class consists of 16 students: 10 males and 6 Female all of whom are gifted artists but generally

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1 Learners: The learners in this class comprise of year 12 senior secondary students enrolled in Art Studio Practice (the most advanced art class offered in pre-tertiary studies). Students enrolled in this class consider it a major unit and are therefore dedicated to their studies and keen to learn. The class consists of 16 students: 10 males and 6 Female all of whom are gifted artists but generally maintain average academic levels, apart from two students who are academically proficient. 3 of the students have strong interest in sculptural art, 6 are drawing/painting majors, 2 students are computer graphic majors, 1 student is interested in multimedia art and the remaining 4 specialise in photography. The majority of students in this class are visual and kinesthetic learners. One student has also been absent for the past two lessons due to illness. mark derham 21/6/2016 3:19 AM Comment [1]: Good detail here. Considerations: Academic learning: To improve critical thinking a project could be assigned to allow students the opportunity to critically analyse and critique artwork. Accompanied by group and class discussions students will be exposed to an array of opinions, ideas and interpretations broadening their own critical analysis, which is important for future, class critiques. Absentees: Each lesson starts with a recap of the previous lesson to remind students of the content covered so that the new lesson can build from this prior knowledge (Killen, 2013). This will give the previously absent students an overview of what they have missed. By situating these students with proficient students they will also be able to learn through peer tutoring and support (Jackson, et al., 2014), and catch up on any missed content. To ensure students remain up-todate in the class they will be provided with the handouts and research documents from the previous lesson as well as any missed tasks which they will be expected to work on in their own time. Page 1 of 18

2 Suitability of the text: Duchamp s Shovel: Art as a Concept (produced by Khan Academy) is a video suitable for this particular class of mature students as it is informative and relevant to the current unit topic: What is art (investigated over a 4 week period). This text is narrated by Steven Zucker: an art historian and Sal Khan the founder of Khan Academy. Both are University graduates and experts in their field, which ensures relevant and sound information is conveyed to students. The video is a visual representation of a text and is engaging for the vast majority of learners in this class, it is only ten minutes in length and maintains an interesting dialogue, which is engaging for students. The video features photographic features, sculptural and multimedia art (that encompasses drawing and painting aspects also), which resonates with students and their interests (Killen, 2013). The video provides visual aids for the artworks discussed and also compares artists, which increases student s repertoire of artists as well as provides critical analysis of different works (relevant to their assessment task). The video challenges the concept of art, which effectively broadens student s knowledge and understanding of artistic conventions. It discusses the narrative presented in particular artworks and provides historical context: all of which are important for practicing artists and students own practices. Literacy Demands: mark derham 21/6/2016 3:34 AM Comment [2]: Excellent text to use. The use of such short sharp paragraphs can be a little disjointing. This visual text requires critical analysis of artistic concepts and challenges students ideas of art. Although less time consuming than some written texts, it still requires 10 minutes of undivided attention. However the artists and artworks discussed are from over 50 years ago which may be incomprehensive and disengaging for some students. Page 2 of 18

3 The text provides subject specific literacy which is important for students to comprehend in order to understand artistic conventions and concepts present in the current art world. (Hipwell. P, & Klenowski. V, 2011). It also draws on responses and emotional reactions to art works, mark derham 21/6/2016 3:22 AM Comment [3]: Artistic Discourses which allows viewers to analyse the overall impact of the work. Difficult Terms: Students are encouraged to write notes on the visual text provided, as it will be a useful resource for their next assessment project. They are also encouraged to note any new or unknown terms or concepts so we can discuss them later, (for developing repertoire and engaging in Artistic language). Terms students may be unfamiliar with include: Dada, art movements, readymade, reframing artwork, aesthetics, cynical, anti-art, conceptual art versus handicraft, and challenging the notations of art. Time Management: As this is a mature and advanced group of art students who are dedicated learners I do not anticipate behavioural issues. To conduct a successful lesson it is essential to engage in adequate and detailed planning prior to the class, it also ensures minimal time is wasted. As the theory and content of this lesson are crucial for the unit of study it is important to ensure students have a comprehensive understanding of the content discussed before moving on. It is also important they have enough time in each activity to ensure the learning outcomes are achieved and therefore the time frame must be slightly flexible to allow for student engagement and learning opportunities. Opportunities for Literacy Development: - Introduces students to controversial art, which encourages critical analysis and engagement in visual texts. Page 3 of 18

4 - Introduces students to new art concepts through an argumentative (Wing Jan, 2009) and factual text (expands repertoire of artistic concepts and art linguistics). - Exposes students to a new text resource (Khan Academy). - Applies argumentative and persuasive texts to visual art. - Engages in subject-specific literacy (Wing Jan, 2009). - Explores the narrative in visual texts. - Extracts broad principles in art. - Exposure to discourse of the wider art community - Communication of thoughts through annotations, discussions and assignment planning - Understanding of the social, cultural and historical influence and context of the artwork (Victoria State Government Education and Training, 2014) - Decoding of texts and artistic language (Freebody, & Luke, 1999) - Develop understanding through engaging with the text (Text participant practices) (Freebody, & Luke, 1999), (Wing Jan, 2009) - Considerate of audiences and the impact of visual texts (Text user practice) (Freebody, & Luke, 1999) (Wing Jan, 2009) - Thinking critically about the way language is used and texts are created to put forward points of view and to position to the reader or viewer (Wing Jan, 2009, P 7) - Students will be exposed to multiple opinions and theories regarding art practices, Page 4 of 18

5 Lesson Plan Grade: 12 Lesson: Period 3 Subject: Unit: Art Studio Practice Duration: 50 minutes Learning Objective/s (Subject content): By the end of this lesson students will - Be confident in analysing artworks and visual texts - Engage in constructive class conversations - Verbalise constructive thoughts, opinions and questions for the broader art community and audiences - Have a thorough, detailed and annotated plan for the upcoming assessment using relevant information and context from this lesson Learning Objective/s (literacy development): By the end of this lesson students will - Recognize the importance of social, cultural, and historical context for understanding art - Be able to critically respond to the ideas, concepts and narrative present in visual literature - Respond to multimodal and visual texts (video and artwork of Duchamp) - Develop an understanding for the importance of critiques and constructive criticism - Analyse the emotional and physical responses created by Duchamp s artwork Student prior knowledge: In the previous lesson, students engaged in the topic what is art? through analysis of different art mediums, techniques, methods, concepts and various art movements. In this lesson students gained insight into the reasons art is made, what meanings are conveyed through artwork and an understanding of why it is made. In concluding this lesson students were asked to think about what makes art, art. Additional context: Page 5 of 18

6 Over a four-week period students are studying in the Unit what is art? addressing historical and contemporary art issues and concepts as well as developing skills in critical analysis and formal critiques. Students also learn to articulate and justify their thoughts and opinions towards artists and artworks. They are currently preparing for class critiques in the coming weeks so skills learnt through this unit will benefit students in executing effective and constructive critiques. This lesson is centred around the topic of challenging the concept of art and introduces a major assessment for this class. Teaching Aids/Resources: Worksheet (see appendix), assessment rubric (see appendix), Khan Academy Video Duchamp s Shovel: Art as Concept, Timing (min) 5 10 Teacher activities Recap of previous lesson: - Through short class discussion. - (What is art? Discuss aspects of art: mediums, display, modern, classic, ephemeral, graffiti, vandalism, contemporary, installation and sculpture art) Introductory Discussion/Engagement task: - Show image of Duchamp s In Advance of a Broken Arm (no further context given). Through open class discussion ask student to analyse the artwork - why is/isn t it art. Student activities - Engage in class discussion revising previous lesson - Engage in class discussion, critically analysing the artwork, the concept and meaning behind the art Page 6 of 18

7 15 Discussion/Analysis task: - Engage in class discussion, - Provide context for the artwork (including artist s name, the year it was made, the gallery/museum it is located). Ask critical analysis of visual text considering the historical and social context given 25 students to reassess their previous answers, does this context change their opinion, through open questions and class discussion investigate. Introduction of video: - Provide students with note taking handout to complete during and after the viewing - View video and complete handout/ note taking task 30 - Show the clip: /art-1010/wwi-dada/dada1/v/duchamp-sshovel-art-as-concept (presented by Khan Academy, 2012) Group Discussion: - organise students in small groups to discuss the video content, the new artistic context and information learned - Engage in active group discussion (while note taking) analysing the information from the video, discuss reactions, thoughts, feelings relevant to the new art concept etc. 50 Planning for assessment task: - Provide students with assessment - Using annotated notes from the lesson begin to plan and Page 7 of 18

8 guidelines/expectations, rubric assessment research for the written and criteria and monitor students as they assignment (due in 2 weeks) work to ensure support is given when required and students have a sound Australian Curriculum links: comprehension of the expectations. mark derham 15/10/ :01 AM Comment [4]: Lesson is very well designed and thought through. I like how much of a chance it gives students to explore and respond to such interesting concepts and questions. Visual Art: Learners will undertake investigation and analysis of conceptual theories and issues in local, historical and contemporary contexts as they relate to and inform their own proposal and studio practice. (Tasmanian Qualifications Authority [TQA], 2014) Art Studio Practice: learning outcomes: communicate artistic concepts, apply artistic judgements to resolve aesthetic and conceptual issues, understand historical and contemporary art issues, their impact on society, artists and own artworks, and work autonomously, and collaboratively with others. (TQA, 2014) Visual Arts: Students will learn to critically analyse, evaluate and understand personal and collective contexts for art making and responding and will be able to consider these from various perspectives. (Australian Curriculum, 2015) Literacy in Visual Arts: In the Arts, visual and critical literacy skills will enable students to access knowledge, make meaning, express thoughts, emotions and ideas, interact with others and participate in a range of communication activities, using a wide variety of printed, audio, visual and digital materials. (Australian Curriculum, 2015) Literacy: general capabilities: students become literate as they develop the knowledge, skills and Page 8 of 18

9 dispositions to interpret and use language confidently for learning and communicating in and out of school and for participating effectively in society, (Australian Curriculum, 2015) Literacy and English in senior secondary: Literacy is important in the development of the skills and strategies needed to express, interpret, and communicate complex information and ideas. Students apply, extend and refine their repertoire of literacy skills and practices as they examine how meaning is communicated and as they engage in creative response and argument. Students compare texts and consider them in relation to their contexts and purposes, and they consider how texts are created for specific purposes, contexts and audiences (Australian Curriculum, 2015 Visual Knowledge: Literacy: Students interpret still and moving images, graphs, tables, maps and other graphic representations, and understand and evaluate how images and language work together in distinctive ways in different curriculum areas to present ideas and information in the texts they compose and comprehend. In developing and acting with literacy, students: understand how visual elements create meaning. (Australian Curriculum, 2015) Literacy and learning Objectives: In this lesson students engage in comprehensive and critical analysis of artworks and visual texts. They are introduced to new and controversial concepts that may challenge their previous knowledge and prove to be argumentative topics in class discussions. Through persuasive and constructive conversations and note taking (based on the video watched and context provided in class) students will articulate their opinions and ideas to then apply to the essay assignment. In this lesson students will engage in group and class discussions to communicate ideas as well working autonomously to plan for their essay. They will be expected to participate in note taking and code breaking relevant to visual texts. (Luke & Freebody, 1999). During this lesson students will be exposed to the discourse of the wider art community, which will essentially increase their vocabulary/repertoire in artistic language, and can be effectively demonstrated in their assessment Page 9 of 18

10 task. Through articulating their ideas in preparation for their assignment students will think critically about the language used in the formal and persuasive writing task as well as consider audiences and their reactions. This lesson encourages students to communicate artistic concepts (criterion 2) (TQA, 2014), gain an understanding of historical and contemporary art issues (criterion 5) (TQA, 2014), work autonomously and collaboratively (criterion 8) (TQA, 2014), and critique artworks (criterion 3) (TQA, 2014). Students will participate in investigation and analysis of conceptual artworks from various artists (course content, TQA, 2014) developing their conceptual knowledge of artistic practices. Journal based work is also emphasized as it is imperative for students enrolled in this course and is both internally and externally assessed. Journal based work also provides evidence of task and learning engagement, reflects comprehension and development as well as demonstrates reflective practice in art. In this lesson journal work is emphasised in the literacy tasks of note taking, code breaking, planning for a persuasive task and forming and articulation of thoughts opinions and ideas. Page 10 of 18

11 APPENDIX Part A: Note taking hand out provided to students before they watch the video. These enable students to elaborate on their ideas and begin to articulate their thoughts through code breaking (Wing Jan, 2009). Students also critique artwork, and communicate artistic concepts through journal documentation. Page 11 of 18

12 EMT510: Literacy Assessment # 2 Part A extension: an example of annotated worksheet An extension of students thoughts: critical analysis and the process of articulating their thoughts, ideas and opinions. Page 12 of 18

13 Page 13 of 18

14 Part B: Major class assignment for this unit, outlining assessment expectations, criteria, and guidelines.(students will plan and potentially begin this essay this lesson) Page 14 of 18

15 Part C: Assessment rubric for Major Essay, outlining and communicating expectations and assessment/grading criteria. Page 15 of 18

16 Part D: Image presented to students In advance of a Broken Arm, by Marcel Duchamp, retrieved from: Page 16 of 18

17 REFERENCES Australian Curriculum Assessment and Reporting Authority (2014, December). The Australian Curriculum: The Arts (Version 8.1), Overview, all curriculum elements, all curriculum dimensions. Retrieved from: Australian Curriculum Assessment and Reporting Authority (2014, December). The Australian Curriculum: English, Literature (Version 8.1), all curriculum elements, all curriculum dimensions. Retrieved from: Duchamp, M. (1915) In Advance of a Broken Arm, ready-made item in gallery, image retrieved from: Hipwell, P, & Klenowski, V. (2011) A case for addressing the literacy demands of student assessment. Australian Journal of Language and Literacy, 34, p Retrieved from: Jackson, D, Hicman, L, Power,T, Disler,R,Potgieter,I, Deek,H, & Davidson, P & M. (2014) Small group learning: Graduate health students views of challenges and benefits. Contemporary Nurse: A Journal For The Australian Nursing Profession, 48, p DOI: Khan Academy, (2012). Art as concept: Duchamp, in advance of the broken arm. [YouTube clip] retrieved from Killen, R. (2013). Effective teaching strategies [electronic source]: lessons from research and practice. Melbourne, Vic: Cengage Learning Australia. Retrieved from: Page 17 of 18

18 =SwzMujhVVYpIV%2b5UKnagxA%3d%3d&tstamp= &id=AFFDDAC91B338D09D6 3B31CC C Literacy professional learning resource- teaching strategies-ausvels levels 5 and 6- teaching reading using the four resources model: text using. (2014) Retrieved from Victoria State Government: Education and Training, website: ges/textusing.aspx Tasmania Qualifications Authority (2014) Art Studio Practice: Course Document, (ART315214). Retrieved from: Wing Jan, L. (2009). Write Ways (3 rd Ed.) Literacy Practices:Four Resources Model (Luke and Freebody, 1999) Melbourne, VIC: Oxford University Press P.5-9. Wing Jan, L. (2009). Write Ways (3 rd ed.). Melbourne, VIC: Oxford University Press. Page 18 of 18