Lesson Plan

Year level(s)__Year 8_____

Learning area/ACARA _Visual Arts (ACAVAM121)__

Date/Time_27.08.14_(60 mins)

Lesson focus Three dimensional paper sculptures________

Background Information

Students have some prior knowledge of three dimensional forms ( Maths topic looking at
solid shapes, cones, pyramids, cylinders)
Use and experiment with different materials, techniques and processes to make artworks
Students have experience of cutting and tearing paper but not applying this to a sculptural
three dimensional form.
A year eight class with mixed abilities but a high percentage of educational support
students.


Teaching/Learning Purposes(s) (written in terms of outcomes):

At the end of this session the students should be able to :

Differentiate between two and three dimensional forms. Also be able to describe
the unique characteristics of each.
Create a three dimensional from two dimensional materials.
To manipulate given materials (paper, card, glue and scissors) by tearing, folding,
cutting and create new inventive methods.
To develop into independent thinkers, to make choices and create personal
confident pieces of art.
Develop a sense of special awareness and form.
Understand the terms, form, line, space and texture.



Preparation:

Materials needed to complete task
75 sheets of standard A4 photocopy paper (3 each for 25 students )
30 sheets of A4 white card Medium grade (5 spare)
30 Glue sticks
30 Pairs of scissors
Example of 3D paper relief (Introduction).
2D flat paper square and 3D cube (Introduction)
Set one workstation up with equipment required (use as example)


Learning Experiences:
1. How will I engage the learners?

Introduction (5 mins)

Ask the students to line up quietly outside the door. Give clear directions
instructing them to remove their hats, non- regulation jumpers and place with their
bags in the allocated area at the back of the room. Ask the students to stand
quietly around the demonstration table. Before the lesson commences make sure
all students are paying attention and ready to focus on task. Take the roll call.
Gain students attention show two objects, a cube and a paper square. Pose the
question Who can tell me the difference between the two shapes. Is there a
difference?
Encourage more than one response; give positive feedback to encourage
engagement and participation of other students.
If the students are not using the correct terminology then ask Can anyone tell me
which shape is three dimensional and why?
Explain to the students that a 3D object has depth as well as length and width.
Brainstorm with the group to name some examples eg, Our bodies.
Introduce three dimensional terminologies to students (form, texture, space, line
and texture. Explain that any three dimensional object can be viewed from more
than one direction. Important to make all explanations as simple as possible.


2. Student tasks and activities (what will the students do to achieve the lesson
purpose(s)?

Introducing the task (10 mins)

Explain to the students that the task will be to create their own 3D form. Show the
students the card and the paper and explain that the card will be used as a base
for the paper sculpture.
Pose the question What do you think you can do to the paper to make a 3D form
onto the card?
Make suggestions to encourage the students to use their imaginations, Can we
tear the paper?
Encourage students to brainstorm alternative ways to manipulate the paper.
Show the students my model of the task. It is important not to do this earlier as I
will be predetermining the childrens thinking process and limiting their creativity.
Explain that each students art work is unique and that they must individually make
creative decisions.
There are no wrong responses but to be confident in their interpretations and to
use their imaginations.
Encourage the students to view my model from all directions to get a feel of special
awareness.
Finally run through the basic instructions of the task and make the different steps
clear so that the students have an understanding of what is required. Show the
students the materials set up at the demo area and inform them of the location of
all materials needed.

Each student will have one piece of card for the base, three sheets of

paper, a pair of scissors and a glue stick.
Required to put their names on the card at the start of the activity.
Use different methods to shape the paper. (cut, fold, roll, scrunch, tear)
Stick creatively onto the card to make imaginative 3D forms and to consider
the spaces in between.

Task (30 mins)
Ask students to collect all materials required for the task from the bench and return
quietly to their desks in a responsible manner. Monitor this transition and manage if
required.

Students begin task to create artwork and explore their understanding of 3D forms.
During the task I will both monitor and participate
Praise and encourage the students
Work alongside students to spark ideas and experiment with medium
Encourage students to share experiences
Acknowledge students who are working well and encourage others who
may find creativity difficult.

Tidy up (10 mins)
Use voice (low key) to gain students attention by commenting on the fantastic
variety of artwork they have produced and acknowledge the students imaginative
responses.
Explain that they have only 10 minutes to tidy away in a responsible manner. Each
table is to take responsibility for their own space, to return all equipment to
appropriate place and to recycle when possible. It is important to monitor this and
to use appropriate management strategies (tone of voice, proximity, reinforcement
and eye contact)



3. Conclusion (how do you summarise the learning and relate it to the lesson
purpose(s)?

Conclusion (5 mins)

Direct the students to quickly and quietly sit back at the demonstration table.
Discuss the outcomes of the task and encourage the students to share ideas and
showcase their individual responses. During discussion use divergent questioning
to assess students understanding of subject and encourage use of correct
terminology by reinforcing common terms (space, form, dimension)
The students work should display thoughtful responses enabling them to
manipulate flat materials in such a way to construct a creative 3D form. One that
considers space, texture and depth. The students should not only recognise the
difference between 2D and 3D forms but it is important that they understand the
principles.





Assessment and evaluation: (How do you know the students have achieved the
learning purpose(s). Evaluate your own performance)

Through assessment of final pieces and questioning the students I am able to
quantify their understanding of the concept I also observed the students during the
task relating their work and ideas back to learning objectives.

The students used a variety of imaginative ways to manipulate the paper and
considered special awareness. They produced very individual responses, some
more confidentially than other others. The majority of students experimented with
layering paper to create depth while others created pictorial reliefs.
Some students do find it difficult to think creatively or have little self- confidence
and need more direction. I allocated time to give individual encouragement to help
build their confidence. I made sure that I positioned myself in such a way that while
helping individuals I could also view the remaining students.
In showing them the model of my artwork am I predetermining their creative
responses and would their responses be the same if I had not shown them it.

During the introduction I asked the students to consider the qualities of paper and
apply these to three dimensional forms. On reflection I think it would have been
beneficial to give the students strips of paper and brainstorm different ways of
manipulating it as a group. The students who were finding the concept difficult
would have benefited from this.

I had organised all the materials and resources needed prior to the lesson. I had a
clear lesson plan with concise learning objectives and I gave clear simple
instructions to the students. I discussed with the group the element of three
dimensional design and produced a visual model to inspire them. I think this
definitely helped the students to engage and encouraged them to construct their
own interpretation. The students engaged very quickly and were on task
throughout the session. I had only experienced working with them on one occasion
therefore I knew I would have to implement certain management strategies. Each
group brings different dynamics into the classroom and from previous experience I
felt I would have to take the firm but fair approach. I used low key responses, eye
contact and proximity but changed the tone of my voice in order to keep control of
the lesson. I thought it was really important to give praise consistently amongst the
group as this encouraged the students to develop their ideas.

In general I was really pleased with the lesson however I should have left more
time for the evaluation period. It is important that time should be allocated for
students to discuss their work and to verbally express their ideas with the group.
All students should be given the opportunity to participate in the discussion or
some students could feel undervalued. Due to time constraints I felt that I had not
explored their work in relation to the learning objectives. I also had some time
management issues towards the end of the lesson and I had relied on a students
watch to monitor the time. I realised it was 10 minutes fast and quickly had to
develop an extension activity. I have certainly learnt a lesson and I will be
purchasing a watch prior to my next placement.

I am left with the impression that giving a lesson at secondary level is far more

than purely delivering the content of the subject but also to consider the
management of the lesson. The management of all the variables such as greeting
the students at the door, the roll call, filling out truancy forms for student services,
behaviour management and embracing the diversity within the classroom.