Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION
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LESSON ORGANISATION
Year Level: 4 Time: 1:20-2:10pm Date: 12/06/19 Students’ Prior Knowledge:

Learning Area: Visual Art

Strand/Topic from the Australian Curriculum:
Making: Exploration of artwork from varying times
and cultures that represent different styles, such as
realistic, narrative and abstract (ACAVAM110)
Presentation and display of artwork with
consideration of visual appeal/aesthetics
(ACAVAM112)
1) Familiar with planning artistic pieces
2) Experience with colour mixing
3) Knowledge of primary and secondary
colours
4) Familiar with the colour wheel
5) Familiar with organising personal art
space

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understanding
thinking competence

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia

Proficiencies:(Mathematics only)

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action
verb)

As a result of this lesson, students will be able to:

• Explore a colour palette using complimentary colours
• Design a picture inspired by Vincent Van Gogh
• Use their colour palette in their design

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Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

1) Print 4 colour wheels 1) Students who need assisting can work one
2) Have presentation ready on one with teacher
2) 1 to 2 instructions at a time

3) Students who need extending can contribute

ideas during presentation, discuss Van Gogh
and colour wheel/palette
4) Extension activity: pic collage presentation on
Van Gogh’s artwork
5) Instructions remain on the board for the
whole lesson
LESSON EVALUATION (to be completed AFTER the lesson)
Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

The students responded really well to the art and the presentation. The questioning at the beginning
and the discussion at the end worked well to evaluate their understanding. For future lessons the
discussion will need to be maximum 10 mins, 5 at the start and 5 at the end so the students get the full
time to work. I will have to experiment with set up and pack up times to ensure they have enough time
to finish.

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

4Gs (Anne-Marie Rosman)

Intro: Well prepared materials and plan, nicely presented ppt- presents ideas at
appropriate level. Involved students by questioning and checked for understanding
(instructions and ideas).

Middle: Walking around, questioning, questioning, answering questions, making sure

students are on track. Students were engaged. Kept LK (student) busy once she’d
finished - adding to her artwork and suggestions for improvement; early finisher
activity: Van Gogh on iPad.

“Busy noise” is good and not too loud; gives students chances to discuss their own
artwork and give each other feedback; on-topic talk. Listens to students one-on-one,
allowing them to ‘drive’ their art. iPads for BW and JS (SAER) gives them better
access to their own abilities.

End: Given students time warnings for of lesson, lesson, next time, when more time,
bring students back to mat to share and talk about their plan.

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(Print off - 1 for each table group)

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 LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time Motivation and Introduction: Resources/
References
1:20pm Align these with the
Greet students, clear off desks and sit on mat.
(10 segment where they will
mins) be introduced.
Play Keynote presentation and discuss colours, textures and the
impressionist style. Paper, coloured pencils,
colour wheel
Explain that this is 1 of 4 lessons, each of which will build on the last
eg: Lesson 1 - create palette and design (in pencil), Lesson 2 - test
design and paints and see how the scraping technique works, Lesson
3 - paint final piece, Lesson 4 - write an abstract explaining their piece
and a response to another student’s work.

Lesson Steps (Lesson content, structure, strategies & Key

Questions):

Discuss the colour palette and the activity: students need to choose 2
or 3 colours and design a Van Gogh inspired picture which they will
later paint and use plastic forks to scrape away the paint to add
texture.

Focus on colour and texture.

Students need to create a colour palette exploring complementary

colours.

Draw/write instructions on the board.

Give students a 5min warning at 2pm.

Lesson Closure:(Review lesson objectives with students)

Hand in designs and pack away. Come to the mat to share difficulties,
2.05pm techniques they found useful, how using only 2 or 3 colours affected
their design.

Transition: (What needs to happen prior to the next lesson?)

Pack away and line up outside ready for next class

Assessment: (Were the lesson objectives met? How will these be

judged?)

Observational assessment of colour palette and planning abilities.

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