PaulStevens ID:1075158

LessonOutline:Art&Identity
SpecificallyAddressed
(seenotesbelowtable):
Lesson
No.
SpecificLearning
Outcomes

LiteracyOutcomes
ContentOutline

LearningExperiences
Resources

ToRemember
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1
ProduceaGlossaryto
completethroughouttheunit.
Defineidentityinrelationto
art.
DefinewhataMandalaisand
whatitsoriginsare.
CreateaMandaladrawing
reflectingstudentsidentity.

Literacy:
Listentoandunderstand
instructionstocompletetask.
Readworksheettofollow
instructions.
Speaktotheclassaboutideas
onidentity.
Writeglossaryinbackof
workbooksaswegoalong.

Curriculum:UC,PK,DI
IntroductionandIdentityMandala
Introducetheunitwithabriefoverviewofthecontent
covered:
Title:ArtandIdentity
Mandala
Thelanguageofart
ArtHistoryoverview
Analysingartworks
Drawingtheface
Completeafinalselfportraitpaintingfromyour
owndrawing
ExplaintheGlossarywhichwillbeinthebackofour
workbookstorecordthenewwordswearelearning.
BrainstormIdentityontheboardwithclass
discussion.
BrieflydescribewhataMandalaisanditsoriginsas
aHindu/Buddhistsymbolrepresentingtheuniverse.
Handoutworksheetandexplainthetask:
Thesheetcontainsalargecirclewithina
square.Usingyourpencilbreakthecircleupin
todifferentareas(atleast45).
Whiteboard
Whiteboardmarkers
Workbooks
(students)
Mandalaworksheet
perstudent
Exampleimagesof
Mandalas
Artpencils
Erasers
Sourceimagesfor
Mandala
ICTdevices

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PaulStevens ID:1075158
Usingimagesyouhavesourcedfromthe
Internetorthoseprovidedinclasschoose
whichelementsyouwouldliketoinclude.You
mustinclude:Aculturalpatternalandscapeor
seascapealandmarkanobject.Theseshould
allbethingsthatareimportanttoyouand
reflectyouridentity.Youcanalsoinclude
symbolsorlogosrepresentingyourinterests.
Usingyourpencildrawthesethingsintothe
differentareasofthecircleandsquarecreating
aninterestingcomposition.
Useshadingtogivethecompositionform.

SpecificallyAddressed:
Rangeofabilities:Arangeofresourcesforthe
Mandalaofdifferingdrawingability.
EALlearners:PersonalGlossaryallowsstudentsto
lookbackondefinitionsofwords.UsingEastern
influencedconcepts.Individualbackgroundsreflected
inactivity.
Keycompetencies:
TDivergentandcreativethinking.
Metacognitivethinking:WhatisIdentity?.
UUsingandcreatingsymbolsandimages.
MSelfmanagementtocompletetaskwithin
twoperiods.PersonalGlossarytodefinewords
thatstudentsfinddifficult.
Learningstyles:
VImagebasedlessonforsecondpart.
AClassdiscussion.
RInstructionsonsheetandboard.
KPracticalactivity.
MultipleIntelligences:
SVisualactivity.
BUsinghandstocreateart.
PIntrapersonalresponsetoidentity.
Culturalbackground/Mori:Culturalpatterns.
Studentsownculturalbackgroundsignificantfor
exercise.

PaulStevens ID:1075158
2
CreateaMandaladrawing
reflectingstudentsidentity.

Literacy:
Listentoandunderstand
instructionstocompletetask.
Readworksheettofollow
instructions.

Curriculum:UC,PK,DI

CompleteIdentityMandala
RecaponwhataMandalaisandwhatitrequires.
ContinueworkingonMandaladrawingtocompleteit
asabove.

SpecificallyAddressed:
Rangeofabilities:Arangeofresourcesforthe
Mandalaofdifferingdrawingability.
EALlearners:UsingEasterninfluencedconcepts.
Individualbackgroundsreflectedinactivity.
Keycompetencies:
TDivergentandcreativethinking.
Metacognitivethinking:WhatisIdentity?.
UUsingandcreatingsymbolsandimages.
MSelfmanagementtocompletetaskwithin
twoperiods.PersonalGlossarytodefinewords
thatstudentsfinddifficult.
Learningstyles:
VImagebasedlesson.
AListeningtoinstructions.
RInstructionsonsheetandboard.
KPracticalactivity.
MultipleIntelligences:
SVisualactivity.
BUsinghandstocreateart.
PIntrapersonalresponsetoidentity.
Culturalbackground/Mori:Culturalpatterns.
Studentsownculturalbackgroundsignificantfor
exercise.
Whiteboard
Whiteboardmarkers
Workbooks
(students)
Mandalaworksheet
perstudent
Artpencils
Erasers
Sourceimagesfor
Mandala
ICTdevices

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Defineandintelligentlydiscuss
whatArtis.
Usearangeofspecificpictorial
conventionswhenanalysingan
artwork.
Definethekeyareasand
elementstoanalysewhen
lookingatartworks.

Literacy:
Listentoandunderstand
TheLanguageofArt
BrainstormonWhatisArt?
Postboxactivitytogaugewhatitisstudentswantto
knowaboutart.
CompleteHowdowetalkaboutArt?pictorial
conventionslanguageworksheet.
AddnewwordstoGlossary.

SpecificallyAddressed:
Rangeofabilities:Worksheetaimedatworkingout
whatlevelstudentsareatintermsoftheirlanguage
Whiteboard
Whiteboardmarkers
Workbooks
(students)
Smallpiecesofpaper
perstudent
Howdowetalk
aboutArt?
worksheetper
student
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PaulStevens ID:1075158
instructionstocompletetask.
Readworksheettofollow
instructions.
Speaktotheclassaboutideas
onArt.
Writeanswersonworksheet
abutthelanguageofart,and
updateGlossarywithnew
words.

Curriculum:UC,CI
whentalkingaboutart.
EALlearners:Languagecomponentstartswith
basicsandallowsquestions.PersonalGlossary
allowsstudentstolookbackondefinitionsofwords.
Keycompetencies:
TCriticalthinking.Metacognitivethinking:
WhatisArt?
RDiscussinpairs.
ULanguagebasedlesson.
MCompleteworksheetinclassandfor
homework.
PClassdiscussion.
Learningstyles:
VLookingatimages.
ALanguagebasedlesson.
RWorksheetonlanguage.
MultipleIntelligences:LLanguagebasedlesson.
SLookingatartworks.IClassdiscussionandin
pairs.
Artworkimagesas
examplestodiscuss
language
Pens/pencils
4
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Brieflydetailthemain
movementsinartsincethe
Renaissanceandplacethem
onatimeline.
Createatimelineofartfromthe
RenaissancetoPopArt.
Recognise32artworksfromthe
RenaissancetoPopArt.

Literacy:
Listentoandunderstand
instructionstocompletetask.
Readworksheettofollow
instructions.

Curriculum:UC,CI
IntroductiontoArtTimeline
Constructanarthistorytimelinebyworkingout
whereeachartworkfitsin,inorderfromthe
RenaissancetoPopArt.
Homework:CompletetheAnalysinganArtwork
worksheetonanartworkchosenfromthoseonthe
timeline.Lookcloselyattheartworktorespondtoit.
Itwillhelptogoonlineortothelibrarytoresearchthe
detailsoftheartwork.Dueinoneweek.

SpecificallyAddressed:
Rangeofabilities:Thefullperiodtoworkoutthe
taskwithindividualguidancetomakesureeveryone
cankeepup.
EALlearners:Workingonlywithimagessolanguage
isnotabarrier.
Keycompetencies:
TLessononthinkingcriticallyaboutart.
UWorkingwithimages.
MStudentsneedtoproducetheirown
accuratetimeline.
Whiteboard
Whiteboardmarkers
Workbooks
(students)
Copyofimagesto
cutoutperstudent
ArtHistoryTimeline
worksheetper
student
Timelineartworkslist
perstudent
Scissors
Glue
ArtAnalysis
worksheetper
student(homework)
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PaulStevens ID:1075158
Learningstyles:
VLookingatimages.
AListeningtoinstructions.
RReadingworksheet.
KProducingmaterialsbyhand.
MultipleIntelligences:
LLearningthenamesofperiodsofart.
SLookingatartworks.
Gender/diversityinclusive:Femaleartistsincluded
intimeline.Queerartistsrepresentedalso.
5
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Recognise9artworksfromthe
birthofarttotheEarly
Renaissance.
Recogniseandname4works
eachfromtheRenaissanceand
Baroqueperiods.
Definethebasiccharacteristics
ofEarlyArt.
DefinethewordsRenaissance
andBaroque.
Definethebasiccharacteristics
ofartfromtheRenaissanceand
Baroqueperiods.
Recognisehowartistsused
ideasofidentityintheir
practice.
Analyseintelligentlyagiven
paintingusingtheappropriate
language.

Literacy:
Listentoandunderstand
instructionstocompletetask,
andtoexplanationsand
analysisofartworks.
Readworksheettofollow
instructions,andslidesto
extendknowledgeofart.
Speaktotheclassaboutthe
artworkswearelookingat.
EarlyArttoBaroque
SlidesanddiscussiononEarlyArt.
SlidesanddiscussiononartfromtheRenaissance
andBaroqueperiods.
AdddetailsandinformationtoTimeline.
AnalysethepaintingLasMeninasbyVelzquez
individuallyandgooverasaclass.
AddnewwordstoGlossary.

SpecificallyAddressed:
Rangeofabilities:Workingtogetherasaclassso
everyonecankeepup.Practiceanalysisexerciseto
aidwithhomework.
EALlearners:PersonalGlossaryallowsstudentsto
lookbackondefinitionsofwords.
Keycompetencies:
TLessononthinkingcriticallyand
metacognitivelyaboutart.
RWorkingasaclasstocomeupwith
answers.
ULanguagebasedlesson.Lookingat
artworks.
MStudentsneedtoworkontheirown
accuratetimeline.
PClassanalysisofartwork.
Learningstyles:
VLookingatimages.
ALanguagebasedlesson.
RSlideswithwritteninformation.
MultipleIntelligences:
Whiteboard
Whiteboardmarkers
Timelinewithimages
stuckon(students)
Workbooks
(students)
ArtAnalysis
worksheetper
student
Pens/pencils
Projector
Laptop
TimelinePowerPoint
file
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PaulStevens ID:1075158
WriteonTimelinetitlesand
informationdiscussed,andon
analysisworksheet.

Curriculum:UC,CI
LLanguageofartakeyfocus.
SLookingatartworks.
IClassdiscussion.
Gender/diversityinclusive:Femaleandqueer
artistsincludedintimeline.
6
*
Analyseintelligentlyagiven
artworkusingtheappropriate
language.
Recogniseandname4works
eachfromtheRococo,
Neoclassicismand
Romanticismperiods.
Definethebasiccharacteristics
ofRococo,Neoclassicismand
Romanticism.
DefinewhatRococo,
Neoclassicismand
Romanticismareandwhen
theywerepopular.
Recognisehowartistsused
ideasofidentityintheir
practice.

Literacy:
Listentoandunderstand
instructionstocompletetask,
andtoexplanationsand
analysisofartworks.
Readworksheettofollow
instructions,andslidesto
extendknowledgeofart.
Speaktotheclassandin
groupsabouttheartworkswe
arelookingat.
WriteonTimelinetitlesand
informationdiscussed,andon
analysisworksheet.

Curriculum:UC,CI
RococotoRomanticism
Workingingroupstoanalysepaintings.
Presentingideasdiscussedingroups.
SlideandclassdiscussiononartfromRococoto
Romanticism.
AddnewwordstoGlossary.

SpecificallyAddressed:
Rangeofabilities:Workingingroupssoeveryone
cankeepup.Everyoneexpectedtocontribute.
EALlearners:Languagecomponentstartswith
basicsandallowsquestions.
Keycompetencies:
TLessononthinkingcriticallyand
metacognitivelyaboutart.
RWorkingasateamtocomeupwith
answers.
ULanguagebasedlesson.
MStudentsneedtoproducetheirown
accuratetimeline.
PWorkingingroupsallexpectingto
contribute.
Learningstyles:
V:Lookingatimages.
A:Languagebasedlesson.
R:Slideswithtext.
MultipleIntelligences:
LLanguageofartakeyfocus.
SLookingatartworks.
IClassandgroupdiscussion.
Culturalbackground/Mori:Groupworkencourages
culturalapproach.
Gender/diversityinclusive:Femaleandqueer
artistsincludedintimeline.

Whiteboard
Whiteboardmarkers
Timelines(students)
Workbooks
(students)
5xA3artwork
analysissheets
5xEnlargedimages
Pens/pencils
Projector
Laptop
TimelinePowerPoint
file
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PaulStevens ID:1075158
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Recogniseandname4works
eachfromtheImpressionism,
CubismandPopArtperiods.
Definethebasiccharacteristics
ofImpressionism,Cubismand
PopArt.
DefinewhatImpressionism,
CubismandPopArtareand
whentheywerepopular.
Recognisehowartistsused
ideasofidentityintheir
practice.
Practicethebasicpainting
techniquesofImpressionism
andPopArt.
Createasmallpaintingbased
onthetechniquesofeither
ImpressionismorPopArtusing
anartistmodeltemplate.

Literacy:
Listentoandunderstand
instructionstocompletetask,
andtoexplanationsand
analysisofartworks.
Readworksheettofollow
instructions,andslidesto
extendknowledgeofart.
Speaktotheclassaboutthe
artworkswearelookingat.
WriteonTimelinetitlesand
informationdiscussed.

Curriculum:UC,PK,CI
ImpressionismtoPopArt,&Technique
SlidesandclassdiscussiononImpressionism,
CubismandPopArt.
Techniqueactivitytocreateasmallpaintingbasedon
eitherStarryNightbyVanGoghorWomaninBathby
Lichtenstein.
AddnewwordstoGlossary.
Collectinhomeworkassignment.

SpecificallyAddressed:
Rangeofabilities:Twooptionsforpaintingexercise,
oneharderthantheother.Individualattention.
EALlearners:Languagecomponentstartswith
basicsandallowsquestions.
Keycompetencies:
TLessononthinkingcriticallyaboutart.
RClassdiscussion.
ULanguagebasedlessonforfirstpart.
Lookingatartworks.
MStudentschoosewhichpaintingtheywant
todoandneedtocompleteitovertwolessons.
PClasscontribution.
Learningstyles:
VLookingatimages.
ALanguagebasedlesson.
RSlideswithtext.
KProducingpainting.
MultipleIntelligences:
LLanguageofartakeyfocus.
SLookingatartworks.
BUsinghandstocreateart.
IClassandgroupdiscussion.
Whiteboard
Whiteboardmarkers
Timeline(students)
Workbooks
(students)
Pens/pencils
Projector
Laptop
TimelinePowerPoint
file
TechniquePractice
worksheetper
student
20xStarryNightVan
Goghtemplate
20xWomaninBath
Lichtensteintemplate
Paints
Paintbrushes
Palettes
Watercontainers
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Practicethebasicpainting
techniquesofImpressionism
andPopArt.
Createasmallpaintingbased
onthetechniquesofeither
ImpressionismorPopArtusing
CompleteTechniqueExercise
Techniqueactivitytocreateasmallpaintingbasedon
eitherStarryNightbyVanGoghorWomaninBathby
Lichtenstein.
AddnewwordstoGlossary.
Handbackhomeworkmarked.
Whiteboard
Whiteboardmarkers
Workbooks
(students)
TechniquePractice
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PaulStevens ID:1075158
anartistmodeltemplate.

Literacy:
Listentoandunderstand
instructionstocompletetask.
Readworksheettofollow
instructions.

Curriculum:PK

SpecificallyAddressed:
Rangeofabilities:Twooptionsforpaintingexercise,
oneharderthantheother.Individualattention.
EALlearners:Minimallanguagecomponentdoesnt
inhibitnonEnglishstudents.
Keycompetencies:
TLessononthinkingcriticallyandcreatively
aboutarttechnique.
ULanguagebasedlessonforfirstpart.
Lookingatartworks.
MStudentschoosewhichpaintingtheywant
todoandneedtocompleteitovertwolessons.
Learningstyles:
VLookingatimages.
AListeningtoinstructions.
RReadinginstructions.
KProducingpainting.
MultipleIntelligences:
SPainting.
worksheetper
student
20xStarryNightVan
Goghtemplate
20xWomaninBath
Lichtensteintemplate
Paints
Paintbrushes
Paintpalettes
Watercontainers
9
Discussintelligentlythe
proportionsofthehumanface.
Createabasicandaccurate
drawingofthehumanfacefrom
fronton.

Literacy:
Listentoandunderstand
instructionstocompletetask.
Readworksheettofollow
instructions.

Curriculum:UC,PK,DI,CI
DrawingtheFaceExercise
Discussiononhowthehumanfaceisproportioned.
Inpairsattempttodrawthefaceoftheirpartnerona
freshpageintheirworkbookspayingattentionto
proportions.
CompleteDrawingtheFaceexerciseworksheetto
getusedtousingguidinglinesindrawing.
Homework:Bringin23photographsofyourselfthat
youlikewhichincludestheface(frontonifyouprefer
forease).Wewillbeusingittodrawlaterthisweek.

SpecificallyAddressed:
Rangeofabilities:Activitydesignedtogetall
studentsusedtousingguidinglinestoimprove
drawingfaces.Somewithfinditeasierthanothers.
EALlearners:Minimallanguagecomponentdoesnt
inhibitnonEnglishstudents.
Keycompetencies:
TConsideringcarefullytheproportionsofthe
face.Convergentthinking.
Whiteboard
Whiteboardmarkers
Workbooks
(students)
Pens/pencils
Artpencils
DrawingtheFace
worksheetper
student
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PaulStevens ID:1075158
RDrawingtheirpartnersface.
UDrawingtheface.Readinginstructions.
MTasktobecompletedduringlesson.
Learningstyles:
VDrawingfromlife.
AListeningtoinstructions.
RReadinginstructions.
KDrawingfromlife.
MultipleIntelligences:
SDrawing.
IWorkinginpairs.
10
Recognisetheworkof
Rembrandt,FridaKahlo,Lyle
Penisula,DarcyNicholas,Sam
Mitchell,SeraphinePickand
RitaAngus.
Discussintelligentlythe
elementsandtechniquesof
differentselfportraitartist
models.
Recognisehowartistsuse
ideasofidentityintheir
practice.
Createaselfportraitdrawing
influencedbyartistmodels.

Literacy:
Listentoandunderstand
instructionstocompletetask.
Readworksheettofollow
instructions.
Speaktotheclassonartist
models.
Writeasagroupfindingsfrom
lookingatartistmodels.

Curriculum:UC,PK,DI,CI
LookatArtistModels&StartPlanningSelfPortrait
Slidesanddiscussionontheworkandtechniquesof
selfportraitsandportraitsbyRembrandt,FridaKahlo,
LylePenisula(PacificIslands),DarcyNicholas(NZ),
SamMitchell(NZ),SeraphinePick(NZ)andRita
Angus(NZ).
In6groupseachgroupdiscussesandsummariesthe
keyelementsandtechniquesofeachartistandhow
theyincorporateidentityintotheirworkonanA3
sheetreferringtoA4sheetsofexamplesoftheir
work.
Lookatspecifictechniquesandmaterialsused.
Eachstudentchooseswhichartistmodel/stheywant
toinfluencetheirownselfportrait.
Onafreshsheetofpaperinworkbooksbegindrawing
aselfportraitcompositionsusingphotographsfrom
homeandideasfromatleastonechosenartist
model.
Overthenext3lessonsandforhomework2self
portraitcompositionswillneedtobecompleted.One
ofthesewillbepaintednextweek.

SpecificallyAddressed:
Rangeofabilities:Arangeofartistmodelsof
differingdifficulty.Abilitytopracticecompositionson
paperbeforepainting.Individualattention.
EALlearners:Minimallanguagecomponentdoesnt
inhibitnonEnglishstudents.
Keycompetencies:
Whiteboard
Whiteboardmarkers
Workbooks
(students)
Pens/pencils
Projector
Laptop
ArtistModel
PowerPointfile
Photographstodraw
from(students)
A4sheetsof
examplesofartist
models
A3paper
Artpencils
Erasers
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PaulStevens ID:1075158
TCriticalandcreativethinking.Respondingto
artistmodels.
RClassdiscussion.
UWritingaboutartists.Usingsymbols.
MStudentsresponsibleforcompleting2
compositionsin3periodsandforhomework.
PWorkingingroups.
Learningstyles:
VLookingatanddrawingartworks.
AListeningtoinstructions.
RReadinginstructions.
KDrawing.
MultipleIntelligences:
LWritingaboutartistmodels.
SDrawing.
IWorkingingroups.
PCreatingselfportraits.
Culturalbackground/Mori:NewZealandand
PacificIslandsartistmodelsused.DarcyNicholasis
aMoriartist.Groupworkencouragescultural
approach.
Gender/diversityinclusive:Severalfemaleartist
models.
1112
Create2selfportraitdrawings
influencedbyartistmodels.

Literacy:
Listentoandunderstand
instructionstocompletetask.

Curriculum:PK,DI
ContinuePlanningSelfPortrait
Eachstudentchooseswhichartistmodel/stheywant
toinfluencetheirownselfportrait.
Draw2selfportraitcompositionsusingphotographs
fromhomeandideasfromatleastonechosenartist
model.Onewillbechosentopaintnextweek.

SpecificallyAddressed:
Rangeofabilities:Arangeofartistmodelsof
differingdifficulty.Abilitytopracticecompositionson
paperbeforepainting.Individualattention.
EALlearners:Minimallanguagecomponentdoesnt
inhibitnonEnglishstudents.
Keycompetencies:
TCreativethinking.Respondingtoartist
models.
UUsingsymbols.
Whiteboard
Whiteboardmarkers
Workbooks
(students)
Photographstodraw
from(students)
A4sheetsof
examplesofartist
models
Artpencils
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PaulStevens ID:1075158
MStudentsresponsibleforcompleting2
compositionsin3periodsandforhomework.
Learningstyles:
VLookingatanddrawingartworks.
KDrawing.
MultipleIntelligences:
SDrawing.
PCreatingselfportraits.
Culturalbackground/Mori:NewZealandand
PacificIslandsartistmodelsused.
Gender/diversityinclusive:Severalfemaleartist
models.
13
Createaselfportraitpainting
influencedbyartistmodels.

Literacy:
Listentoandunderstand
instructionstocompletetask.

Curriculum:PK,DI
TransferCompositiontoCanvas
Mixandpaintbasecolouroncanvas.
Photocopyeachstudentschosenselfportraitdesign
toA3.
CoverthebackoftheA3copywithblackorwhite
pastel(dependingoncontrast).
Laythisdownoverprimedanddriedcanvas.
Usingaballpointpengooverthelinesofthe
compositiontotransferittothecanvas.

SpecificallyAddressed:
Rangeofabilities:Arangeofartistmodelsof
differingdifficulty.Individualattention.
EALlearners:Minimallanguagecomponentdoesnt
inhibitnonEnglishstudents.
Keycompetencies:
TCreativethinking.
UUsingsymbols.
MStudentsresponsibleforcompletingfinal
paintingin4periodsandforhomework.
Learningstyles:
VLookingatanddrawingartworks.
KDrawing.
MultipleIntelligences:
SDrawing.
PCreatingselfportraits.
Culturalbackground/Mori:NewZealandand
PacificIslandsartistmodelsused.
Whiteboard
Whiteboardmarkers
Workbooks
(students)
Pens
Pastels
A3paper
Photocopier
A3canvasper
student
Paints
Paintbrushes
Palettes
Watercontainers

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PaulStevens ID:1075158
Gender/diversityinclusive:Severalfemaleartist
models.
1415
Createaselfportraitpainting
influencedbyartistmodels.

Literacy:
Listentoandunderstand
instructionstocompletetask.

Curriculum:PK,DI
SelfPortraitPainting
Mixcorrectpaintsforskintoneandhairetc.
Beginpaintingfigureinselfportraitwithskintones.
Usebackgroundcolourastonethroughoverpainting.
Includesymbolsandobjectsofimportancetoyou
basedonartistmodel/schosen.

SpecificallyAddressed:
Rangeofabilities:Arangeofartistmodelsof
differingdifficulty.Individualattention.
EALlearners:Minimallanguagecomponentdoesnt
inhibitnonEnglishstudents.
Keycompetencies:
TCreativethinking.Respondingtoartist
models.
UUsingsymbols.
MStudentsresponsibleforcompletingfinal
paintingin4periodsandforhomework.
Learningstyles:
VLookingatanddrawingartworks.
KDrawing.
MultipleIntelligences:
SDrawing.
PCreatingselfportraits.
Culturalbackground/Mori:NewZealandand
PacificIslandsartistmodelsused.
Gender/diversityinclusive:Severalfemaleartist
models.
Whiteboard
Whiteboardmarkers
Workbooks
(students)
A3canvases
Paints
Paintbrushes
Palettes
Watercontainers

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Createaselfportraitpainting
influencedbyartistmodels.

Literacy:
Listentoandunderstand
instructionstocompletetask.

Curriculum:PK,DI
CompleteSelfPortraitPainting
Completefinaltouchupsonpaintingandinclude
extraelementsinbackgroundbasedonartist
model/s.

SpecificallyAddressed:
Rangeofabilities:Arangeofartistmodelsof
differingdifficulty.Individualattention.
EALlearners:Minimallanguagecomponentdoesnt
Whiteboard
Whiteboardmarkers
Workbooks
(students)
A3canvases
Paints
Paintbrushes
Palettes
Watercontainers
* *
L T
U
M
V
K
S
P
* *
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PaulStevens ID:1075158
inhibitnonEnglishstudents.
Keycompetencies:
TCreativethinking.Respondingtoartist
models.
UUsingsymbols.
MStudentsresponsibleforcompletingfinal
paintingin4periodsandforhomework.
Learningstyles:
VLookingatanddrawingartworks.
KDrawing.
MultipleIntelligences:
SDrawing.
PCreatingselfportraits.
Culturalbackground/Mori:NewZealandand
PacificIslandsartistmodelsused.
Gender/diversityinclusive:Severalfemaleartist
models.

NOTES:
CurriculumUC=UnderstandingtheVisualArtsinContext.PK=DevelopingPracticalKnowledge.DI=DevelopingIdeas.CI=CommunicatingandInterpreting.

LiteracyL=listening/whakarongo.R=reading/pnui.S=speaking/krero.W=writing/tuhituhi.
KeycompetenciesT=thinking.R=relatingtoothers.U=understandinglanguage,symbolsandtexts.M=managingself.P=participatingandcontributing.
LearningstylesV=visual.A=aural.R=reading.K=kinaesthetic.
MultipleIntelligencesM=logicalmathematical.L=linguistic.S=spatial/visual.U=musical.B=bodilykinaesthetic.I=interpersonal.P=intrapersonal.
GenderInclusivityReferringtocontent(particularlyrelatedtoarthistoryandartistmodels).Canrefertogenderandsexualitydiversity.

Basedon60minutelessonswith4lessonsperweek

*=FullLessonPlanprovidedfollowingoutline.
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