Professional Documents
Culture Documents
Learning Focus:
Victorian Curriculum
ACARA Domains Dimensions Key elements of standards to which lesson is focussed
VELYDF
Explore ideas, experiences, observations and imagination and express them through subject matter
in visual artworks they create- Exploring the use of visual conventions in artworks, for example, what
VCAVAE021) Arts- Visual Art Explore and Express Ideas
colours were used, and how, why is the colour it used in this way?, and express these conventions in their
own artworks.
Experiment with different materials, techniques and processes to make artworks in a range of art
(VCAVAV022) Arts- Visual Art Visual Arts Practices forms- comparing the qualities and properties of materials such as paint, crayons, clay and found objects,
and select appropriate materials and art forms to express a specific concept or theme.
Stage 1 Introduction The first task is getting the students to understand what 5 minutes Students will watch a
inspires artists to create art and why and how it can inspire motivational video from The teacher will be guided the discussion by questioning what
others. YouTube. Students will be students find motivating/ inspiring. For example Who has an
required to brainstorm Idol that they aspire to be? Do you have any loving memories
things that that you know will last forever? (Making sure no students have
inspire/motivate them (eg experienced any recent deaths or tragedies). Students will just
people, actions or think and not share at this stage.
environments). Students Make sure students are quiet and settled before the YouTube
will then have time to video starts.
think and reflect on a After the YouTube clip students will get to share their thoughts
memory or a place they on what and who inspires/ motivates them. Explain to students
love. Students will have a they express this through a painting. Get students to select
couple of minutes to close their most inspiring place, memory or person.
their eyes to take them
back to their memory,
place or person. Really
concentrating on the finer
details and how you feel.
Stage 2 Body of lesson For this section of the lesson students will be introduced to 10 minutes Students will sit and listen Rules and expectations on how to act and behave in the art
the paints they have on offer. Along with instructions on to the instructions the space will be discretely made aware to the students. For
how to behave when working with paint. teacher is given. example the rules will include only the teacher will pour the
paint into the pallets, no walking with paint brushes,
newspapers must be covering the whole surface of the table
and paint brushes must be placed in cups of water if theyre not
being used.
The next stage of the lesson involves students starting to 30 Students begin creating The teacher will roam and monitor the classroom, making sure
create their favourite memory or place into a piece of art. minutes their art pieces. students are behaving responsibly in the work space. Along
with keeping an eye out for students who may be struggling to
know how to start or convert their idea into a painting. Another
role the teacher will play includes guiding the students in
selecting colours that reflect on how they feel in the place or
the nature of the person they are painting.
Stage 3: Conclusion At the end of the lesson all students will participate in the 10 minutes Students will clean up their Teacher will again roam the classroom monitoring if all students
clean of the classroom, including the cleaning of brushes, area and help others clean are contributing to the cleanup of the classroom. If some
paint pallets and the throwing out of newspaper on the theirs. students are involving themselves then the teacher will
tables. intervene and direct these students with what to do.
Stage 5: Closure Closing the lesson will involve student sharing the 5 minutes Students discuss the Teacher will allow students to share their experiences during
techniques they used and the difficulties they may have techniques used such as the lesson. Making sure that students are actively listening and
faced. spots, waves and streaks. participating in the discussion.
Along with the difficulties
they were faced with.
References
Victorian Curriculum and Assessment Authority, 2017, Visual Arts
http://victoriancurriculum.vcaa.vic.edu.au/the-arts/visual-arts/curriculum/f-10#level=1-2
Victorian Curriculum and Assessment Authority, 2017, English
http://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10#level=2
KenDone.com
http://www.kendone.com.au/