SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT: Studio Art, Yr 12

DATE: Week 1

NO. OF STUDENTS: 16

LESSON DURATION: 45 minutes

TOPIC/FOCUS: Introduction to Studio Art Unit 3 & 4/ Identifying potential directions (Making)
Resources found: http://rubymaescanlan.weebly.com/
GOALS AND OBJECTIVES: By the completion of the lesson students should be able too
- Understand what is required for units 3 & 4
- begin research into exploration proposal
- understand what is required for an exploration proposal
SUMMARY OF RESOURCES REQUIRED:
- Whiteboard/ marker
- pens/ pencils
- laptops
- folios
LESSON PROCEDURE
TIMING

RESOURCES

STEPS OF THE LESSON

EXPECTED STUDENT
REACTIONS OR
RESPONSES

TEACHER RESPONSES
TO STUDENTS

GOALS & METHODS OF

EVALUATION

10 mins

- Whiteboard
/ marker

- pens/

pencils
- laptops
- folios

Opening:
An introduction to the
expectations for units 3 & 4.
What is an exploration proposal?
Where can you source ideas &
inspiration?
For the first task you are required
to: Prepare an exploration proposal
that formulates the content and
parameters of an individual design
process, and that includes a plan of
how the proposal will be
undertaken. This proposal will be
relevant for both units 3 & 4- It
paves the way for your design
process

Students listen and

respond.

Students respond

Class discussion

What type of things would you put

in your exploration proposal?
***Brainstorm on the board***
10mins

Instruct students to get into pair &

discuss what interests them, what
challenges them, what inspires
them etc ***Take notes as this helps
build up your vocabulary for the
next task***

Students move into pairs

NOTE: An exploration
proposal and a
developmental folio
(including a visual diary)
that presents an
individual design process,
which explores and
develops the concepts
and ideas set out in the
exploration proposal, and
produces a creative range
of visual explorations and
potential directions that
will form the basis of
artworks in Unit 4.

FORMATIVE:
students are assessed on
their class discussion and
contribution.
SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings (at the completion
of class they are also
assessed on their folio
contribution).
students analyse and
evaluate how artists
communicate ideas and
convey meaning in
artworks (Studio Art, 2017).

20 mins

Lesson Development:
Students listen and
STUDENTS BEGIN PROCESS:
respond.
Were going to start working on your
exploration proposal by researchingwith the list you have composed of
your interests etc you are to now
begin research into it.
With the words you collected in your
pairs- expand on those words by
creating a mind map/ brainstorm.
you can use the internet, books
provided, magazine etc to begin
your research for your exploration
proposal.
What are some good ways of finding Class discussion
inspiration?

Teacher listens to
responses and contributes
when students seem
stuck.

FORMATIVE:
students are assessed on
their class discussion and
contribution.

Listens and aides class

discussion, giving it
direction.

SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings and their design
process for final designs/
their use of elements,
principles, materials and
techniques.
Students identify the
influences of other artists
and analyse connections
between techniques,
processes and visual
conventions in artworks to
develop their own art
practice. They select, and
manipulate materials,
techniques, processes, visual
conventions and technologies
to express ideas and
viewpoints in their artworks
(Studio Art, 2017).

5 mins

Closure:
HOMEWORK: Continue research for Students listen
your exploration proposal- we are
going to begin writing it next session!

FORMATIVE:
students are assessed on
their class discussion and
contribution.
SUMMATIVE:
students are assessed on
their prior knowledge of the
learnings and their design
process for final designs/
their use of elements,
principles, materials and
techniques.