SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 8 Visual Art

DATE: 18/03/2016

NO. OF STUDENTS: 5

LESSON DURATION: 30 min

TOPIC/FOCUS: Composition, Line and Unity

AusVELS STATEMENTS: Students research, observe and reflect on their explorations to develop, discuss, express and support opinions about
their own and others use of arts elements and principles.
GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS):
The students will be able to analyse assigned artworks in pairs and:
*identify on the worksheet the various composition formats used (5 minutes)
* identify on the worksheet how line is used to convey meaning (within 7 min)
*discuss how line and composition affect the unity of the artwork (within 5 minutes)
SUMMARY OF RESOURCES REQUIRED:
5x vocabulary worksheets
5x composition worksheets
5x line worksheets
5x unity worksheets
LESSON PROCEDURE

TIMING RESOURCES

STEPS OF THE LESSON

(key activities and key questions)
Opening (links to previous
lesson/s or new topic, purpose of
lesson):

EXPECTED STUDENT
REACTIONS OR
RESPONSES

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

GOALS & METHODS OF

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

5 min

Vocabulary
worksheet

1. State the learning objectives,

Students may not know
review the vocabulary handout.
the definitions for the
Ask students if they know the
words.
meanings of the words and ask to
give definitions. Discuss as
needed. Give out vocabulary list
for them to refer to throughout the
lesson.

Give them definitions of

words.

Lesson Development:
5 min

Composition
worksheet

2. A) What is composition?

Varying answers, some

of which may be correct,
partially correct/incorrect

I may need to prompt

students give
definitions and
explanation.

Students in pairs identify

line used in works, draw
on worksheet.

Observe progress

Students listen, and take

notes, may have
questions.

Answer any questions.

B) Inform students how Henri

Matisse defined Composition as
the art of arranging in a
decorative manner the diverse
elements at the painter's
command to express his
feelings."
C) Get students in pairs to
identify formats of compositions
by drawing over 3 images
provided on worksheet.
2 min

Discuss with students how

composition within an artwork
helps
*organise the components in a
way that is pleasing to the
audience
*give structure to the layout

and
*leads the audiences eye around
the whole work, taking in all the
elements and ultimately coming
back to rest on the focal point.
7 min

Line
worksheet

3. A) Ask students if they can

identify in their pairs how line
might be used in Henri Cartier
Bressons works. Get them to
draw lines over his images on
given worksheets to show how
lines are used to draw our
attention to a certain area/focal
point.

Students in pairs identify

line used in works, draw
on worksheet.

Observe progress.

C) Ask students to draw lines on

given images on worksheet that
show the path in which the eye is
led around the image discuss
vectors.

Students in pairs identify

the paths line creates in
artworks.

Observe students
identifying the paths the
line work has made.
Record where they may
have made errors for
discussion later.

Remind them that lines do not

have to be straight.
D) Ask students to identify the
focal point they believe the line
work in the artwork is trying to
highlight.
3 min

Unity
Worksheet

4. What is Unity in an artwork?

A) Give pairs artworks to discuss
together.

Do all the parts of the

composition feel as if they belong
together, or does something feel
stuck on, awkwardly out of place?
B) How would composition and
line affect the unity of an artwork?
5 min

5. Get the students to engage in

Envoy teaching strategy. Get
students to discuss in pairs their
findings for the unity activity.

3 min

Closure:
Take home reflection:
Ask students to reflect in their
visual diary that night upon any
artwork of their choosing. Ask
them to discuss how composition
and line affect the overall unity of
the piece.

One student becomes the Listen in on discussions

envoy reports to
another group on
findings, and listens to
their report. Envoy
returns to original group
and talks about new
ideas that may have been
discussed.

Envoy What is it? A group activity that allows the exchange of ideas between groups. How can I use it? Form students into groups to discuss
topic. Select one student from each group to be the envoy. Groups discuss issue and then the envoy reports to another group and also listens to
that group's report. Envoy returns to original group and exchanges new ideas that have been discussed. Useful for the following Stages of
Learning Practice and Application
PRE-SERVICE TEACHERS POST LESSON REFLECTION
Student learning (Were the stated goals achieved by all students or only some?)

Effectiveness of the learning and teaching strategies (For example, review your questioning skills in checking for understanding or your
explaining skills in information and modelling, or your organising and communicating skills, for example, giving instructions, encouraging student
participation etc.)

Reflection on what you have learned and changes for future lessons (Identify a key learning/insight that you have gained about effective
learning and teaching and those changes you will make when planning and implementing your next Direct Lesson Plan)