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This lesson plan outlines a 50-minute textiles class for 9th grade students to design tote bags. Students will paint Aboriginal-inspired designs on calico fabric and learn sewing processes. The lesson begins with introducing the task and having students cut fabric to size. Students will then paint their designs using primary colors and techniques like dot painting. Formative assessment of the designs will provide feedback. In the next lesson, students will begin constructing their tote bags. The teacher notes the lesson could be improved with more instruction time on painting techniques.
This lesson plan outlines a 50-minute textiles class for 9th grade students to design tote bags. Students will paint Aboriginal-inspired designs on calico fabric and learn sewing processes. The lesson begins with introducing the task and having students cut fabric to size. Students will then paint their designs using primary colors and techniques like dot painting. Formative assessment of the designs will provide feedback. In the next lesson, students will begin constructing their tote bags. The teacher notes the lesson could be improved with more instruction time on painting techniques.
This lesson plan outlines a 50-minute textiles class for 9th grade students to design tote bags. Students will paint Aboriginal-inspired designs on calico fabric and learn sewing processes. The lesson begins with introducing the task and having students cut fabric to size. Students will then paint their designs using primary colors and techniques like dot painting. Formative assessment of the designs will provide feedback. In the next lesson, students will begin constructing their tote bags. The teacher notes the lesson could be improved with more instruction time on painting techniques.
Pre-Service Teacher Name: Taylor Wilmot Date and Time:
08/05/17 School: Faith Lutheran College
Year level: 9 Curriculum Textiles
area: Topic: Tote Bags General - Numeracy Capabilities: - Critical and Creative Thinking - Intercultural Understanding Lesson Cross- - Aboriginal and Torres Strait Islander duration: Curriculum Histories and Cultures 50 Priorities: minutes Aust. - Develop, modify and communicate design ideas by Curriculum applying design thinking, creativity, innovation Content and enterprise skills of increasing sophistication Descriptions (ACTDEP049) (with code) Reference(s http://www.australiancurriculum.edu.au/technologies/design-and- ) technologies/curriculum/f-10?layout=1#level9-10
Anticipated Lesson Outcomes: By the end of this lesson, students will...
Outcomes - Have demonstrated the ability to use Aboriginal influences to design a unique piece of artwork - Have demonstrated their knowledge of sewing processes and their practical skills Students - Students will have basic knowledge of sewing processes prior and skills from prior textiles lessons knowledge - Students may also have prior knowledge of this lessons content from personal experiences Resources - My laptop needed - Paints - Brushes - Calico fabric - Scissors Lesson & Before lesson: Set out paints and brushes Differentiation time sequence Students who - Welcome students complete their Beginning o How many students have portrait painting early in 1:35 and how many have landscape? the lesson can - Introduce the lesson begin o Today we will be painting our constructing designs on our calico material their tote bags. o First will be the construction of Middle the bag handles - Students to cut their calico down to the right size. - Talk through painting o Leave a border otherwise your Revised for Australian Curriculum January 2014; logo revision February 2016, format revision October 2016 artwork will be cut off in the seams o Mix primary colour paints to make secondary colours o Skewers work well for dot painting o - Supervision o Use this time to take the roll 3:00 o Visit students and discuss their work End - Pack up 3:15 - Explain next lesson - Dismiss Assessment What is being assessed and how? (formative/ Formative visually assessing student design work and providing summative) feedback regarding its alignment with the design brief. Evaluation Students will continue on from this lesson to begin constructing for their tote bags. students. Where to next? Evaluation This lesson was noisy and not as productive as I would have of your liked, however a lot of this was due to uncontrollable situations. planning I needed to allow more time to go through the instructions for painting the bags and also maybe have included a teaching strategy to engage the students in the instruction process (i.e. asking students to tell me what specific instructions were).
Revised for Australian Curriculum January 2014; logo revision February 2016, format revision October 2016