Lesson Plan Year Level: 10 Lesson: Computer Art Date: Monday 14/10/2013 Topic: Watcher in the Window/T-Shirt Design

Time: 1:50-3:10 Length: 80mins

What do the learners already know, do and value? The learners all know their way around the program Adobe Photoshop and the majority have intermediate skills using this program. Students have a very basic knowledge of Adobe Illustrator including using the two programs together to create an image. There is a new ESL student beginning in this class with no prior knowledge of any of the computer design software. Where do learners need and want to be? To undertake the T-Shirt Design project, students need to be competent using a combination of art and design software as well as using hand drawn imagery to produce designs in Photoshop. Students will need to learn basic digital painting skills. Students need to be able draw from a range of skills and use a range of techniques to meet the curriculum outcomes. The new student will need to gain a basic knowledge of the programs being used and complete the mind map and sketches along with the rest of the class. How do learners best learn? Students in this class are active learners. Providing live demonstrations using the projector and having students follow along on their computers gives students the confidence to explore the design software with little teacher instruction and to attempt to solve problems they may face throughout the task. Curriculum/Syllabus Outcomes: (SACSA Framework)
4.1 Explores arts practice and knowledge of style, form and genre, to create/re-create arts works within each arts form that present imaginative solutions and responses to ideas and issues. Id T KC1 KC6 4.2 Selects from, adapts, combines and refines appropriate conventions and technologies to create/re-create arts works that purposefully convey meaning and address intended function. T C KC1 KC3 5.2 Draws from a repertoire of skills, and integrates a range of techniques, conventions and technologies to demonstrate innovative interpretations of, and solutions to, arts ideas. T C KC7

Lesson Outcomes - Students will be able to: Know (cognitive processes): By the end of this lesson students will understand the concept of brainstorming and idea generation and its importance in the design process. Do (demonstrate): Students will be able to demonstrate how to create a mind map and sketches of their ideas from the mind maps they have created. One student who needs to be extended will be able to demonstrate further steps of the design process such as development of initial designs from the sketches. Assessment of the outcomes (Evidence of Learning): (How will I assess that students have achieved/demonstrated the outcomes?) I will monitor the class as they work through the brainstorming and idea generation and set checkpoints throughout the lesson to assess whether all students have met the necessary outcomes to move forward in the project. Addressing Literacy, Numeracy and ICT: Literacy Development: In the design process students brainstorm concepts to respond to and produce appropriate spoken, written, visual and multimedia communications. Numeracy Development: Students design products (T-Shirt designs) using sequencing and patterning, accurate measurement and a sense of shape, size, dimension and perspective within the designs they create by hand, using Illustrator and Photoshop. ICT Skills Development: Students communicate with others and critically design through creating imagery to appear on T-shirts, learning is evident when students develop and produce computer-aided artworks. Resources: Computers, projector, printed t-shirt design templates, task sheet for new assignment, digital t-shit template, tutorial videos, paper and pencils for brain storming

Behaviour Management: In an afternoon double lesson students become restless and disengaged, to keep students engaged I will stop the class as necessary to address any common problems with demonstrations on the projector. If there are no common problems, I will play a short YouTube video on Photoshop painting or T-shirt design to break up the body of the lesson and re-focus students.

Time

Introductory Phase Check for Understanding -Address any questions as a class regarding new assignment

Teacher Direction Student Activity 1:50-1:55 - Wait for all students to -Computer screens off be facing me, while listening computer screens off. Welcome students back from holidays. Remind students who need to submit Watcher in the Window to finish it off and submit it. 1:55-2:00 -Reiterate steps of the design brief and where to find all resources needed to undertake tasks (all on DayMap and in shared files)

Body of Lesson Teacher Direction -Assist new ESL students 2:00-2:20 showing where to find all the resources and the basics of Photoshop, discuss ways Darren (high skill level) can be challenged in undertaking this task 2:10-2:30 -Provide students with 1:1 and group feedback -Stop class and address any common issues and reiterate what students need to be doing (if there are no common issues play YouTube video on Photoshop painting) -Provide students with 1:1 and group feedback Student Activity -Finishing off watcher in the window, completing mind maps in small groups, pairs or individually -Beginning sketch ideas of theme Check for Understanding -Ask open ended questions to make sure new student understands what to do -Monitor class and ask each group/student to explain their mind map and ideas and ask them what direction they need to be heading in and how they are going to proceed

2:30-2:40

2:40-3:00

Consolidation Teacher Direction -Remind students no 3:00-3:05 more time to work on Watcher in the Window in class and that they need to submit it by Friday. 3:05-3:10 -Go over the next phase of the t-shirt design project (creating artwork in Adobe Illustrator and Photoshop) Student Activity -Finishing off the task at hand and saving their work Check for Understanding -Address any questions clarifying all students know where they need to be heading next lesson

Homework: Finish Watcher in the Window and submit into Mr. McLeods Dropbox by Friday Evaluation: Student: (Outcomes met / Engaged / On Task / Learning) Students did become disengaged and off task, I need to stop the class more frequently to allow students to regain and refocus their attention to the set task. Students all understood brainstorming and idea generation and were all able to communicate their ideas effectively. My Teaching: (Strengths / Weaknesses / Changes) Projected my voice well and addressed behavioural issue when students left class before the bell went. Was well organised and incorporating the strategy of group work went well. I need to focus on building relationships with a couple of students that are quite and lack motivation and make sure I remember to stop the class when they become too distracted and have something planned to re-motivate them and give them a short break.