Lesson Plan [Shuo Feng (Cathleen) / xxx High School]

Topic area: Visual Arts – The Class/Stage of Learners: Stage 4 Syllabus Pages: P33, P34
conceptual framework Year 7

Date/Period: Location Booked: N/A Lesson Number: 01/20

Time: 60min Total Number of students: 20 Printing/preparation:

-PowerPoint (The artwork - The
Scream Edvard Munch 1893)
-PowerPoint (The Conceptual
Framework)
-VAPD

Prior knowledge:

Outcomes: Assessment Students learn about Students learn to

4.7 explores aspects of
practice in critical and
historical interpretations
of art
4.8 explores the function
of and relationships
between artist-artwork-
world-audience
A self -portrait  Various artists, with  Investigate the role and
demonstrate a focus on what work of selected artists
their they do, where they including groups of
understanding of work, how and why artists in different
The Conceptual they work and how times and places
Framework. they develop their
intentions
 How the world can  Recognise how artists
be interpreted in art interpret the world in
and the ways in the making of artworks
which ideas are and how they seek to
represented represent these
concepts through a
range of styles and
approaches

 Different audiences  Adopt the role of an

for artworks audience member
including art critics, when viewing art in
art historians, various locations (e.g.
members of the in school, gallery visits
public, teachers, and web exhibitions)
parents, students,
other artists
Life skills outcomes/NCCD Adjustments:
ESL students:
-Provide scaffold
-Pair or group activity
-Use of images and visual supports
Resources needed:
-PowerPoint slides (The Conceptual Framework)
-Artwork The Scream with citation

Literacy and Numeracy skills:

-writing activity (write full sentences to describe the image)
-oral activity (pair/group discussion)

1
WHS/Safety:
N/A

Design project/folio:
-A self-portrait with The Conceptual Framework demonstrated in the work

Thinking Skills: General Capabilities:

-Critical and creative thinking -Literacy
-Information and communication technology capability
Quality Teaching Elements:
-1.1 Deep Knowledge: The focus is sustained on the key idea, which is The Conceptual Framework throughout the
lesson.
-1.5 Metalanguage: Frequent use of metalanguage to introduce the key ideas and agent of The Conceptual
Framework.
-2.4 Social Support: Students engage in group and whole class activities and work with peers through
collaborative discussion.

2
 Time Teaching and learning actions Resources/ Centred
Organisation T/S
Before class:
-Ask students to line up outside.
-Ask students to go into the classroom quietly.
0 - 5min -Mark the roll. T
-Teacher hands out students’ Visual Art Process Diaries (VAPD).
5 – 15min Analyse the artwork -VAPD S
-Teacher shows students an artwork (The Scream Edvard Munch 1893). -PowerPoint (The
-Teacher asks students to write down 5 sentences about the artwork artwork - The
(Literacy). Scream Edvard
-Teacher walks around to check students’ response and provide support Munch 1893)
for students who do not know what to write or have not understand the
task.
-Teacher guides students to write about the colour, structure, feelings,
what the student can see in the artwork and so on.
-Teacher asks students to share their answers with the class.
-Teacher collects all students’ VAPD to use it in the next lesson.
15 – 25min Introduce the topic – The Conceptual Framework [PowerPoint] -PowerPoint slide T/S
-The Conceptual Framework is a way of analysing the artwork. (The Conceptual
-It contains four agencies, which is the artwork, the artist, the world and Framework)
the audience.
-It also can be used when generating your own artwork.

The Artwork [PowerPoint] (below contents are in PowerPoint slides)

-Is a bridge between the artist and the audience
-Is an artefact that reflects the ideas and beliefs of a time and place
-Complements or contests the traditions of artmaking
-Is an object that can be read to interpret meaning or substance
-Is shaped by the technology of the time
-Demonstrates the technical resolution of the artist’s ideas and
approaches to artmaking
-Is a unique object that conveys the ideas and views of the artist
(Laurajanefriend, 2014)

-Teacher asks students to think about what questions can be asked regard
to the Artwork.
-Teacher show the PowerPoint slide with some examples of the questions
that can be asked regard to the Artwork. [PowerPoint-scaffold]
-Teacher asks students are there any other questions they can think of.
25 – 35min The Artist [PowerPoint] (below contents are in PowerPoint slides) -PowerPoint slide T/S
-Develop distinctive subjective viewpoints through their artworks. (The Conceptual
-Visually communicates their personal experience. Framework)
-Visually documents events and ideas that are reflected in their artwork.
-Explores new media and develop new aesthetic conventions.
-Is a critical curator who constantly reflects upon their own artmaking and
refines the quality of their work.
-Is a visionary who believes in what they do and how they will represent
their ideas and beliefs.
-Has their own idiosyncratic approach to artmaking.
-Is guided by their individual philosophies in artmaking.
(Laurajanefriend, 2014)

Discussion activity:
-Teacher asks students to pair up and discuss what questions can be
asked regard to the Artist.
-Then share with the whole class.
35 – 45min The World [PowerPoint] (below contents are in PowerPoint slides) -PowerPoint slide T/S
-Involves historic events that would have influenced the artist’s approach (The Conceptual
to artmaking. Framework)
-Refers to important people who shaped the thinking of the world at the
time the artwork was made.
-Encompasses the spirit of the times, such as what was in fashion, how

3
 society managed itself, and the dominant political force of the time.
-Includes other links between what was going on in the world and the
artworks and artists of the time.
-Involves technical advances, which influence the materials used in the
artwork.
-Involves beliefs and conventions of society, for example, the difference
between Eastern and Western art, or modern and postmodern artworks.
(Laurajanefriend, 2014)

Discussion activity:
-Teacher asks students to pair up and discuss what questions can be
asked regard to the World.
-Then share with the whole class.
45 – 55min The Audience [PowerPoint] (below contents are in PowerPoint slides) -PowerPoint slide T/S
-Includes the general public responding to artworks, which is different (The Conceptual
from the way critics and curators respond. Framework)
-Includes specialised audiences, such as critics and curators, and their
responses to artworks.
-Also involves historians who place value on particular artworks
throughout history, suggesting their importance.
-Includes patrons, who are people who sponsor the artists by
commissioning them and requesting particular forms of representation
within the artwork.
(Laurajanefriend, 2014)

Discussion activity:
-Teacher asks students to pair up and discuss what questions can be
asked regard to the Audience.
-Then share with the whole class.
55 – 60min -Review the content learnt in this lesson S
-Ask students to ready to pack up, put the chair back.

4
 Lesson Plan [Shuo Feng (Cathleen) / xxx High School]

Topic area: Visual Arts – The Class/Stage of Learners: Stage 4 Syllabus Pages: P33, P34
conceptual framework Year 7

Date/Period: Location Booked: Computer room Lesson Number: 02/20

Time: 60min Total Number of students: 20 Printing/preparation:

-PowerPoint (The artwork - The
Scream Edvard Munch 1893)
-YouTube video
-VAPD

Prior knowledge:

Outcomes: Assessment Students learn about Students learn to

4.7 explores aspects of A self -portrait  Various artists, with  Investigate the role and
practice in critical and demonstrate a focus on what work of selected artists
historical interpretations their they do, where they including groups of
of art understanding of work, how and why artists in different
The Conceptual they work and how times and places
4.8 explores the function Framework. they develop their
of and relationships intentions
between artist-artwork-
world-audience  How the world can  Recognise how artists
be interpreted in art interpret the world in
and the ways in the making of artworks
which ideas are and how they seek to
represented represent these
concepts through a
range of styles and
approaches

 Different audiences  Adopt the role of an

for artworks audience member
including art critics, when viewing art in
art historians, various locations (e.g.
members of the in school, gallery visits
public, teachers, and web exhibitions)
parents, students,
other artists
Life skills outcomes/NCCD Adjustments:
ESL students:
-High expectations
-Pair or group activity
-Use of images and visual supports

Gifted and talented students:

-Create challenging task
Resources needed:
-PowerPoint (Artwork The Scream with citation)
-Youtube video
Literacy and Numeracy skills:
-writing activity (write full sentences to describe the image)
-oral activity (pair/group discussion)

5
WHS/Safety:
-Asks students to pay attention to the electric cables of the computers and the cables on the floor.

Design project/folio:
-A self-portrait with The Conceptual Framework demonstrated in the work

Thinking Skills: General Capabilities:

-Critical and creative thinking -Literacy
-Information and communication technology capability
Quality Teaching Elements:
-1.1 Deep Knowledge: The focus is sustained on the key idea, which is The Conceptual Framework throughout the
lesson.
-1.4 High-order Thinking: Students come up with questions to be asked regard to each agent of The Conceptual
Framework. Students conduct self-directed research for Inquiry Based Learning with sophisticated
understanding of The Conceptual Framework.
-2.4 Social support: Students engage in group and whole class activities and work with peers through
collaborative discussion.

6
 Time Teaching and learning actions Resources/ Centred
Organisation T/S
Before class:
-Ask students to line up outside.
-Ask students to go into the classroom quietly.
0 - 5min -Mark the roll. T
-Teacher hands out student VAPD.
5 – 10min Review the content learnt in the previous lesson. -Whiteboard T/S
The Conceptual Framework
-The artwork
-The artist
-The world
-The audience

10 – 20min Analyse the artwork -VAPD S

-Teacher shows the same artwork that has been showed to students in -PowerPoint (The
the previous lesson (The Scream Edvard Munch 1893) and asks students artwork - The Scream
to use The Conceptual Framework to analyse the artwork again. Ask Edvard Munch 1893)
students to write down 5 questions about the artwork (Literacy) on their
VAPD.
-Teacher asks students to summarize what are the important point when
analysing an artwork and share answers with the class.

-Teacher asks students to compare with what they wrote in the previous
lesson.
20 – 30min Video – Edvard Munch -Youtube video T/S
-Teacher let students know we will be look at the story behind the artist-
Edvard Munch and asks them to write down 3 sentences (Literacy) about
what they learnt about the artist from the video.
-Teacher plays the video Edvard Munch Biography (3min20s)
https://www.youtube.com/watch?v=1w1FDNlztHU. [Youtube] (ICT)
-Teacher asks students to pair up and discuss what they learnt from the
video about the artist and what did they write down.
-Teacher asks students to share their answers with the whole class.

(Youtube video about the artwork:

https://www.youtube.com/watch?v=OxP5e_ghWfM)
30 – 40min Self-directed research on the artwork – The Scream -Computers S
-Students divided into groups of 3 or 4 and do self-directed online
research on the artwork The Scream to understand the World that the
artwork was created and the Audience that the artwork is created for.
(students can also do research on materials, background story, history
events, other people’s opinions about the artwork etc.). (ICT-research)
-Teacher walks around and guide each group.
-Teacher ask students to record the findings, discuss with group members
and analyse the artwork.
40 – 55min Class discussion: T/S
-Teacher asks each group to share their findings on the artwork and their
analysis of the artwork using The Conceptual Framework with the whole
class.
55 – 60min -Review the content learnt in this lesson S
-Teacher collects the VAPD.
-Ask students to ready to pack up, put the chair back.

7
 Lesson Plan [Shuo Feng (Cathleen) / xxx High School]

Topic area: Visual Arts – The Class/Stage of Learners: Stage 4 Syllabus Pages: P33, P34
conceptual framework Year 7

Date/Period: Location Booked: Practice room Lesson Number: 03/20

Time: 60min Total Number of students: 20 Printing/preparation:

-Pencils
-Paint
-A3 Papers
-VAPD

Prior knowledge:

Outcomes: Assessment Students learn about Students learn to

4.2 explores the function A self -portrait  The field of visual  Investigate the field of
of and relationships demonstrate arts and design as visual arts and design
between artist – artwork their comprising and approximate some
– world – audience understanding of conventions, conventions, activities,
The Conceptual activities, traditions traditions and customs
4.4 recognises and uses Framework. and customs shaped of the field to make art
aspects of the world as a by different values
source of ideas, concepts and beliefs
and subject matter in the
visual arts  The pleasure and  Reflect on and
enjoyment in interpret actions and
making artworks choices, and document
these in their diaries
 The function of the
artist to make  Make images and
artworks – images objects (artworks) that
or objects approximate an
approach to artistic
practice

 The world as the  Use their diaries to

source of ideas and research and
concepts to make investigate the world,
art for example: memory,
fantasy, people, places
and spaces, other living
things, objects, culture,
social and national
identity, relationships,
events, the
environment, theories,
issues about art

 Artworks that relate  Adapt and develop

to their own strategies and
background and procedures to
experience investigate the world
to make artworks

8
  Different audiences  Adopt the role of an
for artworks audience member
including art critics, when viewing art in
art historians, various locations (e.g.
members of the in school, gallery visits
public, teachers, and web exhibitions)
parents, students,
other artists

Life skills outcomes/NCCD Adjustments:

ESL students:
-High expectations

Gifted and talented students:

-Create challenging task
Resources needed:
-Papers, pencils, paint

Literacy and Numeracy skills:

-writing activity (write full sentences to describe the image)
-oral activity (pair/group discussion)

WHS/Safety:
N/A

Design project/folio:
-A self-portrait with The Conceptual Framework implemented

Thinking Skills: General Capabilities:

-Critical and creative thinking -Literacy

Quality Teaching Elements:

-1.1 Deep Knowledge: The focus is based on the key idea in the previous 2 theory lessons, which is demonstrate
The Conceptual Framework in artmaking.
-1.4 High-order Thinking: Students come up with questions to be asked regard to each agent of The Conceptual
Framework. Students conduct self-directed research for Inquiry Based Learning with sophisticated
understanding of The Conceptual Framework.
-3.3 Knowledge Integration: Students demonstrate the understanding from prior theory knowledge to the
Assessment Task.

9
 Time Teaching and learning actions Resources/ Centred
Organisation T/S
Before class:
-Ask students to line up outside.
-Ask students to go into the classroom quietly.
0 - 5min -Mark the roll. T
-Teacher hands out students’ VAPDs.
5 – 15min Review the content learnt in the previous lesson. Teacher draw the -Whiteboard T/S
diagram on the whiteboard and ask questions about what should be
considered when analysing the artwork.
The Conceptual Framework
-The artwork
-The artist
-The world
-The audience
15 – 20min Task: self-portrait -Whiteboard T
-Teacher let students know that this lesson we will start to create self-
portraits using what we learnt in The Conceptual Framework.
-Teacher write down the requirements on the whiteboard to make clear.
 Choose from 2D pencil drawing or painting
 Use some of the elements in The Scream (e.g. curved lines,
colour, landscape, abstract style etc.)
 Express a feeling in the artwork
 Include an object that is from the world you are living at now
 Think of the people you want to demonstrate the artwork to
 *Think of a meaning/message you’d like to express from your
artwork (option for gifted and talented students)
(Considering The Conceptual Framework when creating artwork)
20 – 30min Brainstorm -VAPD T/S
-A3 paper, pencils
-Teacher asks students to write down the title ‘Self-Portrait’ on the top of and paint
the page in VAPD and copy down the requirements and start to
brainstorm.
-Teacher asks students to record all the ideas, inspirations, their
understanding of art and the process of making artwork in their VAPD.

-Teacher asks students to think of a place from their own experience as

the background of the self-portrait. The place can be somewhere they
have been to and left special memories or somewhere they dreamt of
going to.
-Teacher asks students to write the name of the place in the VAPD and
start to sketch it. Also write down the reason for you to choose this place.
When you think of the place, there is a feeling connected to this place,
also write it down and express the feeling in your artwork.

-Teacher hands out A3 papers and equipment (pencils or paint).

30 – 50min Art making S
-Students start to record their ideas on the VAPD and start making their
artwork.
-Teacher walks around and talk with students to understand their idea,
the feeling and their understanding of the world that they would like to
express through their own self-portrait artwork.
50 – 60min -Review the content learnt in this lesson S
-Ask students to ready to pack up, wash their brush, put the pencils back
and put the chair back.

Engaging activity
Literacy activity
Differentiation
Use of ICT
Resources

10
Resources – PowerPoint (The Conceptual framework)

11
12
Reference:

NSW Education Standards Authority (NESA). (2000). Visual Arts Stage 6 Support
Document. Retrieved from: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-
12/stage-6-learning-areas/stage-6-creative-arts/visual-arts-syllabus

Laurajanefriend. (2014). The Conceptual Framework slideshow. Retrieved from:

https://www.slideshare.net/laurajanefriend/theory-the-conceptual-
framework?next_slideshow=2

13
Rationale

The three sequenced lesson plans focus on The Conceptual Framework in Year 7
Visual Arts class. The teacher aims to explain the theory concept of The Conceptual
Framework in the first lesson, provide guidance for students to analyse an artwork to
deepen their understanding in the second lesson and implement The Conceptual
Framework in their own artwork in the third lesson, which is a practical lesson. In
three lesson plans, self-directed research, Information and Communication
Technology (ICT), literacy tasks are implemented to enhance students’ learning
experiences. Moreover, differentiation for English as Second Language (ESL)
students, as well as gifted and talented students are considered in the teaching
strategies, tasks and activities.

There is a growing importance to implement self-directed learning (SDL) in

secondary education, because in order to be better prepared for higher education,
work and life, students should learn to study more independently (Bolhuis & Voeten,
2001; Teo et al., 2010). In my second lesson plan, the teacher asks students to divide
to groups and conduct self-directed research on the computer. It is part of self-directed
learning. By doing so, students can focus the research on topics or questions that they
are interested in relate to the artwork, therefore, student motivation for learning can be
enhanced and higher order thinking can be developed through analysis and evaluate
the information given on the Internet. While students doing research in groups, the
teacher should walk around and guide students to obtain effective information from
the Internet. Bolhuis and Voeten (2010) mentioned that the major factor for teaching
students self-directed learning is the teacher’s new role of guiding and coaching in
their learning process. Moreover, ICT is applied in the lesson by using computer to
conduct online research and online video resource that is used in the second lesson.
The use of ICT allows students to develop their digital competency and also make the
lesson more interesting so that students can increase their engagement (Gil-Flores,
Rodriguez-Santero, & Torres-Gordillo, 2017).

The definition of literacy is ‘the ability to participate in a conversation with a level of

competence and confidence’ (Singer, 2014, p. 157). It is necessary for every citizen to
be able to communicate or to express ideas in writing and orally in order to actively
participate in today’s world. Therefore, it is significant to include literacy tasks for

14
students to obtain skills and knowledges. In this way, students not only learnt to
organize their ideas and express them clearly, but also learn to evaluate their work so
they are able to join conversation within the subject area (Singer, 2014). Literacy
activity, such as write down five full sentences to describe the artwork and pair
discussion activities are included in my lesson plans. The former literacy activity
allows students to practice their writing skills and learn to express their ideas in
writing correctly, and the later discussion activity allows students to join conversation
with their peer to train their oral speaking skills. Furthermore, ESL students can also
improve their English competence through literacy activities.

It is a holistic approach to implement effective differentiation in lessons in order to

create an inclusive educational environment for every student. According to Pillans
(2010), the gap between ESL students and the mainstream students is because ESL
students are learning in their second language, and the gap can be by several ways,
such as ‘appropriated organisation of teaching resources’ and ‘whole school
awareness of appropriated teaching practices’ (p.17). It is recommended that teachers
set high expectations for ESL students. Same with mainstream students, higher order
thinking activities and deep understanding should be displayed in ESL students’ work
or assessment (Pillans, 2010). In my third lesson plan, ESL students as well as
mainstream students are all required create a self-portrait that demonstrate their deep
understanding for The Conceptual Framework. It requests both ESL students and
mainstream students to reach the same high expectation set by the teacher. Pillans
(2010) also suggested that planned scaffolding needs to be provided to assist ESL
students to achieve the high expectation. For instance, in my first lesson plan when
the teacher asks students to consider what questions can be asked regard to the
Artwork agent, then some example questions are demonstrated on the PowerPoint
slide to provide the scaffold to support ESL students to understand what are the
expected answers. After this, when it comes to explain the rest of the agents in The
Conceptual Framework, the teacher provided opportunities for students to do pair
discussion about the questions to be asked regard to each agent. Pillans (2010) also
mentioned that ESL students can be benefit from working in pairs or groups, because
it provides a supportive environment for ESL students to have substantive
conversation happening and to clarify their understanding of the concept.

15
It is believed that Visual Arts area is often neglected in programs for gifted and
talented students, therefore students’ natural interests and creative abilities are always
ignored. From a research done by Clark and Zimmerman (1998), the results show that
students who are gifted in academic studies are often equally talented in Visual Arts.
Hence, it is significant to have modified teaching strategies for gifted and talented
students in Visual Arts to achieve their best. Clark and Zimmerman (1998) concluded
two indicators of gifted and talented students in Visual Arts. The first one is when a
student shows advanced skills in producing a certain type of artwork, such as drawing
or painting. And the second indicator is when a student generates outstanding ideas
and concepts, or talent innovations in artworks (Clark & Zimmerman, 1998). The
self-portrait task in the practical lesson provides options for students to choose from
pencil drawing or more challenged one, which is painting. Assume students already
experienced pencil drawing and painting, the task allows students to choose the
certain type of artmaking process that they are interested in or good at, and also bring
their full strength into full play. Gifted and talented students have the following
personality traits, curiosity, open-mindedness, attracted to complexity and so on
(Michelle, 2014). In the self-portrait task, there is an option for gifted and talented
students to include a meaning or message that they would like to express through their
artwork. It offers challenges and provide opportunity for gifted and talented students
to create a depth in their artwork and use their open-minded thinking.

16
Reference

Bolhuis, S., & Voeten, M. J.M. (2001). Toward Self-Directed Learning in Secondary

Schools: What do teachers do? Teaching and Teacher Education, 17(7), 837-

855. Retrieved from: https://doi.org/10.1016/S0742-051X(01)00034-8

Clark, G., & Zimmerman, E. (1998). Nurturing the Arts in Programs for Gifted and

Talented Students. The Phi Delta Kappan, 79(10), 747-751. Retrieved from:

https://www.jstor.org/stable/20439333

Carroll, K. L. (2008). Helping Artistically Gifted and Talented Students Succeed

Academically. Gifted Child Today, 31(4), 36-43.

Gil-Flores, J., Rodriguez-Santero, J., & Torres-Gordillo, J. (2017). Factors that

Explain the Use of ICT in Secondary Education Classrooms: The role of

teacher characteristics and school infrastructure. Computers in Human

Behavior, 68, 441-449. Retrieved from:

http://dx.doi.org/10.1016/j.chb.2016.11.057

Michelle, Ronksley-Pavia. (2014). Enhancing Creativity for Gifted and Talented

Students: A visual arts classroom perspective. TalentEd, 28(1/2), 32-44.

Retrieved from: https://search-informit-com-

au.ezproxy.uws.edu.au/documentSummary;dn=147713379769617;res=IELHS

Pillans, B. (2010). Bridging the Gap for ESL Students in Australian High Schools.

Australian Educational Leader, 32(2), 17-20. Retrieved from: https://search-

informit-com-

au.ezproxy.uws.edu.au/documentSummary;dn=804203169453982;res=IELHS

17
Singer, A. J. (2014). Teaching to Learn, Learning to Teach: A handbook for

secondary school teachers (pp. 157-176). New York: Routledge.

Teo, T., Tan, S. C., Lee, C. B., Chai, C. S., Koh, J. H. L., Chen, W. L., & Cheah, H.

M. (2010). The Self-Directed Learning with Technology Scale (SDLTS) for

Young Students: An initial development and validation. Computer &

Education, 55(4), 1764-1771. Doi: 10.1016/j.compedu.2010.08.001.

18