Lesson Plans

LESSON PLAN- Art Appreciation 1

Art appreciation activity

LESSON PLAN -based on conceptual art framework

An investigation in the Visual Arts

Audience as a starting point:

  1. Why do you think  Andy said Nature can be harsh and brutal ?
  2. Tell me more about it?
  3. What  reminds you of Andy Goldsworthy  statement in Australian’s  natural disasters issue?

Interdisciplinary learning/ Cross curriculum (based on VELS Level 3)

  1. Communication (learning focus)

Students are exposed to visual communication  statement  and illustrates a deep  cognitive  meaning to what  they feel

  1. Science

Students are able to relate  basic geographical  and environmental issues to his statement.

 Lesson Topic: Andy Goldsworthy

Date:

VELS Domain(s): Visual Arts

Grade(s)/Year Level(s): Level 3

VEL Dimension(s): Exploring and Responding

Duration of Lesson: 50 minutes

 

Learning Outcome(s)/Standard(s):

Students are able to (appreciate Artwork)

  1. Describe the environmental issue these days
  2. To relate and communicate ‘natural disaster’ concept with daily life situations
  3. To describe in words how Andy’s statement  has made them give  a deep thought on his meaning

Indicators (2 or 3)

Students will

  1. Develop an understanding on nature and natural disaster
  2. List and elaborate in sentences what a ‘harsh’ nature is

Assessment:

  • Using Symbolic language

Students able to apply skills in relating graphic images shown using oral language

  • Cognitive Understanding

Students show the ability to express artist’s   view/opinion

Teaching Focus:

  1. (chosen by Associate  Teacher)
  2. Your personal choice of skill development
  • Mainly focuses on awakening emotional state of a child’s mind in appreciating the artwork formed and how he connects it with  nature as helpful or  harsh

Background to the learning:

  1. Teacher ( teacher resources to inform your content knowledge)

Teacher has done multiple researches on Andy Goldsworthy’s work and his understanding of artwork and nature at relative.

  1. Pupil ( identify pupils’ background and current knowledge)

Students do know how senses are used for routine purposes in life. It is time to introduce the usage of senses beyond personal function. Here students have watched and done art work in nature

Lesson Resources:

(list in dot point)

  • Wall picture  on Andy Goldsworthy’s statement

Content of Lesson:

 A.       Introduction                                                                             __5__ mins

  • Introducing Andy Goldsworthy and his sculptures made in nature using snap shots from a power point presentation   

B.         Development                                                                           __25__ mins           

  1. Watch a clip on his statement
  2. Questions related to the clip asked and discussed
  • Why do you think  Andy said Nature can be harsh and brutal ?
  • Tell me more about it?
  • What  reminds you of Andy Goldsworthy  statement in Australian’s  natural disasters issue?

C.         Consolidation and Practice                                                       __10__ mins        

After the discussion students are asked to pen down their feelings in words about Goldsworthy’s statement and how they relate themselves to it

  • Students will write it on manila cards

Early Finishers – Extension Activities

  • Will assist teacher to collect completed work to be hung in the class.

D.        Closure                                                                                                 _10___ mins

  • Read everyone’s thoughts about harsh nature

LESSON PLAN- Art Appreciation 2

 

Watch youtube video clip for 10 minutes  on Andy  Goldworthy’s genius life and process of   his remarkable work

http://www.youtube.com/watch?v=KklH72SRf2M

 

LESSON PLAN -based on conceptual art framework

An investigation in the Visual Arts

Subject matter as a starting point:

  1. What did you notice when Andy is doing his Artwork?
  2. Tell me about his commitment or the way he does his art work?
  3. How did he react to his collapsed artwork?
  4. Why do you think he keeps on trying?
  5. Do you think he was frustrated?
  6. What did he say when he face failures many times?
  7. Where do we see this kind of courage? Is this something that we do daily?
  8. Who reminds you of Andy Goldsworthy in your family or anyone around you?
  9. How do you view the stones as scattered around compared to the rearranged stones into a new profound shape?
  10. What have we learned from Andy Goldsworthy’s art creating style?

Interdisciplinary learning/ Cross curriculum (based on VELS Level 3)

  1. Communication (learning focus)

Students are exposed to visual communication form such as the Internet which illustrates a variety of processes on the construction of the artwork.

  1. Science

Students are able to relate simple basic science concept on ‘stability’ and ‘contact surface area’ when a 3 dimensional figure needed to be formed.

 

Lesson Topic: Andy Goldsworthy

Date:

VELS Domain(s): Visual Arts

Grade(s)/Year Level(s): Level 3

VEL Dimension(s): Exploring and Responding

Duration of Lesson: 50 minutes

 

Learning Outcome(s)/Standard(s):

Students are able to (appreciate Artwork)

  1. Describe the concept of ‘perseverance’ in Andy Goldsworthy’s work
  2. To relate and communicate ‘perseverance’ concept with daily life situations
  3. To describe in words how Andy’s art work processes has an impact on them

-At least two simple sentences

Indicators (2 or 3)

Students will

  1. Develop an understanding on perseverance
  2. List and elaborate in sentences what takes a person to have the determination to complete the task to the end

Assessment:

  • Using Symbolic language

Students able to apply skills in relating video clips /graphic images shown using oral language

  • Cognitive Understanding

Students show the ability able to express art concepts using nature materials graphically or in sentences.

Teaching Focus:

  1. (chosen by Associate  Teacher)
  2. Your personal choice of skill development

-Mainly focuses on awakening emotional state of a child’s mind in appreciating the artwork formed

 

  1. The feelings of students when they watch Andy’s art work process will greatly influence the artwork that they produce in next class
  2. A child will be able to relate that even  an artwork needs determination and courage in order to see the desired outcome
  3. To have a good artwork it is important to form a bond between the artwork and the artist thus the end product is as desired or satisfying.

Background to the learning:

  1. Teacher ( teacher resources to inform your content knowledge)

Teacher has done multiple researches on Andy Goldsworthy’s work and his understanding of artwork and nature at relative.

  1. Pupil ( identify pupils’ background and current knowledge)

Students do know how senses are used for routine purposes in life. It is time to introduce the usage of senses beyond personal function. Here students will watch how Andy feel his material and decide to place them in seeking of balance in his creation.

Lesson Resources:

  • Video clip on Andy Goldsworthy’s field work

Content of Lesson:

 A.       Introduction                                                                             __5__ mins

  • Introducing Andy Goldsworthy and his sculptures made in nature using snap shots from a power point presentation    

B.         Development                                                                           __25__ mins

  1. Watch a video clip on ‘youtube’ focussing on Andy’s working process at the field
  2. Questions related to the clip asked and discussed
  • What did you notice when Andy is doing his Artwork?
  • Tell me about his commitment or the way he does his art work?
  • How did he react to his collapsed artwork?
  • Why do you think he keeps on trying?
  • Do you think he was frustrated?
  • What did he say when he face failures many times?
  • Where do we see this kind of courage? Is this something that we do daily?
  • Who reminds you of Andy Goldsworthy in your family or anyone around you?
  • How do you view the stones as scattered around compared to the rearranged stones into a new profound shape?
  • What have we learned from Andy Goldsworthy’s art creating style?

C.         Consolidation and Practice                                                       __10__ mins          

After the discussion students are asked to pen down their feelings in words about Goldsworthy’s perseverance in work and how they relate themselves to it

  • Students will write it on manila cards  
  • List and elaborate in sentences what takes a person to have the determination to complete the task to the end
  • Students use creative writing skills  to express their thoughts
  • Teacher will collect those who have done and read them aloud to share with the class members
  • Pieces of notes to be collected and hung in the class using a long ribbon placed on the wall so that all thoughts shared can be read again by others in the class

Early Finishers – Extension Activities

  • Will assist teacher to collect completed work to be hung in the class.

D.        Closure                                                                                                 _10___ mins

  • Read everyone’s thoughts about perseverance and concluding its importance in life.

 

 

LESSON PLAN- Art Practise 1

 

Lesson Topic: Andy Goldsworthy and Nature

Date:­­­_____________

VELS Domain(s): Arts Domain

Grade(s)/Year Level(s): Level 3

VEL Dimension(s) Guideline: Creating and Making- in the school garden

Duration of Lesson: 50 minutes

 

Learning Outcome(s)/Standard(s):

Students are able to

  1. communicate ideas and  feelings  through Andy Goldsworthy art making elements like  shape, space, texture and  colour used  
  2. communicate observations and scenarios where Andy works on his art
  3. Create an art work within the school environment  in groups of 4

Indicators (2 or 3)

  1. Ways arts elements are picked, used, arranged, manipulated and organised to create arts works.
  2. Working within choices of things within their surroundings.

Assessment:

Criteria

  1. Students communicate ideas of things picked and arranged
  2. Students share experience and feelings during the process of arrangement or creating an art that gives meaning

Teaching Focus:

  1. (chosen by Associate  Teacher)
  2. Your personal choice of skill development
    1. Students should be able to select  and combine a range of  elements/things exist  within their surrounding  to form a three dimensional art
    2. Students use a range of skills using their senses and experience  processes involve in art making

Background to the learning:

  1. Teacher ( teacher resources to inform your content knowledge)

Arts are viewed beyond canvas and brushes. Andy Goldsworthy’s work reflects his interaction with nature. He uses strong elements of all his five senses to create a piece of Art.

  1. Pupil ( identify pupils’ background and current knowledge)

Students understand that their senses of touch and seeing have a great control on the art they create

 

Lesson Resources:

  • Natural elements on the ground of the garden
  • Video clips on Andy Goldsworthy’s work

Content of Lesson:

 A.       Introduction                                                                             __5__ mins

Introduce Andy Goldsworthy and his Arts     

B.         Development                                                                           _10_ mins

  1. Students to walk around the school garden and observe trails and elements around them
  2. Get into small groups and have discussion

C.         Consolidation and Practice                                                      __25__ mins

  1. Students work on their artwork  on the spot
  2. Lots of try an error  work involve  and  understanding the property of the matter will be communicated
  3. Discussion on the formation of artwork and handling of the material is required

   

Early Finishers – Extension Activities

  1. To observe the construction of the same  artwork but using different materials from nature

D.        Closure                                                                                                 __10__ mins

  1. Photograph of the art formed is taken
  2. Synthesis the combination of ides in each group

LESSON PLAN- Art Practise 2

Lesson Topic: Andy Goldsworthy and Nature

Date:­­­_____________

VELS Domain(s): Arts Domain

Grade(s)/Year Level(s): Level 3

VEL Dimension(s) Guideline: Creating and Making- in A school outdoor activity at the beachside

Duration of Lesson: 50 minutes

 

Learning Outcome(s)/Standard(s):

Students are able to

  1. communicate ideas and  feelings  through Andy Goldsworthy art making elements like  shape, space, texture and  colour used within self  
  2. communicate observations and scenarios where Andy works on his art
  3. Create an art work by the  beachside

Indicators (2 or 3)

  1. Ways arts elements are picked, used, arranged, manipulated and organised to create arts works.
  2. Working within choices of things within their surroundings.

Assessment:

Criteria (2 or 3 to match indicators)

  1. Students reflect ideas and choices of things picked and arranged
  2. Students share  and relate previous experience and feelings during the process of arrangement or creating an art that gives meaning

Teaching Focus:

  1. (chosen by Associate  Teacher)
  2. Your personal choice of skill development
    • Students should be able to select  and combine a range of  elements/things exist  within their surrounding  to form a three dimensional art
    • Students use a range of skills using their senses and experience  processes involve in art making

 

Background to the learning:

  1. Teacher ( teacher resources to inform your content knowledge)

Arts are viewed beyond canvas and brushes. Andy Goldsworthy’s work reflects his interaction with nature. He uses strong elements of all his five senses to create a piece of Art.

  1. Pupil ( identify pupils’ background and current knowledge)

Students understand that their senses of touch and seeing have a great control on the art they create. They have also experienced the same construction of artwork in school garden

Lesson Resources:

  • Natural elements on the beachside
  • Video clips on Andy Goldsworthy’s work

Content of Lesson:

 A.       Introduction                                                                             __5__ mins

Introduce Andy Goldsworthy and his Arts by the beachside

B.         Development                                                                           _5_ mins

  1. Students to walk around the beachside and observe trails and elements around them

C.         Consolidation and Practice                                                      __30__ mins

  1. Students work on their artwork  on the spot
  2. Lots of try an error  work involve  and  understanding the property of the matter will be understood
  3. Deep understanding  on the formation of artwork and handling of the material is required         

 

Early Finishers – Extension Activities

  1. To observe the construction of the same  artwork but using different materials from nature

D.        Closure                                                                                                 __10__ mins

  1. Photograph of the art formed is taken
  2. Synthesis the combination of ideas in each group