SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 9-10

DATE: May 2016 Week 4

NO. OF STUDENTS: 25

LESSON DURATION: 2 x 40 minute class (double)

TOPIC/FOCUS: Political Art- Making (Grayson Perry, Ai Weiwei)

Victorian Curriculum STATEMENTS:
- visual arts techniques, materials, processes and technologies
- critical and creative thinking, using visual arts languages, theories and practices to apply aesthetic judgment
- confidence, curiosity, imagination and enjoyment and a personal aesthetic through engagement with visual arts making, viewing, discussing,
analysing, interpreting and evaluating (Victorian Curriculum, Visual Arts).
GOALS AND OBJECTIVES (INCLUDE LINK TO THE VICTORIAN CURRICULUM):
The students will be able to:
- Understand the different materials and techniques used by the artists (VCAVAV042) (VCAVAV043)
- Describe the various design principles and elements
- Create their own work using one technique from each artist (line, shape, texture, colour, materials etc)
- Have 2 examples to contribute to their final folio task. (VCAVAP044)
SUMMARY OF RESOURCES REQUIRED:
- Please refer to www.rubymaescanlan.weebly.com for image resources and information
- needles, threads & scrap fabric
- paper mache i.e. old newspapers
- Print & paint equipment/ facilities
- textas
- Paper
- laptop (for powerpoint)
- whiteboard
LESSON PROCEDURE
TIMING

RESOURCES

STEPS OF THE LESSON

EXPECTED STUDENT
REACTIONS OR
RESPONSES

TEACHER RESPONSES
TO STUDENTS

GOALS & METHODS OF

EVALUATION

10 mins

5 mins

5 mins

Laptop

Opening: Following from the

previous lessons students should
have an understanding of the design
elements, principles and the
materials and techniques used in
Grayson Perrys tapestries and Ai
Weiweis 9000 bag installation (so
sorry), as well as the political history
behind them (please refer to website
provided in resources required for an
overview of images). It is expected
that students will begin to adapt and
experiment with some techniques
used by each artist, the end result
should be 2 finals to be put in folio.
Resources
IMAGES OF EACH ARTWORK TO
found on
BE DISPLAYED AT THE FONT OF
website
CLASS.
Who can remember what we
discussed last week?
- A recap of the design elements,
Whiteboard
principles and the materials and
techniques used (brainstorming
on board)
- An introduction to the materials
Needles,
threads &
and techniques we have available
scrap fabric,
for the students to usepaper mache
embroidery (to re create Perrys
i.e. old
tapestries), paper mache (to re
newspapers,P
create an installation), Print or
rint & paint
paint (to create their own political
equipment/
banners) or texta.
facilities,
PLEASE NOTE: students must
textas
select 2 to finalise for folio. They do
not need to be complex, some may
just have wording

Students listen and

respond.

FORMATIVE:
students are assessed on
their class discussion and
contribution.
SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings (at the completion
of class they are also
assessed on their folio
contribution).

Students respond

- Students should

remember what was

taught in the previous
lesson.
- Each student should
contribute at least one
element, principle,
technique or material.
- Class discussion around
which one they think
they will select and why.

Teacher to listen to
students response, take
note of who is
contributing.
- How many techniques
and materials can you
see in these artworks?
- Writing all opinions/
ideas on board
- If students require a lot
of help, then a more in
depth recap is required
and a possible pop quiz
to find out where each
student is at.

students analyse and

evaluate how artists
communicate ideas and
convey meaning in
artworks (The Victorian
Curriculum, Visual Arts).

5 mins

15 mins

30 mins

Paper/ pens/
pencils

Lesson Development: Following

the introduction, their will be a class
discussion centred around the
specific materials and techniques
(above) that we have available.
Now, what kind of artwork are YOU
going to create? will it be a drawing,
sculpture, something functional, a
small embroidery?
Brainstorm ideas by mind mapping
in own folio.

Students listen and

respond.

Teacher listens to
responses and contributes
when students seem
stuck.

FORMATIVE:
students are assessed on
their class discussion and
contribution.

Class discussion

Listens and aides class

discussion, giving it
direction.

SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings and their design
process for final designs/
their use of elements,
principles, materials and
techniques.

- Teacher to visit each

Students identify the

influences of other artists
and analyse connections
between techniques,
processes and visual
conventions in artworks to
develop their own art
practice. They select, and
manipulate materials,
techniques, processes, visual
conventions and technologies
to express ideas and
viewpoints in their artworks
(The Victorian Curriculum,
Visual Arts).

STUDENTS BEGIN DESIGN

PROCESS:
- Brainstorm to begin- one on one - Students begin design
Needles,
threads &
conversation with teacher to refine
process, getting all
scrap fabric,
idea, technique, materials etc.
creations checked off by
paper mache - Begin sketching/ designing of idea
teacher to ensure they
i.e. old
and refine further PLEASE NOTE:
are using at least 2
newspapers,P
sketches and mind maps can
elements, principles,
rint & paint
contribute to final folio.
materials or techniques.
- Final designs confirmed by
- Students to confirm final
equipment/
facilities,
teacher, remembering they do not
designs.
textas
need to be overly complexStudents begin!

table and discuss what

the students are
designing.
- Approve students
designs if they
incorporate prior
learnings.
- Encourage students to
begin and be creative!

10 mins

Whiteboard

Closure: Class discussion/

reflection: What have we learnt
today? What would you do
differently/ the same next time?
Do you think you can create art
without the design elements,
principles, materials and
techniques? what if you took one
away?
Do you think these works are
political? why/ why not?
3 students to give a brief
presentation of what they have
created, why, and how it fits in the
criteria. Time for comments and
questions.
HOMEWORK: For those who did not
finish their designs, it is set for
homework.

Students listen and

respond/ contribute to
class discussion.
Answer questions when
prompted.

Teacher listens to
responses if further
information is required/
students are still unsure
about what has been
learned then a cram class
is required for next week
as well as a pop quiz (this
is unlikely).

3 students volunteer for

brief presentation, all
other students listen and
be respectful.

Listen and encourage

presenters.

FORMATIVE:
students are assessed on
their class discussion and
contribution.
SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings and their design
process for final designs/
their use of elements,
principles, materials and
techniques.