LESSON PLAN

YEAR LEVEL & SUBJECT: Year 11 Unit 1 Art

DATE: Term 1, Week 2, Lesson 1.

NO. OF STUDENTS: Approximately 5 students

LESSON DURATION: 60 minutes

TOPIC/FOCUS: Art History + Theory through looking at the artist and work of Tamara de Lempicka.
GOALS AND OBJECTIVES: To introduce students to Making Task 1. To ensure all students understand the task.
SUMMARY OF RESOURCES REQUIRED: Slideshow as per { HYPERLINK "http://www.teachernina.weebly.com" } > 517 Course Outline > Learning
Activities > Learning Activity: Art History
LESSON PROCEDURE Art History Tamara de Lempicka
SEQUENCE This is the second of five lessons with a focus on a particular artist.
STEPS OF THE LESSON

TIMING

RESOURCES

1-5
minutes

Projector Screen

Mark the roll.

Introduce students to the artist:
Tamara de Lempicka.
Put PowerPoint/Slideshow up on
the projector screen.
Explain the time the artist was
working in, the 1920s, provide
students with a bit of context to her
art practice.

3-5
minutes

Projector Screen

Put up Powerpoint/Slide Show on

the artist.
Watch the first YouTube clip (less
than 1 minutes) on the first slide
from Sotherbys auction house
where a De Lempicka work sells for
7.5 million dollar
Ask students if knowing the
monetary value of the artists work
changes anything for them.

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)

Students are expected to

have bought their laptop or
notebook and pen for
taking notes.
As this is the second
theory lesson profiling an
artist, students should be
more comfortable and
familiar with the format of
the lesson.

Watch for student reaction

to the price of the artwork

Teacher to monitor
students attention if they
are preoccupied or not
listening.

Goal: For students to

understand the significance
of De Limpickas art by
drawing on its monetary
value.

5-10
minutes

10- 20
minutes

20 - 40

Watch second YouTube clip from

Powerpoint.
(Watch third YouTube clip from
Powerpoint if students seem like
they are engaging with the artists
personality as the third video shows
the artists gesture and presence
strongly. If not move along to slide
4.)
-

Students to understand more

about the artist.

Show students slides 3 8, these

sides talk to the cultural influences
of the artists work and the artists
personal interest in her self image.

Students link cultural

influences to the artworks,
gain greater understanding
of what the images are
about.

Quickly show slides 9 to 18 to

students. Each slide has a different
artwork by Lempicka.
Allow students to choose which one
they would like to discuss for
analysis using the Formal
Framework.

Students begin to describe

the image, teacher takes
notes on the board
highlighting key words and
terms picked up upon by
students.
Students being to
understand and explain the
motivations behind
Lempickas artwork though
analysing using the formal
framework.

Goal: For the students to

appreciate the artists work,
given the class is all female
students I have tried to pick
an prominent historic artist in
Western art history.

Teacher to respond to
any student questions

Goal: Students to engage

with the teacher.

If class discussion lulls

use prompting questions.
Teacher to remain
encouraging and positive
with student responses.

Goal: All students engaging

with the artwork and
contributing to the
discussion.

Teacher prompting
questions:
What can see going on
here? Tell me what we
can see in the image.
How has the artists use
of colour added to the
What effect do the formal
elements have to the
overall feeling of the
image?
How has tone been
used? What effect does
this have on the image?
How does shape
contribute to the meaning
of this artwork?

Differentiation: For students

who are less confident
discussing an artwork offer
them lower order thinking
questions, such as What
colours is this image made
up of Questions with verbs,
list, describe, tell, name.
For students with higher
order thinking skills will be
directed more analysis
questions with verbs, identify,
categorise, explain.

55-60
minutes

Differentiation/
Extension

Wrap up the class discussion at.

Ask students if they would like to
Students indicate to
talk about the analysis task.
teacher is anything needs
Teacher to ask students if
Ensure all students have or know
further clarification.
they know how they might
where to access the PDF worksheet
begin the task.
for the essay (available on
teachernina.weebly.com > 517
course outline > Learning activity >
Art history and criticism
Students who require more time to absorb and review the content can be emailed the PowerPoint provided.
* One student in this class has a learning disorder that affects her ability to process information. This student has a note taker
present during the duration of the class, and works one on one with her note taker to develop the essay.