Part A: The Learning Plan (3 to 4 pages long – minus the appendix)Overview of topic

To analyse and evaluate Reg Mombassa’s artworks to the extent where students have the opportunity to incorporate the ideas and techniques of Mombassa to ultimately create their own influence artwork.

Content descriptions/Learning outcomesKnowledge and Understanding:

Blended, controlled and symbolic colour is used to create depth, representation and symbolismE.g. using mixed and blended colour to add depth in abstract paintings. (QSA, 2007)

Descriptive and emotive lines are used to create abstraction, proportion and symbolismE.g. using fluid lines to show an emotional response to a stimulus. (QSA, 2007)Ways of Working:

select and develop ideas for arts works, considering intended audiences and intended purposes,and make decisions about arts elements and languages (QSA, 2007)

respond by analysing and evaluating arts works in social, cultural, historical and spiritualcontexts, using arts elements and languages (QSA, 2007)

Objectives: Students should be able to: Challenge the class’s ability to follow explicit instruction. Understand and portray their ability to analyse and evaluate a number of artworks. Portray their ability to use a number of artistic techniques to create a piece of abstract, unrealistic art work influenced by Reg Mombassa

Ascertaining Prior Knowledge and Skills (Warm up):What the students already know or have learnt will be in their art sketch books, which I have access too if necessary. An open group discussion is also held at the beginning of the lesson which will open up each student’s opinions and perspectives as they analyse and evaluate artworks. Students will be challenged through the use of blooms taxonomy as I use higher order thinking questions. The lesson is the first where students are challenged to evaluate and analyse artworks so to question prior knowledge and previously learnt knowledge I’ll ask questions such as; What does this image remind you of? Does it remind of problems in society like pollution?

Formative Assessment:The students will be monitored throughout the activity as the teacher will walk around the room. This provides the teacher the opportunity to observe the students to ultimately see if they understand the content and acquire the skill acquisition. The teacher will also provide help where needed by answering any questions the students may have. The teacher can also observe the student’s participation and progress during the activity to make sure all students are focused.

Summative Assessment:The data that’s gathered together to see how the student has performed will be the end product of their creative art piece. The students also have art portfolios that are assessed.

Resources Required: A3 Art sketch pad: All students have one

Learning/Session Plan Year Level: 7 Subject Area: Art Duration: 90 minsEDC1400

Colouring pencils: All students should already have Lead pencil and eraser: All students should already have Watercolours: An alternative for when students get up to colouring in the picture So that I can demonstrate I need to provide myself things such as; A3 piece of paper, permanent pens etc. (VISUAL AID) If it was possible (wasn’t available at the time) an interactive board or visualiser for the teacher’s demonstration. Data Projector: Teacher will use it during the open discussion. A PowerPoint will be displayed as a visual aid.

Warm up/ orientation/ initial engagement (content, skills, questions, cues, organisation) Time Allocation: 20mins

Key pedagogical practices(Learning/instructional

strategies)

Differentiation/Responsiveness to individual learner attributes

(PowerPoint is displayed throughout this stage of the lesson as a visual aid)- Students are introduced to who Reg Mombassa is.

Resonate students with the brand “Mambo” they’d have seen at shops like Big W.Notify students that Mombassa is an artist among other careers, as well as where he originated from

- Introduce students to Mombassa’s artworks.Conduct a teacher directed open discussion where you’ll discuss the pieces characteristics; what do the students see? As students answer what they see write it on the board using a brainstorming diagram. NOTE: The teacher will enforce behaviour management where the teacher decides who talks based on the students raising their hands when they have something to say. Go into more detail about the little things in the background, for example; the Sydney Harbour bridge and the Sydney opera house appear in a backyardFOCUS QUESTIONS:What are some interesting and weird things you can see?Do you think the setting is realistic?What story or message do you think Mombassa is trying to tell us?What conclusion do we agree with in this painting? Why?What animals can you see in this artwork?Why do you think this looks that way?Why do you think the sky is red instead of blue?Where is this scene set?

- Students are seated at their desks which are situated in an “exam condition,” rows.

- Interactive teaching : During the teacher directed open discussion the teacher will guide and give suggestions about the painting to challenge the students to think for themselves and make connections socially, personally, culturally, spiritually, etc.

Through open discussion I’ll ultimately be allowing students to; Come up with their own

conclusions, perspectives and opinions of the artworks as they analyse and evaluate the pieces.

Absorb content and process meaning so that students equally have the opportunity to answer and even ask questions. This allows “slower” students the opportunity to catch up as well as if they need guidance.

Verbally explain their analysis, evaluation and conclusion of the art pieces and also the ability to justify how they’ve come up with these opinions and perspectives.

Learn: Logical-Mathematical- where they’ll use reasoning capabilities, recognizing abstract patterns. Spatially- where they use their ability’s to visualize, this could be done by interpreting symbolical characters in the artworks. Linguistically- students are exposed and obliged to listen to other’s ideas and perspectives on the paintings. Interpersonal- By further listening to others ideas and opinions students are challenged to understand others.

The opportunity to listen and understand the content and discussion by controlling the pace at which students are going at, I may need to slow down at stages.

Reach their full potential through teacher encouragements of participation to further improve each child’s confidence.

Body of learning experience(content, skills, questions, cues, organisation) Time Allocation: 65 mins

Key pedagogical practices(Learning/instructional

strategies)

Differentiation/Responsiveness to individual learner attributes

Introduce students to what they’re expected to do.Students need to get out all equipment required for the activity, they need:

Their art sketch pad Lead Pencil and/ or a black felt pen (decide on day according to how many students have black

pens.) Eraser Colouring pencils and/ or felt pens

Notify students that they’re expected to follow the instructions you give them. Remind them that this is an art lesson, therefore there’s no correct or incorrect answer when it comes to creating their artwork. This should eliminate a number of “silly” questions throughout the process. Also tell the students you’ll be doing a demonstration on the board with them but they’re not to sit and copy it directly. To stop students doing this the teacher will constantly t=change everything on their image/ creation.

Begin the instruction process as students begin their art creations.Tell the students to open their sketch pad and using only a lead pencil/ black texta follow my instructions.

“Draw three differing sets of Eyes on your page.”How many Eyes are there? Are the eyes/ mouth/nose small or big? Round or pointy? Long or short?

“Give each set of eyes a different nose.”They might have a tail or three; do they have no arms or no legs? Does the body have wings?

“Now add a different mouth to each of them, creating three faces.”How big is the mouth? Can you see teeth in the mouth? Is the mouth open or closed? Does the mouth portray the face to be happy, angry or sad?

“Give each face a body.How big is the body? Is it fat or skinny? Long or Short?

“Now that you’ve created three creatures, we need to determine where they are! FIRST draw a horizon. The horizon can be straight or it can be curvy- as though they're mountains.

Does the place you’re creating have a river? Is it in the city? Is there a fire? It could be a house on fire or

Students are still situated at their desks.

Direct Instruction:Explicit TeachingGive instructions to students to have the required materials out in front of them. As well as the step-by step process proceeding as students begin to create their own art pieces.

Direct Instruction:Students are given explicit instruction as to what they need to look at and provide on their page next.

Inquiry Instruction: Is used all throughout this part of the lesson as the teacher questions and provides suggestions for what might be on the student’s page.

Inquiry InstructionAlong with teacher direction the students are exploring and

With reflective questions being posed students will begin to intuitively create an art piece based on what they’re listening to. From this the teacher may move around the room to observe students’ progress in accordance to the learning objectives.

Learning outcomes are portrayed verbally- through explicit instruction and visually which is provided by the teacher’s demonstration on the board as well as the previous given demonstrations and examples of the Mombasa artworks.

Students listen to the instructions, as well as they observe demonstrations by the teacher

Plenty of time at the end is allowed so that all students are catered for; each student is individually catered for and allowed to go at their own pace. Therefore, students who’re slower are allowed the time to complete at least the drawing stage and students who’re fast finishers are

even a bushfire. Are there random objects in the distance? Can you see any Australian monuments in the distance? Like the Sydney opera house? Is there a toaster hanging off a tree branch?! What do you think this creature would do?

Now add to the background, what else do you want people to see?When students are adding to the background instruct and inform them that you’ve created a brainstorming map on the board for inspiration. The brainstorming map focuses around three themes; technology, the school yard and Australia. Around these themes a pointing to objects for example; Australia has: boomerang, Uluru, Sydney Opera House, etc.

“Create a skyIs it morning or night? So is there a sun or moon? Is there a sun with stars in the sky?What do you see in the background?

“Now it’s time to colour in your picture. But change the colours because now we’re creating a brand new world! SO the sky might be red or it might be purple fading into yellow as you get closure to the sunrise.”Students have 3 options when it comes to colouring their image:

1. Use colouring pencils and shade everything in2. Use felt pens to colour in the image and then use charcoal or black chalk to shade the

edges.3. Use watercolour to colour the image and then once it has dried the students can use

charcoal or black chalk to shade/tone the edges.How do you want the person who’s looking at your painting to feel? So what colour will portray this? Where are you going to put that colour?

- Allow the rest of the time for students to finish the rest of their image. NB: I don’t expect students to be up to colouring in their picture, but if they are than allow them too.

What else could we add to the picture?- If students have finished colouring their image, they next step is to outline all objects/ lines with a

black texta or a fine tip black pen. The students will then shaded, where necessary, areas with charcoal or a black pencil.

experimenting with their artworks as they try different things. This is done by using different colours and even by moving objects and creatures and so on around on the page to find equal balance to their piece.

Guided Discovery:By asking a number of reflective/ focus questions throughout the students process of creating their artwork, the students are taken on a journey of exploring what they can do on the page and things they can add or change.

Inquiry InstructionThese inquiry questions will gauge students understanding of what the article is about

Inquiry Instruction/guided discovery:Answer any of these focus questions which students might have and if not than guide them to implement some higher order thinking about what they might add and/ or change on their image by posing these as well as other focus questions to them.

allowed to keep going. If students need it, (whilst the

teacher’s walking around the room observing) the teacher will ask and answer questions to provide extra guidance.

If students don’t complete the activity, it’s completely fine, as the activity can then be used as a “fast finishers” activity for other lessons.

If needed the exercise can be re-visited, but it shouldn’t need to be as it’s a relaxed activity that simply involves drawing. The only way it’d need to be revisited is if the students have further questions after the lesson’s been conducted.

Closing the learning experience – learning consolidation(What’s been learnt? What next?) Time Allocation: 5mins

Key pedagogical practices(Learning/instructional

strategies)

Differentiation/Responsiveness to individual learner attributes

- Students are then allowed 2 minutes to stand up and look at each other’s pieces.- They then come back as a group and discuss what they saw. The discussion will be teacher

directed.- Point out certain students to hold up their pieces and question the students:

FOCUS QUESTIONS:What do you think this person’s artwork says?What message are you trying to portray?What do you think you might change about your own artwork?Is your artwork similar to this one? Why? How?What have you learnt today?

Students are allowed out of their desks for a short period of time, but then return to their places for the reflective discussion.

Inquiry Instruction:Using focus questions, teacher asks students question to evaluate each other’s artworks as they have previously done at the beginning of the lesson.

The teacher encourages students to comment on each other’s work and also to appreciate the artworks everyone’s created as well as each other’s opinions.

Students are allowed the opportunity to see what everyone else has created.

The teacher is also provided the opportunity to indicate whether or not the students have understand the key learning outcomes and learning objectives that were set out during the lesson through a reflective discussion.

Appendixes:Appendix 1: PowerPoint Slides Used

Appendix 2: Websites in which I found the informationhttp://regmombassa.com/http://www.planetvideo.com.au/blog/2009/11/mambo-king.htmlhttp://antonellagambottoburke.wordpress.com/2010/03/28/the-mind-and-times-of-reg-mombassa/

Appendix 3: Graphic Organizer/ Brainstorming Themes for students whilst developing their Artworks.