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

Australian Curriculum Statement:
Analyse how artists use visual conventions in artworks (ACAVAR123)
Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and
processes (ACAVAM119)
GOALS AND OBJECTIVES (INCLUDE LINK TO Australian Curriculum):
Students will be able to:
Propose individually two ways that their partner can answer to elaborate on their analysis. (ACAVAR123) & (ACAVAM119)
Analyse an artwork individually using correct format of describing, analysing, and interpreting. (ACAVAR123) & (ACAVAM119)
Demonstrate individually that they can upload their analysis to class blog. (ICT CAPABLITY)
SUMMARY OF RESOURCES REQUIRED:
Projector, laptop, whiteboard, markers, individual student laptops.
LESSON PROCEDURE

TIMIN
G

5min

RESOURCE
S

Power point,
laptop

STEPS OF THE LESSON

(key activities and key
questions)

EXPECTED STUDENT
REACTIONS OR
RESPONSES

OPENING:
Recap of last lesson
Ask one student to share their
explorations and reflective
annotations (using framework of
describe, analyse, interpret)
to the class.

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.

-Ask class propose of 2 ways

that we could ask the student,
to elaborate on their analysis

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

GOALS & METHODS OF

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

Whiteboard,
markers

annotations.

that I understand what

they have said.

-Note to students that these

questions will help them to
think deeper about
Ask class: (example questions)
QUESTIONING STRATEGY:
Can we think of one way he can
improve his word use of
square shapes.
Can you propose an additional
visual convention other than
that of shape that this student
has noted, that you think might
add to meaning?
Can you elaborate on the
analysis he has provided for
shape?
Have they described?
Analysed? Interpreted?

Lesson development:

10 min

Student
laptops

Students raise hand to

answer.
Anticipated answer:
Geometric square
shapes

-Link and connect

ideas between
students.
-Here I am validating
their responses,
making them feel
valued and capable.

Anticipated response:
Line
Colour
Geometric shapes not
only contribute to
feelings of a calm and
organised, logical order,
but ALSO to create a
sense of movement in
the work.
Students write down
questions and responses
as we say them in visual
diaries.

Assuming the projector

is projected onto the
whiteboard, use
markers to
circle/highlight what
areas the student is
identifying, and write
responses.

Analyse
how artists use visual
conventions in
artworks (ACAVAR123)
elaboration:
critically analysing an
artists intention for an
artwork and their use of
visual conventions.

Here students are training

their minds to propose
ways that their partner
can improve their
responses. This will in
turn, train them to think
critically about their own
analysis.

15 min

Projector,
Student
laptops

5 min
Projector

Students may struggle

finding ways.
PEER FEEDBACK STRATEGY
Propose two ways that your
partner can elaborate on
responses by asking the
questions we just asked
together as a class on our
example.
Students spend time
thinking critically about
their own responses,
taking the time to
weave suggestions in.
Rework analysis on laptop,
adding in additional points that
your partner has proposed.
Ask students to upload analysis
onto our word press blog.

Students upload their

completed analysis to
blog.

Keep repeating
questions we asked in
our example.
Listen in onto dialogue
between pairs. Give
positive affirmations to
their responses. Clarify
word use if necessary.
Walk around and assist
students with word
use.

Assist students who

may be finding it
difficult to upload.

Go through instructions one

more on projected screen to
remind them.
Conclusion:
Open up blog on projector, and
scroll through all analyses.
Ask a volunteer to read out their
analysis.
Exit pass is that they have
their uploaded analysis on the
blog.

Develop ways to enhance

their intentions
as artists through
exploration of
how artists use materials,
techniques, technologies
and
processes (ACAVAM119)

Positively reaffirm
ideas as they are being
read aloud. Point to
areas on the projected
screen that the student
is reading.

LITERACY CAPABILITY
They are practicing their
literacy skills by learning
how to identify visual
conventions, and explain
the impact of these
conventions on an artists
intentions.
ICT CAPABILITY