Lesson Plan 1

SECONDARY LESSON PLAN
YEAR LEVEL & SUBJECT:
VISUAL ART, YEAR 8
NO. OF STUDENTS: 30
DATE:
LESSON DURATION: 40 mins
TOPIC/FOCUS: Introduction to artwork analysis: Organic and Geometric Shape

Australian Curriculum Statement:
Analyse how artists use visual conventions in artworks (ACAVAR123)
Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and
processes (ACAVAM119)
GOALS AND OBJECTIVES (INCLUDE LINK TO Australian Curriculum):
Students will be able to:
- Identify correctly in pairs provided object as either geometric or organic in shape.
- Explain in pairs a justification for what makes provided object geometric or organic in shape.
-
Identify in groups the different types of shape and line they would use in the two provided artwork scenarios.
Explain in groups how line can be used to form geometric/organic shapes and in turn affect the meaning of an artwork.
Compare in groups the two provided artworks in terms of visual conventions (line, shape, contrast) and how they can affect the
meaning of an artwork.
SUMMARY OF RESOURCES REQUIRED:

Whiteboard, markers, geometric shapes x 15, organic shapes x 15, students visual diaries, projector, laptop, 2 artwork for analysis
activity.
LESSON PROCEDURE
TEACHER
GOALS & METHODS
RESPONSES TO
OF EVALUATION
EXPECTED STUDENT
STUDENTS
TIMIN RESOURCE
STEPS OF THE LESSON
(including specific
REACTIONS OR
(including
G
S
(key activities and key questions)
informal and/or formal
RESPONSES
consideration of
assessment links to
the need to adapt,
Australian Curriculum)
reteach or extend)
OPENING:
-Recap of last lesson recall how the
2min
elements of line, contrast and unity
can affect meaning in artworks.
-Introduce the new terms of
geometric/organic. (Numeracy
Capability)
5min
-Ask students what they already may
know about each term.
Whiteboard
, markers
(GRAPHIC ORGANISER STRATEGY)

- Create a mind-map of student
responses with the words Organic vs.
Geometric in the centre on the white
board. Write students responses
around the mind-map.
Ask a few volunteers to draw around
mind map different types of organic/
geometric shapes.
Students call out

responses as I write on
board.
-Actively listen to
responses,
paraphrase
students
responses if
needed so they
know that I
understand what
they have said.
Students write down

definitions into visual
diary.
-Link and connect

ideas between
students.
-Here I am
validating their
responses, making
them feel valued
and capable.
Students raise hand to

answer
-Write actual definitions of each on

board.
5min
Geometric
objects,
organic
objects,
students
visual
diaries
THINK/PAIR/SHARE (Literacy
Capability)
-Pass geometric and organic objects
around room
- Ask students to identify in pairs their
object as either geometric/organic .
-Ask students to explain their
justification as to what makes their
object geometric/organic in shape.
-Tell students to write down answers
into visual diary.
-Students to relay to class as pairs
their answers.
Address any areas that may need
clarification
-Students identify and

explain to one another
their opinion.
Possible explanations for
geometric shapes:
straight edges, corners,
rigid, straight edges
Possible explanations for
organic shape:
curved edges, soft
Listen in on
responses. Note
any areas that
may need
clarification.
Clarify answers if
needed.
Here students are

learning how to use
correct art terminology
of geometric and
organic.
corners, sphere shape.

10min
LESSON DEVELOPMENT:
Divide students into groups.
COLL
Ask to identify and explain in groups
their justification for answers for two
scenarios:
1. "If you were attempting to create a
drawing that looks natural, flowing,
soft or calming would you use
organic or geometric shapes to
achieve this?.
Based on our last lessons discussion
around line and how this can affect
the meaning of a work
What kinds of line might you use to
create the shapes to elevate the
sense of calmness?.
2. If you were attempting to create a
drawing that has a sense of chaos,
anger or rigidity would you use
organic or geometric shapes to
achieve this?.
What kinds of line might you use to
create the shapes to elevate the
sense of chaos/anger?.
Visual
diaries
-Ask them to write notes of discussion

in their visual diaries.
-Randomly pick 2 groups to share
answers.
10min
Students discuss answers

with one another in
groups.
Anticipated answer:
Organic Shapes
Examples/ of anticipated
answers:
soft, thin, wispy, delicate,
intricate, horizontal,
swirling, flowing, subtle,
fluid.
Anticipated answer:
Geometric shapes
Prompt discussion
if needed by
asking questions
such as:
Imagine you were
angry and you
created an
artwork, what do
you think your
lines would look
like?
Examples of anticipated
answers:
Bold, sharp, hard, thick,
quick, rushed, coarse,
uneven, angular.
Prompt discussion
if needed by
asking questions
such as:
Imagine you were
feeling
relaxed/calm and
you created an
artwork, what do
Analyse
how artists use visual
conventions in
artworks (ACAVAR123)
elaboration:
critically analysing an
artists intention for an
artwork and their use
of visual conventions.
Projector,
laptop,
visual
diaries.
-In groups, ask students to compare

the artworks of:
Watt Moore - Crystals and Lasers
and Yellena James, Season in terms
of line, shape and artist intention
Write down on board for students to
refer to.
Ask students to draw 2 columns in
their book one for each artist and
write down responses.
1.Can you identify the different types
of shapes used in each artwork?
2. How do these shapes make you
feel?
you think your

lines would look
like?.
Geometric or organic.
Upbeat, chaotic, makes
me feel like the shapes
within the artwork are
moving quickly.
Or
Calm, relaxed, makes me
feel like the shapes within
the artwork are moving
slowly.
Bold, sharp, straight,
wavy, and organic.
Calmness, peace,
excitement, chaos, etc..
3. Can you identify the difference

types of line used in each artwork?
4. What feelings do these types of
lines express?
5. What feelings do you think Watt
Moore is trying to convey in his
artwork?
5min
6. What feelings do you think Yellena

James is trying to convey in her
artwork?
Moore is trying to convey

feelings of excitement,
chaos, vibrancy, fast
movement, fear and chaos
vs. upbeat excitement..
Yellena is trying to convey
feelings of calmness,
peace, underwater jellyfish
moving slowly
Each group relays findings
to class.
Here students are

learning strategies for
making meaning out
of material that is
unfamiliar to them.
Listen in on groups
dialogue between
each other.
Prompt discussion
by asking students
to think about
their answers for 2
previous activities.
Develop ways to
enhance their
intentions
as artists through
exploration of
how artists use materi
als,
techniques, technologi
es and
processes (ACAVAM11
9)
Here is where they are

using skills of analysis
to compare each work.
Can you elaborate
on the reason ... ?
What else could be
They are practicing
done to
minimise/maximis
e these
feelings/intentions
?
3min
Closure, and preparation for next

class:
-Ask 2 groups randomly to relay
findings to entire class.
Note to the class:
1. The responses where you are
answering the identifying line and
shape questions,
you are in fact DESCRIBING.
2. The answers where you are
explaining the feeling that the lines
and shapes give artwork, you are
ANALYSING
3. And the answers where you are
giving possible ideas about the artists
intentions,
you are INTERPRETING
Congratulate students on
successfully analysing a work of art!.
-Set homework -Write on board:
Reflect in visual diary upon any
artwork of their choosing that shows
evidence of geometric/organic shapes.
As they answer
each question, I
identify what they
are doing:
describing,
analysing,
interpreting.
their literacy skills by

learning how to
identify visual
conventions, and
explain the impact of
these conventions on
an artists intentions.
Here I am preparing
them for the next class
where they will be
analysing artworks
using the Feldmans
Framework:
DESCRIBING the
artwork.
ANALYSING the
artwork.
INTERPRETING the
artwork.
Ask them to discuss how the shapes

affect the meaning of the artwork.
Well be discussing these in class next
lesson.
Bring 3 different colours highlighters.
Watt. W.
Crystals
Moore,
and Lasers,
Enamel on brick mural, Since Gallery. Paris, France, 2010
Yellena James, Season, 10"x8" Pen & Ink on paper, 2008

Lesson Plan 1

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Lesson Plan 1

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SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT:

VISUAL ART, YEAR 8

TOPIC/FOCUS: Introduction to artwork analysis: Organic and Geometric Shape

SUMMARY OF RESOURCES REQUIRED:

(GRAPHIC ORGANISER STRATEGY)

Students call out

Students write down

-Link and connect

Students raise hand to

-Write actual definitions of each on

-Students identify and

Here students are

corners, sphere shape.

-Ask them to write notes of discussion

Students discuss answers

-In groups, ask students to compare

you think your

3. Can you identify the difference

6. What feelings do you think Yellena

Moore is trying to convey

Here students are

Here is where they are

They are practicing

Closure, and preparation for next

their literacy skills by

Ask them to discuss how the shapes

Yellena James, Season, 10"x8" Pen & Ink on paper, 2008

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