Lesson Plan Format

Class: Year 7 Date: 7/05/2013 Time: Start: 11.20am Finish: 12.10pm Key Learning Area: Visual Arts Lesson Topic: Still Life

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson): Students have some basic drawing skills and basic understandings of tone. Syllabus Outcome(s): One or two only. Please note the syllabus reference number AND write out in full. Indicators of Learning for this lesson: Behaviours that contribute toward achievement of outcome(s). Quote syllabus numbers. Must be clear, specific, observable. Curriculum Content Strands may be used as headings. By the end of this lesson, the students will: - Ss will become familiar with different aspects of a still life painting by viewing three still life works of art. Assessment: Strategies which will be used to assess learners attainment of learning outcomes. Should be linked to each learning indicator. - Ss answer questions with a clear understanding of the genre, still life.

Comment [F1]: 1.5. This demonstrates the way in which I have planned a lesson taking into account students prior achievements.

- Practice 4.1 Uses a range of strategies to explore different art making conventions and procedures to make artwork. - Resolution 4.6 Selects different materials and techniques to make artworks.

- Ss will demonstrate their understanding of a still life by creating their own still life drawing using pencils.

- Observe Ss draw their artworks that approximate an approach to artistic practice. - Observe Ss practical understanding of how to add tone to their drawings to create shadows. - Observe Ss drawing what they see, not what they think they see.

- Ss will demonstrate their knowledge of value with their shading techniques. - Ss will demonstrate their ability to look at something and draw it realistically.

Comment [F2]: 2.3. Here I have designed a lesson using knowledge of the NSW Visual Arts Syllabus. Comment [F3]: 5.1. These informal, formative assessment strategies are designed to assess learners attainment of the intended learning outcomes in Practice and Resolution.

Any safety issues to be considered: There are no safety issues.

Resources: List resources you used in preparing the lesson AND those used in the lesson implementation. Board of studies NSW (2003). Visual Arts 7-10: Syllabus: Sydney: BOS Props (a large jug and bottle) for the still life drawing. PowerPoint presentation viewed on the smart board. Ss pencils, eraser, sharpener and visual arts diary. Copies (1 per student) of an image of the props used in the still life drawing, with a grid over the image.

Comment [F4]: 4.4. This demonstrates my use of strategies to support students safety. Comment [F5]: 3.4. This is an example of my use of a range of teaching resources to engage students in the learning process, including still life examples.

LESSON SEQUENCE
Lesson Content / Indicators of Learning (What is Taught): Note key skills, concepts and values addressed in each section. Link to your Indicators of Learning. INTRODUCTION Identifying what still life is Q. What is a still life? A. A painting or drawing of an arrangement of objects Q. What kind of objects would you find in a still life drawing or painting? A. Jugs, vases, bowls of fruit, food etc. Timing (mins) Teaching Strategies / Learning Experiences: (How it is taught) Write detailed steps showing what the teacher (T) will do and what students (Ss) will do. Resources and Organisation:

11:20

T asks Ss to move to their desks, get visual arts diary, pencils, eraser and sharpener out and sit quietly. T greets Ss praise settled behaviour. Use eye contact and names if needed. T asks questions about still life. T reminds Ss to raise hands to answer. T asks Ss by name to respond. T explains to Ss what will be involved in todays lesson. Ss raise their hands if they have any questions.

Ss visual art diary, pencils, eraser and sharpener ready to begin the lesson.
Comment [F7]: 4.2. This illustrates my knowledge of strategies to organize classroom activities and provide clear directions. Comment [F8]: 3.2. The introduction here is designed to gain students attention and motivation, and to immediately get learners physically engaged in the lesson. Comment [F6]: 3.5. Note the use of lower- order questioning to engage learners by activating their prior learning and building their confidence.

DEVELOPMENT Understanding different aspects of still life art. Q. Why would artists want to paint a still life? A. It is convenient. An artist can stay in the studio and have complete control over the selecting, arranging, and lighting of the objects. The arrangement can remain in exactly the same position for as long periods of time. Q. How can an artist organise a still life to prevent it from being chaotic? A. Select objects with a theme in mind. Choose one or two colours that appear on most of the objects. Use a variety of the same object. 11.25 T shows Ss on the smart board three still life paintings by Vincent Van Gogh, Claude Monet and Paul Cezanne to demonstrate what a still life artwork can be. T asks Ss questions about the genre still life. Ss raise their hands to respond to the questions on the genre still life from information they have gathered from the paintings on the smart board. T asks more than one Ss to answer the same questions as there are several different responses. T commends Ss great work on answering all of the questions. PowerPoint presentation on smart board.

Comment [F11]: 2.6. This demonstrates my effective teaching strategy to integrate ICT into learning and teaching.

Demonstrating developing confidence and technique in drawing a still life. Identifying different techniques Q. Can you see a direct light source? Q. Can you pick where the negative spaces are? Q. Can you accurately draw the correct proportions of the props? Q. Can you see a good range of tone?

11.30

T compares the props in the room with Claude Monets painting on the smart board. T suggests techniques Ss can use when drawing their own still life. T asks if Ss understand the task properly and if they have any questions. Ss raise hands to ask further questions. T gives Ss 15 minutes drawing time. Ss begin to draw their own still life in their visual arts diary using the props on the table in front of them T monitors and assists. T talks to Ss individually if they finish earlier than other Ss and points out more advanced techniques to try on their drawing. T lets Ss know when they have 2 minutes left.

Props (a large jug and bottle) ready on table in centre of the classroom.

Comment [F9]: 4.1 & 4.3. This demonstrates my knowledge of practical approaches to support inclusive student participation and to manage behavior. Use of students names is one simple strategy which helps to develop rapport with students. Comment [F10]: 5.2. This demonstrates my ability to provide positive feedback.

The lesson is handed over to Lesley Choi

11.47

Summary of Lesleys lesson as follows (25 minutes):

CLOSURE Lesley passes Ss copies (1 per student) of an image of the props used in the still life drawing, with a grid over the image. She then will get Ss to draw the same size grid in their visual arts diary. Ss will draw the image that was handed out to them exactly to scale in their visual arts diary. Lesley concludes the lesson by asking the students to compare their first drawing with their second drawing. She then asks Ss to answer on what task was harder and why that might be. Lesley goes on to review the key points of the lesson. Ss can finish the task in their spare time if they did not get to complete it in the lesson.

Copies (1 per student) of an image of the props used in the still life drawing, with a grid over the image.

Student Teachers Evaluation (write reflections on the following): Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes? As the lesson was longer than anticipated, it was cut short by 20 minutes. What I managed to cover in the lesson was enough to begin to achieve the intended learning outcomes. Majority of students were unable to complete the second task (appendix 2), although the students were able to complete it for homework. All students showed commitment in experimenting different techniques within their drawings, however for the learners to achieve the intended learning outcomes completely, another lesson on still life would need to be carried out.

Describe the evidence you have for this. I was able to take photographs of a students work. Appendix 1 shows the students still life drawing. The artwork shows the student demonstrating they have some understanding of what a still life drawing is. However drawing anything takes practice therefore another lesson would be needed. Appendix 2 shows the second task by the same student. I was unable to see the finished result due to the lesson running overtime, nonetheless it is evident that the student understands what it is to draw what they see and not what they think they see as they had in appendix 1.

Outline the follow-up to this lesson for the learners. The follow up lesson would review techniques that can be used in drawing a still life and also review what the students learnt from drawing within a grid (appendix 2). I would set up a new still life for the students to draw, though this time they would have 40 minutes to complete the drawing. Students will be given an A3 size piece of paper and at the end of the lesson, will need to hand it in for assessment. The students will have time to implement the techniques that they have learnt from the previous lesson and also to experiment with new ones. I will have prepared my own drawings of the objects and they can be passed around throughout the lesson as a guide.

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Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why. The lesson worked well when I asked the students the questions at the beginning of the lesson. More than one student had their hand up at all times, and I was able to take every response and give positive feedback. Having the props set up in the middle of the room as the kids enter had an effective impact on the students from the beginning of the lesson as they knew it would mean something new and exciting for them to do in class. The drawings the students were asked to do were challenging and fun which kept the students engaged in the entire lesson.

Identify the teaching strategies / learning experiences that were least effective. Explain why. Having the students go straight into drawing a still life without any prior training made some of the students feel overwhelmed. A few of the students took a while to get started on their drawing as they did not know where to begin. I kept an eye out for students who were embarrassed to ask for help and assisted them in getting started, giving them simple ideas to use. For example, concentrate on one object to start with.

How appropriate was the timing throughout the various sections of the lesson? Why? The first 10 minutes of the lesson ran smoothly and the timing was spot on. Once the practical drawing activities begun, it became clear that I underestimated the length of time it would take for the students to draw the still life. Time for this activity ran over by 5 minutes in which I had to pass the lesson on to Lesley and she was to begin the second task of the lesson. The grid drawing was to have a 15 minute time limit also, although again the timing was underestimated and therefore Lesley was unable to complete her part of the lesson as they were given extra drawing time.

Describe how the selection and use of resources supported learning in the lesson. The PowerPoint presentation was the key to start off the lesson. It gave the students an understanding of what still life is, even though we were able to talk about still life, seeing it in a picture gave students a better understanding of what it is. The props in the centre of the room were the key component to the first task of the lesson as the students used them to draw their own still life as well as the grid picture handed out by Lesley to complete the second task. The students were able to paste the picture in their visual arts diary to compare to their own drawing on the opposite page and that gave them a chance to also complete the task for homework. To participate in the lesson, students had their own visual arts diary, pencils, eraser and sharpener.

Identify what motivated the students. Explain why. The idea of the lesson was to be hands-on, challenging but achievable and creative. The questions I asked at the beginning of the lesson had already been answered by viewing the presentation. As I asked the students the questions on still life, they were all engaged, motivated and had their hands up because they were excited that they knew the answers. I made the students feel like their input was valued and gave immediate positive feedback to every student who answered a question. The students were confident and motivated going into the drawing tasks, as it was new and exciting for them because it was something they had never done before. It was a guided, independent practice with short term goals for the students to feel a sense of accomplishment.

Identify the classroom management strategies that were most effective. Explain why. At the beginning of the lesson it was made clear that a student had to put their hand up if they wanted to answer a question or needed help in a task. This prevented the students from talking all at once. As each student answered a question, I gave them immediate positive feedback. Giving the students confidence to keep answering my questions. The students were allowed to talk quietly as they worked, although talking across the room was discouraged as it was a distraction to other students. Giving the students a specific time in which they had to draw their still life and reminding them of how much time they had left kept students on track.

What was most satisfying about the lesson? The most satisfying was when the students were all engaged at the very start of the lesson, answering all of my questions on still life. Seeing the students work on the tasks that I had set out for them was also satisfying as I managed to see the results of what I had asked them to do.

Based on these reflections, outline the steps you should now take to improve your teaching in future lessons. I would make a more realistic timeline for practical activities. Having handouts for the students, with techniques for the task they are about to do would be ideal, this is something that they can put in their visual arts diary and refer back to when needed in the future. I would also have examples of already made work to show the students to give them a solid idea of what is expected of them. Based on my supervising teachers comments, I would also have the students write down some of their own ideas on the topic I am teaching and include more brainstorming with the students.

Colleague teachers comments: (Reference could be made, for example, to planning and preparation,
knowledge of curriculum, organisation, motivation of pupils, strategies used, interaction with students, classroom management, catering for individual needs, use of resources, etc.) - Good start Image examples for students to refer to. Good response to the silly answer from one student. Did not make the student feel stupid. Good interaction with students. Maybe get the students to write a definition of their own based on what they have understood of what still life is. Brainstorm ideas of what makes a still life just to ensure all students understand. Good morning all around. Volunteering student assistance. Good tips and voice projection. - Planning Very well done. Great props and resources. Good use of smart board. - Students enjoyed/ responded to your presence in the room. - Warm and helpful with assisting students. - Good prompting of time limit. - Good suggestion of finishing it at the end. - Overall students were excited and enthusiastic about the activity.

References Board of Studies NSW (2003). Visual Arts 7-10: Syllabus: Sydney: BOS