(a)
Lesson Plan Format
Date: 20th April 2010
Class: Year 9
Time: Start: 9am
Finish: 9:40am
Key Learning Area: Visual Arts
Lesson Topic: Printmaking, Carving Techniques
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Previous skills of basic printmaking techniques in stage 4.
Examined the characteristics of the style of Fauvism.
Examined artists relevant in Fauvism.
Examined the historical context in which Fauvism emerged including technological advancements and changes in the art world.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.
Indicators of Learning for this lesson:
Behaviors that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
Assessment:
Strategies which will be used to assess
learners’ attainment of learning outcomes.
Should be linked to each learning indicator.
By the end of this lesson, the students will:
-
-
5.1 A student develops range
and autonomy in selecting and
applying visual arts
conventions and procedures
to make artworks.
5.3 A student makes artworks
informed by an understanding
of how the frames affect
meaning
-
Investigate and apply selected conventions and
traditions of Fauvism and Expressionism to the
printmaking process (5.1).
-
Ability to answer questions on the
traditions of Fauvism and
Expressionism.
-
Invent, adapt and develop strategies to investigate
the world to make artworks (5.1).
-
Application of practical
printmaking strategies and
procedures to make the artwork.
-
Use a range of styles and conventions that reflects
the meaning, value and understanding of the
structural and cultural frame (5.3).
-
Informal discussion and
answering of questions based on
their individual visual designs.
Any safety issues to be considered:
Caution with using the carving tools; carving
away from the hand and body and using
wooden support block.
Supervision and caution in operating printing
press, making sure hands are well away from
the rollers.
Caution when working with ink so as not to put
the students hands near their mouth and
swallowing the ink.
Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
Preparation of the lesson:
-http://www.masterworksfineart.com/inventory/2693
-http://artsociety.suite101.com/article.cfm/sybil-andrews--modernist-linocut-printmaker
-Concepts of Modern Art: From Fauvism to Postmodernism, Nikos Stangos, Thames and
Hudson publishing, London, 1974. 11-30
-Basic Printmaking Techniques, Bernard Toale, Davis Publications Inc, 1992, USA, 1-36
-Print-making: A complete guide to materials and processes, Beth Grabowski and Bill Flick,
Laurence King Publishing, 75-99
-http://www.asianartmall.com/AboutWoodBlockPrints.html
-http://www.cartage.org.lb/en/themes/arts/Graphicartists/generalities/Historyofprintmaking.htm
-http://moma.org/explore/multimedia/interactives/57/interactives-online-projects
Lesson Implementation:
-PowerPoint slide of images displaying artworks of various techniques
LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION
State that the purpose of today’s mini
lesson is to:
1. Investigate where printmaking
originated from- looking at the
Japanese style.
2. Refresh and revise conventions
and traditions and of Fauvism
and Expressionism.
3. Look at ways and strategies of
carving into the lino tile.
DEVELOPMENT
Timing
(mins)
Teaching Strategies / Learning Experiences:
(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.
Resources and Organization:
2
Ss will sit in their arranged seating of grouped desks equipped
with their Visual Diaries and lino tiles. T will sit or stand at the
head of the grouped desks with laptop or visual stimulus in
front of them or to the side.
Ss seated in groups of 3-4 and T will
teach mini lesson to two different
groups of students, one after the other.
T sits or stands at the head of the
grouped desks.
Laptop ready to use with Power
point slide.
Explanation of Japanese printmaking:
-originated in the 18th century
-printmaking style emerged known as
ukiyo-e
-key characteristics of the style: flat,
simplistic shapes, curved, flowing
outlines and dramatic design
T asks Ss if they have ever seen the
print the print The Great Wave,
Katsushika Hokusai. Description of the
key elements relevant to printmaking.
Explanation that printmaking influenced
art movements in the west.
Revision of Fauvism: conventions and
traditions
-historical context: cultural frame
-origin of the name,‘wild beasts’
-Main characteristics; freedom of
expression, pure colours, exaggerated
drawing and animal-like passion
(conventions and traditions of Fauvism).
15
T talks using clear language to give brief history of
printmaking, while the student listens and observes
image of the artwork of The Great Wave.
PowerPoint slide shows image
of:
- The Great Wave
T asks Ss to put up their hand if they recognise the print,
allowing T to get an idea of any prior knowledge to the
particular artwork.
Ss observe an example of a Fauvism artwork
- Henri Matisse, Portrait of
Madame Matisse (The green
line),
Ss involved in questions and answers
T asks Ss who can name an artist
relevant to the Fauvism movement.
Revision of German Expressionism:
conventions and traditions
-historical context: cultural frame
-brief description: the style emphasized
subjective emotions and responses to
the external world. Style concentrated
on the expressive power of colours,
shapes, texture and size
T asks who can name the two subgroups of German Expressionists
-The Bridge, Die Brucke and The Blue
Ss observe example of German Expressionist artwork
-Ernst Ludwig Kirchner, The Red
Tower
T asks Ss question and chooses Ss to respond
Rider, Der Blaue Reiter.
The way Ss cut into the lino will affect
the overall outcome of the print.
Carving Techniques:
-Simple line and solid shape will create
boldness and contrast- shown in Teeny,
Henri Matisse.
-Combination of line and shape in Karl
Schmidt-Rottluff, The Sound, creates
balance of the composition (conventions
of the structural frame).
-Textured cutting; small
lines/strokes/marks, cross-hatching.
Evident in Elizabeth Catlett,
Sharecropper.
-Varying weight of line; deeper cuts to
lighter cuts or scratching.
-Directional lines/ carved lines can
create shape or contour.
-Karl Schmidt-Rottluff, Portrait of H.
Robinson, shows cross-hatching,
directional lines to allow the eye to
travel around the art work and contrast
of curved and rigid lines.
-Pattern cutting creates visual variety.
Stippling creates texture, while
decorative marks such as poka-dots
and zigzag generates an interesting
result.
-Choice of colour is important. Colour is
symbolic and can emit a mood and
feeling.
- Example of Ernst Kirchner, Winter
Moonlit Night. This work incorporates a
lot of techniques. Curved and long
directional lines, excentuate the height
Ss observe Henri Matisse, Teeny
-Teeny, Henri Matisse
Ss observe Karl Schmidt-Rottluff, The Sound,
-Karl Schmidt-Rottluff, The
Sound
Ss observe Elizabeth Catlett, Sharecropper
-Elizabeth Catlett, Sharecropper
Ss observe Karl Schmidt-Rottluff, Portrait of H. Robinson
-Karl Schmidt-Rottluff, Portrait of
H. Robinson
Ss observe Ernst Kirchner, Winter Moonlit Night
-Ernst Kirchner, Winter Moonlit
Night
of the mountains as our eyes travel up
and down the mountains. Colours
provoke emotion, the blue suggests
coldness. While the maroon and pink
indicates the expressionism influence
and the expressive, energetic and
sporatic use of colour in the style.
Ss observe Teeny, Henri Matisse
-Teeny, Henri Matisse
T places the physical carved lino tiles in the middle of the
desk for Ss to observe.
Placement of example lino tiles
in the middle of the group of
desks.
T asks, by looking back to the first
example of Matisse’s, who can tell the
group what Matisse’s print is missing?
Explanation that visual variety- the
application of a combination of
techniques will create interest in the
outcome the Ss own print.
Show examples of past students lino
tile.
CLOSURE
T asks Ss to take out their own design
and think of strategies/techniques that
they can apply to their own artworks.
T then discusses their artwork with
them. Asks questions such as what can
make this part more interesting, why
have you chosen that technique, have
you thought about the overall affect of
your print?
Instructions given to work individually on
their lino tile design and carving
(depending on the Ss individual
progress) until the period ends and the
pack-up procedure commence.
5-10
T walks around to each individual S in the group (4-5 Ss) Involves the T walking around
and discusses what strategies they are planning to adopt the desk to each individual S,
in their art making.
while they remained seated.
Student Teacher’s Evaluation
Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes?
I feel that after the presentation the learners achieved the outcomes to a high extent. They were involved with
the answering of questions that had been posted by myself. With the extended knowledge they were also able to
depict and incorporate the techniques that were taught into artworks of their own.
Describe the evidence you have for this.
The Ss answers to questions posted evoked a discussion within the small learning groups they were placed into,
this eventually at the end of the lesson turned into a classroom discussion. Also from looking at the Ss artworks
within the small groups together before I had presented the power point their artworks were lacking techniques
that were vital towards the Ss assessment guidelines.
Outline the follow-up to this lesson for the learners.
The follow up lesson to mine will endeavor the students to adopt some of the techniques and continue on with
their printmaking task be it working on their lino tile, carving their lino tile or at the stage of printing colours onto
paper.
__________________________________________________________________________________
Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.
The teaching strategies that were most effective towards my mini lesson were; Blooms Taxonomy, which helped
me, incorporate Questions and Constructive Feedback to my Ss. It was the revised Blooms taxonomy (by
Anderson and Krathwohl 2001) that was achieved to a high extent; Ss were able to use the stepping-stones of
this teaching strategy in their learning process. They were able to use the stages of Remembering and
Understanding of techniques of print making which then evoked the use of Applying; these techniques to their
own artworks. Analyzing was aided to an extent with the help of myself posting questions to the Ss such as;
“what were the techniques used by artists from different art periods? Were they different or did they have
similarities?” The Evaluating process came about with some fantastic answers to questions posted “what have
you added to better your artwork?” or “who were the artists that influenced you into added such techniques.”
The answers given and work presented were followed with Constructive Feedback through praise. The Ss were
able to justify the reasons as to why they wanted to add or appropriate certain techniques to their artwork and
how they may have used a collaboration to evoke meaning to their artwork. The over-all Create aspect of B.T.
resulted in the Ss combing their original designs and also techniques I had showed them by other artists to
conceptualize and design their final design for their assignment. I found that whilst I was moving group to group
I found a lot of the groups had been placed in order of their learning capability, this aided me in the learning
experience of the Ss, I used aspects of inclusive learning to aid these students. I used the One to One technique
to assistance to ensure that my Ss were able to grasp the concept of what I was teaching and how they were to
use my information within their artworks. I also had the assistance of using Formats for the lower level learning
Ss, the power point I had created I printed off with the main concepts and techniques that surround printmaking
for them to glue into their V.A.P.D so they could reference back to them if they needed help.
Identify the teaching strategies / learning experiences that were least effective. Explain why.
Although the Questioning and answering worked well it did have a downfall, there were some Ss that were
reluctant to engage in the group discussion. I did find out as I worked with them that they were shy Ss although
being capable of very pleasing designs. I felt their confidence grew as I learnt their names and gave them praise
towards their works. Another aspect that I feel could have been more affective was that of helping my lower level
Ss more so than what I did, the power point once printed gave them a solid grounding as to what I was talking
about. Although I would have preferred to give them a few pages with strictly the artworks on them, then go
through with the techniques used by other arts and let them label the page where they saw these designs
helping them learn the content on a level that was more attuned to their capabilities.
How appropriate was the timing throughout the various sections of the lesson? Why?
The timing throughout the lesson I felt could have been extended as it was only my first time with the Ss and I
felt a certain nervousness coming from the first few groups I encountered. I consulted my colleague teacher and
she said that it would be good for me to extend my time accordingly to gain the attention and acceptance of the
Ss as their teacher. After this occurred the students were exceptional. I also found that with the task I was
undertaking; a presentation involving questions in small groups varied in time periods. The lower level Ss gained
significant use of my time, as I had to slow it right down and explain to them the task in ways that they would
understand. The middle to high level learning Ss were able to produce discussions as to how to better their
assignment with the use of techniques I had shown them, this evoked time spent one on one talking and giving
advice to Ss.
Describe how the selection and use of resources supported learning in the lesson.
As in this day and age everything we do usually involves a computer or the use of the Internet. At the school I
was situated every Ss in the school has their very own laptop and connection to the Internet. So the primary
resource I chose to use for my mini presentation was a laptop and the power-point application as a visual aid, as
this was one of the few times you can have the use of these materials in a visual arts class. My colleague
teacher told me that the Ss learn more and have focus from a presentation when the T is the primary figure with
the technology in that setting and not allowing them to use their own laptops, this I fund was correct Ss seemed
a lot more focused and not distracted.
Identify what motivated the students. Explain why.
I found that the majority of Ss were motivated during my lesson they were answering questions and asking how
they could better their design in their artwork. I found that individualising the Ss in their small groups aided in the
motivation it was somewhat of a one on one time they received from myself, brought forth a Ss T relationship,
the Ss learning from what the T was showing them then applying it to their own work. This highlighted in
teachers comments- “You were able to individualise lesson content by having Ss open their books to their own
designs this way you were able to direct questions to the Ss and relate the lesson to their designs”. The
motivation was also apparent when the Ss were adding techniques shown to them into their own design
processes this gave them a feeling of really creating the right kind of artwork.
Identify the classroom management strategies that were most effective. Explain why.
There were several classroom management strategies that were effective during my lesson. Setting classroom
expectations at the beginning was most rewarding due to a large proportion of Ss had reached the stage in
which they were to be at by the end of the lesson. The seating arrangement of Ss being broken into table groups
was successful due to the one on one time I was able to spend with each. This one on one time was spend with
me giving Ss praise and acknowledgment as o how well they were going in their designs and how they maybe
could better their designs by gaining influences from the discussion they had been involved in. Although in turn
this did have some negative repercussions, I was moving from table to table a small minority of Ss had to be told
to settle down and to continue on with their work (monotone voice), I feel that this occurred due to my time not
always been spent watching them and making sure they were on task.
What was most satisfying about the lesson?
The greatest pleasure I received from my lesson was the attitudes of the Ss towards myself as their teacher they
took on board all that I had explained and showed them. I had a great happiness to find that I had no form of
nerves towards my first lesson as a prac teacher. I feel that this was a good component not to have as I think it
would have hindered my lesson to an extent. Being able to stand up in front of a class and present a lesson was
no easy feet but the knowledge that was discussed was presented clearly with the questions posted by Ss
answered accordingly with sufficient answers. The fact that Ss came up to me after the bell had ended wanting
to ask further questions during their lunch break was a success, these Ss were those of lower learning standards
throughout the lesson they needed constant help. They could have just handed what they had done prior to my
class but they didn’t they wanted to better their knowledge and mark by adapting what I had spoken to them
about during the lesson and how I could help them further complete this. This was a prime example of my
satisfaction of how my lesson went.
Based on these reflections, outline the steps you should now take to improve your teaching in future
lessons.
Although I felt my class went extremely well I do feel there would be a few more changes that I would like to
undertake next time during my own lessons. Learning the Ss names was a harder task than I expected as I am
usually good with names, not just 30 names at a time, but I am told that with practice this will eventually work for
me. I did manage to learn a few Ss names and create the T Ss relationship with although others I found that
didn’t occur. Timing also would be changed due to my discussions I found Ss involved and able to state
reasonable evidence and influences they sort out for their own works resulting in more time needed. As with
discussions they can go one of two ways the T may find the Ss are involved in a particular discussions and other
times they aren’t. In the case of the discussion failing questioning should be brought into effect this highlights the
need for me to learn names as I found that I only learnt a few of the Ss names. It was wrong of me to call on
those Ss all the time to answer questions I had posted. I also found that after looking at the Ss book work of the
Ss names I did not know, they would have been able to have had a significant contributions to the class
discussions due to they had a high grasp on the task at hand.
Colleague teacher’s comments: (Reference could be made, for example, to planning and preparation,
knowledge of curriculum, organization, motivation of pupils, strategies used, interaction with students, classroom
management, catering for individual needs, use of resources, etc.)
Year 9VA 20 min Group Lesson
Printmaking Techniques- Fauvism and Expressionism.
Lesson Plan/ Organisation:




Excellent lesson plan structure, very thorough and detailed.
20min group work lesson was well organised, you made good use of technology by using PowerPoint
and laptop to present images to the Ss.
Effective lesson structure and timing for a small group.
You were able to individualise lesson content by having Ss open their books to their designs this way
you were able to direct questions to the Ss and relate the lesson to their designs.
Content:
 Content provided to Ss linked well with previous lessons. The visual resources enabled you to relate the
lesson to what Ss know and enable you to check their level of understanding and build on this.
 You built on their understanding of Fauvism and Expressionism by using questioning techniques (this
worked well).
 Clear and effective questioning techniques were used.
 You expanded on Ss answers and clarified information where necessary.
 Relevant background information was given to the Ss to build on their level of understanding.
 You were able to reinforce the correct technical language with Ss.
Classroom Management:
 You organised the group lesson so that you were able to build on prior knowledge, Ss engaged in the
lesson discussion as it related to their art-making experience and they could see the value in what you
were teaching them. Ss also focused quickly because of this.
 Most Ss were engaged and answered questions enthusiastically.
 A few Ss were not engaged, outline expectations for participating in discussions. Don’t be afraid to call
on Ss not putting their hands up. Direct questions you think they would be capable of answering to build
their confidence.
___________________________________
References:

Arthur, M., Gordon, C. and Butterfield, N. (2003) Classroom Management: Creating Positive Learning
Environment, Southbank Vic: Thomson. (Page 96) (Blue booklet page 19.)

Barry, K. and King, L. (1998). Beginning Teahcing and beyond (3 rd Ed.) Katoomba NSW: Social Science Press.
(Page 144) (Blue booklet page 44-45)

J. Atherton. (10 Feb 2010) “Blooms Taxonomy”, Retrieved 28 th,29th,30th of April 2010.
http://www.learningandteaching.info/learning/bloomtax.htm
Links to 7 Elements.
(a) 1.1.3. Here I have designed a lesson using knowledge of the NSW Visual Arts Syllabus.
(b) 2.1.4. This demonstrates the way in which I have planned a lesson taking into account students’
prior achievements.
(c) 4.1.5. This is an example of my use of a range of teaching resources to foster interest and support
learning, including a listening example many students will recognise from the Charts.
(d) 5.1.1 + 5.1.5. This demonstrates my knowledge of practical approaches to classroom management.
Use of students’ names is one simple strategy, which helps to develop rapport with students.
(e) 3.1.2. This is an example of how I planned this lesson to engage students actively in their learning,
while address learning outcomes – in this case, the musical concept of Structure.
(f) 6.1.1. Demonstrates a capacity to reflect critically on and improve teaching practice.
(g) 6.1.5. Accept constructive feedback to improve and refine teaching and learning practices.