SOUTHERN CROSS UNIVERSITY – PROFESSIONAL EXPERIENCE II (2017)

KLA: Visual Arts Date: 29.05.2018 Time: 1:30– 2:40 Class: KH School: Bilambil Primary School
APST FOCUS AREA:
3.3 – Use teaching strategies.
Syllabus Outcome (Code and descriptor):
VAES1.1 - Makes pictures and other kinds of artworks about things and experiences.
VAES1.4 –Communicates their ideas about pictures and other kinds of artworks.
Objective / Learning Intention:
As a result of this lesson, the students will be able to successfully use their newfound knowledge of visual arts skills and techniques, by putting them into practice. Students
are provided with the opportunity to express their ideas and understandings of their artwork to friends. Through formative assessment and questioning, students gain
understanding of their artistic knowledge and ability are being effectively expressed. This lesson is important in practising their skills before creating their final assessment
piece in the following lesson.
Background and / or Prior Knowledge (Significance):
Student uses prior knowledge of base colours. Students have not yet completed any components of the self-portrait art sequence yet. Students must use prior knowledge of
how to hold a pencil when colouring.
General Capabilities:
Literacy Numeracy Information and Communication Technology Critical and Creative Thinking Personal and Social Capability
Ethical Understanding Intercultural Understanding
Quality Teaching Framework
Intellectual Quality Quality Learning Environment Significance
Deep Knowledge Higher Order Thinking Explicit Quality Criteria Social Support Cultural Knowledge Connectedness
Deep Understanding Meta Language Engagement Student Self-regulation Knowledge Integration Narrative
Problematic knowledge Substantive Communication High Expectations Student Direction Inclusivity See above
Timing Procedure Preparation/Consideratio Differentiation Strategies Assessment –
ns students
10 INTRODUCTION (O): Riley is to be seated in his
min Students are seated on the floor at the front of the room. Teacher explains that Remind student who have special learning area to
the way we draw and how much pressure we apply to our pencils can change the to stay focused, the high keep him focused and
look (texture) of the colour. Teacher shows example of a tonal chart. By asking expectations you have for away from other
them and use dojo points students.
students explicit questions about the chart students gain knowledge that by
to get their attention.
applying more or less pressure to our pencils can change the colour. With students Be mindful of the volume
help the teacher completes the next section of the colour chart. Teacher then asks level of the video, as Riley
students to return to their desks and complete their own tonal charts. Students are is sensory sensitive.
to write their names on the top and choose a colour other then blue.
 BODY (G):
25min While students are completing the activity the teacher walks around to check Guided teaching, with
students are following instructions. Teacher shows students examples to the rest of whole group discussions Diagnostic
the class if they are doing the right thing and following instructions. and using IWB to interact Timers is set for Kenyon, assessment,
Once completed, teacher gets students to return to the floor for further with the shape and to cater for his learning through
instructions. patterns content. plan, and allows him to observation is
Teacher explains that students will be completing their own drawing of eyes. completed
remain on task and
Teacher shows examples of the completed eyes and asks for what makes the throughout the
focused.
‘correct’ eyes better then the ‘wrong’ eyes. Key points to consider tone, texture, Teacher must provide lesson. Teacher can
colour and details. Students are to return to the desk and complete their own eyes explicit instructions for gain an indication of
worksheet. each group, and remind the students
them throughout to Fast finishers can get a understanding of
BODY (E): remain on task. the content.
book to read quietly.
Teachers tells students if they are not sure what colours to use, they can look at
their friends eyes for some ideas.
Teacher again walks around the room to make sure students are doing the correct Teacher provides students
thing. with high expectations in
Once completed, students write their names at the top of the worksheets and completing the work.
place the sheet on the cubes are the front of the class.

Teachers hand out Dojo

points throughout the
lesson to keep students
on task and stimulated.
15min CONCLUSION (R): Teacher asks students
Once students have cleaned their area and put their worksheet at the front of the specific questions relating
class, they are to stand behind their desks. Teacher instructs students with a messy to the lesson to stimulate
area to tidy their desk for the cleaners. Teacher begins leaving procedures. some lower level of
thinking students.
Supervising teacher: Date: