Template for Assignment 1: Tiered Lesson

Name & Student Number: Gabrielle Mundie

Curriculum (Learning) Area of Lesson: Visual Arts
Specific Topic of Lesson: Portraiture: Eyes
Year Level/s: Year 10

Lesson Context (1 paragraph)

Context
This lesson on ‘drawing human eyes’ is part of a semester unit on portraiture with the ‘big idea’ of Identity
and how this is expressed through portraiture differently from photographs. The students have two 100
min double lessons per week and this is the first lesson of week 2. Last week the students began with the
theory of portraiture and the history of the genre. Students did a short analysis of a portrait and began
revisiting basic drawing techniques and skills. This will be followed by further theory, technique and skill
development in both pencil and acrylic paint. The students will finish the unit by creating a final portrait in
their own style, developed after experimentation and influence from the analysis of other artist’s work,
style, and technique. Each lesson students will address one to two new facial features to practise their
skills and have a deep understanding of the human face and facial proportions, before moving on to
painting skill. These exercises will follow a similar differentiated structure as this lesson.

Class context: This cohort has a large range of literacy skills and technical (drawing) skill levels. There are
a few students with learning difficulties, particularly with literacy who need particular attention and benefit
from explicit step-by-step teaching. The students have a basic understanding of the elements of art
(colour, form, line, shape, space, texture and value), and basic skills in drawing and painting as developed
from years 8 and 9.

Final Unit Assessments:

Folio Work: Students will do their class work, experimentation, research, interpretations and analysis in
their A3 folio and will be submitted at the end of the unit. This will also include an artist study and painting
analysis to address the literacy element of the course.
Final Practical: Portrait in acrylic paint with accompanying practitioners statement.

Learning Objectives
As a result of engaging with the lesson, students will:

Students will understand that identity can be conveyed through art and portraiture in a way that is
different from photographs.

Students will understand that development and refining of technical skills and techniques will help them
grow as an artist and inform their future art making. (ACAVAM127)

know (e.g. facts, vocabulary, dates, information) be able to (do) (Skills, processes)
The anatomy of the eye (Iris, pupil, tear duct,
lens, cornea, relation to skull and eye socket),
proportions (eyelashes are like ticks, not all
of the iris is seen in the eye, the eye is almond
shaped, the cornea protrudes from the eye,
the pupil covers 1/3 of the eye, the top of the
eyes is darker than the bottom, contouring
etc.) and how to represent this in a
drawing.
The harder the pencil is used, the darker the
line.
Terminology associated with sketching
(blend, tone, shade, line, 2B, 4B, 6B, and H
pencils, value, contour)
Experiment and manipulate drawing techniques to
sketch the human eye and represent their own
artistic style. (ACAVAM126)
(Eyelashes are like ticks, not all of the iris is seen in
the eye, the eye is almond shaped, the cornea
protrudes from the eye, the pupil covers 1/3 of the
eye, the top lid of the eye is darker than the bottom,
contouring etc.)
Hold pencil correctly and use the correct amount of
force with the correct grade of pencil.
Demonstrate their own style of sketching through line,
tone, blending and shading.
Shade, blend, create tone, mark making.

The definition of the ‘Art Word of the Day’ Identify shapes in photographed images to inform their
(Tone) drawing.

Essential Questions (1-3 only; these should help students engage with the “big ideas” or understandings)

How do artists develop the skills and grow as an artist? How do they learn from trial and error?

How do drawing reflect an individual’s identity and emotions?

How can I use my art skills and vocabulary to develop art works?

Preassessment of Individual Student Readiness

For this pre-assessment students will follow along with a teacher demonstration of drawing a human
eye (front view). Student will work through the step-by-step instruction in their folios. The teacher will
refer to anatomy handout (appendix 4) to give students a deeper understanding of the anatomy of the
eye. Students will also be taught how to correctly hold a pencil with the correct pressure and how to use
a laminate sheet to identify shapes within images of an eye with a marker. Students will then be divided
into different scaffolded tasks according to skills demonstrated in the drawing of the eye and their
readiness level.
In previous lesson, students began revisiting skills in tone, shade, mark making and sketching. This
pre-assessment will use these skills and apply to drawing an eye. This will also lead to pre-assess
student readiness for other facial features leading to the final portrait.

Lesson Plan
Lesson Sequence Explanatory notes
Introduction – Art vocabulary ‘Word of the
Day’ (TONE)
(At the beginning of every lesson)
(10 minutes)
Teacher directed meaning of the ‘Word of the
Day’ - ‘Tone’. Conversation with students
about the meaning and how to start using the
term. They will then add the word to their
own glossary in their folio.
Drawing session introduction
(10 minutes)
Teacher directed classroom discussion about
‘trial and error’ of skills and how mistakes
help artists learn, develop and grow as an
artist.
Addressing essential questions 1 and 3 in
this discussion.
Step-by-step teacher demonstration
(25 mins)
How to draw an eye. Done on the white
board (depending on resources available) so
all students can follow along at the same
time, using art terminology during the
demonstration. While giving demonstration
teacher will discuss how ‘Identity’ can be
demonstrated in the eye through shade,
highlights, tone and contouring to create a
different effect to photographs.
Students will first be taught how to correctly
hold the pencil and the correct pressure to
apply when sketching (follow on from last
lesson).
Students will be shown (and experiment with)
laminate sheets to identify the correct shapes
in images. Students place the laminate sheet
of the image (Appendix 1) and use a thin
whiteboard marker to trace the shape.
Teacher will also refer to anatomy worksheet
to explain the anatomy of the eye and create
a deeper understanding.
Art Word of the Day – This is added into the lesson to
help students with developing vocabulary. Vocabulary
is very important for students to develop in art,
particularly for Stage 1 and 2. By introducing it into the
beginning of every lesson this allows students to
understand one definition at a time, so that students are
not overwhelmed by the art terminology.
This caters for different levels of readiness because
students can learn the term and then be tested through
an exit card, to ensure understand before moving onto
the next one.
Drawing session introduction
This discussion was added to the lesson because it is
an important conversation to have with students. Often
in skill based subjects like art, students can have a
negative opinon of their work, particularly if comparing
to other students. Art, particularly detailed drawing like
portraiture can be overwhelming, therefore establishing
an understanding of the benefits of mistakes, challenge
and ‘trial and error’ can help establish a growth mind
set in the classroom.
Step-by-step teacher demonstration -
The step-by-step teacher demonstration was
introduced into the lesson as an important part of the
skill application process. It is very beneficial for
students to watch the demonstration in order to know
how to do the skill themselves. The demonstration is
beneficial for differentiation as it is done at a step-by-
step pace allowing students to complete the eye in
stages and finish at their own pace.
The anatomy worksheet (appendix 4) is given to
students so that they have a deeper understanding of
the anatomy and structure of the eye so that they can
apply it to their drawing. The sketched worksheet will
allow students to refer back to it if they need further
assistance.
The laminate sheets are provided for students to help
with differentiation. Students who are struggling to copy
from a photograph and get the correct shape, can use
the laminate sheet and draw on top with a whiteboard
marker to see the shape more clearly.
Once completed teacher will assess all
students work then give students the
differentiated task.
Differentiated Tasks
(40 minutes)
Students will be divided into groups by the
teacher who will hand out tasks after they
have assessed the students eye. The
students who are at a high-readiness level
will generally finish earlier giving the teacher
time to assess students work as they finish.
Students will then begin the tasks.
Activity 1: (High-readiness)
The students with a high level of readiness
will continue to practise eyes but with more
challenging skills. Through the workbook
(appendix 5) students can select the eyes
they would like to practise. This will involve
angles (eyes from the side, top and bottom
view), emotions (sadness, anger, happiness
and surprise), cultures (Chinese, Aboriginal,
African, Middle Eastern, Asian and
Caucasian) and ages (The young and the
elderly). Students can go at their own pace
and can ask for assistance if needed.
Activity 2: (Mid-readiness)
For students who have completed the eye
drawing at a satisfactory level and are at a
mid-readiness level. Students may have had
some troubles with one or two elements of
the eye (for example shape or eye lashes)
This group of students will continue to
practise more on the eye, by following along
with a video of the teacher’s eye
demonstration. Pre-recorded and on
YouTube (due to time constraints a
supplementary YouTube clip has been
added for assignment purposes). Once
students have practised and believe they
have improved, students can attempt the
“culture or emotions” extension work (See
appendix 5).
Differentiated Tasks
Activity 1: (High-readiness)
(See appendix 5 – Task booklet)
This activity was introduced for the high-readiness level
because it will provide a challenge and will be more
interesting to the students who have mastered the
original eye and inform their final portrait. This task
doesn’t give students extra work, but rather testing
more challenging skills which will reflect in their final
portraits. The worksheets all provide different
challenges and students can select the one they feel
most comfortable with and practise the skills.
Students are encouraged to not use the laminate
sheets unless they feel they need extra assistance,
except, on the ‘angles’ worksheet where they will be
good support. Students can also refer to appendix 6 if
they would like further support on the ‘side view angle.’
Activity 2: (Mid-readiness)
(See YouTube clip link:
https://www.youtube.com/watch?v=7hk6nfj2pno )
This activity was introduced to support the students
further with the drawing of the eye while providing the
appropriate level of challenge. It is important that
students master the basic structure and shape of the
eye before proceeding. Students in this group will be
able to practise but be supported through the video.
Allowing students to work at their own pace until they
feel they are ready to move onto the next task. They

Activity 3: (low-readiness)
Students who are at a low-readiness level
are students who have attempted the
drawing but need extra assistance to
successfully achieve the basics. Students will
work in a small group with the teacher where
the teacher will do the demonstration again.
This time the teacher will also provide extra
explicit guidance, with particular attention to
the more difficult elements of the eye where
the students struggle (e.g. eyelashes, shape
of the eye, shading, size of the iris and pupil).
Teacher will provide constructive feedback
and teach explicitly.
This lesson will lead toward the final
assessment of students creating their own
portraits towards the end of the unit.
Exit Card – “Drawing Skills”
15 minute activity
Vocabulary and definition understanding for
“Word of the Day.” Also includes shading
activity and demonstration of the basic
shapes of drawing an eye (shape of the eye,
size and positioning of the pupil, iris, and tear
duct, accuracy of eye lashes).
will be able to attempt the “culture or emotions”
(appendix 5) work as they are not quite as challenging
as the “age or angles” but still allows them to challenge
themselves.
Students will have access to the laminate sheets if they
require.
Activity 3: (low-readiness)
This activity was added to provide additional support to
students who are struggling with the drawing of the eye.
It is important that they achieve the basics therefore,
explicit teaching in a small group with constant
feedback will support their learning and readiness level.
Students can ask questions as they go along. The more
challenging aspects of the eye will be done with detail
to support the students further. Students will also be
encouraged to use the laminated sheets throughout this
process. This assists with differentiation as we are
taking an explicit step-by-step process but also
supporting the students with constructive feedback to
improve their learning.
The teacher will stay primarily with this group of
students for the activity, but will have a brief wonder
around the classroom to ensure all other students are
working okay in the task. The other two tier will be
supported by the additional resources but can ask for
further help if needed.
Exit Card –
(See appendix 7)
The exit card was added into the lesson in order to test
the basic skills and understanding that is required of the
students before moving on to another facial feature
next lesson. This allows the teacher to assess the
students level of readiness before proceeding and can
adjust the teaching plan if required.

Lesson Closure/ Check for Understanding

How will you know whether students have achieved your lesson objectives?

The lesson closure activity will be an exit card work sheet.

Exit Card. “Drawing Skills” – Students will be completing an exit card worksheet about drawing skills
that includes the basic eye elements, shading and a definition response for the Art Word of the Day, to
test their understanding. (See appendix 7)
 By completing this exit card, the teacher will be able to see if students have successfully managed to
demonstrate the basic skills. If students have not been able to master these activities, the teacher will
be able to alter lesson and revisit skills if needed. This differentiates by student readiness by allowing
students to use the knowledge they have learned in this lesson and be supported in the following
lesson if they are still having difficulties (Jarvis, 2017a).

Throughout the lesson, I will also be able to see how students have achieved the lesson objectives
through observation of drawing skills.

Teacher will also keep a ‘skills checklist’ (see appendix 8) for each individual student for the whole unit.
The teacher will fill out the checklist when the student is able to achieve the skill (at their own pace) and
can reteach skills if the class has not yet understood a skill. Each lesson will be devoted to one or two
facial features, before moving onto painting techniques. This checklist will be completed after the end of
each lesson.

Explanation:

This lesson plan is an example of a tiered lesson because I have taken one practical task and
differentiated into three different groups attending to three different levels of readiness. The step-by-step
process of the demonstration and differentiated tasks allows students to work at an appropriate level of
challenge. Students work at their own pace, as not to be rushed by other students. This lesson has been
designed in order to meet the needs of all students by providing different supportive materials, different
pedagogical practises and strategies, and a range of skills for the students to remain in the appropriate
level of challenge. Students will be developing their knowledge, skills and understanding and be assessed
by the different levels of readiness. These tasks aim to remove the barriers (such as technical skills) in
student learning so that students can engage in the task and work to their best ability (Jarvis, 2017b). For
the high-readiness level students, it is important that they are given more challenging work rather than just
extra work. The work booklet (appendix 5) allows students to be challenged in their skills without providing
‘extra work’ (Jarvis, 2017b).

As this is the first in multiple facial feature studies, it is important that students are at a good and
comfortable level of readiness before proceeding to the next facial feature. The terminology will be
essential for folio work and analysing artworks later in the unit, therefore students much have a good level
of readiness to fully understand and comprehend the work later in the year. The students have been
provided with extra supportive material in each of the tiers to assist that particular readiness level. The
‘drawing session discussion’ at the beginning is very important in developing a growth mindset in the
classroom. As students, often can have a negative opinion towards their own work, it is essential that
students understand the benefits of trial and error, mistakes, and challenge. This will inform and develop
their learning to help them grow as an artist, but also show how other artists develop skills through this
process also.

References
YouTube Video link: How To Draw An Eye, Time Lapse | Learn To Draw a Realistic Eye with Pencil. (2012).
Retrieved from https://www.youtube.com/watch?v=7hk6nfj2pno

Inspiration for anatomy worksheet: Marey, L. (2013). Eye Study: How to Draw Realistic Eyes. Retrieved from
https://www.boredart.com/wp-content/uploads/2015/12/How-to-Draw-an-EYE-2.jpg

Jarvis, J. (2017a). Module 3: Ongoing assessment to inform differentiation. Lecture, Flinders University, South
Australia.

Jarvis, J. (2017b). Module 4: Addressing Differences in Student Readiness. Lecture, Flinders University, South
Australia.

Checklist of assignment components:

o Completed lesson context explanation
o Completed clear learning objectives and essential questions for the lesson
o Complete, step-by-step lesson description, with brief notes explaining how the lesson
represents an example of a tiered lesson to address readiness
o Explanatory 1-2 paragraphs clearly linking your lesson planning decisions to the topic
content (and citing sources as appropriate)
o Supplementary materials (e.g., copies of directions, handouts, etc. provided to
students)
o Copy and/or description of preassessment task used to assign individual students to
appropriate “tiers”
o Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of
student work)
EDUC4720/1 EDUC9406 2017. Tiering format adapted from Tomlinson (1999)