SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: VCE Studio Art Unit 4 Outcome 1 (Making
1)

DATE: Week 17

NO. OF STUDENTS: 25

LESSON DURATION: 60 min

TOPIC/FOCUS: How to develop and explore potential directions.

GOALS AND OBJECTIVES
The students will be able to: understand the process for exploring potential directions in their folio working toward Unit 4 Outcome 1.
SUMMARY OF RESOURCES REQUIRED: Whiteboard, markers, projector, student handout.
LESSON PROCEDURE

TIMIN
G

RESOURCE
S

10 min

Whiteboard,
markers,
projector,
student
handout.

STEPS OF THE LESSON

(key activities and key
questions)

EXPECTED STUDENT
REACTIONS OR
RESPONSES

Opening
To support the creation of
artworks, students present
visual and written evaluation
that explains why they selected
a range of potential directions
from Unit 3 to produce at least
two finished artworks in Unit 4.
On completion of this unit the
student should be able to
present at least two finished
artworks based on selected and
evaluated potential directions
developed through the studio
process,
which demonstrate refinement
and application of materials and

Students take down

notes on details of
assessment of Outcome
1, Unit 4.

TEACHER RESPONSES TO
STUDENTS
(including consideration of
the need to adapt, reteach or
extend)
Write up Learning Intentions
and Success Criteria on
whiteboard.
LI: I will learn about the
process of exploring potential
directions in my folio.
SC: I can list the steps in the
process of exploring and
developing my potential
directions.
I can verbalize why it is
important to explore potential
directions in my folio.

GOALS &
METHODS OF
EVALUATION
(including specific
informal and/or
formal assessment
links to VCAA)
Unit 4 Outcome 1
Key Knowledge
ways of
developing artworks
through the
evaluation of a
range of potential
directions
the techniques for
the development,
refinement and
presentation of
artworks
appropriate to the
individuals ideas
and the selected art
form/s
Key Skills

techniques, and that realise and

communicate the students
ideas expressed in the
exploration proposal.

50 min

Lesson Development:
Whiteboard,1.
Students must collect
markers,
their Visual Diary, and open up
projector,
to their development of ideas.
student
2.
handout.
Students shown examples of
best practice in development of
potential ideas from TopArts
2016. Teacher goes through 2
folio's of Jack Grayson and
Harriet Renn . Students are
guided trough examples of best
practice and given time to ask
questions about marking
criteria.

demonstrate the
use of at least two
potential directions
used in the creation
of artworks
use selected
potential directions
to support the
development and
refinement of
artworks
Students get Visual
Diary out and open to
ideas development.

Students ask questions

about potential
directions and marking
criteria when viewing
exemplary folio's from
TopArts 2016.
Instruct students to look over
handout on exploring
potential directions.

Students given handout

detailing structure for
developing and exploring
potetial directions.
-Number or title each of
the potential directions.
4.
-Provide visual evidence
of the potential directions,
either as photographs or as a
scans of the original image from
your folio in Unit 3.
5.
-Place the image of the

Formative
Assessment: Test
students
understanding
through individual
and class
discussions

3.

Students look through

their Visual Diary to
identify potential
directions.
Once they have
identified the potential

potential direction on a page

and discuss and evaluate how
you plan to use it to create
artworks during Unit 4.
6.
-Identify and describe
how the potential direction
achieves the focus and subject
matter of the folio.
7.
-Explain how the
potential directions will
contribute to the production of
finished artworks.
8.
-Explain how you will
make further refinements to the
potential directions in order to
produce artworks.

directions they follow

instructions given by
teacher of how to
document the process
(See student handout).
Tell students that the
Elements and Principles of Art
are a fantastic way to
develop their own work,
particularly when they get
stuck. They are also very
beneficial when developing
your own personal aesthetic.
Ask students which Elements,
Principles they are utilizing in
their work?

Students should always be

referring to the Elements and
Principles of Art, the materials,
techniques, and processes they
have used throughout their
annotations n Visual Diary.

10 min

Has anyone used them to

generate ideas when they are
stuck?

Closure
Instruct students to ensure they
all have an absolute MINIMUM
of two potential directions. (3-4
is ideal)
Students must follow the
process as outlined in today's
lesson to develop and refine
their potential directions.

Students respond to
questions and take
notes.

Check students have

understood and met Learning
Intentions and Success
Criteria on whiteboard.
Cold call a student:
Can you tell me about the
process of exploring potential
directions in my folio?
Can you list the steps in the
process of exploring and
developing my potential
directions?

Formative
Assessment: Check
Learning Intentions
and Success
Criteria

Can you explain why it is

important to explore potential
directions in my folio?