SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: VCE Studio Art Unit 4 Outcome 1 (Making
2)

DATE: Week 19

NO. OF STUDENTS: 25

LESSON DURATION: 60 min

TOPIC/FOCUS: Discussion and workshop on how to further refine your own personal aesthetic.
GOALS AND OBJECTIVES
The students will be able to: provide a verbal definition of 'aesthetics' using appropriate visual language, and explain why it is important to
develop their own personal aesthetic.
SUMMARY OF RESOURCES REQUIRED: Interactive whiteboard, projector, internet, laptop, student handout.
LESSON PROCEDURE

TIMIN
G

RESOURCE
S

STEPS OF THE LESSON

(key activities and key questions)

EXPECTED
STUDENT
REACTIONS OR
RESPONSES

TEACHER RESPONSES
TO STUDENTS
(including consideration
of the need to adapt,
reteach or extend)

GOALS & METHODS

OF EVALUATION
(including specific
informal and/or formal
assessment links to
VCAA)

Opening
5 min

Interactive
whiteboard,
projector,
internet,
laptop,
student
handout.

Who can tell me what the word

'Aesthetics' means?

Students respond:
beauty?

Who can describe how anaesthetic

feels?
You can think of the word aesthetics
as being the opposite to how
anaesthetic feels. It makes you
really feel something.
The actual definition of aesthetics is
the branch of philosophy related to
the study of beauty, the sublime,
the ugly etc. related to the study of
Art.

Students respond: Not

being able to feel
anything? Numb?

Write up Learning
Intentions and Success
Criteria on whiteboard:
LI: I will learn what
aesthetics means and
why it is important to
demonstrate my own
sense of aesthetic in my
work.
SC: I can provide a
verbal definition of what
'Aesthetics' means.

Unit 4 Outcome 1
Key Knowledge:
the resolution of
aesthetic qualities in
artworks
the techniques for the
development,
refinement and
presentation of
artworks appropriate to
the individuals ideas
and the selected art
form/s
Key Skills:
demonstrate
aesthetic qualities
apply materials and
techniques appropriate
to particular art form/s

and utilise their

inherent characteristics

Lesson Development:
45 min

Interactive
whiteboard,
projector,
internet,
laptop,
student
handout.

Does anyone feel that they have a

strong sense of aesthetics in their
work?

Student responds.

What makes it unique to

you?

Students discuss the meaning of

aesthetics. Interactive whiteboard
used to explore different websites
on the study of aesthetics. Students
shown examples of different
aesthetics from various artists.

What kind of
characteristics does it
have?
Student responds.

Students required to provide their

own verbal definition of aesthetics,
building on each-others definitions.
Students expected to demonstrate
their understanding of how to apply
correct visual language to their
definition, building on their
vocabulary and use of expressive
terminology.
Student shown a range of artists
from different times/cultures.
Ask them to identify in the works:
-Use of Art Elements & Principles
-Use of Materials, techniques &
processes
-Describe what they see
-Describe how the artist has
developed their own aesthetic style
through the use of the above
elements.
Ask a student to bring up their

How would you describe

your personal aesthetic?

Students answer
questions.

Student volunteers to
bring their Visual
diary to the front of
the class for
discussion.

Name which Art

Elements and Principles
you use, materials,
techniques and
processes you use in the
development of your
own personal aesthetic?

Formative assessment:
determine students
depth of knowledge and
understanding on the
meaning of aesthetics
after definition is
provided through
relating it to their own
work.
Ask probing questions,
targeting students who
look confused to clarify.

Visual Diary to the front.

Ask students to identify:
-Use of Art Elements & Principles
-Use of Materials, techniques &
processes
-Describe what they see
-Describe how the student has
developed their own aesthetic style
through the use of the above
elements.

Students look over

handout, asking
questions relating to
their own work.

Give students handout on

'Developing your own personal
Aesthetic'.
Go through Handout, allowing for
questions related to their folio and
development of aesthetic.
Closure
10 min

Check students have

met Learning Intentions
and Success Criteria.
Cold call a student:

Does everyone understand what

aesthetics means?
Do you understand what kind of
things contribute to a unique
aesthetic?
(Use of Elements, Principles,
materials, techniques, process etc.)
Can you see how you can apply this
to your own work?
It is important to develop and refine
your own personal aesthetic so that
you can express your OWN ideas,
perspectives and personality.

Students respond,
taking notes where
necessary.

Can you tell me what

aesthetics means?
Can you tell me why it is
important to
demonstrate your own
aesthetic in your work?
How can we develop our
own aesthetic?

Formative Assessment:
Test students
knowledge by asking
targeted questions.