Visual Arts lesson plan PDF

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Summary

example visual arts lesson plan, teaching primary....

Description

Format for presenting your visual arts lesson *The cells in lesson plan can be expanded – delete the instructions before you submit but keep the headings in each cell.

Lesson Title: It can be a fanciful title and not just descriptive. (insert title)

Stage 2

Lesson 1

Year 3 or Year 4

Time taken for lesson 60 minuets.

Prior Learning: Consider what you imagine students might have done prior to the 2 planned lessons in terms of their art knowledge and skills. This covers prior learning for both lessons. Keep this section brief and relevant to the learning experiences covered in these lessons. -

Learn a little about dotting and aboriginal art. Know to paint lines and basic shapes.

Anticipated Learning Outcomes: Look at the Visual Arts Learning Outcomes in the CA syllabus and decide what is most in sync with your lesson activity. Enter just the code that appears next to the main learning outcome statement (eg. VA2.1, or VA2.3) in this box. There are 2 Making & 2 Appreciating outcomes for each stage level. - VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful* by choosing among aspects of subject matter. - VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques.

Assessment component - be brief, 1-3 sentences only. Complete this section once for both lessons. This should connect to the anticipated learning outcome/outcomes you have listed for the 2 lessons. What will you be looking for in order to gauge each child’s understanding and progress by the end of the sequence of lessons? -

Observe if the student able to use the cotton tips to create dot lines and shapes? Observe if the student able to use lines and shapes to create a the image they wish to covey (to the ability of a stage 2 student not perfect) Discuss with the students what their dot painting is of. Have the students understood the task of creating something that is important to them.

General advice in relation to assessment: Assessment of learning will help others know more about how the individual student’s knowledge, understanding and skills are developing in relation to the anticipated learning outcomes. Methods of gathering evidence could include informal teacher observation and questioning, assessment of completed artworks (e.g. did it follow the concept and plan provided to students?), teacher note taking, one-on-one student-teacher consultation, peer evaluation as well as student self-evaluation, and possibly more structured formal assessment activities (e.g. applying specific criteria to written tasks) could be developed. Ideally, the teacher needs to inform students about the criteria that he or she is using to assess their learning at the start of a unit of work.

Write a quick four-sentence descriptive summary of what is planned for the 2 sequenced art lessons and the thinking behind your selection of class work. Think about the subject knowledge and skills you are trying to focus on and the type of art media/materials that form the basis of the artmaking task/tasks. What do you feel children will come to appreciate through a guided investigation of the selected artwork/s? Also explain how the lessons were inspired by the artist chosen for study and exploration The students will learn how to dot paint and how to show a something important to them using this technique. The students will also gain an appreciation for Aboriginal art. I feel that they will feel a great connection to the dot painting by Dorothy Napangardi an Aboriginal artist. The students will learn that painting can tell a story or petrary meaning of

something of importance. The students to petrary something of meaning to them.

Materials/ Resources needed:

Visual Arts Vocabulary

What will the teacher need to have prepared or be able to use in this lesson? What materials or equipment will the students be using during the lesson? Remember that you can introduce other useful learning resources, such as, children’s picture books, short videos, or photos, or any props that you have created yourself (include self-made props in an assignment appendices to show off your cleverness).

List the following three words/terms that you will use in the course of teaching this lesson. *In a classroom situation the teacher would describe/discuss these using age appropriate language.

1. Paint (Red, Orange, Yellow, Brown, Black and White or the most common or traditional used for Aboriginal dot painting however the teacher can decide what colours they wish the students to use) 2. Canvas or Paper for painting on 3. Cotton Tips 4. Some copies of the Dorothy Napangardi paintings copied on paper. 5. White bored with internet connection to show the images for inspiration.

1 Visual Arts Form used in this lesson is painting 2 One or Two key Visual Arts Element/s (1-2) used in this lesson (eg colour) Two Visual art elements used in this lesson are line and shape 3 Visual arts terms specific to the lesson. Paint, Dot painting, Aboriginal art, Story telling, lines shapes.

Teaching and Learning Sequence: Note: The Teaching and learning sequence section (below) will be a series of brief dot points showing the sequence of procedures and actions followed by both the teacher and children in class activities. What is the order of activities/events in the lesson? What actions will the teacher perform and what will the children be asked to work on? Allow time at the end of the lesson for reflecting upon what the children have made and learned.

Time proposed for each step included in the class lesson

1.

First the teacher will briefly explain about dot painting and aboriginal art and start to introduce the artist Dorothy Napangardi and the activity of painting lines and shapes with cotton tips creating dots and show the students some examples.

2.

Next the students will discuss and plan what they want their dot painting to look like. While they are doing this the teacher is do prepare the paint and canvas.

3.

Next the students will paint their painting on a canvas. The tech at this time will observe the students and help them if they need guidance.

4.

Lastly while the student’s paintings are drying the teacher will then have a discussion about what went well, what they liked and what went wrong or could be done differently.

Lesson Title: It can be a fanciful title and not just descriptive. (insert title)

Stage 2

Lesson 2

Year 3 or Year 4

1.

15 minutes

2.

10 minutes

3.

20 minutes

4.

15 minutes

Time taken for lesson 65 minutes.

*The cells in lesson plan can be expanded Materials/ Resources needed:

Visual Arts Vocabulary

*Note, you may find that all the materials/resources are the same in both lessons. If so, there is no need to repeat what you wrote in the first lesson. Just write: Same as Lesson #1.

*Note, you may find that all the vocabulary is the same for both lessons. If so, there is no need to repeat what you wrote in the first lesson. Just write: Same as Lesson #1.

What will the teacher need to have prepared or be able to use in this lesson? What materials or equipment will the students be using during the lesson? Remember that you can introduce other useful learning resources, such as, children’s picture books, short videos, or photos, or any props that you have created yourself (include self-made props in an assignment appendices to show off your cleverness).

List the following three words/terms that you will use in the course of teaching this lesson. *In a classroom situation the teacher would describe/discuss these using age appropriate language. 1 Visual Arts Form used in this lesson (eg painting) 2 One or Two key Visual Arts Element/s (1-2) used in this lesson (eg colour) two Visual art elements used in this lesson are line and shap

1. Paint (Red, Orange, Yellow, Brown, Black and White or the most common or traditional used for Aboriginal dot painting however the teacher can decide what colours they wish the students to use) 2. Canvas or Paper for painting on 3. Cotton Tips 4. Some copies of the Dorothy Napangardi paintings copied on paper. 5. Paper for the sketch 6. pencils for the sketch. 7. White bored with internet connection to show the images for inspiration.

3 Any visual arts terms specific to the media/materials/techniques Visual arts terms specific to the lesson. Paint, Dot painting, Aboriginal art, Story telling, lines shapes *You can add more words if needed

Teaching and Learning Sequence: Note: The Teaching and learning sequence section (below) will be a series of brief dot points showing the sequence of procedures and actions followed by both the teacher and children in class activities. What is the order of activities/events in the lesson? What actions will the teacher perform and what will the children be asked to work on? Allow time at the end of the lesson for reflecting upon what the children have made and learned.

Time proposed for each step included in the class lesson

1. First the teacher will briefly explain more about dot painting and how the artist Dorothy Napangardi has painted things that are special to her like the Land, her family and other important aspects of her life. The teacher will also show the students some of her paintings.

3 & 4 20 minutes

2. Next the students will discuss what is special to them (rivers, the sea, the landforms of where they live). While the students are deciding the teach should walk around and discuss with students to help them chose an appropriate subject to paint (for example not too difficult) 3. Once they have decided on a subject the students should then do a rough sketch of the subject. While this is happening, the teacher should prepare the paint and canvas or paper. 4. Once they have done their rough sketch the subject that is important for the they will then use cotton tips to paint it on canvas. The teacher at this time will observe the students while they are painting and help them of any students need guidance. 5. While the painting is drying the teacher will discuss with the students what they thought went well, what they liked and what went wrong or could be changed.

1.

10 minutes

2.

10 minutes

5. 6.

15 minutes 10 minutes...