Lesson Plan

Year level(s)__Year 10______

Learning area/ACARA focus: _Visual Arts (ACAVAR130)________

Date/Time__29.08.09 (20 mins)______

Lesson focus: Principles of Andy Goldsworthys sculptures _

Background Information

Small group of four mainstream students (Year 10)
Able to analyse how artists work and use various conventions in artwork
Have briefly been introduced to different artists and discussed how to critically
assess their work



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

Students explore the work of Andy Goldsworthy

Objective for students to develop tools for critical analysis.

Structural Frame/Visual analysis end of the session students should be able to:
identify and discuss key features of artwork
Recognise how artwork has been constructed
Discuss techniques
Subjective/personal response end of session students should be able to:
Give personal opinions and interpretations of artwork
Cultural/Meaning students should be able to:
Interpret the meaning behind the artwork

Sketch fluid representations of artists work



Preparation:

A selection of coloured photocopies of Andy Goldsworthys sculptures
4 sheets of drawing paper
Charcoal
General background information sheet
Image of Olga Ziemskas work Stillness in motion
Question sheet



Learning Experiences: (5 mins)
1. How will I engage the learners?

(Previously discussed with teacher that the activity will take place with four mainstream
students at the beginning of the session)

Ask students to sit at allocated table and gain students attention by showing a series of
images of sculptors work. (teacher has already greeted and taken role call)
Introduce the task by posing the questions, What do you see in the artwork? What does
it remind you of?
Encourage more than one response, giving positive feedback and value responses. Give
brief introduction about Andy Goldsworthy.

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

Explain to students that their task is to analyse a series of images and to give thoughtful
evaluative responses to a series of questions. Questions are based on the subjective and
structural framework, part of the framework analysis.

Ask students a series of questions:
How do these images make you feel?
What materials and techniques have been used?
What is the purpose of photographing each piece?
Consider the composition of the pieces. Describe how you view the piece? (where
does your eye travel)
How do the techniques and processes contribute to the meaning of the work?
Identify some elements in the images that are echoed throughout his pieces?
Do you consider his pieces to be more powerful set in the natural environment or
do you feel they would be equally thought provoking in a gallery setting. Why?
Do you consider Andy Goldsworthys work of value in todays society?
What key elements of sculpture apply to his work?

Encourage students to use correct language and to use terms such as visual qualities,
compositions, techniques and symbols. The students should also refer to key elements of
sculpture such as form, shape, space, scale, viewpoint, texture and materials.

Conclusion (how do you summarise the learning and relate it to the lesson
purpose?)
(5 mins)

Assess the students understanding of the concepts and key elements of sculpture through
responses to questions. How engaged are the students, are they giving thoughtful
contributions and informed responses.

Ask students to consider all information and produce a quick sketch of one of the images
in charcoal.

Conclude the activity show the students an image called Stillness in motion by Olga
Ziemska an artist who uses organic material and nature but in a different way. Thought
provoking.


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

I am able to assess the students responses to the various questions and relate that back
to the learning objective. The students answers should reflect their knowledge of the basic
principles of sculpture and their responses should reflect:

Ability to identify basic elements (form, shape, space, texture)
Consider personal interpretations of work
To apply interpretation of work (what is it that the artist is trying to convey)

I introduced the topic briefly talking about the elements of sculpture and identified these
elements within the visual images. I used a combination of recall and comprehension type
questions to evaluate the students understanding of the concepts. Initially the students
struggled and I think it would have been beneficial to simplify the process of identifying
the principles. I should have actually asked the students to identify a form or a texture in
the different images of Andy Goldsworthys work.

I had initially been allocated four mainstream students but on the day of the activity two
were absent. This made the activity less of a discussion and the feedback was probably
not as varied as it could have been. I asked the questions and directed them to both
students in an informal manner. My aim was to make the students feel comfortable in
responding to the questions. I would rephrase the question if they did not understand and
tried to refer back to the visual images as frequently as possible. I used several low key
strategies, eye contact, praise and pause. I paused after each question to allow the
students to process the information and then consider a thoughtful response. Praise is
important to encourage follow up responses and I used eye contact to evaluate the
students understanding of the concept.

During this short micro lesson I realised the importance of active listening and that my
responses to their thoughts were equally as important as the questions. If I had not
listened intently to their ideas then how am I able to assess their understanding and
scaffold the questions accordingly?

Towards the end of the session the students gave some thoughtful responses to the
questions. They were able to analyse his work and apply that interpretation to the world
around them. They found applying the principles to their drawings helpful when
interpreting his work.

I feel it is important not to assume the students understand the concepts and if I had the
opportunity to repeat the lesson I would simplify the introduction. It is impossible to
scaffold the questions if the students do not understand the basic concepts.