Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: 2 Time: 1:50am-2:50pm Date: June 2018 Students’ Prior Knowledge:

Learning Area: Visual Art  Students recognise primary, secondary, warm

and cool colours
Strand/Topic from the Australian Curriculum
Development of artistic skills through experimentation with:
-Colour (warm, cool colours)
(ACAVAM107)

General Capabilities (that may potentially be covered in the lesson)

✓
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understandin
thinking competence g
✓
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Asia and Australia’s engagement Sustainability
Islander histories and cultures with Asia
Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will:

 Finish their Warm/Cool artworks
 Recall Primary, Secondary, Warm and Cool colours

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 PowerPoint  Help Ellie finish her artwork and perhaps keep
 Paper for early finishers her on task by sorting the warm and cool
colours into two piles, so she puts the right
colours in the correct section.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
The students all managed to finish their artworks by the end of the lesson and many of them got onto the ‘early
finisher’ activity which they enjoyed doing. It gave them responsibility to create an artwork suitable for their partner to
colour in, and also gave them a chance to label what type of colour should be used (warm, cool, primary, secondary).
As this was a lesson dedicated to having students finish their artworks and recap some of the colour information we
had learnt in prior lessons, I think that the objectives were met and that it was a nice wrap up lesson for the warm/cool
colour concept.

Teacher self-reflection and self-evaluation:

As with many of my art lessons, I want to give students as much time as possible to get through their artwork,
therefore we ran out of time to do the colour quiz at the end, however I was able to ask some questions to random
students before we wrapped up the lesson.

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[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
1:50pm  Have a few boxes of oil pastels set out on each table to avoid crowding Oil Pastels
around the art box.

 WALT: Continue working on warm, cool, primary and secondary

colours

 Today’s lesson will be dedicated time to finish the beach oil pastel
artworks that we began last week.

 To refresh students’ memory about the colour wheel show them the
Colour Song. Question students asking them what the primary, YouTube Link
1:55pm
secondary, warm and cool colours are.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

 Tell students that we are going to work quietly at a 5% noise level to

start with so that we can get the artworks done today.
2pm
 Call out name on students’ work and instruct them to go back to their
desks quietly, roll up their sleeves and work quietly. Stop the class if
student’s do not follow instructions in regard to noise level.
2:10pm
 Walk around the class as students work to keep them on task.

 When students finish their artwork have them hand it in then explain
Paper for colouring in
their next task. They are to create a colouring page that your partner
pages activity
2:20pm can colour in. Ensure that the person colouring in can use all colours
on the colour wheel in the drawing. Give them some suggestions for a
picture to draw.

 Once they have finished the drawing, they must label the parts as to
whether it should be coloured in with a warm, cool, primary or
2:30pm secondary colour and your partner will use that type of colour to colour
each part.

 Swap drawings with a partner and colour them in.

Lesson Closure:(Review lesson objectives with students)

 Bring students back to the mat and choose students who have finished
2:40pm
their art to come and show their artwork. Ask students sitting down to

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 tell me how the different parts of the artwork make them feel.

 Finish off with a Colour quiz. Call out two students at a time (like last
man standing) and the ask colour related questions
1. What is one primary colour? Red
2. What secondary colour is made from mixing blue and red? Purple
2.50pm 3. Is the colour red warm or cool? Warm
4. Is the colour blue warm or cool? Cool
5. What feelings are related to warm colours? Happy, intense, warm
6. What feelings are related to cool colours? Calm, sad, serene, cold
7. What colour do you get when you mix blue and yellow? Green
8. What are the three primary colours?
9. What are the three secondary colours?
10. Are all primary colours warm?

Transition: (What needs to happen prior to the next lesson?)

 Students need to put the pastels away, wash their hands then return to
the classroom to Stack and Pack. Desk wipers will need to wipe the
crayon marks off the desk/

Assessment: (Were the lesson objectives met? How will these be judged?)
We completed this activity over two lessons. The notes from this lesson will be
transferred to the previous art lesson checklist.