Assessment 2: Sequence of Learning Activities: VISUAL ART (Max. 2 pages of text + 1 page images of resources)

Assessment 2: Sequence of Learning Activities: VISUAL ART (Max. 2 pages of text + 1 page images of resources)

Learning Activity Images

Insert clear images of any Visual Art making and/or responding resources and/or diagrams, as necessary to explain the learning activities.

(Scanned and compressed as necessary. Max. 3 images on one page only).

Sequence of Learning Activities VISUAL ART

Band (Year levels) Title / Topic Type of VISUAL ART activity ACARA Content Descriptions and Elaborations

Making description

Quote in full, with reference number (e.g., AC9AVA4C01)

Elaborations

Rephrase to specifically match the learning intentions of your activities.

Responding description

Quote these in full, with reference number (e.g., AC9AVA4E01)

Elaborations

Rephrase to specifically match the learning intentions of your activities.

Learning Intention:

Success Criteria:

Safety issues to considerEquipment

List resources you used in preparing the lesson AND those used in the lesson implementation.

LEARNING ACTIVITIES SEQUENCE

How the teaching and learning occurs to address MAKING and RESPONDING.

Focus elements:

Identify role, character, relationships, focus & tension, mood & atmosphere, voice, movement, situation, space & time, language, symbol, audience, mood and atmosphere.

Skills:

Identify fundamental and/or technical skills/proficiencies.

(Only as relevant: two or three is generally enough).

Try to be specific. The ACARA Band Descriptions and Achievement Standards give an idea of the appropriate level of difficulty of the elements at each band level.

Line up each concept/element DIRECTLY adjacent to the activity where it is addressed. Teaching process, skills/activities and assessment

Use bullet points to outline the steps in your design for a learning activity.

Describe the steps you would implement when applying this activity in your classroom so that your listed content descriptions and elaborations are addressed, learners are engaged and their skills and understanding of the elements are developed.

Indicate clearly each step as addressing making or responding.

Employ a range of appropriate pedagogies and resources, including safe and ethical use of ICTs. Do not copy the activities we did in tutorials, however you can use the learning approaches as a guide.

Structure: Identify sections. E.g., Introduction/Warm-up; Development/Body of the lesson; Closure.

Include:

Differentiation:

Describe how you would modify the activity or resources to cater for the strengths and needs of learners across the full range of abilities. E.g., include Challenge for advanced learners, and Support or Modify for students with particular learning needs.

Note how you will cater for students from diverse backgrounds, including those from EALD and Aboriginal and Torres Strait Islander backgrounds.

Assessment:

Indicate what / how you would assess learners formative and summative. Note: each of your Content Descriptions and Elaborations (under Making and Responding) should have a corresponding assessment.

Refer to Assessment lecture for ideas.

(Delete all instructions before you submit).

References: