PROFESSIONAL EXPERIENCE Year 3 Undergraduate and Year 1 Master of Teaching

LESSON PLAN
Learning Area:

Art

Year level/Class: 9-2

Date:

Unit Topic :

21/7/2014

Painting techniques and portraits

Achievement standard /Performance Standard:

By the end of Year 10, students evaluate how representations communicate artistic intentions in artworks
they make and view. They evaluate artworks and displays from different cultures, times and places. They
analyse connections between visual conventions, practices and viewpoints that represent their own and
others ideas. They identify influences of other artists on their own artworks.
Students manipulate materials, techniques and processes to develop and refine techniques and processes to
represent ideas and subject matter in their artworks.

Lesson number for this unit :

5 lesson per week x 4 weeks

Lesson Objectives:
As a result of engaging actively in this lesson students will be able to:
Manipulate materials, techniques, technologies and processes to develop and represent their own artistic
intentions (ACAVAM126)
Develop and refine techniques and processes to represent ideas and subject matter (ACAVAM127)
Plan and design artworks that represent artistic intention (ACAVAM128)

Connections with Cross Curriculum Priorities and General Capabilities if using AC:
Literacy
Information and communication technology capability
Critical and creative thinking

Personal and social capability

Intercultural understanding

LESSON OUTLINE

Introduction

Main Learning Task/s

Presenting a short list of examples of close up (face) style portraits and documenting their reflections,
thoughts and opinions in their visual diaries - 2x lessons

Taking photos of themselves or friends using their ipads - presenting them in their visual diaries and
recording their thoughts - 2x lessons

Completing a colour mixing and matching task - 2x lessons

Creating their own portraits in the style of Shepard Fairey 8x lessons

Task outline and instructions

Presenting a short list of examples of close up (face) style portraits and documenting their reflections in
their visual diaries
Students will be asked to find photographs of faces (portrait style) using internet sources (google
image search) or cutting out of magazine (make up advertisements). Once students have collected no fewer
then six different images, they are to paste them in their visual diaries accompanied by their own thoughts
and opinions about how they see the differences in the images as the viewer. What is the most aesthetically
pleasing? How so?

Taking photos of themselves or friends using their ipads - presenting them in their visual diaries and
recording their thoughts.
Now that the students know what they like in a portrait (positions, distance from the camera, lighting,
etc) they are to take a series of photos themselves using their ipads, and paste them in their log books. As
with the first task, the students will be expected to record in writing which photographs they prefer/reject, their
favorite, etc.

Completing a colour mixing and matching task

In preparation for the major assessment task, the students will be taught colour theory, using the
colour wheel. They will learn about primary and secondary colours, complimentary colours and colour

harmony, and colour context. The task will consist of students filling their own task sheet by mixing their own
paint.

Creating their own portraits in the style of Shepard Fairey

Students will be introduced to the work of Artist Shepard Fairey, whose most famous work was the
Obey poster. They will be shown how he creates simplistic portraits using complimentary colours.
Now that students have learnt the basics of colour theory, they will be asked to plan their final
portrait. They will need to chose their subject - either own photograph or one from the internet is fine, but
they will need to explain their decision. They will need to choose their colours schemes - either mono
chromatic scheme or two complimentary colours (one primary and one secondary) and practice mixing
varying shades of the colours in their visual diaries.
Next the students will get their chosen image photocopied in black and white A3 size and trace the
outlines of the varying shades onto a blank piece of paper lightly with a lead pencil. The students will fill in
the shapes by matching the shades and tones of the black and white photocopy with a shade of colour they
mix themselves.

Teaching strategies:
I plan to scaffold learning by demonstrating how to do each task step by step and only move on to the next
component of the unit when the whole class is ready. This will hopefully keep the whole class at similar
stages in terms of progress.

Resources Needed:
Ipads, computers, printers, light/tracing box, paint, paintbrushes

Catering to students with diverse learning needs:

In this class there is one student dyslexia, one student with an intellectual disability, and one student who is
part of the ignite program. As to not draw attention to those students who may learn at a slower pace then
most students, I will not create a separate curriculum for them. I will be happy to gage their skill level during
the first lessons of this unit and negotiate any assessment tasks theyll stubble with.
The ignite student may be ahead of the class - especially in terms of the theory and research work, so I plan
to give them further suggestions of research areas to broaden their knowledge level.
Of course, any students who finishes the unit before others has the option to complete a free choice drawing
during class.

Desired Outcomes:
10.2 Manipulate materials, techniques, technologies and processes to develop and represent their own
artistic intentions
General capabilities: Lit, ICT, PSC, CCT, EU, ICU
Cross-curriculum priorities: ATSIHC, AAEA, SUST

10.3 Develop and refine techniques and processes to represent ideas and subject matter
General capabilities: Lit, ICT, PSC, CCT
Cross-curriculum priorities: ATSIHC, AAEA, SUST

10.4 Plan and design artworks that represent artistic intention

General capabilities: ICT, PSC, CCT Cross-curriculum priorities: AAEA, SUST