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Lesson Plan

Sample of lesson on the use of mark making on the theme of inner beauty.
Aim of Scheme

Details

To use line, shape and tone to create a


destructive self-portrait through college
and paint on the theme of inner beauty.

Lesson Number.4/6
Class Profile & Details 23 mixed
ability students
Duration of Lessons 80 mins
Date 29/2/2016
Initials GC

Lesson Learning Outcomes


Pupils will be able to
Construct mark making tools that show a range of marks
Interpret the marks made and how they can synthesis through drawing
Discuss what a mark can symbolise and how art can represent that

Keywords mark , impact , experiment

Lesson Delivery
Introduction;
Ppt on mark making and what a mark means
Discuss what a mark can mean and how that mark can do
Through the work sheet have students realise the word that can mark a person.
Task
Make a mark through the tinfoil
Discuss how the mark was made and how a mark can make a mark
Task
Make different mark making tools and experiment on paper

Evaluation and discussion on what the mark can make

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Body of the Lesson;


Introduction to scheme planning
This lesson was issued halfway through a self-identity and inner beauty scheme.
Each lesson looked at the way teens looked at beauty in the modern day. The piece
would consist of different art elements through portraiture, collage and mark
making.
The class looked at the way the media had portrayed women in magazines and were
introduced to the use of Photoshop as a way of body alteration.
The lesson planned out below brings up the issue of students opinions on others and
how words can leave a mark. Mark making was discussed as a way to show
impacts of words or the idea of self-infliction could be made in an art context
Get students to reflect on the issues of self-esteem.
Introduction
As students arrive in the room have all areas set up, the tools and materials are
placed in the middle of the room for the use of demonstration and choice for
students to pick.
Discuss the class aims with the use of visual aid and mark making tools.
Direct student to the ppt well having the visual aids and mark making tools on
display.
Have mark making on the ppt and discuss with students what a mark can mean
(Question)
What can a mark mean to person?
In art what can a mark be?
Point out the keywords and how they will become relevant.
- The keywords where picked as a way to discuss and recap on the theme.
The class would discuss how words throughout the hall would affect
individuals opinion on beautify and self-confidence.
Question students Navid Nuur Matches
- This artist was picked to discuss the use of mark making in the conceptual
world. This is illustrate in the ppt discussed in the peer teaching.
Hand out the worksheet ( literacy and numeracy)
Discuss the main points on the sheet
Students will have a worksheet that will have a reflective surface such as tin foil
TASK ONE - Get students to write words that could affect a person
Hand out sowing needles well students writes these words on the tinfoil.
Discus the impacts after.
-

The tinfoil task got students to think how these particular words can impact
on something so delicate. Well students write their words the tinfoil
becomes wrinkled and starts to rip. Students discussed how the tinfoil can
represent the individual and how the tinfoil becomes scared and tarnished.

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Relate this to Marijn Van Kreij


TASK TWO To create a series of tools to make a mark. Consider the
material and how it will make the mark when impacting the surface.

Introduce artist around mark making and discuss the visual aid.
Students will work in groups to experiment with tools to demonstrate a series of
lines and shapes through paint and ink

Demonstration
Have students come to the mark making table. Discuss with students the
construction of tools that can create a range of shapes and lines.
Discuss some of the examples made by the teacher.
Demonstrate with a range of objects how to form tools and make marks.
- It good to get student to use the visual aids that you have crafted to
demonstrate. Get students to discuss whats their taught process was and
why they picked the particular mark making tool.

Students will create a series of tools to demonstrate a series of marks


Students will work in groups with a series of objects on the table. And experiment
Assist students and illustrate a time limit
State to students that they have 25- 30 mins to create and experiment

Evaluation
With the use of the visual aid made by the teacher ask questions related to the
process made today
1. So from your experience what could be used to make a mark?
2. What does a mark do to an image?
3. Why is mark making important in art?

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Evaluation for assessment

Create a range of mark making tools that make different marks


Discuss the marks that students have made with the work. Question and
synthesis what the marks may be used for when it comes to their images
Illustrate on the worksheet how words can mark and scar a person.

Cross curricular link: through S.P.H.E students will discuss the use of bullying
and esteem
Assessment procedures: through group work and teachers observation. Students
will be assessed on their construction work for making tools, their experimentation
and their values on what makes a mark?
Conclusion; clean up the area and chairs, materials and images tidied away

Teaching and Learning Resources


Ppt on mark making
Visual aids on mark making and mark making tools
Worksheet on making a mark
Materials

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