PaulStevensDate:15Oct13

LessonPlan
AchievementObjective/sfrom
Curriculum
LearningOutcomes
Bytheendofthislessonstudentswillbeableto:
LessonDate:16Oct13

Subject:JuniorArt
YearLevel:9
CurriculumLevel:4

Topic:TheGrid:Meand
MyEnvironment

DevelopingPracticalKnowledge
(PK):Exploreanduse
artmakingconventions,
applyingknowledgeofelements
andselectedprinciplesthrough
theuseofmaterialsand
processes.
DevelopingIdeas(DI):Develop
andrevisitvisualideas,in
responsetoavarietyof
motivations,observationand
imagination,supportedbythe
studyofartistsworks.

Intelligentlydiscussthespecificreasonsfor
usingthegridincompositions.
Intelligentlydiscussthewaysthatspecific
artistmodelsusethegridformat.
Produce2drawingsbasedonartistsuseof
thegrid.
Produceabasicdesignusingthegridfrom
theirownideas.
Produceadevelopedcompositionforagrid
paintingusing3elementsthatreflecttheir
environment.

StudentcentredLearningActivities AreasSpecificallyAddressed
Classdiscussionondifferent
approachestousingthegridand
makingnotes.
Drawingexercisepracticinggrids
basedonartistmodels.
Startgridcompositions.
Rangeofability
Resultsofclassdiscussiononboardsostudentscanget
everythingdown.
Oneononehelptoensurestudentskeepup.
Literacy:LRSW
L:Discussionledbyteacher.
R:Fromworkbooks.
S:Classdiscussionwithstudentparticipation.
W:Brainstormonsheets.
Keycompetencies:TRUMP
T:Analysisofartistmodels.
R:Classdiscussion.
U:Languagebasedlessonforfirsthalf.
M:Comingupwiththeirowncompositions.
P:NZartistmodelswhichreflectNZculture.
Learningstyles:VAK/MultipleIntelligences(LIBLIMS)
VAK
Culturalbackground
NZartistmodelswithPacificIslandsandMaorimotifs.
Gender/diversityinclusive
Femaleartistmodelused.

EquipmentNeeded NewVocabulary
3xA4paperperstudent
Pencilsperstudent
Handbookperstudent
TheGridcolourA3sheets
Grid.Composition.Structure.Horizontal.Vertical.
Diagonal.Harmony.

MinsIn DetailedLessonPlan
Introduction
0 Letstudentsinoncequiet.Introduction.
Development
oflesson

Brainstorm
1. EachstudentgetsanA4sheet.
2. Inthemiddleofthesheetwritelarge:GRID.
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PaulStevensDate:15Oct13

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40

3. Writeinthemiddleoftheboard:GRID.
4. Q:Wherehaveyouseengridsused?
a. Buildings. Maths book. Windows. Bricks. Road markings. Fences.
Patchworkquilt.Farmlayout.Cross.Design.Books.Tile.Etc.
5. Insilencewritedown5placesyouhaveseenthegridintherealworld.
6. Q:Whydoartistsusethegrid?
a. Toshowdifferentlandscape.
b. Asakindofwindowtotheworld.
c. Toaddstructureandorganisationtoacomposition.
7. Q:Whatdifferentapproachesdoartistsuse?
a. They use formal and informal grids, meaning some with strict borders,
otherswherethingshavebeenlaidinagridformation.
b. ShaneCottonusesformalgridswithborderstoorganiseimagery
c. NickyForemanoftenusesinformalgrids,fillingupthesurface
d. BillHammondusesinformalgridsinanabstractrepresentationofspace.
e. Piet Mondrian uses colour and very formal grids to create harmonies of
colour.
8. Q:Inwhatotherinterestingwayscanthegridbeused?
a. How could YOU use the grid for your composition, including your 3
elements?
b. Diagonals?
9. Writeupanswersasstudentsputtheirhandsup.
10. Studentswriteontheirsheets.
11. Promptwiththoughtprovokingquestions.Pickonstudentswhomaynotoffer.

GridPractice
1. GetasheetofA4paper.
2. Foldthesheetinto4.
3. Choose2worksbydifferentartistsinthehandbook.
4. Lookcloselyathowtheartisthasusedthegridformatandcomposedtheimage.
5. Break the composition down into simple shapes in a line drawing in one of the
squaresusingpencil.
6. Repeatforthesecondartistsworkinanothersquare.
7. Produce a 3rd and 4th sketch in the other boxes of your own design based on what
youhaveseenfromtheseartists.

Compositions
1. GetasheetofA4paper.
2. Rulea1cmborderaroundtheoutside.
3. Divideupthespaceintoagridofyourdesign,with35areastodrawthingsin.
4. Begindecidingwhereyour3elementswillgo:
a. Landscapeorseascape
b. Objectcloseup
c. Patterns
5. Youcanalsoaddinotherthings:
a. Alandscapeaswellasaseascape,orviceversa
b. Anareaportrayingoneofyourinterests
c. Extrapatternsbasedonyoursiapoorkowhaiwhaidesigns
Conclusion
55 Startpackingup.
Homework
Makesureyouhavephotosofthe3elementsneeded.
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PaulStevensDate:15Oct13

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PaulStevensDate:15Oct13

LessonEvaluation
Date:16Oct
Period:3

Whatwentwell?Why?Whatwentbadly?Why?
Imprettyhappywithhowitwent.Theywereresponsivetoquestionsandseemedtoacceptmyauthority.Therewasa
fightthatalmostbrokeoutandImanagedtopreventit.Ilaiddowntheconsequencesveryclearlyandtheystopped.I
thenmadeitveryclearthatthebehaviourwasinappropriate.
Didthestudentsmeetthelearningoutcomes?Ifyes,howdoyouknow?Ifno,whynot?
Yes.Mostofthestudentscompletedthework.Ididfocusalotofattentionatthestudentsatthefrontthough.Ineed
tomakesureIbalancemytimeouttoensureaqualityofworkaroundtheroom.Thestudentsatthefrontthough,who
areusuallyquitedifficult,wereveryontoitwiththeactivities.
Plansfornextlessonbasedonabove
Balancemyattentionaroundtheclass.MakesurestudentsallactonwhatIamsayingbeforecontinuing.
Followupofindividualpupilsifrequired
Sionewastheboywhostartedthefight.Ineedtokeepaneyeonhim.