Standard 1: Know students and how they learn Lesson 1

Lesson 1: KLA: Creative Arts Sally Morgan Art 5/6 M Melissa Brinkworth
LEARNING OUTCOMES
Stage 3 Outcomes
VAS3.1 Investigates subject matter to represent
likeness of things in the world.
VAS3.2 Makes artworks for different audiences,
assembling materials in a variety of ways.
VAS3.3 Acknowledges that audiences respond in
different ways to artworks and that there are
different opinions about the value of artwork
VAS3.4 Communicates about the ways in which
subject matter is represented in artworks
DATE:
LESSON OBJECTIVES
Learn to:
Think about their artmaking as a kind of
social practice that employs both their own
resources and their understanding of art.
Learn about:
A range of concepts and subject matter that
is of interest to the art world and
community
How audiences can form different opinions
about artworks and artist
1.5 Differentiate teaching to meet the specific learning needs of
students across the full range of abilities
I have demonstrated knowledge and understanding of strategies for
differentiating teaching to meet the specific learning needs of students
across the full range of abilities
Design lessons based on students learning styles.
Group students by shared interest, topic or ability
Assess students learning using formative assessment.
Manage the classroom to create a safe and supportive
environment.
Continually assess and adjust lesson content to meet students
needs.

TIME: ENGAGE: Introduction

45 After reading and Discussing My Country (2011) Illustrated by Sally Morgan children
minutes would be asked to have a go at creating their own piece of work inspired by Morgan
Illustrations.
The book would be use as stimuli or prompts. Pair and Share information about the text
My Country. How does it make you feel? How do you feel about your country Australia?
EXPLORE: Middle
My Country Written by Ezekiel Kwaymullina and illustrated by Sally Morgan (2011)
Meerreeng-a Here is my country:
The story of Aboriginal Victoria told through art (Edited by Chris Keeler and Vicki
Couzens, 2010)
Provides many examples of Indigenous artwork
(traditional and contemporary taking many forms). Includes stories of The
Dreaming (connection to country, place and belonging) and explanations.
Great way to expose children to many different types of indigenous art. In
groups students look at different types of art works and discuss, share opinions
and connect with the artwork.
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1.2 Understand how students learn
The techniques I have used for this lesson was to show examples of
group work, whole class instruction
Summaries and Reflections Students stop and reflect, make sense of
what they have heard or read, derive personal meaning from their
learning experiences, and/or increase their metacognitive skills. These
require that students use content-specific language.
Visual Representations of Information Students will use both words and
pictures to make connections and increase memory, facilitating retrieval
of information later. This "dual coding" helps teachers address classroom
diversity, preferences in learning style, and different ways of "knowing."
Collaborative Activities Students can move and/or communicate with
others as they develop and demonstrate their understanding of concepts.
1.4 Strategies to cater for Aboriginal and Torres Strait Islander Students
I know using my own connection to my family and culture worked well
because students were engaged and were eager to share their stories
with me.
Students worked in groups to discuss the story My Country what
connection, feelings, like-dislike? How do the students fell about Australia
or their own country? Making a connection to the content of the book,
discuss my connection to country.
Standard 1: Know students and how they learn Lesson 1

EXPLAIN:
The aim would be for children to create a unique piece of artwork in a similar style,
incorporating techniques employed my Morgan. It would allow for expression and
exploration of the concept of identity and contemporary indigenous art. Children would
be encouraged to consider cultural contexts, the environment, place, belonging and
1.2 Understand how students learn
other factors that may assist in the development and I have used a guided inquiry providing a scaffolded approach for this
construction of their final piece. lesson
ELABORATE:
I have created units of work to develop students understanding of
Divide 1 piece of A3 paper into 6 equal parts.
Aboriginal and Torres Strait Islander histories and cultures through
Draw a landscape in each section stories, events in history and creative arts.
Draw a serpent around the edge of a piece of art paper.
IEPS When student completes set task work. Student gets 10-
Cut out the serpent, add crayon patterns and glue down to encircle the scene. minute free time board game or cards.
TIME: EVALUATE:
Extension work design your own Aboriginal landscape
5 Questions such as: Are the children engaging in the topic, are they interested in making
minutes new discoveries and asking questions or are they being challenged would enable
teachers to determine how effective the task has been in achieving the purpose. In this
case, informal assessment would occur through discussions and conversations with
children whilst theyre completing the task.
Asking such questions as;
Why have you used those colours?
How have you managed to achieve that effect?
What stories are telling through your artwork?
Do you think this is an easy task, why or why not?
Ensuring that they can justify their response.
Why do you think its important that we understand indigenous art and respect
it?
What aspects (family, friends, community, culture, and environment) do you
think might help you form and or develop your identity?
Why do you think art is a significant part of their Aboriginal culture? What are
the paintings often depicting to the audience?

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Standard 1: Know students and how they learn Lesson 1

REFLECTION:
Timing: timing was perfect
Engagement: students were engaged especially when I introduced
my own Aboriginal family to the students.
Behaviour: Students were engaged and actively participating.
I need to wait for students to settle down, when I start talking.
Use more of the classroom rewards to reward students with good
behaviours.
Lesson Content: Informative
What would I change: Overall, this lesson went very well? I feel
that the students understood everything that was expected of them and they did live up to my
expectations. The students were actively participating and responding to my questions and
commands. The art work was beautiful, just needed some more time to complete them. The
students worked well and enjoyed showing the rest of the class what they had completed.
I am pleased with lesson as it was engaging and fun, but it allowed me to build strong
relationships with the Indigenous students within the class and make connections with all
students. This lesson could develop further by including other students cultures, using this
lesson to share knowledge of their culture through art work.
WEBSITES/RESOURCES 1.5.1 Demonstrate knowledge and understanding of
strategies for differentiating teaching to meet the specific
My Country book, Sally Morgan pictures, Aboriginal artwork for comparison, Landscape images
learning needs of students across the full range of abilities
Coloured paper, Oil pastels Crayons, Glue, PowerPoint Display
In this lesson, I have used Resource-based learning (this
Creative arts Lesson allows students to access information from a variety of
3 01.03.2017.pptx
formats and mediums catering to different learning styles,
Indigenous symbols and meanings interests and abilities)
http://www.ourladyofdolours.qld.edu.au/Indigenous/symbols_01.htm
Aboriginal art and use of symbols
http://www.aboriginalartonline.com/culture/symbols.php
Examples of how the symbols have been used in art and the importance of meaning:
http://www.aboriginalartstore.com.au/aboriginal-art-culture/aboriginal-symbols-and-their-m.php

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