Classroom Observation Tips

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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.
http://community.tesaustralia.com/tes_resources/b/weblog/archive/2014/04/15/classroom-observation-tips-how-to-showcase-the-best-of-your-teaching.aspx

TES Australia (2014). Classroom Observation Tips [online] Retrieved from: http://community.tesaustralia.com/tes_resources/b/weblog/archive/2014/04/15/classroom-observation-tips-how-to-showcase-the-best-of-your-teaching.aspx %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?
THINKING DOMAIN:
LITERACY: How / are these areas incorporated into the lesson?
ICT:
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 http://www.tesaustralia.com/Source/ResourceDetail.aspx?storyCode=7011111
Lesson_Plan_Template_TED

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:  Incredibleart.org. (2014). High School Art Lesson: Art History Timeline. [online] Retrieved from: http://www.incredibleart.org/lessons/high/arthistory.html [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

Lanterns

References: Incredibleart.org. (2014). High School Art Lesson: Art History Timeline. [online] Retrieved from: http://www.incredibleart.org/lessons/high/anderson.html [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

typography

References: Incredibleart.org. (2014). High School Art Lesson: Art History Timeline. [online] Retrieved from: http://www.incredibleart.org/lessons/high/anderson.html [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. 

colourwheel

Reference: The Virtual Instructor.com. (2014). Colour Theory Art Lesson [online] Retrieved from:http://thevirtualinstructor.com/color-theory-lesson-plan.html [Accessed: 1st April 2014].

Image: Image is a screen shot from website http://colorschemedesigner.com/ – 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

obs

Reference: Upper School Art (2011). Upper School Art Grades 7 – 12:Skeleton ink Drawing [online] Retrieved from: http://schutzart.blogspot.ca/2011/03/skeleton-ink-drawing_07.html [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.

References:
Reference: Silhouette in colour gradation. (2014). Silhouette in Colour Gradation [online] Retrieved from: http://arteascuola.com/2014/04/silhouette-in-color-gradations/%5BAccessed:1st April 2014].

siluette

For this task, I found the website http://www.incredibleart.org/ 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:

Australiancurriculum.edu.au. (2014). The Australian Curriculum v6.0 The Arts Foundation to Year 10 Curriculum by elaborations. [online] Retrieved from: http://www.australiancurriculum.edu.au/TheArts/Curriculum/F-10?layout=3&u=va&y=7-8&y=9-10 [Accessed: 30 Mar 2014].

 

Gallery

Evaluating Contemporary Art

Evaluating Contemporary Art
Identify a work of art that you have enjoyed looking at @ NGV

photo1 photo2 photo3 photo4

Artist name:
Tony Adams; born Australia
Chaco Kato: born Japan 1953 arrived Australia 1996
Dylan Martorell; born Scotland 1971 arrived Australia 1975
Together they are identified as Slow Art Collective

Title: Marlarky

Date the work was created: 2013

Country: Australia

The artwork is a: Installation piece at the NGV Victoria, Ian Potter Centre as apart of the “Melbourne Now” exhibition. Public Gallery. 

These questions prompt the students for reading and research on the artwork while at the gallery and about the gallery space in which the artwork is being displayed. 


How big is the artwork?
Estimated size: 3mx4mx5m

What is the scale of the artwork in relation to the human figure? The artwork is very large in relation to the human figure because of the room size in which it is featured in. It is interactive as you have to walk around the space to view it.

Do you need to stand or move in a particular way to view the work? To view this artwork you need to walk around the space. There is certain area in which you can take off your shoes and become interactive with the piece, by touching the hanging aluminium objects, you can sit down on oil drums and there is a bamboo bed that can be also sat or layed down on and kitchen appliances. With the use of the wool mounted highly on the ceiling, you are not only engaged too look around the space, but also up. When viewing the work, you become absorbed in all of it, not just one particular section because of the sectioning of the dwelling.

Are there constraints on the viewer or is there an element of interactivity? There are a couple of elements of interactivity as mentioned above. This artwork doesn’t come across to the viewer as being ‘precious’ because of the size and the interaction needed to view the whole space. 

How is the artwork lit? Natural lighting, fluorescent lighting scatted throughout, neon rope lighting throughout

These questions allow students to think about the space, surrounds and the elements used in which they will have optimal viewing of the work. 

What materials or media have been utilised in the creation of this artwork? Bamboo, cane, wood, rope, cable, wool, metal, found objects, lights, spices, herbs, dried fruit, oils, cooking utensils.

What methods or applications have been applied? Gathering objects, construction.

These questions helps the students understand and also become more informed about the different methods and medias that can be undertaken and applied to create artworks. 

List the things you can see in the artwork? The use of wool creates eccentric colour and shape thoughout, but also creates fine lines. Scattered throughout are everyday household objects and hung lighting

What are they doing? Is there a story? I feel as though a story is being told about the sustainability, culture, and the environment.
This is a multipurpose environment that encourages contemplation of relationships between people and place and the objects that we encounter in our daily lives.

Being able to talk about the work and the visual elements in which you can see, can help one achieve a better understanding of the work; discuss and question why those particular elements may be present.  

How have the art elements been applied in this artwork? Yes colour and shape is very evident within these works.

Have the art principles been applied to this artwork? Yes unity and emphasis.

These questions assist in enforcing the students to use and apply the design elements and principles to artworks and become more familiar with the arts terminology and language.

How is the overall mood or emotional intent of the artwork? The artwork feels quite chaotic, because of the bulk use of wool, and the construction of the dweling, so many different things going on such as, people sitting on the bamboo beds, others over in the kitchen looking at the herbs, spices and wool in the wok, others in the interactive section of the dwelling, and others just roaming around and looking at the engineered aspects of the artwork.

How does it make you feel? What has the artist done to make the viewer feel like this?
This artwork to me feels quite joyful and eccentric. These emotions are provoked because of the bright colours and the friendly appeal this artwork sends out. Because it is interactive and not fragile you can intermingle with it. This cloth and bamboo constructed dwelling has been created from salvaged materials and entering the space you can imagine yourself, eating and sleeping in this multipurpose space because of the arrangement of objects. The background sounds also are sounds of joyfulness and busyness.

Such a question can prompt a student to describe and explain how an artwork makes them feel or how how they can make others feel and the emotional appeals and aspects correlated with art/design creation.

Has the artist appropriated anything from another source?

What other artists or art movements might have inspired the artist? Yarn bombing. Asian inspired.

Does it remind you of anything else? I have seen Chaco Kato’s work before, I knew as soon as I stepped into the room that she had been involved in creating this piece because of the constructive use of wool and dried fruit that has been randomly hung throughout.
Kato exhibited Mildura Palimpsest #9 in October 2013. Mildura Palimpsest is a biennial arts event that invites and engages artists with the cultural and natural environment of the Mildura and Murray Darling region. The reference of hanging dried fruit and use of wool reminded me of her Light Box exhibition.

The comparison made between other artists can prompt the students to think about differences and similarities of qualities, methods and concepts of artworks. 

Do some research about the artist to see what else you can learn about this art practice. Is it different to other work they have made the same? Try to describe the difference.

This question encourages the students to build their knowledge of the chosen artist. From scaffolding this knowledge, students also gain insights into more techniques used for the visual art and or design creation. As well as investigating the artist, you are also in exploring the way in which they are practicing their art. 


What issues, ideas or themes do you think the artist might be trying to raise in the artwork?
Sustainability, DIY, culture.

What might the artist’s point of view be? Awareness

Do you have an opinion on the artwork?

Write a bibliography:

http://www.chacokato.com/artworks/
http://slowartcollective-sac.blogspot.com.au/


Bibliographies are a way of showing us where the students have gathered information and what resources were used. 

Additional:
At my last university, I had Chato Kato as a guest speaker at one of my lectures. Here, I gathered a lot of information about her art practices and how she created her works. Within this guest talk she stated that her main interest is not so much in the nature of art, but in how she and the resulting work relate to the space that surrounds it. Through the creativity of this DIY like construction, Kato presents this metaphor to the viewers of fragility and strength of life. She creates works on site from zero if possible and this is visible within the installation piece, also working with her ‘Slow-Art’ collaborators Tony Adams and Dylan Martorell. This artwork forces you to experience the site, physically and internally as the art and materials used are derived from everyday life itself. Kato blurs the boundaries between the artist and the viewer allowing us to get directly involved in the works.
It was a privilege to see this artwork in a gallery space and being able to relate back to this guest speech and see Kato’s art practice.