SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT:

VISUAL ART, YEAR 8

DATE:

NO. OF STUDENTS: 30
LESSON DURATION: 40 mins
TOPIC/FOCUS: Structuring an analysis of an artwork
Victorian Curriculum Statement:
Analyse how ideas and viewpoints are expressed in art works and how they are viewed by audiences(VCAVAR038)
Identify and connect specific features of visual artworks from different cultures, historical and contemporary
times (VCAVAR039)
Investigate the difference between a description and an explanation. (VCCCTR036)
GOALS AND OBJECTIVES (INCLUDE LINK TO Victorian Curriculum):
Students will be able to:
Analyse an artwork together using correct format of describing, analysing, and interpreting. (VCAVAR038)
Differentiate in pairs the types of responses that make up the structure of an analysis - describing, analysing and
interpreting. (VCAVAR038) (VCCCTR036)
Demonstrate that they can successful upload a picture of their chosen artwork onto blog with labelled for re-use
usage rights. (ETHICAL CAPABILITY) (VCECD017)
SUMMARY OF RESOURCES REQUIRED:
Yellow, green, 3x different coloured whiteboard markers, whiteboard, students visual diaries, projector, laptop, I will have
already asked students to bring 3 different colours highlighters each, laptop for each student.
LESSON PROCEDURE

TIMIN
G

RESOURC
ES

STEPS OF THE LESSON

(key activities and key questions)

2min

Power
point,
laptop

OPENING:
Recap of last lesson
Ask students to recall what we
did.
Reiterate to students:
We:
DESCRIBED
ANALYSED
INTERPRETED
Write words on board in that
order.

10min

EXPECTED
STUDENT
REACTIONS OR
RESPONSES
Expected
responses: We
identified the
impact of organic
and geometric
lines and shapes
on a artwork. How
these elements
can affect the over
all feel or
meaning of a
work/the artists
intention.

-Revisit students homework task

of identifying an artwork of their
choosing, that shoes evidence of
geometric/organic shapes/line.
-Ask for a volunteer from the
class to share their artwork.
-Search for artwork online via

Students raise

TEACHER
RESPONSES TO
STUDENTS
(including
consideration of
the need to adapt,
reteach or extend)

-Actively listen to
responses,
paraphrase
students
responses if
needed so they
know that I
understand what
they have said.

GOALS & METHODS

OF EVALUATION
(including specific
informal and/or formal
assessment links to Vic
Curriculum)

Revisiting their
geometric/organic
shape artwork.
NUMERACY CAPABILITY

projector so class can see it.

-Ask the class to write down
responses as they hear them in
their visual diaries.
Ask class:
What do you immediately notice
about the artwork?

hand to answer

Students call out

responses as I
write on board.

What else do you see in this

artwork?
What kinds of shapes do you
notice?
What kind of line work/brush
work do you notice?
How do the shapes, lines,
brushwork make you feel?
What colours are in the work?
How do these colours make you
feel?
5min
Visual
diaries,

What do you think are the artists

intention/the meaning of the

Students write
down responses as
we say them in
visual diaries.

-Link and connect

ideas between
students.
-Here I am
validating their
responses, making
them feel valued
and capable.
Assuming the
projector is
projected onto the
whiteboard, use
markers to
circle/highlight
what areas the
student is
identifying, and
write responses.

Analyse how ideas and

viewpoints are
expressed in art works
and how they are
viewed by
audiences(VCAVAR038)

highlights,
white
board,
markers.

work?
Write responses on board as I
hear them.
Lesson development:
QUESTIONING STRATEGY
Ask students in pairs to
differentiate the type of
response each word/phrase is.,
by highlighting each type with
a different colour.

Here students are

learning to differentiate
between the various
types of responses.

Listen in on
responses. Note
any areas that
may need
clarification.

Ie: What responses are the

descriptions of the work?
What responses are the
interpretations?
What responses are the analysis
of the work?
REMIND students that the
analysis responses are those
that talk about the:
Visual conventions (line, colour,
shape) that help us come to a
conclusion about what the work
is about.
Ask students to use one coloured
highlighter on the description

Students work in
pairs highlight
responses in visual
diaries.

Synthesise information
from multiple sources
and use lateral thinking
techniques to draw
parallels between
known and new
solutions and ideas
when creating original
proposals and
artefacts (VCCCTQ034)
Analyse how ideas and
viewpoints are
expressed in art works
and how they are
viewed by
audiences(VCAVAR038)
They are practicing
their literacy skills by

responses.

learning how to identify

visual conventions, and
explain the impact of
these conventions on
an artists intentions.

Use another colour to highlight

the analysis responses.
Use green marker to highlight the
10 min
interpret responses.
Individual
student
laptops.

Pairs relay their

responses.

Ask pairs to relay their findings to

the class:
As they differentiate what type
each answer is, do the same on
the board, underlining responses
with corresponding colours to the
type of responses.
Introduce class to their class
blog:
Write steps up on board.
As a class with projector show
students how to upload the
response onto the shared class
wordpress blog. Ask students to
follow along.
1. Open up site:
www.year8visualart.wordpress.co
m

Clarify answers if
needed.

Students follow
along on
laptops/write steps
down into visual
diaries.

Here they are reflecting

on their responses and
realising that they are
in fact describing,
analysing, and
interpreting without
realising, just by
responding to a few
questions.
I am preparing them
for their analysis
assignment.

2. Type in password:
year8visualart
3. Click on ANALYSIS tab
4. Click on UPLOAD tab
5. Write the artwork title into
SUBJECT box
6. Note to students that it is In
this text box insert where they
will write their analysis of their
work.
7. Note the box to upload their
picture of their chosen artwork.
Remind them that we will go
through this in a minute.
10min

-Make clear that we will upload

our analysis next week in class,
but that it is important that they
prepare their analysis before
class next week for homework.
Individual
students
laptops

-Remind students that they have

already completed a basic
analysis on an artwork of their
choosing (homework last class).
-But now it is time to reflect on
what they have already written,
and expand their responses using

Students may find

it difficult to follow
along.
Walk around and
clarify steps with
students as they
complete them.

Here they are learning

by doing.

ICT CAPABILITY

Here I am reiterating
criteria of their analysis
so they can be sure
they are ticking off
the assessment
criteria.

the questions we asked today in

our example.
(Point to 3 words on board
describe, analyse, interpret)
Make clear to students that it is
important they upload a picture
of their choses artwork next to
their analysis. With correct
usage rights.
-Teach students how to find a
picture of their choses artwork
with labelled for re-use usage
rights.
Ask students to follow along, but
with their choses artwork.
1.Type artwork name into
Google.com
2. Click IMAGES
3. Click SEARCH TOOLS
4. Click USAGE RIGHTS
5. Click LABELLED FOR RE-USE
6. UPLOAD IMAGE to blog.
They will need to show me their
uploaded image to demonstrate
that they know how to do it
before they leave the class as
their exit pass.

Explore the extent of

ethical obligation and
the implications for
thinking about
consequences and
duties in decisionmaking and
action (VCECD017)

Students follow
along on
laptops/write steps
down into visual
diaries.

Students may find

it difficult to follow
along.

Walk around and

clarify steps with
students as they
complete them.

3min

Closure:
-Remind students of homework:
You are going to write an analysis
of this artwork using these 3 key
words as a guide. (Point to 3
words describe, analyse,
interpret).
Use the questions that we
discussed today in class as a
guide to help form your analysis.
Remember:
DESCRIBE
ANALYSE
INTERPRET

Students write
down homework.

Remind students:
Have analysis
prepared for next
class, where we
will upload it
together.

Once again, here I am

reiterating criteria of
their analysis so they
can be sure they are
ticking off the
assessment criteria.