Lesson Sequence Single Time of Indoor

10:00 Indoor Duration of lesson 1 hour Class Size 24

Number 2 period Lesson /outdoor
The focus for this lesson is to transfer the skills and knowledge of art, artwork and The Ken Done Story gained from the
previous lesson to then create their own piece. Just like Ken Done the students will be creating a piece of artwork that
Topic and resembles a person or place that is significant to them. Students will further explore and respond more of Ken Dones
1/2
Focus artworks to understand how colours and techniques can affect the feel or expression of the picture. This lesson will be Year Level
conducted within the classroom. Everything will be removed from the students tables and newspapers will be laid down.

Learning Focus:
Victorian Curriculum
ACARA Domains Dimensions Key elements of standards to which lesson is focussed
VELYDF
Explore ideas, experiences, observations and imagination and express them through subject matter
in visual artworks they create- Exploring the use of visual conventions in artworks, for example, what
VCAVAE021) Arts- Visual Art Explore and Express Ideas
colours were used, and how, why is the colour it used in this way?, and express these conventions in their
own artworks.
Experiment with different materials, techniques and processes to make artworks in a range of art
(VCAVAV022) Arts- Visual Art Visual Arts Practices forms- comparing the qualities and properties of materials such as paint, crayons, clay and found objects,
and select appropriate materials and art forms to express a specific concept or theme.

Assessment Criteria and Method of Evaluation

Standards
Creating and making
Exploring and responding
Assessment Criteria
Students make artworks using different materials and techniques that
express their ideas, observations and imagination. (Vic Curriculum)
Viewing a range of Ken Dones artworks and identifying the common
theme and make their own interpretations based on their
experiences, observations and/or imagination from personal
experiences.
Evidence
Considering the artwork is going to have a personal attachment to each student, the
assessment wont be focusing on the artwork. Rather the process, safety and
maturity of how the students conduct themselves during the creating stage will be
assessed. For example not inferring with other students artwork and space, moving
around the art space appropriately (not walking with a paint brush in hand, and
pouring paint in designated areas).
After viewing, discussing and interpreting the style and colours used for Ken Dones
artwork of Sydney and its Harbour, students should be able to identify Kens
inspiration for these artworks. From this, students will individually think of a place
they love or a moment that makes them happy. Students will discuss and explain in
 pairs and to the group on why this memory or place inspires them create an art piece
on it.

Students Background Knowledge

From the previous lesson students will have knowledge of who Ken Done is, his story and some of his artworks. This prior knowledge will allow the students to discuss and explain the reasons
behind the colours he use and his style. The teacher will be able to determine whether students have remembered this prior knowledge by the depth of
classroom discussion on these topics. From this students will be able to link Ken Dones love of summer Sydney and its vibrant harbour is what inspired him
to be an artist. This understanding will allow them to connect with a favourite place or a memory they love and how they want to create these feelings into
their own work of art.

Resources Materials and Equipment

Ken Done Artworks Smartboard- By displaying Ken Dones artwork on a larger screen this will allow students to
A superhot Saturday 2017, Ken Done, http://www.kendone.com.au/art further explore the finer details of the paintings for an enriched discussion.
Blue Opera House, 2017, Ken Done, http://www.kendone.com.au/stockroom Painting materials (paint, paint brushes, A3 cardboard paper, art smocks and newspaper)-
Opera House and Bridge Walkers, 2017, Ken Done, http://www.kendone.com.au/art These materials will allow students to create their artwork effectively and efficiently.

Student Teacher Focus

The teacher focus for this lesson is to clearly explain and guide students to understanding how colours and techniques can change the feel and mood of the
scenery in the picture or person. From this the teacher will focus on engaging students in deeply thinking about the person or place that inspires them. Getting
them to concentrate and think of how they feel around this person or within the place. What the place or person smell like and whether youre in bright or dark
place. To activate students deep thinking and imagination, a quiet and calm classroom needs to be implemented. Therefore the lights will be turned off and
students will have to find their own space to lay down or sit.
 Stage of lesson Tasks Time Student action
Stage 1 Introduction The first task is getting the students to understand what 5 minutes Students will watch a
inspires artists to create art and why and how it can inspire motivational video from
others. YouTube. Students will be
required to brainstorm
things that
inspire/motivate them (eg
people, actions or
environments). Students
will then have time to
think and reflect on a
memory or a place they
love. Students will have a
couple of minutes to close
their eyes to take them
back to their memory,
place or person. Really
concentrating on the finer
details and how you feel.
Stage 2 Body of lesson For this section of the lesson students will be introduced to 10 minutes Students will sit and listen
the paints they have on offer. Along with instructions on to the instructions the
how to behave when working with paint. teacher is given.
The next stage of the lesson involves students starting to 30 Students begin creating
create their favourite memory or place into a piece of art. minutes their art pieces.
Teacher action
The teacher will be guided the discussion by questioning what
students find motivating/ inspiring. For example Who has an
Idol that they aspire to be? Do you have any loving memories
that you know will last forever? (Making sure no students have
experienced any recent deaths or tragedies). Students will just
think and not share at this stage.
Make sure students are quiet and settled before the YouTube
video starts.
After the YouTube clip students will get to share their thoughts
on what and who inspires/ motivates them. Explain to students
they express this through a painting. Get students to select
their most inspiring place, memory or person.
Rules and expectations on how to act and behave in the art
space will be discretely made aware to the students. For
example the rules will include only the teacher will pour the
paint into the pallets, no walking with paint brushes,
newspapers must be covering the whole surface of the table
and paint brushes must be placed in cups of water if theyre not
being used.
The teacher will roam and monitor the classroom, making sure
students are behaving responsibly in the work space. Along
with keeping an eye out for students who may be struggling to
know how to start or convert their idea into a painting. Another
role the teacher will play includes guiding the students in
selecting colours that reflect on how they feel in the place or
the nature of the person they are painting.
Stage 3: Conclusion At the end of the lesson all students will participate in the 10 minutes Students will clean up their Teacher will again roam the classroom monitoring if all students
clean of the classroom, including the cleaning of brushes, area and help others clean are contributing to the cleanup of the classroom. If some
paint pallets and the throwing out of newspaper on the theirs. students are involving themselves then the teacher will
tables. intervene and direct these students with what to do.
Stage 5: Closure Closing the lesson will involve student sharing the 5 minutes Students discuss the Teacher will allow students to share their experiences during
techniques they used and the difficulties they may have techniques used such as the lesson. Making sure that students are actively listening and
faced. spots, waves and streaks. participating in the discussion.
Along with the difficulties
they were faced with.
References
Victorian Curriculum and Assessment Authority, 2017, Visual Arts
http://victoriancurriculum.vcaa.vic.edu.au/the-arts/visual-arts/curriculum/f-10#level=1-2
Victorian Curriculum and Assessment Authority, 2017, English
http://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10#level=2
KenDone.com
http://www.kendone.com.au/