42 Murdoch University

Lesson Plan: Small Group lesson

Year level: 8 (08ART6) T106 Learning area/ACARA focus: Visual Art
Date/Time: 27/ 08/ 14 per i od 4 Lesson Focus: Work to planned design





Background Information:
The students are partway through a Visual Art Project called My Grecian Vessel.
They have completed theory behind Grecian vessels, including a planning process
involving sketching and drawing variations of Grecian urns. This includes form and
decoration. The technique they have researched to add decorative design to their
urn is called sgraffito; they have selected one of their designs to construct an urn
out of paper clay using coil technique. The students are at the beginning stages of
constructing their urn and have already received instruction and observed the
teacher in modeling the techniques involved in making a coil pot. They have also
done some preparatory clay work designed to assist them in this construction
stage of the project.
Teaching/Learning Purpose(s) (written in terms of outcomes):
Create a functioning coil pot from paper clay using the skills that have been
developed in the lead up to the current session.
Follow instruction and example.
Use tools appropriately and as per direction.
Understand the process involved and the concepts behind constructing and
storing, over a period of time and in short sessions, an urn they will be able
return and work on over consequent lessons until completion. So to Identify
and implement processes such as:
o Properties of paper clay.
o Role of the slurry and technique involved in joining coils.
o Storage of incomplete urns.
o Process of applying sgraffito design to urn.
o Glazing, slipping and firing of urn.

Preparation:
Coils and slabs ready and prepared by technician.
Slurry in central location accessible to all students.
Tools and other equipment set out or location made known to students.
Clean and tidy work areas and tools.
Ensure students have their prepared designs to refer to.



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Learning Experiences:

How will I engage the learners?
Gather students around central table and discuss with them techniques they
used the day before.
Model to them the same concepts to refresh their memories.
Walk around the room and praise their work.
Ask to see the designs in their visual art diaries they have decided to work
from for this project.
Encourage students to stay on track by offering assistance and gentle critique
on their work with the aim to get them using the correct technique.
Some students will need to start again due to making mistakes with initial
construction. But this is a good opportunity for them to learn from their
mistake, and as a bonus they will get to keep the work they have done and get
the chance to glaze and fire it at a later date.


Student tasks and activities (what will the students do to achieve the lesson
purpose(s)?
At the start of the lesson students need to participate in discussion, instruction
and demonstration. This is where they will have their memories refreshed as
per the skills and techniques needed to continue working on their urns.
Once demonstration is complete students will retrieve boards from the green
room and commence work.
Students will add coils to their pots, placing the coils strategically to create the
shape of the urn according to the design in their portfolio.
Apply technique by joining coils using slurry and blending the joins.
Ensure joins are sufficient by visual examination.
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3. Conclusion (how do you summarise the learning and relate it to the lesson
purpose(s)?
5-10 minutes before bell time, conduct a walk around the groups of
tables praising individual work and prompting each student to complete
the step they are up to ready to place their urn back into plastic bag
and into the greenroom.
Instruct students to pack away, clean up tools and wipe down desks.
This is imperative to safety so valid to conclusion.
A brief discussion about the next steps involved in construction of their
urn.





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

A visual evaluation of work the students have completed for the day; if they
have constructed a pot that is too thin or lopsided, then special attention
needs to
be allocated to assist them in developing the skills needed to achieve the
expected outcomes.

Evaluation:
This was a really fun lesson to be a part of. Due to the difficulty of being able to
actually do a small group lesson, my colleague and I shared this lesson. She took
the whole class for the introduction, then we divided the room in half and each of us
took care of half of the room. Then I took the whole class for the conclusion.
It went well, except when I told the students it was time to pack away. I just
announced that I was putting away the coils and they had 5 minutes to finish what
they were doing before we would meet for a discussion at the middle table. Well,
some of the students were a little upset, so I had to revoke my announcement and
give them a few more minutes to get some coils before I put them away. I realised I
should have done a pre announcement prior to announcing that I was putting the
coils away.
During the conclusion I felt like I was rushing to conclude while managing
behaviour. The acoustics of this room made it feel like I needed a megaphone to
get their attention.