Choice of KLA lesson plan: Visual arts LP

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for Teachers.
Only standards directly addressed in Designing Teaching & Learning that are relevant to this
assignment have been included. However, this does not mean the other standards are irrelevant

to lesson planning and evaluation more generally.

Evaluation score 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1 2 3 Comments: Lesson plan does not cover diversity of class room. It is probably
4 5 visual arts has no boundaries. As lesson contains group discussion, however,
lesson should consider student who has language difficulties.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 2 3 Comments: There are no Strategies especially for Aboriginal and Torres Strait Islander
4 5 students. Obviously, there is a lack of consideration about indigenous students.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abiliti
es
1 2 3 Comments: Such as teacher directed explanation, interactive group discussion,
4 5 individual assessment task and cooperative social learning were shown from
lesson plan, lesson meets differentiated teaching methods.
1.6 Strategies to support full participation of students with disability
1 2 3 Comments: Teacher spends extra 5 minutes for the students who have difficulties
4 5 after class and teacher walks around for additional assistance during the group
discussion. Also, there is student progress tracking sheet that teacher need to
check with students understanding of the task and participation.
2 Know the content and how to teach it
2.2 Content selection and organisation
1 2 3 Comments: Modernist period which is one of the most representative art periods
4 5 was brought to explorer critical analysis techniques. Although, the frames and
conceptual framework were suitable selection, it was unclear about organisation

2.3 Curriculum, assessment and reporting

1 2 3 C o m m e n t s : Such as do now task and mini-series, it was planned for a
4 5 successful approach of critical analysis art which requires deep understanding of
heavily theory based task and activities. Due to most of student said it was
confused, it is assumed that lesson plan is not strongly effective.
2.6 Information and Communication Technology (ICT)
1 2 3 Comments: Most of them are traditional medias which are critical analysis scaffold
4 5 sheet, student record sheet, Visual Arts Process Diary (V.A.P.D.) and Student
progress tracking sheet. There are high tech resources which are power points
examples and smart board.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1 2 3 C o m m e n t s : Lesson plan clearly shows the aim of lesson, critical analysis is
4 5 designed to observe students deep understating and producing multiple critical
perspective of art. As it is heavy theory based, It seems necessary to have more
time for discussion than it shows from lesson plan. Because, there is no certain
and right answer for critical analysis artworks.
3.2 Plan, structure and sequence learning programs
1 2 3 Comments: The structure of lesson is thought out plan but the lesson plan has
4 5 too many activities in one hour class. So that, the number of confusions appears
from student.

3.3 Use teaching strategies

1 2 3 Comments: Lesson plan demonstrates instruction, group discussion and individual
4 5 task. It seems lesson provides variety strategies to meet students needs. But, it
seems strongly necessary to have other strategies which are easier and more
effective to explain heavy theory because many students mentioned it is
confused.

3.4 Select and use resources

1 2 3 Comments: The high tech medias were power point to show examples and smart
4 5 board. Student progress tracking sheet seems practical but all resources are
traditional media except two materials just mentioned.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1 2 3 Comments: Teacher walks around to assist student who need help during the
4 5 group work. And a mental note was used for better understanding of the lesson
and participation which is student progress tracking sheet.
4.2 Manage classroom activities
1 2 3 Comments: Although, there is a lack of time for each step which caused for
4 5 confusion, lesson shows that number of well interacted discussion between
students and teacher was given.
4.3 Manage challenging behaviour
1 2 3 Comments: No indication for management of challenging behavior. Additionally,
4 5 lesson does not provide any of managing behaviors.

4.4 Maintain student safety

1 2 3 Comments: The WHS part of lesson plan shows teachers consideration of safety.
4 5 But it is just one line and does not seem deep enough.

4.5 Use ICT safely, responsibly and ethically

1 2 3 Comments: lesson provides ICT mostly pen and paper based. So, no specific
4 5 consideration was given.
5 Assess, provide feedback and report on student learning
5.1 Assess student learning
1 2 3 Comments: Student progress tracking sheet was used during the class. It allows
4 5 to observe student not only participation but also, metal difficulties.

5.2 Provide feedback to students on their learning

1 2 3 Comments: lesson is based on activities and discussion. It allows to give direct
4 5 responses to student. However, lesson does not show any information about
students who have difficuties.

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score refer to NSW QTM Classroom Practice Guide for each element

Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 2 3 C o m m e n t s : Lesson focused on critical analysis artwork which requires deep
4 5 understanding of variety skills, ideas and concept of art. As it is heavily theory
based lesson, the number of academic resources were used which referenced at
the end.
1.2 Deep understanding
1 2 3 Comments: Although lesson highlighted how important deep understanding is,
4 5 most of students said it was confused before group discussion. Students assist
with peer assisted learning which shows practicality.

1.3 Problematic knowledge

1 2 3 C o m m e n t s : Group discussion and peer assisted learning seems to support
4 5 students for deep understanding. It shows from some of students but It is unclear
that it created multiple perspectives.

1.4 Higher-order thinking

1 2 3 Comments: Mini-series was held, requires sophisticated understanding of the
4 5 Frame and Conceptual Framework. And, assessment task is to develop higher
order thinking even further.

1.5 Metalanguage
1 2 3 Comments: During the do now task, definitions, images and descriptions of th
4 5 e Frames and Conceptual Framework to correct placement. Also, selection of
two artists was provided to experience mini-series with the scaffold of critical
analysis.
1.6 Substantive communication
1 2 3 Comments: There is a discussion between every task. Additionally, teacher walks
4 5 around and individually communicates with student who has difficulties as well.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 Comments: Lesson plan covers the structure of assessment task by going through
4 5 in-class activities. At the end of the class, there was a bit explanation and hand
out of what is expected for assessment task.

2.2 Engagement
1 2 3 Comments: As it mentioned earlier, there are number of discussion between
4 5 student trough group activities. Also, there is interactive communication with
teacher. Especially, teacher encourages disability student while group discussion.
2.3 High expectations
1 2 3 Comments: Developing productive and positive relationships between teacher and
4 5 students is set for high expectation of lesson. Lesson provides many activities and
discussions which encourage students for better engagement.

2.4 Social support

1 2 3 Comments: Such as group discussion and peer assisted learning creates high
4 5 social support. Most of student mentioned that it gives better understanding after
discussion.
2.5 Students self-regulation
1 2 3 Comments: Lesson plan shows some of consideration of classroom safety. But,
4 5 explicit self-regulation was not given.

2.6 Student direction

1 2 3 C o m m e n t s : Lesson plan is designed to achieve the goal step by step. The
4 5 outcomes, length, expectations, drafting sessions, handy hints and the marking
guidelines were indicated from hand out assessment task.

3 Significance
3.1 Background knowledge
1 2 3 Comments: There is no overview of lesson given for the overall unit. So that, a lot
4 5 of confusion from students observed during the class.

3.2 Cultural knowledge

1 2 3 Comments: Lesson plan contains the number of group work which creates social
4 5 support. However, there is no cultural reference indicated.

3.3 Knowledge integration

1 2 3 C o m m e n t s : do now task is about introducing the frames and conceptual
4 5 framework which is the method for critical analysis and student need to apply the
structure to the second task called mini-series. Assessment task 1 could be
developed further but it was not explicit.

3.4 Inclusivity
1 2 3 Comments: Inclusivity is mentioned in quality teaching elements. But, none of
4 5 case studies are clearly covered for inclusivity.
3.5 Connectedness
1 2 3 Comments: As lesson plan focused on sophisticated understanding of art, it is
4 5 intimately connected with contexts modern society, and with prior knowledge and
identities of student

3.6 Narrative
1 2 3 Comments: Critical analysis which is based on deep understanding of the frame
4 5 and conceptual frameworks develops multiple ways of cultural perspective. And it
is required to develop further for applying assessment task with students high
order thinking.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.

APST
1) 2.6 Information and Communication Technology 2) 3.3 Use teaching strategies
(ICT)
QT model
1) 1.3 Problematic knowledge 2) 3.1 Background knowledge

Pre Lesson:

Lesson Plan (Simplified for DTL)

Topic area: Modernism: Stage of Learner: 6 Preliminary Syllabus Pages: 5-18

Critical Comparative Analysis

Date: 23/03/2017 Location Booked: Building A. Lesson Number: 18/30

Classroom E.
Time: 90 minutes Total Number of students Printing/preparation
24 Blackboard
Reading&Resources
Powtoon
Critical analysis scaffold sheet.
(In Assessment Handbook)
Kahoot
Assessment Task 1.
Student record sheet
+ pen for signatures.
V.A.P.D.
Student progress tracking sheet.
 Outcomes Assessment Students learn about Students learn to

Syllabus outcomes
Syllabus outcomes P.7, P.8,
P.9, P.10.
Life Skills outcomes LS.7, LS.8.
Student can compare two
different analysis which are
between personal view point
of artwork, and deep
understanding of frame and
conceptual framework of
critical analysis. It creates
abilities to figure out what is
sophisticated understanding
and academic analysis in real
life.
Lesson assessment
Informal Assessment
Students require to read the
resources and participate
discussion trough blackboard.
The discussion is based on what
teacher posted that one of the
most representative artwork of
Pablo Picasso is intruded on the
post and reading is about the
work. Students need to read
the resources and write your
personal observation of the
work. It should not contain any
of theory based observation. It
has to be students personal
opinion. Student requires to
upload 150 words personal
writing.
After introducing frame and
conceptual frameworks,
student need to take a quick
quiz through Kahoot that which
point of view should be covered
when student analyse artwork
critically.
Background knowledge of
artwork of Pablo Picasso
who is one of the most
representative pop artist.
experience the way how
student observe an artwork
with personal perspective.
Information and
communication technology
(ICT) by using blackboard.
Students critically analyse
their own progressive
artworks (Single or Body of
Work).
Gain a stronger
understanding of the Frames
and Conceptual Framework
through their individual Mini
Series and their ability to
resolve problems.
Using full range of methods
such as discussion, cartoon,
reading and theory to meet
students need.
Explore problematic
knowledge by investigating
artwork without any theoretical
support.
annotate their individual
Assessment tasks. Ask critical
questions regarding
Assessment task, make
additional notes and tip ideas
for Critical Comparative Essay.
ask higher order thinking
questions about their
understanding of the course
and the content.
annotate Assessment 1 Task
for future reference and
understanding of the task and
marking rubric.

Students participate in class

activities of annotation and
analysis. Teacher takes note of
student understanding and
focuses lesson on key concepts.

Teacher observes and takes

notes on student participation
and level of sophistication in
discussion.

Questioning and
understanding- student
participation in classroom
discussion.

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
 Personal and social capabilities group discussion and
class activities. Communicating articulate ideas and
information.
Critical analysis and creative thinking.
Critical Analysis and Understanding.
Critical thinking and note taking- Students critically
engage with the class tasks, and make effective and useful
annotations.

Literacy- Metalanguage.

Collecting and organising new information.

problematic knowledge.

Background knowledge.

Use teaching strategies

Information and communication technology (ICT).

Time Teaching and learning actions Organisation Centred

T/S

Intro Students enter classroom, place their belongings in the appropriate allocated area. Teacher: Invites students T/S

Retrieve necessary materials when asked by the teacher. Teacher begins by into class and begins with
welcoming students to the days lesson, writing class aims on the board. -Class aims discussion about the posts
helps to assist both Teacher and Student to stay on task, and to provide an aid for from Blackboard listen to
students with additional learning needs to stay on task, for students who have difficulty the opinions and give
understanding verbal instruction, but also act as a reminder and help map the progress them feedback and then

10 of the lesson and time management. Call Class Roll going through the aims

for the lesson, marks the

Discussion based on what students posted on Blackboard
roll

Questioning
Student: Enter classroom,

which part of the artwork was interesting? And why? organise their working

areas. Place bags and

What do you dislike? And why
belongings in appropriate

Any difficulties to observe the work without any frame or conceptual frameworks? area. Sit quietly at their

Introduction to class and aims of the lesson (10mins) desks. Start to discuss one
by one.

Resources: Whiteboard
Lesson Aims: marker, Class roll, VAPD.

Instruction of theory based The Frames and Conceptual Framework by using Powtoon. Post from Blackboard
(7 mins) show on screen

Do now task- The Frames and Conceptual Framework (8mins)

Quick quiz through Kahoot

What is critical analysis?

What points should be covered (The Frames)

What points should be covered(Conceptual Framework)(5mins) Recap on Critical

Analysis (15mins).

Critical analysis exercise: Compare and Contrast: Mini Series (20-25mins).

 Introduction of Assessment 1: Critical Comparative Analysis (10-15mins).

Recap/pack up (5mins). Briefly explain class aims to the students

Body watching Powtoon that shows visually effective instruction of The Frames and Teacher: Play Powtoon T/S

25 Conceptual Framework for 7 mins As it is made of cartoon, this theory based class which provides easier
probably difficult to understand. Therefore, ICT of high tech resource used to catch understanding of heavy
students eyes. theory and Provides
students with the
Do now task (5mins) - Students are given definitions, images and descriptions of the
necessary materials to
Frames and Conceptual Framework. Students are to work in small groups (subtly
complete the task. While
grouped in Mountains, Hills and Plains) at tables to match the image, definition and
students are completing
description to the correct answer. -Students use peer assisted learning and social
the task, the teacher walks
support to complete the task. -Allow students to reflect and respond to the task.
around the room, from
group to group, observing
their understanding and
Class discussion: Teacher discussion: As I walked around the room while you were
promoting higher-order
participating in the class exercise, I noticed that all of you were working very well and
thinking through
productively together as a group, and noticed that there was little issues with correct
questioning and
placement of the definitions and descriptions. Very well done class! I also noticed that
discussion with students.
there was quite a number of highly comprehensive conversations where some of you
While observing, the
were explaining to other members of your group your idea of the correct answer. Peer
teacher makes a mental
assisted learning is a great aspect when working in groups. Can any of you elaborate to
note of student
the class how you found this exercise? Amy? Student response (Amy): It was
understanding to help
interesting because I was quite confident with some of the cards that we were given,
facilitate the lesson. (By
and found myself explaining my reasoning to my classmates, and on areas that I wasn't
doing so, the teacher is
so confident, other members of the group would explain them to me. Teacher: That's
able to guide the lesson
great Amy. Would anyone else care to share? Peter? Student response (Peter): Like Amy,
in the appropriate
I found myself quite confident with the task, and when I was explaining my reasoning
direction to assist student
to my classmates, I found that it helped me clearly articulate what was going through in
knowledge). Teacher
my head. I now feel more confident with my understanding. Student chimes in
makes notes on student
(Sandra): I also found that sometimes it is easier to understand when my peers explain
participation and level of
things that I may not have fully understood previously. I think its because we use
understanding in Student
different language and can relate to each other on a less formal level. Teacher: That's
progress tracking sheet.
great Amy, Peter and Sandra. Thank you for sharing. And you're all right. Peer assisted
learning is a fantastic way to reiterate your understanding and to develop higher-order Student: watching

thinking. Thank you for sharing with the class! Powtoon and taking note
on V.A.P.D. Participate in
class discussion and make
 Circulating around the room ask that students discuss complications that they are additional notes to clarify
having with the understanding of the Frames and Conceptual Framework. Teacher their understanding in
questioning: With the development of this unit thus far, what have been some difficult their VAPD's.
aspects in relation being able to identify the Frames and Conceptual Framework?
Resources: Powtoon plays
Student responses: I am still having some difficulties articulating the Subjective Frame.
on screen
Teacher response: That's alright, we can go through it again together. The Structural
Frame refers to the ideas, interpretations and projections of an individuals feelings, Do now task- Frames
emotions, imagination and experiences. Artworks may be seen as visual representations and Conceptual
of a memory, experience or even a depiction of their subconscious or fantasy. As a Framework match up.
viewer or the 'Audience', it is our role to interpret meaning and value in relation to our Whiteboard marker while
own individual associations that can be made with the artists artwork. Some of you, I
have noticed, have been experimenting with this frame in your Mini Series, and have
been producing authentic and provocative artworks. They are very engaging! Does that
help clarify the Subjective Frame? Student response: Yes, it does. Thanks. Teacher
questioning: Does anyone else have anything that they need clarified? Student
questioning: Yeah, in previous lessons you have used the term 'agencies'? Teacher

response: Agencies is another term used for the Frames, and is a term I would like to
see all of you become familiar with, as it can and may be used in the HSC. Are there
any other questions or queries that I can help you with? No? I can always come back to
this later and help if you need or would like more assistance. How about we move on
to the next task, if there are not more questions. And great work with the task. We got
through that quicker than expected!

30 Quick quiz through Kahoot which is design for knowledge integration, problematic Teacher: Begins Kahoot T/S

knowledge and to give them direct feedback. and see the result. Pay
attention someone has
What is critical analysis?
the lowest mark.

What points should be covered (The Frames) Facilitates Higher-order

discussion and
What points should be covered(Conceptual Framework)(5mins)
understanding.

Critical analysis (recap) Teacher: Throughout this unit thus far we have focused a lot
45 Student: Participate in
on Critical analysis techniques and being able to identify and explain the Frames and
class discussion and class
Conceptual Framework, as well as being able to use this knowledge to critically analyse
activities
and interpret artworks. I'd like to go over these as we have an Assessment Task coming
up, that will require you to critically compare and contrast two artworks during the
Modernist Period, either by the same artist or two different artists. (Recap)- Now who
Resources: VAPD's
of you can share with the class five main points to remember when critically analysing
Student Progress Tracking
an artwork? *pause for students to consider and reflect* Write student responses on the
board, and ask that students make notes in their VAPD's. Student response: First Sheet. Quiz from
reaction, Description, Formal Analysis, Interpretation and Evaluation. Teacher response:
Kahoot begins on screen
Excellent! Now who can elaborate on this? Jamie? What can you tell me about the first
which creates inclusivity of
step: First Reaction? Student response: Well, First Reaction is the process of writing
case study.
down your initial response and findings of the artwork. For example the shapes, colours
textures etc. What is at the centre of the composition, and how has the artist drawn
your eye to it? Teacher response: Fantastic! That's absolutely right! Well done. You
should also consider the mood and atmosphere of the art work, for example- is it calm
or chaotic? Well done Jamie. Now who can tell the class about the second step
'Description'? Fiona? Student response: I think it is about describing what you can see in

the artwork, like buildings and colours and stuff. Teacher response: That's right Fiona, it
is important to write down and identify as many aspects of the artwork as possible. For
example, are there figures in the artwork? Buildings, shapes, what colours do you see?
What is in the background? A good way to get as much detail out of the artwork is to
imagine you are describing the artwork to someone who can't see it. They need to be
able to have as many details, no matter how insignificant they may first appear, to have

a clear picture in their minds. Well done Fiona. Who would like to have a guess as to
what step three is about- Formal Analysis? *Students raise their hands.* Yes, Tim.
Student response: Formal analysis is similar to step one- First Reaction, only it goes into
more detail in regard to the formal qualities of the artwork: Colour, Tone, Media,
Composition and Mood/Emotion. Teacher response: Very well done Tim. Like Tim
mentioned it is a close investigation into the formal qualities of an artwork. It is as if we

place a magnifying glass over the work and make note of all the critical aspects of the
artwork. We dive into the work and see how the artist has made the work, and how
they use the Elements and Principles of Art and Design to successfully convey meaning.
Now who would like to describe the second last step- Interpretation, when critically
analysing an artwork? *Students raise hands* Jill? Student response: Interpretation is
the section where the audience interprets an artwork based on their personal

experiences, thoughts and feelings? Teacher response: That's absolutely right Jill. There
are no right or wrong answers when it comes to Interpretation. It is also important to
ask questions at this section. Questions like: what do you think was the artists intentions
behind the artwork (if any)? What do you think the artwork means? How would you
explain this artwork to someone else? Does the artwork have a story or narrative? What
might it be? What are the main themes presented in the artwork? (Political, Social,

Cultural...), if you were inside this artwork how would you feel? How does smell? Is it
cold? What senses are heightened? Etc. Now who would like to wind up this
magnificent round of description by telling us about the last step: Evaluation? *students
hands raise* Cassie? Student response: This is the section where you make a critical
 judgement on the artwork based on the evidence you have just found. Teacher
response: Can you elaborate. Can we have an example? Student response *Cassie*: Ok,
so when we went to the AGNSW I wrote about a work my Francis Bacon. I commented
on the use of focus points, and how he effectively used colour, tone and shape to

create meaning of movement in some sections, and detailed brushwork in others.

Teacher response: Very good Cassie. You could also mention that his work is expressive
through the use of colour, emotion and movement of the figure. You could also go
further into depth and discuss the types of brushstrokes, and how the liveliness has
added an additional feeling of energy and movement. A beautiful symbiosis of calm and
chaos. I am very impressed with your understanding of critical analysis as a whole. You

have all worked very hard, and I can't wait to see what you do with this Assessment
Task.

70 Critical analysis exercise: Compare and Contrast: Mini Series Teacher instruction: Now I Teacher: Instructs lesson S

would like you all to select two artworks that you have produced in our experimentation activity, monitors student
through the Mini Series, and we will be doing a quick task on comparing and analysis and progress, aids
contrasting. The artworks that you choose can be ones that look similar or completely students with their
opposite, that is up to you. We will be performing this exercise as a group, so we will all understanding and task.
have the opportunity to see what the difference is between comparing two artworks,
contrasting two artworks, and comparing and contrasting two artworks. *Allow a

couple of minutes for students to select their artworks*. Teacher calls class together for Student: Participates in
class exercise. For this exercise I would like you all to use the scaffold of critical analysis class discussion and
that we have just gone through as a class, and apply these to the two artworks you actively engages with
have in front of you. I will allow you 5-10 minutes per artwork and will notify you when Critical Analysis exercise.
it is time to go to the next artwork. If you are having difficulty or need some additional
help, I will be walking around the classroom for support, and will help assist your

analysis. Also remember that you all have a number of critical analysis guide sheets in Resources: VAPD's. Mini
your Assessment handbook, and are able to use them as you please. Series Artworks. Student
Progress Tracking Sheet.

Students begin analysing their artworks. While the exercise is happening, the Teacher
walks around the classroom and monitors students progress, and keeps students on
task. (For students who appear to be having difficulty, the teacher subtly discusses their
artwork with the student and acts as an aid to help student identify aspects of their
artwork that can be compared and contrasted though a critical lens. *Assess how

students are progressing through their analysis and see if they need more time
(10mins/artwork). Notify students when it is time to move to the next artwork* Repeat
exercise. Give students a 2minute warning, to finalise or complete their analysis.

Call class together. Compare and Contrast exercise. Teacher: Ok class, after the analysis
I would like you to take a quick minute to look over your notes of each artwork and
highlight or draw comparisons and contrasts in your notes. Question: What does it
mean to compare and contrast? Answer: -to compare is to: "note the similarity or

dissimilarity between". -to contrast is to: "the state of being strikingly different from
something else, typically something in juxtaposition or close association".

I.e. -What is similar about the artworks? Materials, size, colour, tone, texture, subject

matter, technique, style, mood, atmosphere etc? -What is different about the artworks? -
When we compare artworks we look for the similarities between two artworks, -And
when we contrast artworks we identify the differences. -When we are comparing and
contrasting artworks we explore the similarities and differences between two or more
artworks.

Now I'd like you all to have a go comparing and contrasting the two artworks you have
in front of you in a short paragraph or two, and then I would like you to form groups of

two or three and share your findings. *Allow 5-10minutes based on student
progression. While this activity is taking place, the teacher walks around the classroom
monitoring student progress and aids students who appear to be having difficulty with
the compare and contrast task and with the group sharing activity. Teacher also
monitors behaviour and keeps students on task*.

Teacher: As I was walking around the room I was delighted to see the engagement and
accuracy of the task at hand. You have all approached this task with a great
 understanding and I am excited to see how you approach your individual Assessment
Tasks.

Teacher: For the last part of this lesson I would like to go through the Assessment Task, Teacher: Facilitates T

85 and would like you all to annotate your copies- to make specific notes on sections of annotation session on
the Task and what is expected. *Hand out Assessment Task* Teacher: Step by step Assessment Task: Critical
reads out the Assessment task for the class explaining the Outcomes, Length, Comparative Analysis.

expectations, Drafting sessions, Handy Hints and the Marking Guidelines. *As this Demonstrating what is
happens annotate on an overhead projector or Smartboard sections to be noted and expected from a student
important factors of the Assessment task* Student: Is to sign and date that they have in a Stage 6 Preliminary
received the Assessment task. Teacher: Answers any questions that students may have course.
with understanding the task.
Student: Listens and
takes notes in VAPD and
annotates Assessment
Task.

Resources: Overhead
projector/Smartboard,
Pens, VAPD's, Assessment
Task, Student Assessment
Register.

Concl Recap/Pack up: While students are packing up and tidying their areas the teacher Teacher: Recaps on the T
usion
briefly recaps on the lesson. lesson, notifies students
90 that there will be more
lessons in class where we

Do now task- The Frames and Conceptual Framework match up. Recap on Critical will be discussing in

Analysis. Critical analysis exercise: Compare and Contrast: Mini Series. Introduction of greater detail of

Assessment 1: Critical Comparative Analysis. comparing and

contrasting case studies

(Artists/Artworks).

Teacher: Is there any questions regarding today's lesson that you didn't get a chance Teacher retrieves Student

to discuss, now is the time. I will also be here 5minutes after class if you would like to Assessment Register.

discuss anything with me then also. I am very impressed with your participation in Student: Tidies areas and

class today, and your understanding of how to critically analyse artworks. We will be pack up. Students listen to

able to discuss the Assessment Task in our future lessons, and will be able to have teacher instruction, and
waits to be dismissed
meetings and drafting sessions also. *Teacher dismisses class* Have a great day! from class. Resources:
Student Progress Sheet,
Student Assessment
Register.

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

In modifying this lesson plan, I have learned that is significant to provide student suitable
teaching strategies which could be caused of confusion or high order thinking to meet
students needs. Even though original lesson plan indicates three strategies which are
instruction, group discussion and individual task, it is clearly shown that those teaching
strategies have difficulties to deliver deep understanding of heavy theory class. Using
effective ICT could be the key of easier approach for deep understanding of lesson. I
found how visual interest strongly brings the attention such as Powtoon and Kahoot.
Successful Understanding of lesson is all depends on how much attention student pays
on the lesson. These high tech resources are variety, productive and collaborative ICT and
simply catch students eyes.

I also need to consider how student can develop their knowledge even further. Based on
my personal experience, online discussion and reading resources before the class are
extremely helpful for developing background knowledge because some of student may
be afraid of public speaking or some of them have a lack of background knowledge. For
the reason that, modified lesson plan could meet full range of students abilities.

Overall, marking the scores and commenting were significantly challenging but
theoretically analysis the lesson plan allows me to be able to discover the defect and
compensate it.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P.7. Making note of student participation in class discussion and

interactive exercises and the participation of online
discussion

P.8. Making note of student participation in class discussion and

interactive exercises. Kahoot indicates all participants
during the class. Students critically engage and respond to
in class exercises exploring the Conceptual Framework.

P.9. Observe students participating in class discussion, group

activities and individual critique.

P.10. Observe students demonstrating the importance of

criticism and how it constructs meaning. Teacher records
students level of prior knowledge and implementation of
knowledge in class activities.
 Academic Justification

Visual arts lesson plan in Australia is designed to develop knowledge and understanding of

historical, theoretical and social perspective of art in order to evaluate critical, cognitive and
aesthetic voice. (ACARA, 2011, p. 16-18) Even though, the original lesson plan was build up with
the number of academic resources, there is differentiation depends on which strategy teacher
focus on. This justification will point out two parts of APST standards which are ICT and teaching
strategies, and two parts of NSW QT model, background and problematic knowledge that focused
on modified lesson plan.

Due to the developing technology, it makes significant changes on students learning which is
getting convenience more and more (Charles & Tracey, 2002, p. 3). The original lesson plan used

power point and smart board for ICT. Obviously, there is no evidence about these ICT was

supportive and the teaching strategies which is indicated from the original lesson plan, also have
no evidence of effectiveness except the group discussion. The reason why ICT needs to be

developed is shown from the recent syllabus document for Stages 4 to 10 that the computer
technology is merged to promote compulsory teaching area in New South Wales (Renata & Carrie,

2008, p.1). As it could be seen as foreshadow to influence for all year students, students skill and
technique of ICT needed to be developed further. Additionally, the importance of ICT for visual

arts was emphasized from 1988, since then it was kept stressing as the comment (Renata & Carrie,

2008, p.1): "For visual education these are incredibly exciting times offering new possibilities"
(Long, 2001: 262). However, there is still the problem of adapting ICT which is a visual arts teacher
who mostly has visual artist background does not consider that this strategy is mandatory to

achieve the goal (Renata & Carrie, 2008, p.7). The advantage of ICT is not just visually interesting

such as Powtoon and Kahoot. It also creates direct way to interconnect idea and information with
students and teacher (ACARA, 2011, p. 23). Blackboard could be a suitable example of benefit by
using ICT which explores the relationships between cognitive, implications for motivation, self-
esteem and social behaviours (Charles & Tracey, 2002, p. 3). These three ICT could also be

covered as expanded teaching strategies. As students mentioned about difficulties of

understanding the frames and conceptual work, competence of using Powtoon and Kahoot which
creates easier and simple approach to the theory, could be considered as formed idea, plans and

processes which could be able to tackle the problematic knowledge (ACARA, 2011, p. 23).
National educational access licence for school (NEALS, 2007) declared the background knowledge
is built up with personal research and activities. Due to the lack of background knowledge, most
of students have disabilities to achieve successful outcome from group discussion and activities.
Peer assisted learning produces high level of support for each other. However, it is strongly

necessary to have better and deeper understanding required because assessment task is given at
the end of class. Background knowledge and power are intimately related which defines as the
achievement of a higher status occupation and/or the ability to earn an average or higher level
income (Robert, 2004, p. 3). To build up background knowledge, the first post of Black board
opened from teacher, provides reading resources about modernism artist Pablo Picasso uploaded
with his representative artwork. The personal and emotional perspective of the artwork will be

discussed with their reaction and interaction (Board of Studies NSW, 2003, p. 24). The explanation
of problematic knowledge is being aware of differentiated point of view of both artist and viewer,
also it is required exploring the meaning behind it by observing variety range of works (NEALS,
2007). Expressing artworks without any theoretical knowledge make observer rely on personal and

emotional perspective which is why online discussion designed for. After assessment marked,
student could compare two different types of perspective which are between personal or

emotional observation and theory based analysis. It also allows improving not only writing skill

but also appreciating artwork in real life.

In conclusion, four of complemented points were described which are ICT and teaching strategy
from APST standards create relationship between idea and information. It also related cognitive,
reasoning, individual and social behaviours. The focus moves on more personal and emotional
when it comes to problematic and background knowledge which is from NSW QT model. It

requires strong and deep consideration of interactive relationship between teacher who can

brings full ability of student, and student who need to fully participate.
References

ACARA. (2011). Australian Curriculum, Assessment and Reporting Authority. Retrieved from

https://acaraweb.blob.core.windows.net/resources/Shape_of_the_Australian_Curriculum_Th

e_Arts_-_Compressed.pdf

Avril, L., & Viv, E. (2001). ICT, Pedagogy and the curriculum. USA, & Canada: Routledge Falmer., p.4.

Board of Studies NSW. (2003). Visual arts years 11-12: Syllabus. Sydney, Australia Retrieved from:
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/visual-arts-st6-syl-amended-

2016.pdf

Charles, S., U., & Tracey, C., B. (2002). Information and Communication Technologies in Elementary

and Secondary Education: A State of the Art Review. University of British Columbia.

Long, S. (2001). Multimedia in the art curriculum: Crossing boundaries. Journal of Art and Design

Education, 20(3), 255-263.

NEALS. (2007). national educational access licence for school Quality teaching elements Retrieved
from:

http://lrrpublic.cli.det.nsw.edu.au/lrrSecure/Sites/Web/animals/animals_with_attitude/04_su
pport/support_03_qual.htm

Renata, P., & Carrie, M. (2008). ICT in the secondary visual arts classroom: a study of teachers'

values, attitudes and beliefs. Southern Cross University.

Robert, J., M. (2004). building background knowledge for academic achievement: research on what

works in schools. united states of America.