LESSON FOCUS: Stage 4: Year 8 LESSON: 1/15, 60 minutes

Location booked: Art Room Total of Number Students: 20 Syllabus Pages: 1-25
Characteristic: Mixed ability class
Syllabus outcomes: Lesson Assessment:

Critical and Historical Studies
Conceptual Framework 4.8: Explores the function of and relationships
between the artist- artwork-world-audience
Frames 4.9: Begins to acknowledge that art can be interpreted from
different points of view
Representation 4.10: Recognises that art criticism and art history
construct meanings.
 Demonstrate skills of effective communication through duration of group activities.
 Students successfully recognise and understand that the agencies within the
conceptual framework are a construction of art criticism and art history.
 Demonstrated listening skills by actively participating in larger class activities as
well as smaller discussion.
 Exercise creative skills and participating in written tasks.
 Exercise feedback and reflection on process of positive learning.

Students learn about: Students learn to:

Critical and Historical Studies Critical and Historical Studies

The Frames The Frames

 Belief, value and meaning about artwork from the structural frame
Conceptual Framework
 Various artists, with a focus on what they do, where they work,
how and why they work and how they develop their intentions
 How the world can be interpreted in art and the ways in which
ideas are represented
 Different kinds of artworks in 2D, 3D and 4D forms including their
symbolic, representational, physical and material properties
 Identify and seek to explain how artists and audiences can read artworks as
images or texts by understanding conventions including codes, symbols and signs
and how these are embedded in the material and conceptual organisation of
artworks
Conceptual Framework
 Investigate the role and work of selected artists including groups of artists in
different times and places
 Recognise how artists interpret the world in the making of artworks and how they
seek to represent these concepts through a range of styles and approaches
General capabilities: Cross Curriculum Priorities:

Literacy: Visual Knowledge, word knowledge, text knowledge, grammar Aboriginal and Torres Strait Islander
knowledge. Sustainability

Culture
Numeracy: Using measurement, subtraction, problem solving.
OI.4: Aboriginal and Torres Strait Islander societies have many Language Groups.
ICT: PowerPoint
People
Critical and creative Thinking: Inquiring- Identifying exploring and organising
information and ideas. OI.9: The significant contributions of Aboriginal Peoples and Torres Strait Islander
Peoples in the present and past are acknowledged locally, nationally and globally.
Personal and social capability: social management, self-awareness, self-
management.

Professional Standards Evidence

1.5 Differentiate teaching to meet the specific learning needs of students across the Through applying a student Individualised learning plan and ensuring
full range of abilities

2.6 Information and Communication Technology (ICT) Through implementing 3 powerpoint embodying safe online resources for students to
explore.

2.5 Literacy and numeracy strategies Literacy is present through the lesson through open class discussion, answering questions
and numeracy is present through addition and subtraction, magic square activity,
measurement, depth width and spatial awareness.
Student name: Geoff Smith Year: 8

Diagnosis: Anxiety
Triggers:
 Speaking in front of the class
 Working with people that aren’t their friends
 Having to complete a task under timed exam conditions

Short/Long term improvement goals - Learning outcomes

Priority areas for improvement. List relevant learning outcomes linked to the learning improvement goals.
Year advisor consulted with student and parents.
Short term goals are as follows:  Increased positive engagement
 Feeling more confident to ask a question in class  Increased attendance
 Working with someone in the class they haven’t worked before  Improvement in confidence

Long term goals are as follows:

 To present an oral task in front of a class
 To make more friends within their class
Classroom strategies Processes for collection of data
Consider: Identify:
 Student presents only in front of the teacher rather than the whole class  Allocate one on one time with the student to ask if they have any
 When doing group work, they have one friend their comfortable with in the group. questions.
 Prior to completing a timed exam give them practice task to develop confidence.  Year advisor consults with student and parents regarding
 Teacher and student to create a time management plan for exams. progression.
 Teacher and student to negotiate applying time management plans during classroom
activities.
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of important, knowledge
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.5 Metalanguage
that requires active construction and requires students to engage in higher-order 1.2 Deep
1.6 Substantive communication
thinking and to communicate substantively about what they are learning. understanding
1.3
Problematic
knowledge

Quality Learning Environment 2.1 Explicit 2.4 Social Support

This refers to pedagogy that creates classrooms where students and teachers work quality criteria
productively in an environment clearly focused on learning. Such pedagogy sets high 2.5 Students’ self-regulation
and explicit expectations and develops positive relationships between teacher and 2.2
2.6 Student direction
students and among students. Engagement
2.3 High
Expectations
Significance 3.1 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to Background
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.5 Connectedness
knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.2 Cultural
knowledge
3.3 Knowledge
integration
Teaching and Learning Strategies Note: Extension in Purple Adjustments in blue Resources

Introduction: Activity 1: Do now – Mix and Match!

1 x whiteboard/ Whiteboard markers /
10 Minutes Teacher clearly instructs students to line up outside of classroom. In a clear voice the teacher eraser
instructs students to enter the classroom quietly, place bags underneath their desks and to
bring out their VAPD’s and start solving the riddle while waiting for specific follow up 1 x digital copy/PowerPoint
instructions. presentation, projector, laptop to
projector dongle.
Teacher hands Geoff the instructions for the lesson with a notification that he will need to move
around this lesson and choose a new study buddy. 30x A4 Practical task description
30x A4 The Lin Onus activity worksheet
Teacher instructs students to place pencils down and facing the front for the next minute while
delivering the next set of instructions.
Students are to come up as their names are called and collect 2 sheets.
1. Practical Task description for Term 4
2. Elements of Art- Lin Onus activity worksheet
Students are to sign and date the register for their task description stating they have received
their notice for Term 4.
Students are to glue the Elements of Art- Lin Onus activity worksheet into their books to fill out
for Homework.

Teacher asks students to turn to the mix and match worksheet handed out at the end of last
lesson and reminds students when her arms are raised in the air it is becoming too loud and
students need to turn it down a level. Students solve the mix and match cultural work sheet-
whereby students match the country to the right flag and discuss with peers for feedback.

Body: Activity 2: Art Appreciation Lesson

3 minutes Adjustments: Students create a word bank of the words they may not understand for class to
fill out together OR students research the meanings for homework for teacher to mark 5x A3 butcher paper and 30 coloured
(meaning, spelling, grammar). Teacher checks these students progress by going to their tables markers, 6 on each table.
and quietly asking if require assistance.

15mins
 Teacher begins with an explanation for an ‘Acknowledgement of country’ as an opportunity to
acknowledge, and pay respect, to the traditional owners and ongoing custodians of the land-
the Aboriginal and Torres Strait Islander people.

Class comes together to brainstorm teachers question on the PowerPoint ‘What makes an
Artwork successful?’ 1 x whiteboard/ Whiteboard markers /
Teacher instructs students to come up to the board to write their answers up encouraging eraser
students that there are no wrong answers just the ones that most suitable.
Teacher uses the following questions to direct the class discussion. 1 x digital copy/PowerPoint
- The artworks resolution (how well has it been finished) presentation, projector, laptop to
- How does the artwork make you feel? projector dongle.
- Is it a captivating artwork? Does it catch your eye?
- The effective use of the elements of art line, shape, tone, space, colour, texture, form.

Teacher Introduces Lin Onus and directs students to discuss the structure of his artwork, ‘Fruit
25 minutes Bat’.
Teacher uses the following questions to direct discussion and additional discussion:
-What do you notice about the structure?
-What kind of shapes do you see?
-Has he used all the space given to him?
-Why do you think that is?

Teacher inquires whether students are feeling up to reading aloud today and evaluates the
confidence level. If students are comfortable and if students are feeling positive teacher asks
for a volunteer to help read through the slides.
Students follow the instructions on the slide:
When prompted students refer to the colour wheel at the front of their VAPD and label the
tertiary colours.
Students continue to follow the instructions on the slides.
When prompted students create (ensure students leave 1 cm between each drawing):
- 2 variations of a line
- 1 tonal scale (using one colour) Https://thevirtualinstructor.Com/value.Html (Teacher plays
this video if students are still unsure explaining how tone can create mood and atmosphere)
- 1 shape
- 1 Form
- Teacher directs students to feel an object within their reach, e.g. their pencil cases and record
the texture they felt
- Teacher refers to the measurements between each drawing to ensure spatial awareness.
 Teacher introduces the students to Salvador Dali through the agencies of the Conceptual
Framework. Teacher reads the slides aloud enthusiastically.

Surrealism explanation: https://www.youtube.com/watch?v=1YE_Zas-A5A teacher further

explains the influences and the different between the world during Salvador Dali’s rein and
todays world.

Numeracy questions suggestions:

If Lin Onus was born in 1948, and Salvador Dali was born in 1904.
How many years apart would that be?
Who was born first?
We’re in 2019 now, how long ago was Salvador Dali born?
We’re in 2019 now, how long ago was Lin Onus born?

Teacher creates groups of mixed ability students, and teacher nominates leaders for each
group. Students discuss what their favorite fact in relevance to Salvador Dali and Students
record 3-4of those facts in your VAPD.

Extension: Student leads discussion in the group assisting students that may be struggling.
Teacher engages with students and provides reciprocal instruction and feedback.

Teacher walks around ensuring students are participating, assisting the students that need a
little more guidance and monitoring progression and providing feedback.
Teacher may quietly ask how students are going and if they need any help.
Teachers asks if students are ready to share answers at the giving them a few more minutes.
Share your own answer and ask students to swap books with their peers to ensure students
have gotten an answer along the same lines.
Conclusion: Activity 4 – Reflection 30x blank Twitter cards (Appendix 5)
5 minutes  To reflect on learning, students record 3 things you found out, 2 interesting things and 1
question you still have. 1 x Whiteboard / Markers / Eraser

Homework: Activity 5 –
2 minutes  Students take a photo of the board and annotate their Lin Onus- ‘Fruit Bat’ work sheets. Students need their VAPD’s
LESSON FOCUS: Stage 4: Year 8 LESSON: 2/15, 60 minutes
Location booked: Art Room Total of Number Students: 20 Syllabus Pages: 1-25
Characteristic: Mixed ability class
Syllabus outcomes: Lesson Assessment:

Critical and Historical Studies
Conceptual Framework 4.8: Explores the function of and relationships
between the artist- artwork-world-audience
Frames 4.9: Begins to acknowledge that art can be interpreted from
different points of view
Representation 4.10: Recognises that art criticism and art history
construct meanings.
 Demonstrate skills of effective communication through duration of group activities.
 Students successfully recognise and understand that the agencies within the
conceptual framework are a construction of art criticism and art history.
 Demonstrated listening skills by actively participating in larger class activities as well
as smaller discussion.
 Exercise creative skills and participating in written tasks.
 Exercise feedback and reflection on process of positive learning.

Students learn about: Students learn to:

Critical and Historical Studies Critical and Historical Studies

The Frames The Frames

 Belief, value and meaning about artwork from the structural frame  Identify and seek to explain how artists and audiences can read artworks as images
or texts by understanding conventions including codes, symbols and signs and how
Conceptual Framework these are embedded in the material and conceptual organisation of artworks

 Various artists, with a focus on what they do, where they work,
how and why they work and how they develop their intentions
 How the world can be interpreted in art and the ways in which
ideas are represented
 Different kinds of artworks in 2D, 3D and 4D forms including their
symbolic, representational, physical and material properties
Conceptual Framework
 Investigate the role and work of selected artists including groups of artists in
different times and places
 Recognise how artists interpret the world in the making of artworks and how they
seek to represent these concepts through a range of styles and approaches
 General capabilities: Cross Curriculum Priorities:
Asia and Australia’s Engagement with Asia
Literacy: Visual Knowledge, word knowledge, text knowledge, grammar
knowledge. Achievements and contributions of the peoples of Asia

OI.4: The arts and literature of Asia influence aesthetic and creative pursuits within Australia,
Numeracy: Using measurement, subtraction, addition, magic square the region and globally.

ICT: PowerPoint Asia-Australia engagment

Critical and creative Thinking: Inquiring- Identifying exploring and OI.8: Australians of Asian heritage have influenced Australia’s history and continue to
organising information and ideas. influence its dynamic culture and society.

Personal and social capability: social management, self-awareness,

self- management.

Professional Standards Evidence

1.5 Differentiate teaching to meet the specific learning needs of students across the Through applying a student Individualised learning plan and ensuring
full range of abilities

2.6 Information and Communication Technology (ICT) Through implementing 3 powerpoints embodying safe online resources for students to
explore.

2.5 Literacy and numeracy strategies Literacy is present through the lesson through open class discussion, answering questions
and numeracy is present through addition and subtraction, magic square activity,
measurement, depth width and spatial awareness.
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of important, knowledge
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.5 Metalanguage
that requires active construction and requires students to engage in higher-order 1.2 Deep
1.6 Substantive communication
thinking and to communicate substantively about what they are learning. understanding
1.3
Problematic
knowledge

Quality Learning Environment 2.1 Explicit 2.4 Social Support

This refers to pedagogy that creates classrooms where students and teachers work quality criteria
productively in an environment clearly focused on learning. Such pedagogy sets high 2.5 Students’ self-regulation
and explicit expectations and develops positive relationships between teacher and 2.2
2.6 Student direction
students and among students. Engagement
2.3 High
Expectations
Significance 3.1 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to Background
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.5 Connectedness
knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.2 Cultural
knowledge
3.3 Knowledge
integration
Student name: Geoff Smith Year: 8

Diagnosis: Anxiety
Triggers:
 Speaking in front of the class
 Working with people that aren’t their friends
 Having to complete a task under timed exam conditions

Short/Long term improvement goals - Learning outcomes

Priority areas for improvement. List relevant learning outcomes linked to the learning improvement goals.
Year advisor consulted with student and parents.
Short term goals are as follows:  Increased positive engagement
 Feeling more confident to ask a question in class  Increased attendance
 Working with someone in the class they haven’t worked before  Improvement in confidence

Long term goals are as follows:

 To present an oral task in front of a class
 To make more friends within their class
Classroom strategies Processes for collection of data
Consider: Identify:
 Student presents only in front of the teacher rather than the whole class  Allocate one on one time with the student to ask if they have any
 When doing group work, they have one friend their comfortable with in the group. questions.
 Prior to completing a timed exam give them practice task to develop confidence.  Year advisor consults with student and parents regarding
 Teacher and student to create a time management plan for exams. progression.
 Teacher and student to negotiate applying time management plans during classroom
activities.
Teaching and Learning Strategies Note: Extension in Purple Adjustments in blue Resources

Introduction: Activity 1: Do now - Magic Square

1 x whiteboard / eraser
10 minutes In a clear voice the teacher instructs students to enter the classroom quietly, place bags
underneath their desks and to bring out their VAPD’s to start the ‘do now’ activity projected on 1 x digital copy/PowerPoint
the board as students are lined up outside of classroom. presentation, projector, laptop to
projector dongle.
Teacher hands Geoff the instructions for the lesson with a notification that he will need to move
around this lesson and choose a new study buddy.

Teacher takes the roll as students are completing their chosen Magic Square. Teacher walks
around the room monitoring students’ progress and hands out the structural frame worksheet
faced down in front of every student instructing students to glue the frame worksheet in the
middle of the next page of their VAPD.

Teacher reminds students when her arms are raised in the air it is becoming too loud and
students need to turn it down a level.

Students have a total of 5 Minutes to complete the Magic Square. (Appendix)

Body: Activity 2: Conceptual Framework- JeeYoung Lee 30 x A4 photocopies of the Structural

Frame worksheet.
5 minutes Teacher evaluates student’s prior knowledge surrounding the Structural Frame. Inquiry 5x spare glue sticks
questions involve:
5x A3 butcher paper and 30 coloured
1. Remembering to last lesson, what where elements we went through as a class? markers, 6 on each table.
2. What else could make up an artwork? Signs and Symbols

Teacher instructs students to focus towards the PowerPoint introducing the Case study:
25 minutes JeeYoung Lee. Teacher assesses whether students are willing to volunteer to read from the
PowerPoint. Teacher reads the artists quotes in a comical enthusiastic voice, taking on a
different persona to capture the student’s attention as it is content heavy.
 Extension: Students may take down notes; drawing inspiration from these artworks to share
with entire class next lesson.
Differentiation: Students continue to add words bank to their word bank as fill it out as a class.
Class comes together to discuss ideas on what the artists intentions are touching on the
Subjective frame. (however, students will receive that work sheet the next ‘art appreciation’
lesson.
Teacher writes up the key word’s directing the discussion.

Teacher explains each artwork more in depth using the structural frame as the lens.
Students record the written word bank/word map created on the board collating students
answers and teacher’s direction.
Teacher hands out A3 printed versions of artworks for students to analyse using the Structural
frame.
Teacher splits students into groups of 3-4 ensuring there are students of various abilities in
each grouping.
Students have 10-12 minutes to answer questions according to the artwork they have been
allocated.

Conclusion: Activity 4 – Reflection 30x blank Twitter cards

5 minutes  To reflect on learning and evaluate the effectiveness of learning by using the 3,2,1,
strategy. Students record 3 things you found out, 2 interesting things and 1 question 1 x Whiteboard / Markers / Eraser
you still have.

Homework Activity 5 –
5 minutes  Explain what students need to do for homework. Students need their VAPD’s
 Research, and list the different elements of art you’d include to create your own fantasy
environment/world/atmosphere similar to that created by JeeYoung Lee. To be checked
the following lesson as it will help start students in starting their personal world.

LESSON FOCUS: Stage 4: Year 8 LESSON: 3/15, 60 minutes

Location booked: Art Room Total of Number Students: 20 Syllabus Pages: 1-25
Characteristic: Mixed ability class

Syllabus outcomes: Lesson Assessment:

Practice 4.1: Uses a range of strategies to explore different artmaking
conventions and procedures to make artworks.
Conceptual Framework 4.2: Explores the function of and relationships
between artist-artwork-world-audience
Frames 4.3: Makes artworks that involve some understanding of the
frames.
Students learn about:
 Demonstrate skills of effective communication through duration of group activities.
 Students successfully recognise and understand that the agencies within the
conceptual framework are a construction of art criticism and art history.
 Demonstrated listening skills by actively participating in larger class activities as well
as smaller discussion.
 Exercise creative skills and participating in written tasks.
 Exercise feedback and reflection on process of positive learning.
Students learn to:

Artmaking Artmaking

Frames
 belief, value and meaning in artmaking in the structural frame
 belief, value and meaning in artmaking in the subjective frame
Conceptual Framework
• artworks using an extended range of materials and techniques and
various investigations of the world
Frames
 investigate and employ a range of conventions including codes, symbols and signs
and consider how communication is embedded in the material and conceptual
organisation of artworks and offer a way to develop representations of ideas and
interests in the world in the making of art
 use their imaginations, intuitions, sensory and deeply felt experiences and views of
beauty in the development of ideas in the making of art
Conceptual Framework

• make artworks that build a body of work using an extended range of materials and
techniques and various investigations of the world
General capabilities: Cross Curriculum Priorities:
Asia and Australia’s Engagement with Asia
Literacy: Visual Knowledge, word knowledge, text knowledge, grammar
knowledge. Achievements and contributions of the peoples of Asia

OI.4: The arts and literature of Asia influence aesthetic and creative pursuits within Australia,
Numeracy: Using measurement, dimension, proportion. the region and globally.

ICT: PowerPoint Asia-Australia engagment

Critical and creative Thinking: Inquiring- Identifying exploring and OI.8: Australians of Asian heritage have influenced Australia’s history and continue to
organising information and ideas. influence its dynamic culture and society.

Personal and social capability: social management, self-awareness,

self- management.

Professional Standards Evidence

1.5 Differentiate teaching to meet the specific learning needs of students across the Through applying a student Individualised learning plan and ensuring
full range of abilities

2.6 Information and Communication Technology (ICT) Through implementing 3 powerpoints embodying safe online resources for students to
explore.

2.5 Literacy and numeracy strategies Literacy is present through the lesson through open class discussion, answering questions
and numeracy is present through addition and subtraction, magic square activity,
measurement, depth width and spatial awareness.
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of important, knowledge
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.5 Metalanguage
that requires active construction and requires students to engage in higher-order 1.2 Deep
1.6 Substantive communication
thinking and to communicate substantively about what they are learning. understanding
1.3
Problematic
knowledge

Quality Learning Environment 2.1 Explicit 2.4 Social Support

This refers to pedagogy that creates classrooms where students and teachers work quality criteria
productively in an environment clearly focused on learning. Such pedagogy sets high 2.5 Students’ self-regulation
and explicit expectations and develops positive relationships between teacher and 2.2
2.6 Student direction
students and among students. Engagement
2.3 High
Expectations

Significance 3.1 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to Background
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.5 Connectedness
knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.2 Cultural
knowledge
3.3 Knowledge
integration
Student name: Geoff Smith Year: 8

Diagnosis: Anxiety
Triggers:
 Speaking in front of the class
 Working with people that aren’t their friends
 Having to complete a task under timed exam conditions

Short/Long term improvement goals - Learning outcomes

Priority areas for improvement. List relevant learning outcomes linked to the learning improvement goals.
Year advisor consulted with student and parents.
Short term goals are as follows:  Increased positive engagement
 Feeling more confident to ask a question in class  Increased attendance
 Working with someone in the class they haven’t worked before  Improvement in confidence

Long term goals are as follows:

 To present an oral task in front of a class
 To make more friends within their class
Classroom strategies Processes for collection of data
Consider: Identify:
 Student presents only in front of the teacher rather than the whole class  Allocate one on one time with the student to ask if they have any
 When doing group work, they have one friend their comfortable with in the group. questions.
 Prior to completing a timed exam give them practice task to develop confidence.  Year advisor consults with student and parents regarding
 Teacher and student to create a time management plan for exams. progression.
 Teacher and student to negotiate applying time management plans during classroom
activities.
Teaching and Learning Strategies Note: Extension in Purple Adjustments in blue Resources

Introduction: Activity: Introduction

7 minutes In a clear voice the teacher instructs students to enter the classroom quietly, place bags 1 x whiteboard / eraser
underneath their desks and to collect their VAPD’s from the front desk in preparation to go
through the Task Description as a class. 1 x digital copy/PowerPoint
presentation, projector, laptop to
Teacher instructs students to first assess the feedback provided on their structural frame projector dongle.
worksheet and if anyone has any questions to go through one on one.

 Teacher hands Geoff the instructions for the lesson with a notification that he will need
to move around this lesson and speak to him after class in case he has any questions
about the feedback.
 Teacher approaches students that did not achieve as highly or had confused answers
to provide positive and encouraging feedback.

Every student receives the below questions to glue in their VAPD’s.

1. What is the TONE of your world? (e.g. Light tone, dark tone, medium tone)
2. How does TONE give your world meaning? (feeling, mood atmosphere)
3. What COLOUR scheme will you use? (look at your colour wheels and tonal scales)
4. What are HARMONIOUS colours?
5. What MOOD do you want your audience to feel when experiencing your work? (E.g.
Mystical/magical, futuristic, happy)
6. As the artist, what RESPONSE do you want the audience to have?
7. Where will your use of LINE be? e.g. is the quality of your line thin, thick, jagged, up,
down (direction and repetition), your use of negative/positive space.
8. What will you have in the BACKGROUND? (E.g. Scenery, broken buildings)
9. What will you have in the MIDDLE GROUND? (E.g. Robot animals, mist, other
characters)
10. What will you have in the FOREGROUND? (E.g. Ground, water, magic)
Body: Activity 2: Practical Task 3 x A3 photocopies of the ‘inspiration
package’. (Appendix 3)

2 minutes Teacher reads out the Practical task description to the students and outlines the perimeters
students need to meet to begin their world creation: 5x glue sticks, 5x scissors, 2x Prisma
colours sets, 2x oil colours sets, box of
40 minutes Students must consider the following when producing their world creation: white and black charcoal, 5x paper
smudges, 5x erasers, 5x sharpeners,
1. Students need to explore using at least 2-4 different material. 5x rulers, 10x watercolour pallets, 30x
2. Form may be 2D or 3D brown paper. 10x brushes, 5x water
2D: Must be A3 size pots.
3D: Must not be larger than 20x30
3. Must include the use of 4-7 elements of art

Teacher draws classes attention to the inspiration wall and materials prepared before class.

Materials students can use include:

Prisma colours, oil colours, charcoal, paper smudges erasers, sharpeners, rulers,
watercolours, brown paper.

Teacher goes through the different kinds of landscapes/environments/atmospheres students

could draw inspiration from for their own world creations.

The second and third copies of the inspiration package and materials are organised on the two
front desks for students to choose from.

Students begin to map out their ideas for creating their world. Students evaluate the best
materials to use by experimenting in their VAPD’s.

Core present on the PowerPoint- (students may form a group, pairs or individually research
and may produce their ideas using a or their computer or tablet through an instructional
production platform such as prezi, powtoon, powerpoint etc.)

1. Draw the sample mind map in your VAPD.

2. Plan and set goals where you would like your character to live E.g. Industrial, past,
present & future.
3. Describe how you want to include the elements of art to create your characters world.
Teacher walks around the classroom ensuring each student is either following the steps on the
PowerPoint, following either scaffolded work sheets depending on their learning level.
Furthermore, teacher provides feedback or asks questions to draw out ideas.

 Looking at the inspiration what has captured your attention the most?
 As the artist are you trying to get an emotional response from your audience?
 What do you think would make your work powerful?
 As the artist how can you successfully show the audience meaning?
 How can you relate it to something that means to you? What is the message?
 As the artist, what matters the most about your artwork?
 What colour scheme are you thinking of? (next you could create your tonal scale)
 What materials would you like to try in your VAPD?
 What form with you use to create your environment?

(Teacher may use any of these for brainstorming with students following adjustments and
extension scaffolding.)

Adjustments: steps for student’s world creation! (based on regulation of cognition)

(The following will be scaffolded on a worksheet available for students to follow)
1. Setting goals and planning
2. Monitoring and controlling learning
3. Evaluating own creation (assessing whether students are heading in the right direction
or need to retrial ideas in their VAPD’s.

Extension: What are you going to include in your ‘World Creation’? Students use a concept
map.
How to use a Concept Map
(The following will be scaffolded on a worksheet available for students to follow)
1) Students use the above focus question
2) Students identify the key concepts
 Students should rank the concepts by importance as it may help with the construction of

the map
 This also helps the map maker sort the ideas and if they see no relevant connection,

they do not have to include the concept

3) Construct a Map- If this is the first-time students are creating a concept map, students
may form a group, pairs or individually research and produce their concept map using a or
their own computer or tablet through an instructional production platforms such as prezi,
 powtoon, powerpoint etc.
Conclusion: Activity 4- Pack up 30x blank Twitter cards (Appendix 5)

10 minutes Students return Prisma colours, oil colours, charcoal, paper smudges erasers, sharpeners, 1 x Whiteboard / Markers / Eraser
rulers to the front.

Brushes and water pots to be washed thoroughly. Watercolours kept open on to dry up on
window sill.
Teacher walks around inspecting and ensuring students have cleaned up safely and
effectively.

Homework Activity 5 –
 Students may take their VAPD home to continue on their mind maps, concept maps, or Students need their VAPD, personal
ICT based information productions. tablet, computers of mobile phones.
Justification:
According to John Hattie and Timperley (2011) feedback is one of the most effective learning and achievement strategies teachers can apply to their

classroom pedagogies. Throughout the three lesson plans, feedback is provided to student through various verbal and written prompts. Furthermore, applying

explicit and systematic instructional sequence for reciprocal teaching is a powerful learning strategy. Throughout the first third lesson plan students are to look

at the visual text and identify the subject matter and predict connections between the characters and landscape. Students apply the structural frame from the

previous lesson students learn are to clarify whether there are any signs symbols or subject matter they are having difficulty decoding. Subsequently, through

applying reciprocal teaching within this lesson students additionally revisit learned content helping students regularly revise.

According to According to De Nobile, Lyons, & Arthur-Kelly (2017) this is also a highly effective strategy as teachers scaffolding information is the

appropriate method to maximise students cognitive processing. Students can process two to fourth new pieces of information within their working memory

actively processing concepts and ideas. According to George Miller and Jose and the four stages of developments. The brains development is broken down

into sensorimotor, preoperational stage, concrete operational stage and formal operational stage (higher order thinking, thinking about thinking). Their short-

term memory can process seven pieces of information actively comparing and contrasting within consciousness. In order for an adolescent brain to process the

information teachers should assess student’s memory and recollection of the previous information delivered within a lesson for students to use controlled

processing. Eventually as adolescents continually apply the newer information the brain processes the information from a controlled state where the brain makes

mistakes to no mistakes at all. Students that have activated their automotive processing whereby students may demonstrate what they have learnt about the

structural frame and conceptual framework with fewer of no mistakes at all. As these students are in year 8, the content delivered sets a foundation to make

connections with later throughout stage 5 and 6. It is essential for teachers to create an engageing lesson with engaging content as it will increase its memorability

for student to recall the information satisfying quality teaching.

The Melbourne Declaration on Educational Goals for Young Australians December (2019) discusses that adolescent individuals reside in a society and

culture whereby information and communication technology (ICT) is a prevalent component of their everyday reality. The Australian Curriculum, Assessment
and Reporting Authority (2018) recommends that Australian classrooms catering to diversified learning needs may be enhanced when applying the use of

appropriate ICT to accommodate a wide-ranging breadth of student skills and capabilities within a classroom environment. The lesson plans include tasks that

require students to research, access information, problem solve, analysing and organising data, creating multimedia information productions, and working

independently or in collaboration with fellow class mates. In reference to professional standard 2.6.1, the second activity of the third lesson was chosen as it

personified and delivered these ideas. Applying ICT accommodates the various learning needs ensuring students have the option to use a familiar resource

especially if they are interacting and creating content using their personal computer, tablet or mobile phone. Students working as a group while using ICT to

complete activity two exercise a partnership of experience and capabilities creating a positive learning environment that supports each students’ individualised

learning need such as linguistic or learning ability. The integration of credible online resources into lesson one and two offers students a range of resources to

refer to and use throughout their educational journeys. Students may additionally apply the skills obtained within lesson three to enhance their personal

achievements and afterschool journey, underpinning professional standard 2.6.1.

The NSW Department of Education and Training (2019) creates discourse surrounding demands of student’s everyday lives that in preparation for after

school life and achievement students must attain literacy and numeracy skills. The activities were chosen specifically to cater to these students learning

capabilities and needs, in addition reflecting teacher understanding and professional knowledge of how to effectively apply literacy and numeracy to positive

classroom learning underpinning standard 2.5.1. Within the lesson plans students read instructions, write answers, use the whiteboard, listen/speak to fellow

peers during activities/class discussions and brainstorm catering to the breadth of student learning needs by utilising audio and visual elements for students

with preferred learning methods. Furthermore, the open class discussions link to accommodating to students with learning needs by providing students with

differing cultural background the opportunity to express and voice their personal thoughts, values and ideas their characters ideal world creation within a safe

positive learning environment. Activity one, the magic square satisfies standard 2.5.1 as it develops and fosters student numeracy skills catering to students

that may learn through visual means and mathematically as suggested by the NSW DET (2019).
 Melbourne Declaration on Educational Goals for Young Australians December (2019) discusses that inclusive learning promotes catering and striving to

meet individual student learning needs. The activities throughout each lesson were formulated to satisfy professional standard 4.1.1 by components including

mixed abilities during peer, consistent teacher observation, reciprocal teaching and feedback and assistance/support to include all students with differentiated

work sheets/instruction and varied level of work for this class. Activities are scaffolded to assist students in uncovering answers and solving problems themselves

with teacher support. Students are instructed and encourages to discover skills and select experiences from their memory to think independently and creatively

in order to reach their greatest potential within a safe and positive classroom.

Within lesson one and two students are invited to reflect on their learning experiences discussing self- reflection and lesson content. The New South

Wales Department of Education and Training (2019) promotes peer evaluation and teacher self-reflection is an essential component of delivering quality

teaching. The teacher evaluation meets professional standard 6.3.1 has been chosen to ensure the teacher is continuously reflecting, adjusting and delivering

quality teaching for students learning flourishment. Through requesting feedback from students regarding their learning process, the delivery of content and

self-efficacy the teacher is enables to further develop and refine strategies and resources applied for catering to the varied learning needs of diversified

students to deliver maximised quality teaching and learning experiences with in a safe positive learning environment. Through the reflection activities of lesson

one and two standard 6.3.1. is satisfied effectively.

References

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Australian Curriculum, Assessment and Reporting Authority. (2016). Information and communication technology (ICT) capability. Retrieved,

March 25th, 2019, from https://www.acara.edu.au/curriculum/general-capabilities

Australian Professional Standards for Teachers. (2011). Professional standards. Retrieved,

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