102086 Designing Teaching & Learning 2H 2017

Assignment 2: APST and QT Analysis Template

I have Chosen to analyse the Visual Arts Lesson plan.

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 4 Comments: Teacher was engaged in monitoring students throughout the
5 lesson. No specific attention was given to diversity.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 2 3 4 Comments: The lesson did not contain any content specific to Aboriginal or
5 Torres Strait Islander students. The teacher was engaging with all students.
1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
1 2 3 4 Comments: The high level of attention throughout the lesson allowed for
5 differentiated instructions. The teacher also kept records of engagement
levels throughout that would assist with differentiated instruction.
1.6 Strategies to support full participation of students with disability
1 2 3 4 Comments: These strategies were not part of the lesson plan. The high level
5 of student monitoring could potentially cater for disabled students.
2 Know the content and how to teach it
2.2 Content selection and organisation
1 2 3 4 Comments: The lesson was well structured. The content was not always
5 aligned in a cohesive way, where one aspect would relate directly to the
next.
2.3 Curriculum, assessment and reporting
1 2 3 4 Comments: The lesson plan allowed for multiple instances of assessment
5 throughout the lesson. High level of relevance to the curriculum.
2.6 Information and Communication Technology (ICT)
1 2 3 4 Comments: The lesson plan did not include any use of Information and
5 communication technology. The lesson could easily have incorporated the
use of ICT.
3 Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
1 2 3 4 Comments: The goals were not explained explicitly within the lesson plan.
5 The lesson plan did allow for the students to be challenged.
 3.2 Plan, structure and sequence learning programs
1 2 3 4 Comments: The lesson plan was well structures. The sequence did not
5 always incorporate the previous element of the lesson into the next.
3.3 Use teaching strategies
1 2 3 4 Comments: The lesson plan incorporated an array of teaching techniques
5 and strategies. Instructions were varied and allowed for students to direct
discussions.
3.4 Select and use resources
1 2 3 4 Comments: The lesson plan listed specific resources relevant to the tasks.
5 The use of ICT was overlooked in this lesson plan.
4 Create and maintain supportive and safe learning environments
4.1 Support student participation
1 2 3 4 Comments: The lesson plan incorporated student interaction with both the
5 teacher and other students. These interactions were monitored positively
by the teacher throughout.

4.2 Manage classroom activities

1 2 3 4 Comments: The structure and implementation of tasks allowed the teacher
5 to monitor and manage students. The specific tasks and activities also
allowed for easy classroom management.
4.3 Manage challenging behaviour
1 2 3 4 Comments: the lesson plan included dialogue that incorporated students
5 questions, though the lesson plan did not include challenging behaviour as
a factor within this dialogue.
4.4 Maintain student safety
1 2 3 4 Comments: The high level of monitoring leads to a safe learning
5 environment. The tasks and activities could not be seen to be unsafe,
therefore the students safety was not at risk.
4.5 Use ICT safely, responsibly and ethically
1 2 3 4 Comments: There was no use of ICT. Ethical and responsible use of ICT does
5 not apply.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1 2 3 4 Comments: High levels of monitoring students engagement and recording
5 students completion and understanding of tasks. Monitoring and
encouraging student supportive learning with group tasks.
5.2 Provide feedback to students on their learning
1 2 3 4 Comments: The lesson plan included many instances where feedback was
5 given on the Critical analysis section. Students also received feedback on
their creative works.

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 4 Comments: The focus on the Frames of Modernism was not sustained. The
5 tasks and activities gave a general description of the significance of the topic.
1.2 Deep understanding
1 2 3 4 Comments: The tasks drew upon new concepts and linked them to previous
5 knowledge. The lesson plan incorporated elements of critical analysis that
students had been exposed to before.
1.3 Problematic knowledge
1 2 3 4 Comments: The concepts were presented as fact, and little (if no) time was
5 given to describing how the frames were established. Students were not
encouraged to question the Frames and concepts behind modernism.

1.4 Higher-order thinking

1 2 3 4 Comments: The lesson plan incorporated higher order thinking but the
5 group activity allowed for higher order thinking. When presenting artistic
concepts, the students need to be instructed as to their fluidity.
1.5 Metalanguage
1 2 3 4 Comments: The word Modernism could have been described in more detail,
5 relating it to other artistic movements that incorporate modernism. Eg Post-
Modernism. The use of language was slightly undervalued within the lesson
plan.

1.6 Substantive communication

1 2 3 4 Comments: The group discussions and supportive learning allow for
5 sustained clarification of the core concepts of the lesson. The teacher also
allowed for clarification of concepts during structured question time.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 Comments: Understanding the tasks and activities is a key factor of the
5 lesson. There is no mention of higher or lower levels of achievement within
the lesson.

2.2 Engagement
1 2 3 4 Comments: Varied tasks keep the students engaged throughout. A mixture
5 of group work and individual work prevents engagement stagnation.
2.3 High expectations
1 2 3 4 Comments: The students are expected to incorporate the concepts into
5 their own work. The students are not significantly challenged.
2.4 Social support
1 2 3 4 Comments: Group activities provide positive support. Reluctant students
5 would be engaged through the high levels of monitoring and individual
assistance.
2.5 Students self-regulation
 1 2 3 4 Comments: Students are kept on task almost all of the time with high levels
5 of monitoring. The teacher is verbally rewarding the students during the
dialogue section of the lesson plan.
2.6 Student direction
1 2 3 4 Comments: The lesson is very structured and teacher centred. There is no
5 evidence of student direction, except within a structured task.
3 Significance
3.1 Background knowledge
1 2 3 4 Comments: Students prior knowledge of Frames and critical analysis form a
5 strong reference point for further development. The link to art gallery visits
provides out of school knowledge.
3.2 Cultural knowledge
1 2 3 4 Comments: No links to cultural knowledge. No cultural significance to the
5 lesson plan.

3.3 Knowledge integration

1 2 3 4 Comments: No links to other subject areas. Information and concepts within
5 the lesson are confined to the KLA.
3.4 Inclusivity
1 2 3 4 Comments: All students are included in the learning tasks and are monitored
5 evenly by the teacher. Discussions allow for any student to participate.

3.5 Connectedness
1 2 3 4 Comments: The creation of artworks to be shared creates a bond between
5 the classroom and a greater viewing audience. The concepts contained
within Modernism are relevant to students work as all art can inspire future
art, and therefore connect the past with the present.
3.6 Narrative
1 2 3 4 Comments: though narrative exists within the students mini-series work, it
5 does not relate directly to the lesson and its content. There is very little use
of narrative within the lesson plan.

Section 3: Identifying Areas for Improvement

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

APST
1) ICT 2) Strategies for Aboriginal and Torres
Strait Islander Students
QT model
1) Problematic Knowledge 2) Meta-Language
 Lesson Plan (Simplified for DTL)

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

Critical Comparative Analysis Preliminary

Date:24/09/2017 Location Booked: Building A Lesson Number: 18 /30

Classroom E
Time: 60 minutes Total Number of students: 24 Printing/preparation:

Critical analysis scaffold

sheet. (In Assessment
Handbook)
Assessment Task 1.
Student record sheet + pen
for signatures.
V.A.P.D.
Power Point examples.
(Detailed description of
Modernism and how this
may be problematic)
Student progress tracking
sheet.
Student ICT Device for Internet
searches

Outcomes Assessment Students learn about Students learn to

P1: explores the Students Various art Ask higher order
conventions of Critically movements thinking questions
practice in analyse their throughout about their
artmaking own history understanding of
P2: explores the roles and progressive How Modernism the course and the
relationships Gains a relates to a shift content.
between the stronger in style and Understand a
concepts of artist, understanding expression variety of ways
artwork, world and of the Frames How modernism that meaning can
audience and changed the be constructed
P3: identifies the frames as Conceptual meaning and within an artwork.
the basis of
 understanding Framework importance of an Take inspiration
expressive through their artwork from previous art
representation individual movements and
through the making Mini-Series incorporate these
of art and their ideas into their
ability to own work
P.7, P.8, P.9, P.10. resolve
problems

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 Understanding.
Critical analysis and creative thinking. Critical thinking and note taking- Students critically eng
Literacy- Metalanguage. annotations.
Collecting and organising new information.
Pose the Themes and Frames of modernism
to other cultures and question do these
themes apply to other cultures and their art
styles over time?
 Time Teaching and learning actions
Intro
Students enter classroom, place
their belongings in the appropriate
allocated area. Retrieve necessary
materials when asked by the teacher.
Teacher begins by welcoming
students to the days lesson, writing
class aims on the board. -Class aims
helps to assist both Teacher and
Student to stay on task, and to provide
an aid for students with additional
learning needs to stay on task, for
students who have difficulty
understanding verbal instruction, but
also act as a reminder and help map
the progress of the lesson and time
management.
Call Class Roll
Organisation Centred
T/S
T
Teacher: Invites students
into class and begins with
going through the aims
for the lesson, marks the
roll
Student: Enter
classroom, organise their
working areas. Place bags
and belongings in
appropriate area. Sit
quietly at their desks.
Resources: Whiteboard
marker, Class roll, VAPD.
Student ICT Device for Internet
searches

Lesson Aims:
Do now task- The Frames and
Conceptual Framework match up
(5mins)

Introduction to class and aims of the

lesson
Introduction to modernism.
Explanation and discussion
(incorporating Cultural aspects)
Internet search and Compare to
Conceptual Frame (20-25mins).
* Recap on Critical Analysis (15mins).
Critical analysis exercise:
Introduction of Assessment 1:
Incorporate or compare concepts
Learned with Students own work: Mini
Series (10-15mins).
Recap/pack up (5mins).

Briefly explain class aims to the

students

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Body Introduction to Modernism
Brief explanation of the word
Modernism, and how this may be
problematic (discussion)
Relate the term Modernism to
Australian Indigenous Art, and
hypothesise how the term may or
may not apply. Broaden discussion
to include other cultures.
Relate definition of Modernism to
other Art movement such as
Postmodernism in order to further
broaden the relevance and timeline
of the movement.
Describe some of the attributes of
the movement
- Time frame which defines the
movement (1870-1970)
- Flattening of the picture frame
(Picasso -Weeping Woman)
- Lack of depth or perspective and
representation (Jackson Pollock -
Blue Poles)
- Meaning being defined by the
artist (Marcel Duchamp
Fountain)
- Value of the work is determined
not on skill but on the
conceptual content (Robert
Rauschenberg White Painting)
- Give examples of each attribute
Students search the internet for
modern art images (find 2) and are
asked to describe how these
attributes relate to the images
found.
Teacher: Describes and
relates the Attributes
contain within Modernism
to the class. The teacher
also explains that many
other art movements were
taking place simultaneously
and that some works
overlap.
Student: Respond to the
attributes described by
searching internet for
relevant artworks, then
connect the attributes
described to the artwork of
their choice in a guided
discussion.
Resources: ICT device
capable of searching the
internet
Internet connection (School
WiFi)
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* Critical Analysis (recap) Teacher: Facilitates
Teacher: Throughout this unit thus far Higher-order discussion
we have focused a lot on Critical and understanding.
analysis techniques and being able to Student:
identify and explain the Frames and Participate in class
Conceptual Framework, as well as discussion and class
being able to use this knowledge to activities
critically analyse and interpret Resources:
artworks. I'd like to go over these as VAPD's
we have an Assessment Task coming Student Progress
up, that will require you to critically Tracking Sheet.
compare and contrast two artworks
during the Modernist Period, either by
the same artist or two different artists.
(Recap)- Now who of you can share
with the class five main points to
remember when critically analysing 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 reaction,
Description, Formal Analysis,
Interpretation and Evaluation.
The students are then asked to go
through the Steps of the Critical
analysis techniques with the 2
artworks that they have found on
the internet and detail their
analysis in their VAPD.
This exercise should be relatively
quiet, with the teacher circulating
throughout the room, stimulating
and guiding discussion where
appropriate.
During this time the teacher will
record students levels of
engagement on the tracking sheet
Real world Examples (recap) Teacher: Facilitates and T\S
First, students are asked if they can guides discussion
think of any examples of either
graphic representations that may Student: Participates in
resemble the attributes of Discussion and engages
Modernist art style, if no responses with real life examples
then the Teacher gives examples Resources: VAPD
using ICT (overhead or on-screen
projection) Commonwealth Bank

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 logo\ Southern cross Constellation\
Australian flag.
Second, the students are
encouraged to share any of their
own encounters with Modern art,
and then asked how they relate to
the lesson. Perhaps they have seen
an exhibition somewhere in which
the Frames and Concepts behind
Modernism were featured.
Students are encouraged to record
any connections in their VAPD.

Critical analysis exercise: Analysis of Teacher: Begins by

own work with reference to the lesson
on Modernism: Mini Series
Students are now asked to take out
their own work for the Mini-Series
assessment and use the Analysis
methods during the lesson in order
create or see any possible links to
the Conceptual Framework
contained in the Modernism lesson.
Students are encouraged to work in
groups to try and find these links in
one anothers work as well as their
own. Students are free to ask
questions of the teacher at this time
as well, as the teacher works their
way around the classroom in order
to spend time with each group of
students. If a link is found, it is to be
noted in the VAPD, if not, the
students are asked to see if there is
any possible area of their work
where the conceptual framework of
Modernism can be used to enhance
their ideas and creative output.
Instructing the students
through the exercise.
Chooses a student
volunteer who wishes to
have their work analysed
by the whole class in order
to provide directed
instructions for the class.
Student: Begin by taking
out their work for the
Assessment Mini-Series.
Analyses theirs, and others
work within a group
discussion format.
Resources: VAPD

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 Teacher: For the last part of this
lesson I would like to go through the
Assessment Task, and would like you
all to annotate your copies- to make
specific notes on sections of the Task
and what is expected.
*Hand out Assessment Task*
Teacher: Step by step reads out the
Assessment task for the class
explaining the Outcomes, Length,
expectations, Drafting sessions, Handy
Hints and the Marking Guidelines. *As
this happens annotate on an overhead
projector or Smartboard sections to be
noted and important factors of the
Assessment task*
Student: Is to sign and date that they
have received the Assessment task.
Teacher: Answers any questions that
students may have with understanding
the task.
Conclusion Recap/Pack up:
While students are packing up and Teacher: Recaps on the
tidying their areas the teacher briefly lesson, notifies students
recaps on the lesson. that there will be more
Do now task- The Frames and lessons in class where
Conceptual Framework match up. we will be discussing in
Recap on Critical Analysis. greater detail of
Critical analysis exercise: Mini Series. comparing and
Introduction of Assessment 1: Critical contrasting case studies
Comparative Analysis. (Artists/Artworks).
Teacher: Is there any questions Teacher retrieves
regarding Student Assessment
today's lesson that you didn't get a Register.
chance to discuss, now is the time. I will Student: Tidies areas and
also be here 5 pack up. Students listen
Teacher: Recaps on the lesson, notifies to teacher instruction,
students that there will be more lessons and waits to be
in class where we will be discussing in dismissed from class.
greater detail of comparing and Resources:
contrasting case studies Student Progress Sheet,
(Artists/Artworks). Student Assessment
Teacher retrieves Student Assessment Register.
Register.
Student: Tidies areas and pack up.
Students listen to teacher 5

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minutes after class if you would like to
discuss anything with me then also. I am
very impressed with your participation in
class today, and your understanding of
how to critically analyse artworks. We
will be able to discuss the Assessment
Task in our future lessons, and will be
able to have meetings and drafting
sessions also. *Teacher dismisses class*
Have a great day!

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How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

P1: explores the Student records in their VAPD the links between
conventions of artmaking ideas from within the Modernism lesson,
practice in and relates these practices to their own work.
artmaking

P2: explores the roles and Students Record the connections between the
relationships concepts contained in the lesson in their VAPD. Real
between the world examples are to be noted by the teacher during
concepts of artist, classroom discussions.
artwork, world and
audience

P3: identifies the frames as Varied forms of expression are recorded in the
the basis of students VAPD as well as their Assessment work for
understanding the Mini-series.
expressive
representation
through the making
of art

P.7. Making note of student participation in class

discussion and interactive exercises.
P.8. Making note of student participation in class
discussion and interactive exercises. Students critically
engage and respond to in class exercises exploring the
P.9. Conceptual Framework.
Observe students participating in class discussion,
P.10. group activities and individual critique.
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.

Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Bloom's Revised Taxonomy
Cooperative learning
Critical Thinking
Social Support---------------

What I learned from adjusting this lesson plan was that when presenting students with new
concepts and Frames, these must be connected to the students own work, and experiences of
artwork within the outside world.

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Academic Justification

Upon analysing this lesson plan, I noticed that there were some fundamental connections

that were being missed. The content of the lesson was not being linked to the students work, and

the explanations of the lesson content was also lacking depth. The BOSTES (2016) Visual Arts

Stage 6 Syllabus outcomes P2 (H2) and P3 (H3) have also been included for relevance to the

students work.

The Australian Professional standards for Teachers (AITSL, 2016) for Information and

Communication Technologies (ICT) was largely missing. Standard 2.6 not being used at all is a

simple yet important oversight on the teachers part, as this resource could easily have been

utilised in order to enhance the lesson, and to engage students in the digital world that they are

increasingly finding themselves immersed. This oversight then leads to Standard 4.5 also being a

very low score as this relates to the safety, responsible and ethical use of the Information and

Communication Technology. I therefore felt that this Standard was an important reference point

in order to improve upon the framework of the lesson, enabling students to interact with the vast

amount of digital information at their fingertips.

A greater understanding of the lesson topic Modernism could also have been seen

through a wider and broader examination of the term itself, leading to include BOSTES visual arts

Stage 6 Syllabus Outcomes P2 and P3 (as well as H2 and H3 which relate more directly to the

incorporating the concepts into their own artistic work processes). By including a broader

definition of the term, giving examples of important works and then discussing them in depth,

students are able to explore(s) the roles and relationships between the concepts of artist,

artwork, world and audience (BOSTES, 2016). The original lesson plan did not seem to go into

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great depth with its explanation, and could potentially leave students unaware of the complexity

and importance of the Modernist art movement, as well as potentially losing the ability to connect

the concepts to their own work.

Classrooms are a mirror for society. Egan (1978) outlines the ever-evolving use and

understanding of Curriculum, and in todays classroom we have an opportunity to follow this

evolutionary flow by the inclusion of ICT. Egan (1978) points out how concern with methodology

in education moved, slowly at first and then with accumulating speed (p .68), and the inclusion of

Information and Communication Technology within this lesson plan would parallel movement

described. The activity I have included in this Lesson plan brings elements of not only technology,

but real-world elements in real time. This allows for a flow of information that the students can

direct themselves, whilst remaining on task.

Whilst the inclusion of Information and Communication Technology signals a broader

curriculum within this lesson plan, it signifies a broader pedagogy also. Simply using the

technology without a structured plan towards achieving the listed outcomes would be an

oversight. Considering HOW we use this resource was also incorporated into the lesson plan. We

know as Gore (2007) suggests, that Imploring schools and teacher education institutions to do

better has rarely been out of public and educational discourse (p. 15), and linking outcomes with

activities relevant to these outcomes with the use of technology is one way that the education

system can in fact do better. With this in mind I have amended the lesson plan to use technology

in such a way that the students feel engaged, whilst being guided towards achieving the listed

outcomes.

A single lesson can rarely meet all of the requirements of the Professional Teaching

Standards, yet this lesson was falling short in the ways described above, and I have attempted to

remedy this. I have also used the NSW Quality Teaching model as a guide in order to broaden both

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the outcomes listed in the lesson, as well creating direct links between the conceptual content of

the lesson and the creative work of the students. This work should therefore reflect the outcomes

in a more informed and encompassing manner.

References

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list B

BOSTES. (2016). New NSW Syllabus Learning Across the Curriculum. Retrieved from
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/visual-arts-st6-syl-
amended-2016.pdf

Egan, K. (1978). What is curriculum? Curriculum Inquiry, 8(1), 65-72. doi:

10.1080/03626784.1978.11075558

Gore, J. (2007). Improving pedagogy: The challenges of moving teachers toward higher levels of
quality teaching. In J. Butcher & L. McDonald (Eds.), Making a difference: Challenges for
teachers, teaching, and teacher education (pp. 15-33). Rotterdam, The Netherlands: Sense
Publishers.

http://rogermlee.weebly.com

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