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)
OPENING:
Recap of last lesson
Ask one student to share their
analysis response to the class.
-Ask class propose of 2 ways
that we could ask the student,
to elaborate on their analysis.
-Note to students that these
questions will help them to

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.

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

think deeper about

that I understand what

they have said.

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?

10 min

15 min

Student
laptops

Lesson development:
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 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.

Assuming the projector

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

Students write down

questions and responses
as we say them in visual
diaries.

Students may struggle

finding ways.

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.

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.

Develop ways to enhance

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

Projector,
Student
laptops

Rework analysis on laptop,

adding in additional points that
your partner has proposed.
Ask students to upload analysis
onto our word press blog.

5 min
Projector

Go through instructions one

more on projected screen to
remind them.

Students spend time

thinking critically about
their own responses,
taking the time to
weave suggestions in.
Students upload their
completed analysis to
blog.

Walk around and assist

students with word
use.

Assist students who

may be finding it
difficult to upload.

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.

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