Lesson+D


 * ======**Unit Topic: **Sustainability ====== |||| ======**Curriculum Link: **Human Society & its Environment ====== || ======**Yr Level: **Year 4 (Stage 2) ====== ||
 * ======**Lesson Number: 9 **====== |||| ======**Lesson Topic: Visual Literacy and Visual Arts  **====== || ======**Learning Area(s): Creative Arts- Visual Arts: Appreciating  **======

**English - Visual literacy **
|| **HSIE -** //**Relationships with Places**// ENS2.6 - //Describes people’s interactions with environments and identifies responsible ways of interacting with environments.// RS2.5 - Reads independently a wide range of texts on increasingly challenging topics and justifies own interpretation of ideas, information and events. RS2.6 - Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. TS2.1 - Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. TS2.2 - Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. VAS2.3 - Acknowledges that artist make artworks for different reasons and that various interpretations are possible. VAS2.4 - Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques. Students will be sitting on the classroom floor in front of the board. The introduction should focus on the points of //"VAS2.3 - Acknowledges that artist make artworks for different reasons and that various interpretations are possible.// This activity draws on the students prior knowledge on their concept or traditional 'art'. The examination of the recycled artworks that follow aim to expand their comprehension of how recycling can even play a role in depicting artworks. Drawing importance to sustainability is the aim of this English/HSIE/Visual Arts integrated lesson as it will assist in developing student's creative and imaginative thinking with relevance to the unit focus outcome (Hope, 2006). This scaffolding is significant as in the next lesson, students will be required to create their multimodality texts and will need to use creative thinking along with their content knowledge gained from this unit of work to do so successfully. Great importance therefore needs to be placed on visual literacy aspects as students will be required to use their knowledge and skills gained from lessons C and D to develop their multimodal text (rich task). ||
 * ======**Unit Aim or Outcome: **Rei **ntroduce visual literacy skills through giving students opportunities to appreciate visual artworks. This lesson acts as a scaffold for the next lesson where students will need to create a multimodal text. **====== ||
 * ======**Lesson Outcome: **======
 * Presents alternatives to, and consequences of, using features, sites and places in particular ways.
 * English - //Reading//**
 * Interprets the purpose of a visual text.
 * Makes some inferences about ideas implicit in a text.
 * Contributes to class discussion after reading or viewing.
 * draws on experience or knowledge of the topic or context to work out the meaning of text.
 * English - //Talking and Listening//**
 * Communicates effectively in a group to express or convey an idea or point of view
 * Able to effectively report to the class through guided questioning
 * Communicates effectively in a group to express or convey an idea or point of view
 * Able to interact with other students in a positive and constructive manner
 * uses correct word order when asking questions or making statements
 * adjusts speech to suit familiar situations
 * responds to different viewpoints in a discussion
 * conducts a coherent telephone conversation with peers in different contexts for different purposes.
 * Creative Arts - Visual Arts: Appreciating**
 * discusses reasons why artists make artworks focusing on who, where, when, why and how
 * recognises that people have different views about artworks and their meanings that are informed by their understanding of such things as the circumstances of the work, the artist’s intentions and skill, and what the work is about.
 * identifies resemblances between subject matter in artworks and the features of things as they exist in the world, recognising similarities and differences in how things are represented in the artworks
 * expresses opinions about how well subject matter that is represented in particular forms refers to the world, and appreciates the skills involved to achieve these effects
 * talks and writes about the meaning of artworks in terms of how subject matter realistically represents things in the world. ||
 * **Resources: **
 * Interactive Whiteboard or Overhead Projector hooked up to a computer.
 * <span style="font-family: Verdana,sans-serif; font-size: 11px; line-height: 16px;">Prepared images on a powerpoint slide.
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Images taken from __http://weburbanist.com/2008/06/04/recycled-art-from-trash/__
 * Worksheet
 * Pens ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Lesson Outline ** ||
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">**Introduction (15 minutes):** __
 * Using a mind map, ask students to brainstorm what they think Visual Arts includes.
 * On another mind map, ask students to brainstorm what tools, equipment and materials artists use to make artworks: e.g. paint, canvas, camera, photos, paper, pencils, clay.
 * Explain to students that they should not restrain themselves to the traditional idea of what art entitles and they should think 'beyond the box'. Contemporary and modern art extends beyond the traditional paint and canvas.
 * Introduce the website: __http://weburbanist.com/2008/06/04/recycled-art-from-trash/__
 * Show the students the different types of artwork on the website and how the artists use different mediums to express their art.
 * Bringing in a literacy focus, ask students to describe the purpose of each image.
 * Activate students' prior knowledge of visual literacy from the previous lesson in order to help students understand the significance of images as a form of persuasive text.
 * <span style="color: #000000; margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">//discusses reasons why artists make artworks focusing on who, where, when, why and how//
 * <span style="margin: 0.5em 0px 0px; padding-bottom: 0px; padding-left: 3em; padding-right: 0px; padding-top: 0px;">//recognises that people have different views about artworks and their meanings that are informed by their understanding of such things as the circumstances of the work, the artist’s intentions and skill, and what the work is about."//
 * ====__<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">**Teaching strategy/Learning** __<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;"> __**Activity:**__ ====

<span style="font-family: Verdana,sans-serif;">__**Body**__
The body should focus on the points of //"VAS2.4 - Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques.// The purpose of these activities is to set up an activity that focuses on reporting back to the classroom. Giving students opportunities to report back is an effective way of allowing them to practice language at a more abstract level as well as giving them a reason to reflect on and clarify their own learning (Gibbons, 1991). This skill is very important for teachers to develop as students will need to show confidence when participating in their multimodal text in the next lesson. The worksheet also focuses on visual literacy, with the students given a chance to analyse the pictures beyond the surface meaning. They will look at, identify and critique the purpose of the artworks, the visual literacy techniques employed by the artist and will begin to understand the importance of using images as themes to convey meaning. || Assist the students with any discussions. Some students will need assistance with identifying the visual elements and literacy principles behind the artwork. Teacher will need to ensure that all students are contributing and that one student is not dominating the discussion. Teacher will facilitate learning by getting students report back to the class. The teacher should ask guiding questions such as: "What stood out the most in the artwork? Why" "What is different about this artist's artwork?" "What sort of message do you think is being implied by the image?" "What aspects of visual literacy do you see in this image?" |||| **Group Discussion: (15 minutes)** Be completing the worksheet provided. Students will engage in group discussions. Students should be discussing the concepts of the artwork such as elements, purpose and design with reference to the literacy aspects. Here the student will be giving a report based on the discussion with the group. The student is encouraged to speak loud and clear and to make regular eye contact. || <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Revisit the original mind maps and ask students now to add on the following elements to their mind maps: <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Visual literacy aspects <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Purpose <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Intended meaning <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Hidden meaning <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- Theme <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">- The role of images in persuading audiences <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">This English/HSIE lesson was used in conjunction with a visual arts focus to help students develop a more in-depth understanding of the importance of images. It looks at how images can be used to convey meaning as well as how it can be used effectively to get a message/theme across. Using such an integrated lesson with an art-basis as mentioned above is helpful in scaffolding for the creation of a multimodal text in the final lesson of the unit of work. || <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">The worksheet was designed to be completed as a group discussion over individual work to cater for students who are struggling with English skills or who are from a 'English as a Second Language' (ESL) background. Group discussion provide students who are Second Language learners with the opportunity to practise their english skills in a meaningful environment while hearing good models (Gibbons, 1991, p. 27). Students who have severe language barriers will need scaffolding and guidance with their discussion. || <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Did the students achieve the set outcomes? Why not? <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Were there any management issues? <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Were any students struggling to contribute with the group? Why? <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Did any students struggle with sharing with the group? <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Were the students able to adequately complete the worksheet? <span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Were students able to answer the questions on the worksheet? Was the timing of the lessons appropriate? What would you change for next time? || <span style="color: black; font-family: Verdana,sans-serif; font-size: 11px;">Board of Studies NSW. (2006). //<span style="font-family: Verdana,sans-serif;">HSIE K-6 Syllabus. // Sydney: Author. <span style="color: black; font-family: Verdana,sans-serif; font-size: 11px;">Board of Studies NSW. (2007). //<span style="font-family: Verdana,sans-serif;">English K-6 Syllabus. // Sydney: Author. <span style="color: black; font-family: Verdana,sans-serif; font-size: 11px;">Board of Studies NSW. (2006). //Creative Arts K-6 Syllabus//. Sydney: Author
 * <span style="font-family: Verdana,sans-serif;">Split the students into groups of 3 to analyse the artworks.
 * <span style="font-family: Verdana,sans-serif;">Each group is to complete a worksheet, for each artwork there are 2 groups of students analysing each one. Assign 2 groups to each artwork: Tim Noble & Sue Webster - Shadows, Robbie Rowlands - House alterations, Dr. Evemor - Metal Yard, Eden Project - Plastic Bear.
 * Once completed, one student from each group will report back to the class.
 * //identifies resemblances between subject matter in artworks and the features of things as they exist in the world, recognising similarities and differences in how things are represented in the artworks//
 * //expresses opinions about how well subject matter that is represented in particular forms refers to the world, and appreciates the skills involved to achieve these effects//
 * //talks and writes about the meaning of artworks in terms of how subject matter realistically represents things in the world."//
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Teacher will …… ** |||| **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Students will… ** ||
 * **Group Discussion: (15 minutes)**
 * Reporting to the class: (15 minutes)**
 * Reporting to the class (15 minutes)**
 * __<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">**Concluding strategy:** __
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Assessment: **
 * <span style="font-family: Verdana,sans-serif; font-size: 11px; line-height: 16px;">Students will be observed while they are in groups on their ability to contribute and interact with one another.
 * Students will be assessed on their ability to work as a group to complete the worksheet.
 * Specific individuals will be assessed on their ability to report to the class.
 * Collect student worksheet as worksamples.
 * Place mind maps on classroom wall for students to refer back to it next lesson (scaffolding for multimodal text) ||
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Any special considerations or contingency plans: **
 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 11px;">Self-reflection: **
 * References**

Gibbons, P. (1991). Learning to learn in a second language. PETA, Newtown. Hope, G. (2006). //Teaching design and technology at key stages 1 and 2//. UK: Learning Matters.


 * Worksheet:**

1. Describe the purpose of the art. What is the artist trying to achieve?

2. What materials did the artist use to make their piece?

3. What is unique about their creation?

4. What is the image trying to tell you?

5. How did the artist get his/her message across?

**Pick one of the images/artworks and answer the following questions:**

6. What lines/shapes/vectors stand out? (Representational)

7. Where is the artwork placed? (Composition)

8. Which part of the artwork are your eyes drawn to first? (Salience)

9. What texture does the artwork appear to have, i.e. how would it feel when touched? (Interactive modality)

10. What colours stand out? (Interactive modality)