Summary of Lesson Plan:
Australian Curriculum Links:
Foundation to Year 2 – Visual Art:
- Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)
- Create and display artworks to communicate ideas to an audience (ACAVAM108)
- Use and experiment with different materials, techniques, technologies and processes to make artworks(ACAVAM107)
- xplore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)
Lesson Plan Sequence:
Orientation:
Hook students through showing the students photos from excursion. (Be sure to take photos of surrounding buildings when passing through Newcastle). Ask students if they know anything about these buildings (focusing on older buildings), if they have any significance?
Choose one and discuss with students its historical significance.
Body:
Guided Discovery:
Show article (based on new proposed building plans for Newcastle * or something else in your area). Discuss the new facilities (listed in article) with the students:
- New bowling alley
- New shopping centre
- More parking
Debate whether the new building should go in? Why?
- Do we need a new building?
- Or do we just want one?
- Does putting in a new building interrupt daily living for nearby residents and workers? (ask students if they have been near a construction site? How noisy it was?)
- Where would the new buildings go?
- What if they had to demolish the …..
– Park?
– Roads?
– Houses?
– Old historical buildings
Discuss with students why old buildings are important? ( reinforcing the orientation). Discuss how different buildings can have different meanings to different people.
Exploration:
- Shapes
- Colours
- Clear message
Students are then given the task of making posters for either the demolition of old buildings in Newcastle or for the keeping of them.
Individualising:
Some students may finish the assessment quickly. These students can draw into their books a list of reasons for and against the destruction of buildings to analyse which has more points, to try and get them to present a fair display of the issue.
Some students may struggle to finish in the allotted time. To help move students along having a count down on the screen and a reminder of how long they have left to complete the task may assist them.
Students who struggle in group work may prefer smaller groups to larger ones which should be done according to circumstance.
Reflection:
Bring students back to the floor with their posters. Allow each group to present their artwork to the class. Get each member to explain one or two of the following points:
- What did you choose? Why?
- How have you conveyed your message?
- If you could change what they were going to do, what would you do instead? E.g. build somewhere else, restore old historical buildings etcetera.
Assessment:
- Anecdotal notes on discussion additions
- Final product of poster
- Checklist on how well they have conveyed a message
Resources:
- Materials for poster making. E.g. textas, pencils, etc.
- Photos from excursion on smartboard
- A3 paper
- Example pictures for the presentation on smartboard:
References:
Gordon, J. (2014). Vision unveiled for Newcastle skyline Retrieved from:
[wpfp-link]
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