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Evidence 3

1. The lesson plan outlines an art class where students will learn about indigenous Australian artist Clifford Possum and create their own artwork incorporating indigenous symbols. 2. Students will trace their hands, draw a border on paper, and use traditional indigenous colors like red, yellow, white, brown, and black to paint the background and handprint. They will also add dots of paint using cotton tips. 3. The lesson is structured to have students work independently yet collaboratively by assigning roles like cleaning up and putting materials away properly at the end of class. This lesson is part of a larger unit where students will choose one of four artists to focus on for their final assessment piece.

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48 views3 pages

Evidence 3

1. The lesson plan outlines an art class where students will learn about indigenous Australian artist Clifford Possum and create their own artwork incorporating indigenous symbols. 2. Students will trace their hands, draw a border on paper, and use traditional indigenous colors like red, yellow, white, brown, and black to paint the background and handprint. They will also add dots of paint using cotton tips. 3. The lesson is structured to have students work independently yet collaboratively by assigning roles like cleaning up and putting materials away properly at the end of class. This lesson is part of a larger unit where students will choose one of four artists to focus on for their final assessment piece.

Uploaded by

api-525117720
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson Plan for David - Visual Art 15/09/20

Unit Objective: Students identify how other artists use visual conventions to
communicate their ideas and apply this knowledge to their art making

ACARA LINKS: Develop planning skills for art-making by exploring techniques and
processes used by different artists (ACAVAM120)
Pre Lesson Preparation:

• Prepare enough paper for both • Get cotton tips ready


classes • Make sure that Mr M is ready and
• Measure out the paint into the set up in the performance hall for
pallets Room 10 to move off after
• Ensure that the cups have half-filled instruction time
water

Art Materials & Resources:

• Lead Pencil • Brushes


• Ruler • Water
• A4 Paper - with border • Newspaper
• Paint + pallets • Cotton tips

Lesson Flow:
What the Educator will do What the students will do
Beginning lesson Beginning:
1:40 Pack up early so that the students have more - Students write in their
time diaries any homework added
- Put the ‘home learning’ slides on the board, ask - Students pack bags, leaving
students to get their diaries out and write in any out their pencils and ruler
homework - Students listen to
- Ask students to clear their desks for home, instruction
leaving their pencil cases and ruler - Students write their name
- Intro-Like last week, I will explain the task fully and room number on the
before they move off, advise they listen and back of their A4 paper
then we will do it in parts - Students
- This is lesson 4 of the unit – read out lesson/unit
focus
- Remind students that they can choose one of
their 4 artists to finish next week MONDAY
lesson.
- Remind students – come see me if they don’t
have a rubric to attach to art work next week
- Our artist focus of the week is Clifford Possum
– read the blurb on the slide
- Read the task description including the materials
- Re state the expectations
Middle: Middle:
- Before room 10 move off, have all students - Students write their name
write their name and class number on back of and room number on the
document back of their A4 paper
- Rule up a 1-2cm border - Students draw up a 1-2cm
- Once room 10 have done this, they can move off border on their A4 page
to the performance hall and will be supported by - Room 10 take their page and
Mr M for further instructions – take their chairs chairs to the performance
with them hall and wait for Mr M’s
- Room 9: instruction
- Once they have drawn up their boarder, trace - Room 9 then trace their
their hand and plan how they are going to hand and include any
incorporate at least 1 indigenous symbol indigenous symbols on their
- Once they have drawn up in pencil, hand out the page in pencil
newspaper for underneath the page - Students line their tables
- They are ready to begin painting using traditional with newspaper
indigenous colours – red, yellow, white, brown, - Students paint the
black. Using the cotton tips background and their hand
- Suggest that they have a cotton tip for each fully
colour and share the tips, to avoid paint mixing - Students being to dot paint
and also getting their own hands covered using the cotton tips
working end-end
- Continuously remind students about the time
BUT not to rush as I am assessing their neat
presentation, and they have time next week if
they are using it as their assessment piece.
End: 2:40 End::
- Pack up Room 9 in a structural manner - Students discuss in their
- In their table groups, have: groups and nominate:
1 student placing art work on drying rack 1 student placing art work on
1 student putting wet brushes in the bucket drying rack
1 student emptying dirty water in the other bucket 1 student putting wet brushes in
1 student bringing paint pallets to the SSO (direct the bucket
SSO to cover the paint pallets in cling wrap) 1 student emptying dirty water in
1 student collecting the newspaper – remind them the other bucket
to save any newspaper that can be salvaged 1 student bringing paint pallets to
the SSO
- DUE Monday week 10- Will have 1 more lesson to
complete their chosen art work for the
assessment – will need to let me know before
Monday’s lesson which work they will be finishing-
Picasso, Michelangelo, Van Gogh or Clifford
Possum
*Students will have homework time to write their short
paragraph blurb about the chosen artist*
LESSON SLIDES PRESENTED TO STUDENTS

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