Classroom Observation Tips

With out first placement block starting tomorrow, I came across this article on the TES website.. perfect! With plenty of observation ahead, this article gives a few tips on what to look out for within the classroom! Feel free to have a read.

TES Australia (2014). Classroom Observation Tips [online] Retrieved from: %5BAccessed: 27 April 2014].


Lesson Plan Template

Lesson Plan Template

LESSON TITLE: For example: Pop Art Self Portraits
SEQUENCE: For example: This is one of two lessons.
SUBJECT: For example: Art, Visual Arts, Sculpture, 3-D, Graphics, Design, Painting, Computer Art or Visual Culture
YEAR LEVEL: 7/8, 9/10, 11/12
LESSON DURATION: How long is the lesson? How much time has been allocated?Is the task time appropriate for the available time?
OBJECTIVE: What is the big question or concept being taught here?
AUSVels LINKS: How is this lesson linked to the curriculum?Progression points may be useful.
PREPARATION: What do you need to get ready before students arrive?
RESOURCES and /or MATERIALS: What materials or information is required for this lesson?For example, books, images, paper, paint, pallets, glues, wire, clay, computers.
LESSON PROCEDURES AND/OR STEPS: What are the students expected to do?How will students know what to do?
Are there images or work samples required?
LITERACY: How / are these areas incorporated into the lesson?
DIFFERENTIATON: How will you adapt the tasks to allow for different needs within the class? For example, ESL, behavioural issues,
EXTENSION: What will students who complete tasks quickly do?
PACKDOWN: How long will you need to pack down and clean room ready for the next class?
ASSESSMENT: How will you know if learning has occurred?How will you assess this work?
How will you provide students with feedback?
INDEPENDENT PRACTICE: Will you set homework?How will you monitor it?
REFLECTION: Did things go according to plan?How did different learners manage tasks?
EVALUATION: Will you change anything in this lesson next time?

AND…. Always thank your students for their participation and efforts for the day!
Accessed from LEO EDAR516 @ ACU

Also found this lesson template from TES

EDAR518 Replacement Task

Replacement task

Lesson 1
Art History Timeline (Exploring and Responding)

Big Question: Major learning expected to occur in students from this lesson is that they gain a knowledge about art, and specifically art styles, artists, and major world events, and its growth throughout art movements and eras.

Brief Overview: Students will be able to understand that art has developed over the times and they will be able to identify different art era categories. With art history being so broad, the structure of this lesson plan will put it into context for students with the use of resources such as worksheets, PowerPoint presentations, internet, co-operative learning and note taking.

Australian Curriculum links:

> Reflecting, adjusting, modifying and evaluating their own artwork through consistent assessment, and refining intentions and viewpoints when making, responding to and displaying artworks.
> Considering viewpoints. Histories. Example – How did one artist influence the work of another? Students favourite art style? When are where did it originate?
> Comparing and contrasting different representations and interpretations of different Country/Place from
a range of viewpoints and contexts, for example, researching and comparing the representation of Aboriginal and Torres Strait Islander Peoples and colonists in artworks from and about 1788. 

Art History
References: (2014). High School Art Lesson: Art History Timeline. [online] Retrieved from: [Accessed: 1st April 2014].

Lesson 2
Watercolor Chinese Lanterns (Making and Creating)

Big question: The major learning expected to occur within this lesson for students is that they experiment with watercolor techniques to create an Asian inspired artwork.

Brief Overview: Students will be able to create a hanging paper lantern. Students will have to research and explore images and symbolism relating to Asian art such as a dragon, Buddha, Fan, Fish, flowers, bamboo, geisha, Mt Fuji, and water and create 4 watercolor panels to make a paper lantern.

Links to the Australian Curriculum:
-Critical and creative thinking
– Manipulate materials, techniques, technologies and processes to develop and represent their own artistic intentions
– Analyse how artists use visual conventions in artworks (the design elements and principles) 
– Plan and design artworks that represent artistic intention
– Present ideas for displaying artworks and evaluate displays of artworks
– Contexts – recognizing artworks from different cultures particularly Aboriginal and Torres Strait Islander and Asian Art
– Conceptualizing how visual conventions can represent ideas in their artwork


References: (2014). High School Art Lesson: Art History Timeline. [online] Retrieved from: [Accessed: 1st April 2014].


Lesson 3

Typographic Illustrations (Exploring, Responding and Creating, Making)

Big question: The major learning that is expected is that students demonstrate the ability to create a 2D piece of work with incorporation of the design elements and principles. Students demonstrate within their final piece of artwork how they can exercise the use of different types of letterforms to strengthen their final design within the use of different font styles, different sizes, different stroke widths and a range of other aesthetics and capabilities.

Overview: This lesson consists of students brainstorming ideas that could be successful within typographic work being mindful of the composition. They are to then create and original image through the method of drawing or photography. Students will then proceed to explore different fonts and font families that they would like to use within their final designs, gaining ICT skills. Students are too also think about the application of colour, for hierarchy and greater impact purposes. Students to use their chosen fonts and letterforms to create their designs/chosen image.

Links within the Australian Curriculum:
-Using selected techniques, technologies, and process to explore personal representation of a theme, concept or subject matter.
– Exploring and applying ideas inspired by the style of other artists in their artworks.

Experimenting with digital and virtual technologies in their artworks to enhance intended meaning.
Researching ideas for display or presentation, reflecting on different times, places and cultures, and considering how these can be options for display of their own artworks


References: (2014). High School Art Lesson: Art History Timeline. [online] Retrieved from: [Accessed: 1st April 2014]


Lesson 4

Colour Theory Art Lesson

The big question: The major learning that is expected to occur is to expose students to the element of colour and to teach them about the principles of colour theory and practice. The student will learn the concept of color and colour theory through the resources of colourwheels, colour value and colour schemes. Through these resources the student will too learn how to effectively use the color wheel.

Overview: At the beginning of the lesson sequence, students will be asked to being in an object that they would like to use within their artwork. The student then draws the object on as many different angles as possible, this is using the incorporation of observational drawing. The student divides the paper up into sections, and paints/or colours with pencils different sections with different colour schemes of their own choosing. Students will also be introduced into colour theory terminology and encouraged to write this on their colour schemed artworks such as ‘monochromatic’ ‘analogous’ etc.

Australian Curriculum Links:
– Conceptualizing how visual conventions can represent ideas in their artwork
developing an individual focus for a series of artworks based on a given theme, concept or subject matter.
Selecting, testing and experimenting with materials, techniques, technologies and processes to synthesize an idea that is developed into multiple representations.
– Developing representations by combining and adapting materials, techniques, technologies and art making processes. 


Reference: The Virtual (2014). Colour Theory Art Lesson [online] Retrieved from: [Accessed: 1st April 2014].

Image: Image is a screen shot from website – a very good resource covering all types of colour schemes and colour wheels for the average student and people with special needs e.g colour blindness.


Lesson 5

Lesson Title: Observational Drawing (Skeleton)

The Big Question: The major learning that is expected to occur is that the student will use observational skills to draw a section of the model/skeleton.

Overview: Students are to be proactively thinking in the terms of shape and form. Students will use a water base marker to outline then apply a wet brush to render the bones. The student will demonstrate principles, such as unity, contrast, proportion, and balance, and the elements (line, form, shape, and value) of art, within the students’ final artwork. The final artwork will be drawn a section of a skeleton and rendered with brush and ink.

Links to the Australian Curriculum:
Critically analyzing an artist’s intention for an artwork and their use of visual conventions.
Deconstruct and reconstruct a range of images, objects and/or spaces to synthesize viewpoints, concepts, purposes and/or meanings
developing an individual focus for a series of artworks based on a given theme, concept or subject matter


Reference: Upper School Art (2011). Upper School Art Grades 7 – 12:Skeleton ink Drawing [online] Retrieved from: [Accessed: 1st April 2014].


Lesson 6

Lesson Title: Silutette in Color Gradations

The Big Question: The main learning that is expected to occur is that students will combine a background and a silhouette painted with gradations in complementary colors. Students are to be made aware of the shape and form used as their cut out and the warm and cool colour contrast.

Overview:Students will research and select an image, increasing the use of their ICT skills and values.Students will then explore the medium of acrylic paint and use this medium on two sheets of paper exploring with different gradations and colors (one sheet from yellow to red and one sheet from yellow to blue). Once the paint has dried, students proceed to cut out a silhouette (with the careful use of a scalpel or knife) that was found from research or inspiration from another artist’s artwork e.g. shape and from one of the sheets and use the other, as a background for the figure.

Links the Australian Curriculum:
Conceptualizing how visual conventions can represent ideas in their artwork
– Investigating how different combinations of techniques can represent a theme, concept or idea, for example, applying paint with different tools to create different textures (in this case shape)

Combining, adapting and manipulating images and objects from several sources
Developing representations by combining and adapting materials, techniques, technologies and art making processes.

Reference: Silhouette in colour gradation. (2014). Silhouette in Colour Gradation [online] Retrieved from: April 2014].


For this task, I found the website very helpful! Defiantly bookmarked that one and it is a great resource for an endless amount of ideas! I found that this website has a great number of lesson ideas for students of a variety of year levels throughout the secondary education sector.

Further References: (2014). The Australian Curriculum v6.0 The Arts Foundation to Year 10 Curriculum by elaborations. [online] Retrieved from: [Accessed: 30 Mar 2014].