SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT:

VISUAL ART, YEAR 8

DATE:

NO. OF STUDENTS: 30
LESSON DURATION: DOUBLE LESSON (80 mins )
TOPIC/FOCUS: Reflective Exploration
Victorian Curriculum Statement:
Analyse how ideas and viewpoints are expressed in art works and how they are viewed by audiences(VCAVAR038)
Explore how artists use materials, techniques, technologies and processes to realise their intentions in art works (VCAVAE034)
GOALS AND OBJECTIVES (INCLUDE LINK TO Victorian Curriculum):
Students will be able to:
Propose individually two ways that partner can extend exploration of chosen element.
Explore at least one suggestion through desired media in visual diary or equivalent.
Annotate individually explorations of element using framework of describing, analysing and interpreting.
SUMMARY OF RESOURCES REQUIRED:
Student explorations/visual diaries, access to art materials/mediums/objects for their explorations, projector, white board,
markers
LESSON PROCEDURE
TEACHER
GOALS & METHODS
RESPONSES TO
EXPECTED
OF EVALUATION
STEPS OF THE LESSON
STUDENTS
TIMIN
STUDENT
(including specific
RESOURCES
(key activities and key
(including
G
REACTIONS OR
informal and/or formal
questions)
consideration of the
RESPONSES
assessment links to
need to adapt,
Victorian Curriculum)
reteach or extend)
5min
Student
OPENING:
Student to raise
If no one is willing
explorations/visu Recap of last lesson
hand to reveal
to share, call upon
al diaries.
Ask one student to share
explorations.
a confident student
their explorations on chosen
who I feel may be
element (tell student to not
comfortable in
reveal to the class what this
sharing.
element is).
If that fails, retrieve
- Ask class to identify a
older student work,

prominent element that

they see in the students
exploration. Colour? Line?
Texture?

Students raise hand

to answer.

- Ask student to reveal

chosen element. Did we
guess correctly?
10min

-Note to students that these

types of questions and
reflective practice that will
help us extend our ideas.
10min

-Actively listen to
responses,
paraphrase
students responses
if needed so they
know that I
understand what
they have said.

-Ask class to propose 2

ways that we could ask the
student, to extend upon this
element. Could they use a
different medium to make
this element stand out
more?
Example - student has used
grey-led to explore texture
of an ocean. Perhaps he
could recreate this ocean
with focus on texture with
use of paint?

Lesson Development:
PEER FEEDBACK STRATEGY
Propose two ways that your
partner can elaborate on
explorations by asking the
questions we just asked
together as a class on our

and use this as

example.

Students work in
pairs.

Students propose
ways

-Link and connect

ideas between
students.
-Here I am
validating their
responses, making
them feel valued
and capable.
Assuming the
projector is
projected onto the
whiteboard, use
markers to note on
board what
elements and ideas
the student is
identifying, and
write responses.

Analyse
how artists use visual
conventions in
artworks
elaboration:
critically analysing an
artists intention for an
artwork and their use of
visual conventions.

Here students are

training their minds to
propose ways that their
partner can improve
their explorations. This
will in turn, train them
to think critically about
their own visual art
practices.
Develop skills in
planning and designing
art works and
documenting artistic
practice (VCAVAV036)
Explore how artists use
materials, techniques,
technologies and
processes to realise
their intentions in art

example.

works (VCAVAE034)

Project the following

questions and instructions
on power point for students
to refer to.

CRITICAL AND
CREATIVE THINKING.

STEPS:
1. Swap explorations
2. Do not reveal chosen
element to partner at first
3. Guess what element your
partner has used focused on
4. Did you guess right?
5. How could they make this
element EVEN MORE
prominent?
Questions to think about:
Could they use a different
medium?
Could they combine two
mediums such as paint AND
pencil to explore texture?
Could they use a different
colour?
Could they recreate this
exploration as a sculpture?
KEY QUESTION:
What are two
suggestions that you
think would aid your
partners exploration of
their chosen element?

Learning to extend
ideas.
Students may
struggle finding
suggestions.
Walk around and
aid thinking by
rephrasing
questions.
What element do
you think your
partner was trying
to explore?
If you were to
explore this
element how
would you go about
it?

40min
MAKING:
Now that we have swapped
valuable ideas and ways to
push our explorations
further. Lets concentrate on
one of the suggestions.
Use the remainder of the
lesson to explore
suggestion.
Remember this is not a
finished artwork. This is
EXPLORATION.
Remember to annotate
/write your thoughts as you
are making.

Students continue
with explorations.

Keep repeating
questions we asked
in our example.
Listen in onto
dialogue between
pairs. Give positive
affirmations to their
responses. Clarify
word use if
necessary.
Walk around and
assist students with
word use.

Project these questions on

power point for students to
refer to.
Questions to think about
whilst reflecting as you are
making:
Is this working? Do I like the
look of this?
Is it not working? Why?
Could I do this a different
way?

Assist students who

may be finding it
difficult to upload.

LITERACY COMPONENT
Explore how artists use
materials, techniques,
technologies and
processes to realise
their intentions in art
works (VCAVAE034)
Develop skills in
planning and designing
art works and
documenting artistic
practice (VCAVAV036)

Use a different medium?

Is it working? How is it
working? Does the colour
use emphasise my element?
CLOSING:

LITERACY CAPABILITY
Fellmans framework.
IDENTIFYING
ANALYSING
INTERPRETING

PACKUP/CLEAN AREA

Formative feedback.

5min

5min
THINK/PAIR/SHARE
REFLECTION ACTIVITY
Reveal your
discoveries/explorations to
partner.
DESCRIBE what you have
done.
ANALYSE the effect of what
you have done?
Does this affect the
INTERPRETATION of what
you have done?
Call upon two pairs to share
discoveries.
.

Positively reaffirm
ideas as they are
being read aloud.
Point to areas on
the the students
exploration as they
are being spoken
about.

Preparing them for

summative
assessment.