SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Year 8 Visual Art

DATE: 01.02.2017

NO. OF STUDENTS: 25

LESSON DURATION: 80 Min (Double lesson)

TOPIC/FOCUS: Maps
VIC CURRICULUM STATEMENTS:
Explore visual arts practices as inspiration to explore and develop themes, concepts or ideas in artworks (VCAVAE033)
Explore how artists use materials, techniques, technologies and processes to realise their intentions in art works (VCAVAE034)

GOALS AND OBJECTIVES (INCLUDE LINK TO AusVELS): The students will be able to:
Identify to the class 3 physical things which may be mapped
Identify to the class 3 conceptual ideas which may be mapped.
Create a mind map explaining influences of artwork as a part of a group.
SUMMARY OF RESOURCES REQUIRED: Whiteboard marker, Internet, Laptop, Projector & screen, whiteboard, A1 paper x 5, markers, highlighters.
LESSON PROCEDURE

TIMING

20 min

RESOURCES

-Whiteboard
-Whiteboard
markers

STEPS OF THE LESSON

(key activities and key questions)

EXPECTED STUDENT
REACTIONS OR
RESPONSES

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

Opening (links to previous lesson/s or

new topic, purpose of lesson):
Students shown to their seats as
previously arranged by teacher.
(The learning support team and
homeroom teachers will be consulted
prior to commencement of unit to
identify those students who may
require additional assistance, and
to determine seating arrangements.)
(1st lesson in unit)
Introduce topic: Maps
-Learning goals clearly written on

GOALS & METHODS OF

EVALUATION
(including specific informal
and/or formal assessment links
to AusVELS)
Differentiation:
Students who may require
additional assistance will be
seated accordingly.

Students sit down as per

instruction from teacher.

Art Glossary words will be

printed off for students to refer
to (for those with physical
disability, EAL etc.)
(Point out each learning goal on
whiteboard)
Throughout this unit, you will
learn:

whiteboard.
-Instructions for class clearly written on
whiteboard.

Students take out

notebook.

-Students to begin an 'Art Glossary' in

their visual diary, & add to it when they
hear a new word in Art.

-Students open Visual

diary to begin Art
Glossary

-To explore the theme of 'MAPS'

as both physical & conceptual.
-To explain and evaluate how
others have explored the concept
of 'MAPS' within their work.
-To develop your visual literacy
and ability to interpret Semiotics.
- To build on your literacy skills so
that you are able to use correct
Art Language, express their
viewpoints and the viewpoints of
others.
- Develop your ability to
express conceptual ideas visually
through exploration with
materials and methods.
- Develop your critical thinking
skills by learning as artist and
viewer.
- Develop the ability to reflect on
your practice.
- To think more deeply about
things.

Lesson Development:
20 Min.
-Ask students to identify what a map is.

Internet,
Laptop,
Projector &
Screen.
(Search 'map' on internet)

A world map?

-What are some examples of

maps?
-Why do you think we need
maps?
-What should a map look like?
-Does it have to be logical?
-Does it have to be from above
angle?
-Can a map be of something
which is not physical?
-What are some examples?

Teacher taking mental notes of

level of interaction, level of
inquiry, any students who
appear to not want to contribute
to discussions. If anything
appears to be of concern
teacher will follow up on later.

-So if I Google 'map' what will

come up in images?

(Search 'Artist map' on internet)

PowerPoint presentation.
Standard maps
-Historical maps
-Contemporary maps
-Topographic maps
-Weather maps
-Tribe maps
-Family quilt
-Food maps
Conceptual Maps:
-Personal
-Spiritual
-Imagined
Artist Examples:
http://au.complex.com/style/2013/03/25-artistsinspired-by-maps/

The Boyle family

Paula Scher
Olafur Eliasson
Maira Kalman
Stephen Walter
Grayson Perry
Indigenous Artists
Minnie Motorcar Apwerl
Daisy Bullen
Juntiyi Japaljarri
Eva Rogers

"A map an artist has

drawn?"

-What happens if I put the word

'artist' in front of the word 'map'?

"A mind map?"

-If a map can be creative, what

kinds of things could we possibly
map?

"The countries look

different?"

Here are some historical maps.

How do they look different from
maps nowadays?
Do you notice anything different
about them?

Explain how maps are not always

perfectly factual
representations.(Scale different
depending on country which
made it etc.)
Explain how maps can also be of
an idea/ concept.

30 Min.

A1 x 10 sheets
Markers
Highlighters

Collaborative learning task.

-Students assigned groups.
-Each group draws an artist at random
from paper.(Artists observed in
powerpoint)
-Groups must research artist on
internet.
-Create a mind map of artist & possible
influences.
-Present to class

Students assemble
groups as per teachers
instruction.

Students working,
discussing & researching
amongst group.

Write instructions & website address on

whitebaord.
One student from each group
nominated to photograph (using
mobile) and upload task to Glogster
website.

Teacher instructs one

student from each group
to take a photo and
upload work to Glogster.
(Link & instructions
written on whiteboard)

Now to see if you were paying

attention during the PowerPoint
presentation!

Differentiation:
EAL or students with learning
disabilities placed in groups
strategically to maximise
support. Teacher to keep close
watch over them, supporting
where needed.

You will be assigned a group, and

select a piece of paper which will
have one of the artworks
observed during the
presentation.
You must research the artist and
artwork (you may you mobile
Observing student behaviour:
phone or laptop), and in your
Contribution to group task.
group create a mind map of the
artwork & listing possible
Teacher observes students who
influences on a piece of A1 paper, may be identified as not having
then present your mind maps to
friends/not making connections
the class and explain them.
with others. Notes taken,
seating arrangement may be
All mind maps must be uploaded adjusted if necessary.
to Glogster by the end of class.
(take a photograph with mobile)
Teacher to check mind maps
You will be assessed on the depth after they are all uploaded.
of investigation and ability to
justify your mind map to the
Assess Products: Group task
class.
work will be submitted to
teacher to ascertain level of
understanding, depth of insight,
connections between chunks of
information, and breadth of
inquiry.
(Formative- assessment FOR
learning)
Teacher will be able to identify
weaker students to focus on.

10 Min

Closure (Options include summarising

or reflecting on the learning
achievements/analysing errors;
preparation for future lessons etc):
Summary of lesson
Students to start thinking about what
concept related to map concept they
would like to investigate in their folio.

-What did you learn about maps

today?
-So we have discovered that a
map can be virtually anything.
-Decide what you would like to
map, start researching different
ways you could do it.
-Experiment- not only with your
ideas but materials also!!!

Take down notes on those who

are suspected of not
understanding any aspect of the
concept, goals etc.
Make note to speak to one-onone in next class.
Let students know teachers
email address should they wish
to clarify anything, or need help.
Consider/write reflection on:
-Did they enjoy it?
-Why?
-What did students struggle with
the most?
- What could I change to make
things clearer?
- Did the students work out what
a map is and can be through a
process of inquiry? Or did I have
to heavily guide them through?
- What are the levels of
competency in class discussion,
working together in teams,
independent thought?
-Is there a great variety in
students level of knowledge?
-What worked the best overall?
- How could I improve the lesson
next?