Professional Documents
Culture Documents
Plan
Template
Date:
Class/Group:
Year
7
digital
technologies
Time:
9.00am
9:50am
1/07/2018
Room:
102b
Specific
Objectives/Learning
Goals:
This
lesson
plan
has
been
designed
to
enable
Year
7
students
to
undertake
visual
arts
appreciation
focusing
on
the
ideas
and
insights
the
artist
is
trying
to
relay
and
hence
understanding
the
work
aesthetically
using
the
language
of
vision.
It
uses
a
graffiti
art
program
to
generate
artwork,
which
opens
up
the
possibility
to
create
quick
media
testing
images,
assisting
them
in
the
design
development
process.
The
students
then
review
each
others
works
online
through
the
class
edmodo
account
and
bring
their
interpretation
ideas
to
the
next
class
for
discussion
This
lesson
will
cater
for
multiple
intelligences
and
aims
to
promote
creative
higher
order
thinking,
therefore
giving
all
students
an
opportunity
to
engage
with
the
topic.
Specific
objectives:
Use
digital
systems
to
represent
text,
image
and
audio
data
(ACTDIK024)
Students
use
https://www.totalgraffiti.com/
to
represent
text
through
image
and
create
an
art
work
used
for
media
testing
Create
and
communicate
information
collaboratively
online,
taking
into
account
social
contexts
(ACTDIP032)
Students
upload
their
designs
on
the
class
edmodo
page
for
collaboration
and
reflection
of
ideas
Ideas
and
design
development
for
art-making
(e.g.
brainstorm,
mind
map,
annotation/sketches,
media
testing)
(ACAVAM120)
Students
use
total
graffiti
as
a
platform
to
create
quick,
mess
free
media
testing
that
can
generate
multiple
pieces
fast
Personal
opinions
about
their
own
artwork
and
the
work
of
others,
supported
by
examples
within
artwork
(ACAVAR123)
Students
are
asked
to
view
each
others
art
works
and
reflect
back
on
this
bringing
feedback
to
the
next
class
for
discussion.
Prior
Learning:
Resources/Materials
required:
-Students
have
an
edmodo
account
and
are
-Ipads/computers
familiar
with
how
to
navigate
it
-Projector
-Students
are
aware
that
they
will
have
a
final
piece
due
that
explores
a
contemporary
-Newspaper
headings
in
a
jar
to
generate
an
idea
to
use
the
graffiti
tool
message
portrayed
through
the
form
of
for
street
art
https://www.edmodo.com/home#/group?id=24155233
-Students
have
been
exposed
to
previous
art
styles
before
and
have
knowledge
on
simple
art
techniques
such
as
tone,
shading
and
colour
-Students
are
familiar
with
Banksy
and
the
street
art
movement
Catering
for
Student
Diversity
Gifted
and
talented/early
finishes:
Work
on
multiple
works
(3+)
and
upload
all
of
them
on
edmodo
account
Self-reflection
of
there
own
work:
What
are
my
strong
points
in
this
artwork?
What
could
I
improve
on?
What
line
work
did
I
use
to
portray
my
new
paper
heading?
Learning
difficulties:
Sit
the
students
with
learning
difficulties
near
stronger/talented
students
to
assist
them
where
necessary
I
will
move
around
the
classroom
when
the
students
are
creating
their
work,
assisting
any
students
that
may
need
more
guidance
that
the
others.
Physical
disability:
Hearing
impairment
All
instructions
including
the
objectives
are
uploaded
on
the
class
edmodo
account
so
the
student
can
read
this
as
reference
instead
of
listening
I
will
ensure
the
student
is
confident
with
the
instructions
before
the
activity
starts
The
prezi
is
sound
free
and
can
be
read
easy
from
the
projector
screen
Lesson
Steps
Time:
Procedure
Comment
1. Pre-Lesson
-Organize
and
set
up
projector
and
you
tube
clip
on
computer
*Set
this
up
and
8.45am
https://www.youtube.com/watch?v=2PaPNWVQcco
have
this
playing
as
-Also
have
class
edmodo
account
open
on
my
computer
students
come
in
the
classroom.
https://www.edmodo.com/home#/group?id=24081694
Arrive
to
classroom
15
minutes
early
8.55am
Have
Ipads
in
the
classroom
or
make
sure
there
are
enough
computers
for
all
the
students
including
myself
for
my
presentation.
2. Introduction
+
Motivation/Engagement
*If
there
are
behavior
issues,
Play
YouTube
clip
the
100
most
creative
street
art
This
is
to
engage
the
students
Velcro
name
tags
to
ensure
they
are
in
the
right
mindset
when
they
are
stepping
into
the
class
and
on
each
computer
to
assist
in
class
to
settle
them
down.
room
management
Teacher
settles
students
as
quick
as
possible
to
ensure
correct
time
management
9.00am
(mark
roll)
Teacher
informs
student
to
take
a
seat
as
they
enter,
room
has
lights
off
so
the
students
can
easily
see
the
YouTube
clip.
3. Teacher
Input
9.05am
When
all
students
are
seated
the
teacher
stops
the
YouTube
and
welcomes
the
class.
Teacher
makes
sure
that
the
hearing
impaired
student
is
seated
near
the
front
of
class.
*Make
sure
that
students
Start
prezi
with
instructions
on
what
to
do
for
the
lesson:
understand
the
http://prezi.com/qf2ql50x4emo/?utm_campaign=share&utm_medium=copy
value
of
creating
artwork
that
is
computer
9.15am
Teacher
informs
students
that
they
will
be
a
graffiti
artist
today
and
that
they
will
generated.
have
the
opportunity
to
build
their
own
graffiti
using
a
computer
generated
system
which
is
an
easy
tool
to
generate
multiple
works
fast
for
media/colour
testing,
assisting
them
in
their
portfolio
and
explorations.
This
will
be
of
value
to
them,
as
they
will
get
to
create
simple
graffiti
works
fast,
which
will
aid
them
in
design
development
towards
their
final
piece.
Using
a
number
of
street
artists
as
an
inspiration
which
we
explored
in
previous
*Try
to
convey
what
the
mood
of
class,
each
person
will
select
a
newspaper
heading
from
the
jar
and
focus
on
a
the
work
through
key
word
from
it
to
base
their
art
work
around
this
issue
from
the
media,
create
colour,
tone
and
form.
an
artwork
by
the
end
of
the
class
and
upload
it
onto
our
edmodo
account
for
us
to
have
a
class
discussion
about
in
the
next
lesson.
Inform
students
to
draw
on
inspiration
from
the
artworks
we
have
previously
looked
at,
thinking
about
colour,
tone
and
form
to
convey
a
mood.
4. Class
Discussion
9.15-9.20am
*
Teacher
poses
questions
to
students
to
pair
and
share
with
their
partner
(displayed
on
the
prezi)
Pair
and
share
activity:
What
do
you
think
makes
a
strong
graffiti
piece?
What
do
many
street
artists
base
their
artwork
around?
What
makes
their
artwork
strong?
What
are
some
techniques
that
graffiti
artists
use
to
portray
their
message?
Teacher
gets
the
classes
attention
and
asks
a
few
students
to
share
their
thoughts
5. Student
Activity
9.20-9.45am
-Students
take
a
newspaper
heading
from
the
jar
provided
by
the
teacher
-Students
should
of
already
logged
onto
edmodo
account
and
will
now
start
their
graffiti
work
*
Teacher
may
put
the
YouTube
clip
back
up
of
the
graffiti
artists
to
act
as
inspiration
for
the
students
while
they
are
completing
their
art
works
if
it
seems
appropriate.
Sound
is
muted,
as
it
may
be
too
loud.
Teacher
makes
sure
that
students
are
logging
onto
the
correct
website
page
and
starting
their
graffiti
piece
quickly
During
the
activity,
move
around
the
classroom
to
ensure
that
students
are
participating
and
are
on
task
If
students
are
struggling
to
start
their
artwork,
allow
them
to
search
or
pinterest
their
ideas
or
words.
Alternatively
use
an
image
encyclopedia
website
to
generate
ideas
such
as
https://www.britannica.com/
6. Feedback
(During
activity
9.20-
Questions
the
students
may
ask:
9.40am)
-I
cant
do
this,
its
too
hard
to
navigate
the
spray
can
-I
am
stuck
on
what
to
draw
and
how
to
use
my
newspaper
heading
in
the
art
work
-How
is
this
helping
us?
9.45-9.50am
7. Teacher
Input
Teacher
informs
students
when
there
is
5
minutes
to
go
of
class
and
it
is
time
to
screen
shot
their
art
work
and
upload
it
onto
edmodo
Teacher
explains
the
homework
for
the
week
is
that
students
need
to
logon
to
edmodo
in
their
own
time
and
review
each
others
works
and
bring
feedback
to
the
next
class
for
discussion
8. Conclusion
Teacher
dismisses
students
Evaluation
of
Student
Learning:
-Was
the
graffiti
tool
easy
for
the
students
to
use?
-Did
they
have
enough
time
to
produce
work?
-Were
they
able
to
use
newspaper
headings
as
inspiration
effectively?
-Did
they
use
a
variety
or
techniques
in
their
artwork?
-Were
the
weaker
students
able
to
complete
this
task
effectively?
-Was
this
task
too
simple
for
the
higher
achievers
Self-Evaluation/Reflection:
Were
the
students
engaged
with
the
topic?
Were
the
concepts
suitable
for
the
students
cognitive
level?
Was
my
time
management
effective?
Did
the
students
have
any
confusion
on
what
to
do?
Were
the
students
able
to
see
the
reasoning
for
the
lesson?
Was
the
lesson
designed
for
a
range
of
levels
(high,
low,
other)
What
are
some
ways
that
I
can
improve
the
lesson?
Were
the
ICT
and
DT
tools
used
effectively
ie
did
they
assist
in
a
way
better
to
pen
+
paper
or
paint
+
paper?