SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE II (2016)

KLA: Creative arts Date: 19/10 Time: 11:50-1:20 Class: K/1 School: XYZ
APST FOCUS:
5.2 provide feedback on student learning 4.2 manage classroom activities 3.2 plan and structure a sequenced learning program
Outcome / Standard:
VAES1.2 Experiments with a range of media in selected forms.
VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things.
Objective / Learning Intention:
ES1
explores the qualities of different drawing media and tools such as graphite (lead) and colour pencils, fibre tip pens, crayons,
brushes, sticks and computer applications in drawing.
recognises how qualities such as colour, thickness, length and density of lines can assist them to depict various things
S1
thinks about how they can interpret the teachers or others requirements for artmaking (eg use of materials, investigation of
subject matter, scale and purpose of the work)
seeks to emphasise particular features suited to the purpose of artmaking through, for example, distortion, exaggeration,
elongation, viewpoint, a focus on light and dark, colour, scale.
3.1 & 3.2 Background / Cultural / Prior Knowledge:
3.3 Knowledge integration: HSIE ENGLISH MATHS PDHPE SCIENCE &
TECH CA

3.4 Inclusivity 1.1 Deep Knowledge 1.4 Higher order 2.1 Explicit quality 2.4 Social support
thinking criteria
3.5 Connectedness 1.2 Deep 1.5 Metalanguage 2.2 Engagement 2.5 Student self regulation
understanding
3.6 Narrative 1.3 Problematic 1.6 Substantive 2.3 High expectations 2.6 Student direction
knowledge communication
Timing Procedure Considerations Assessment Differentiation
students Strategies
10 INTRODUCTION (O): Before: need Hands on top.
11:50- Read story think about how the crayons are feeling, how do materials, cut up Everybody stop
12:00 you know that? - Pictures, words. paper

sitting on floor
12 BODY (G): Whole group Note how
12:00- You are going to choose a colour. students use
12:20 Fill whole space. space whole
How will your crayon feel? Happy face, sad face Special space or a Students having
What will it look like? Unused, stubby, worn on one side? awareness. section. trouble drawing the
Brainstorm and draw a demo on board Encourage big crayon, can draw it for
Demonstrate shades with crayons or pencils pressing hard Observe medium shapes. them (T.L)
or lightly to make it darker or lighter. choices, can we
see the crayon? Do students
Expectations quality work. What does this look like? Take Or is everything have an
time, different shades. one colour. understanding
Fill in the whole space. of the need for
30 Eg Light blue, and a variety of
12:20- BODY (E): dark blue, shades?
12:40-50 Students will create a crayon character using one colour different texture?
monochromatic
Pencils, crayons, pastels, paper, textas A4 Provide
individual
Early finishers: feedback on
Clean up desk, no techniques
paper on floor.
Students self-
evaluate by
referring to the
checklist (next
page)
1245-12- CONCLUSION (R):
50 Leave artwork on desk. Everyone walks around and looks at
each others.
One thing they liked about someone elses
Supervising teacher: Date:
Have I

coloured the crayon?

coloured the background?

used 4 different mediums?

I have not

Left spaces