhowitwentandmyATwasalso.Theywereabitreluctanttogetintotheactivityatfirstbecausewe
areinterruptingapaintingunittodothisunitofmainlynonpracticalworkonarthistory.Mostoftheclassdidseemto
getonwiththeexercisewithabitofcoaxingthough.ItreallyhelpedwhenIbroughtoutimagesforthemtorefertoand
Icouldhavedonethatsooner.
Didthestudentsmeetthelearningoutcomes?Ifyes,howdoyouknow?Ifno,whynot?
Yes.Theyallengagedwiththeworksheetandcompletedallormostofit.Moststudentsengagedwiththebrainstorm
andwrotethingsdown.
Plansfornextlessonbasedonabove
Ensureabasisonimagesforthemtoreferto.
Followupofindividualpupilsifrequired
WatchDanielinparticularwhoseemsreluctanttoengagewiththematerial.Courtneyisalsohesitantandseemsto
thinksheisntsmartenoughtoknowmoreaboutart.

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