Curriculum Link: English TS2.3- Identifies the effect of purpose and audience on spoken texts WS2.13- Discusses how own texts re adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
Yr Level: Stage 2/Year 4
Lesson Number: 7 of 10
Lesson Topic: Students create a multimodal text based on their artwork to explore how artists make artworks for different reasons, and it’s the artist’s intentions and skills that generate meaning from the artwork. Students recognise that they can modify written, visual and verbal elements of a text to generate a desired meaning.
Learning Areas: Creative Arts (VA)
English
ICT
Unit Aim or Outcome: The unit aims for students to develop a deep understanding and knowledge of howthe various techniques that artists use provide numerous opportunities for a wide variety of interpretations by viewers. In addition, students will develop confidence in utilising visual and written grammar to portray meaning and gain an understanding of how the selected subject matter can represent different interpretations.
Lesson Outcome: VAS2.3 Acknowledges that artists make artworks for different reasons and that various interpretations are possible Recognises that people have different views about their meanings that are informed by their understanding of such things as the circumstances of the work, the artist’s intention and skills, and what the work is about.
Resources:
- Model of imaginary insect or dragon.
- Each student will need access to a computer that has a microphone, voice recording software and photo-editing software such as Adobe Photoshop (It is assumed students will have previously had opportunities to develop photo-editing skills in such programs).
- Photos of models of imaginary insect or dragon made by students in a previous lesson.
Lesson Outline
Introduction:
Students will each need their model of the imaginary insect or dragon they created. The teacher debriefs the class about the following activity with the following scenario before beginning.
Each student adopts the persona of the artist who created the 3D model of the imaginary insect or dragon they made. Their model has been selected to be part of a new gallery opening in the National Art Gallery, themed Insects and Dragons. Today is the grand opening of this new gallery, and selected artists (students) have been asked to come and answer questions about their artwork.
The teacher selects a student to sit on the seat at the front of the classroom with their imaginary insect or dragon to be hot-seated. The teacher begins the hot-seating process by setting the context and asking the first question: “(Student’s name), it must be an honour to have your artwork selected for this new gallery. In creating you model, was it your intention that the artwork would be displayed in a gallery? Why did you create you artwork?” Allow other students to continue the hot-seating process. Students should only be allowed 30 seconds to a minute to be hot-seated, to allow students an opportunity to change roles.
Encourage students to be creative with their questions and answers. Emphasise that questions and answers should related to and extend upon the different reasons for which artists make artwork (TS2.3).
Teaching strategy/Learning Activity:
Continue with the introductory scenario, where students are artists whose work is being displayed in a new gallery. Extend the scenario for the following learning activity.
To supplement the model in the new gallery, the managers of the Art Gallery have asked the artists to create edit an image of their model and to write a short paragraph to appear in a guidebook for visitors to read when viewing the model. The managers have given the following instructions for the guidebook.
Students will …
Teacher will…
1.Open the photo students took using the digital camera of their model (from a previous lesson) in a photo-editing program such as Adobe Photoshop. Students use the features of the program to create a context (background, scenery, habitat, etc) for their imaginary insect or dragon. Students will need to consider what their artistic intention is, and how to best achieve this (VAS2.3).
2.Include modifications to the following: -Colour -Vectors -Framing 3.Include a textual element -A speech bubble, or -A thought bubble
4.Write a short paragraph (about 5 sentences) to accompany the image The paragraph should include the following: -What the model is, and an interesting ‘fact’ about the imaginary insect or dragon -How the model was made (i.e. What materials were used, how the materials were used, and the process) -How the photo was edited and why it was done in a particular way (i.e. The artist’s intentions, or what it means) (WS2.13). Students should use visual literacy terms such as ‘colour’, ‘vector’ and ‘frame’.
Carefully explain the instructions and assessment procedure before allowing students begin. Model to students the desired end product. Show the original image, the edited image, the short paragraph and the voice-over. Also show students the assessment criteria.
Give students an opportunity to ask questions for the whole class to hear before allowing students to begin work.
Have scenario and instructions written clearly on board, or on OHP, where students can refer back to for guidance.
Ensure students are aware of time restraints.
Monitor student progress by walking around the room and questioning students about the changes and additions they make, relating it back to their artistic intention.
Ensure students continually save their work.
Concluding strategy: Once again, extend the scenario further by adding the following.
To supplement the model in the new gallery, as well as the image and short paragraph in the guidebook, the managers of the Art Gallery have asked the artists to create a short voice recording (about 30 seconds) of the paragraph they wrote for visitors to read and listen to on their information headset while viewing the model in the gallery.
Students should first test the microphone on their computer before recording their paragraph. Encourage students to be creative with their voice tone- accenting important words, pausing for emphasis, etc- to create an educational feel to the voice recording (TS2.3).
Assessment:
Once all students have completed their learning tasks, students display their image, short paragraph and model next to their computer, with the voice recording set up on their computer. Each student is given 2 marking guidelines, and must peer-assess three fellows students’ overall artwork (model, edited image, short paragraph, voice recording). Students must not assess their own work. Peer-assessment sheets are filled in anonymously (requires a tick/circle in the appropriate box) and are handed to the teacher after completion for marks to be averaged. Students work is assessed according to the following criteria: (See table below).
Any special considerations or contingency plans: Modification: Students who require extra support or are unable to achieve the entire learning activity in the time provided should focus on only one aspect from the criteria. That is, they may add a background and only modify the colour in their image. This will allow students to focus on writing about this one technique only. Extension: Students who are fast-finishers should be paired up with students requiring extra assistance. If this is not suitable, students write a short paragraph explaining the process of creating a multimodal text.
Self-reflection - Were students engaged and focused on the learning activities?
- What aspects of the lesson or environment proved to be distractions for students, and may be eliminated next time?
- Was the introductory activity a suitable strategy for engaging students with the task and for setting the context for learning? What the scenario appropriate, or did students find it decontexualised/irrelevant?
- Did the lesson provide enough scaffolding for students to productively work individually? Or should instructions be modified to give more direct steps to be worked through? If so, what steps should be added, and how?
- Was the lesson well resourced, or could other resources have been integrated into the lesson to provide more support? If so, what resources and how?
- Did the lesson support all students with a variety of learning abilities and needs?
- Did students recognise that visual literacy and grammar is an important aspect of making and appreciating artwork?
Peer-Assessment Marking Criteria
Part
Not Done (0)
Done (1)
Done Well (2)
Insect/Dragon Model is imaginative and uses materials creatively
Edited Image includes a background or scenery; modifications to the colour, vectors and framing; and a speech or thought bubble
Short Paragraph describes the model and how it was made, includes an interesting fact about the insect or dragon, and explains how and why the image was edited
TS2.3- Identifies the effect of purpose and audience on spoken texts
WS2.13- Discusses how own texts re adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes.
Students create a multimodal text based on their artwork to explore how artists make artworks for different reasons, and it’s the artist’s intentions and skills that generate meaning from the artwork. Students recognise that they can modify written, visual and verbal elements of a text to generate a desired meaning.
English
ICT
The unit aims for students to develop a deep understanding and knowledge of how the various techniques that artists use provide numerous opportunities for a wide variety of interpretations by viewers. In addition, students will develop confidence in utilising visual and written grammar to portray meaning and gain an understanding of how the selected subject matter can represent different interpretations.
VAS2.3 Acknowledges that artists make artworks for different reasons and that various interpretations are possible
Recognises that people have different views about their meanings that are informed by their understanding of such things as the circumstances of the work, the artist’s intention and skills, and what the work is about.
- Model of imaginary insect or dragon.
- Each student will need access to a computer that has a microphone, voice recording software and photo-editing software such as Adobe Photoshop (It is assumed students will have previously had opportunities to develop photo-editing skills in such programs).
- Photos of models of imaginary insect or dragon made by students in a previous lesson.
Students will each need their model of the imaginary insect or dragon they created. The teacher debriefs the class about the following activity with the following scenario before beginning.
Each student adopts the persona of the artist who created the 3D model of the imaginary insect or dragon they made. Their model has been selected to be part of a new gallery opening in the National Art Gallery, themed Insects and Dragons. Today is the grand opening of this new gallery, and selected artists (students) have been asked to come and answer questions about their artwork.
The teacher selects a student to sit on the seat at the front of the classroom with their imaginary insect or dragon to be hot-seated. The teacher begins the hot-seating process by setting the context and asking the first question: “(Student’s name), it must be an honour to have your artwork selected for this new gallery. In creating you model, was it your intention that the artwork would be displayed in a gallery? Why did you create you artwork?” Allow other students to continue the hot-seating process. Students should only be allowed 30 seconds to a minute to be hot-seated, to allow students an opportunity to change roles.
Encourage students to be creative with their questions and answers. Emphasise that questions and answers should related to and extend upon the different reasons for which artists make artwork (TS2.3).
Continue with the introductory scenario, where students are artists whose work is being displayed in a new gallery. Extend the scenario for the following learning activity.
To supplement the model in the new gallery, the managers of the Art Gallery have asked the artists to create edit an image of their model and to write a short paragraph to appear in a guidebook for visitors to read when viewing the model. The managers have given the following instructions for the guidebook.
2. Include modifications to the following:
- Colour
- Vectors
- Framing
3. Include a textual element
- A speech bubble, or
- A thought bubble
4. Write a short paragraph (about 5 sentences) to accompany the image The paragraph should include the following:
- What the model is, and an interesting ‘fact’ about the imaginary insect or dragon
- How the model was made (i.e. What materials were used, how the materials were used, and the process)
- How the photo was edited and why it was done in a particular way (i.e. The artist’s intentions, or what it means) (WS2.13). Students should use visual literacy terms such as ‘colour’, ‘vector’ and ‘frame’.
Give students an opportunity to ask questions for the whole class to hear before allowing students to begin work.
Have scenario and instructions written clearly on board, or on OHP, where students can refer back to for guidance.
Ensure students are aware of time restraints.
Monitor student progress by walking around the room and questioning students about the changes and additions they make, relating it back to their artistic intention.
Ensure students continually save their work.
Once again, extend the scenario further by adding the following.
To supplement the model in the new gallery, as well as the image and short paragraph in the guidebook, the managers of the Art Gallery have asked the artists to create a short voice recording (about 30 seconds) of the paragraph they wrote for visitors to read and listen to on their information headset while viewing the model in the gallery.
Students should first test the microphone on their computer before recording their paragraph. Encourage students to be creative with their voice tone- accenting important words, pausing for emphasis, etc- to create an educational feel to the voice recording (TS2.3).
Once all students have completed their learning tasks, students display their image, short paragraph and model next to their computer, with the voice recording set up on their computer. Each student is given 2 marking guidelines, and must peer-assess three fellows students’ overall artwork (model, edited image, short paragraph, voice recording). Students must not assess their own work. Peer-assessment sheets are filled in anonymously (requires a tick/circle in the appropriate box) and are handed to the teacher after completion for marks to be averaged. Students work is assessed according to the following criteria: (See table below).
Modification: Students who require extra support or are unable to achieve the entire learning activity in the time provided should focus on only one aspect from the criteria. That is, they may add a background and only modify the colour in their image. This will allow students to focus on writing about this one technique only.
Extension: Students who are fast-finishers should be paired up with students requiring extra assistance. If this is not suitable, students write a short paragraph explaining the process of creating a multimodal text.
- Were students engaged and focused on the learning activities?
- What aspects of the lesson or environment proved to be distractions for students, and may be eliminated next time?
- Was the introductory activity a suitable strategy for engaging students with the task and for setting the context for learning? What the scenario appropriate, or did students find it decontexualised/irrelevant?
- Did the lesson provide enough scaffolding for students to productively work individually? Or should instructions be modified to give more direct steps to be worked through? If so, what steps should be added, and how?
- Was the lesson well resourced, or could other resources have been integrated into the lesson to provide more support? If so, what resources and how?
- Did the lesson support all students with a variety of learning abilities and needs?
- Did students recognise that visual literacy and grammar is an important aspect of making and appreciating artwork?
Peer-Assessment Marking Criteria
Part