Lesson Plan

Day: Friday Date: 3/9/15 Time: 9:40 Year: 12

Learning Area: Visual Arts Topic: Ceramics
Curriculum content description: (from ACARA)
VET Course:
Students will develop a strong visual arts identity as creators, audiences, critics and
users of art. They will specialise in studio practice to develop a cultural and aesthetic voice and
demonstrate a critical understanding of the way the art and design world functions. They will
exercise their knowledge, skills and understanding to visually articulate their conceptual
processes of creating and problem solving, in order to develop and curate a body of work to pu
blic exhibition standard. Students will develop a critical understanding of how art and design
works operate in the world to make, reflect and interrogate social and cultural meanings. They
will develop the cognitive skills of critical commentary and analysis of their own and others art
and design works. They will understand how audiences, critics and institutions contribute to
meaning making strategies. They will learn art and design histories and theories, and will be
able to make aesthetic judgments and articulate them in both written and oral communication.

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Critical analysis frameworks (STICI, Feldman, Taylor or 4 Frames) used to analyse a wide variety
of art forms from contemporary and past time

Literacy
Information and Communication Technology (ICT) capability
Critical and creative thinking
Personal and social capability
Ethical understanding
Intercultural understanding

Learning purpose: (May refer to the Elaborations of the curriculum content description here)
Students will develop a critical understanding of how art and design works operate in the world
to make, reflect and interrogate social and cultural meanings. They will develop the cognitive
skills of critical commentary and analysis of their own and others art and design works. They
will understand how audiences, critics and institutions contribute to meaning making
strategies.

Learning objectives:

Evaluation:

On completion of this lesson, students will be

able to:

(Explain how you will know that lesson objective have

been achieved / monitor student learning)

(What will students know and be able to do at the

completion of the lesson specific, concise and
attainable objectives)

I am only having two objectives in this lesson.

There will be two main objectives in this
lesson which are:
Styles of ceramic work
Definitions of ceramics

I have created two worksheets for the

students to work out. One worksheet will
have a timeline of different ceramic artists
and they will have to place them correctly on
the timeline to see where their knowledge is
at. The second worksheet is the definitions of
different ceramic styles and they will have to
draw lines to match up the definitions and
styles.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

The students will already be set up into their art desks so the preparation of the classroom will
already be done.

Smartboard/Powerpoint
Work sheets for students
Pens

Catering for diversity (detail any adjustments considerations for educational/resource adjustments)
Students that are ELL or students that have a disability might need some extra help with
understanding what they have to do or need help with their worksheet. I will make sure that
everyone is clear with what they have to do on their worksheet before giving out the answers
on the powerpoint slide. As there will be two of us delivering this lesson we will be able to go around
the room and keep an eye on everyone to see how they are going.

Timing: Learning Experiences:

1.

10

As the students have chosen Visual Arts as a subject the students should already be
interested in learning about Ceramics. I will then discuss with them that giving out
this lesson is a crucial part of my assignment and I will really appreciate their
participation. I will then introduce the topics of Ceramics and recap with them if
they know what:
Tools are used for ceramics
Equipment used for ceramics
Materials used for ceramics
This will hopefully jog their memory and they will be able to answer these with no
doubts.
2.

10

Introduction: (How will I engage the learners?)

Sequence of learning experiences: (What will you do to help the students achieve the
learning objectives? What tasks and activities will the students be involved in to help
achieve the learning objectives?)

After defining the learning objectives and introducing the topic and recapping some
ceramic information with the students I will then:
Give out a worksheet that has definitions of ceramics such as marbling and
ceramic stains. They will then have to join the definition up to the certain
ceramic definition.
After the students have done this we will go through the answers on the
PowerPoint to go over their knowledge.
For students that are more visual learners I have put photographs of the
different types of ceramic styles and they will have to tell us what they think
they are.
I will then give out a timeline worksheet that consists of 5 different boxes
and the students will have to place the different historical types of ceramic
work on the timeline. They will have to have a rough idea beforehand of
where to place these different styles. The different styles will consist of Art
deco, Japanese porcelain, Contemporary, Greek and Modernism.

3.

Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

To conclude the lesson I will go over the historical dates for their timeline they
completed and inform them on the correct answers. I will conclude this lesson by
recapping the lesson objectives. I can then collect the worksheets to double check
that the students have understood and completed the work.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

At the end of my lesson I was so pleased with how well they all behaved. They all filled out
their sheets and were cooperative with me.
For next time, I would keep track of the time a bit better so I do not go over time or spend too
much time on one specific slide.