Evidence of Planning
With a group of 2nd years I rolled out a unit of learning that required students to enhance their critical thinking by challenging their assumptions regarding Litter. Through this form of questioning, they designed a unique motif which was aided by the primary sources of litter located within the school forest. Their design was then developed further by exploring their motif within a range different repeat patterns techniques; ie. Full drop, Half drop, Seamless tiles and Tessellations. By continually examining and assessing their own work, students identified their preferred design and transferred it onto a Lino Plate. Then using a print studio set up, students learned a variety printing techniques and finished the project by printed their final piece onto paper and Tote bags. This project was the foundation of my research project which examined what extent conversational pedagogy could enhance student critical thinking and reflective skills in relation to their own artistic practice. The evidence of planning within my professional practice is being made evident here though the Unit of learning, a selection lessons plans which demonstrate project progression and journey and development of one students work.
Unit of Learning
Lesson Plans
The following Lesson plans are just 3 examples which provide evidence of my ability to plan for continuity of experience based on sound reflection and evaluation from the previous lessons or week. Below provides a brief synopsis of each lesson along with a link each full lesson plan which demonstrates my approach to specific learning intention, success criteria, differentiation and literacy/numeracy.
Week 1 Lesson 1
To begin this Unit, students we required to critically think about their assumptions of litter through worksheets and classroom discussion. From there students were able to begin to generate idea for a possible motif which would eventually be used to create a repeat pattern. In order to this successfully the OECD framework on Critical Thinking vs Creative Thinking was provided and explained
Week 4 Lesson 1
As students explored and developed their ideas by creating a motif. They continually analysed and discussed their work before deciding on a design they were happy with. From there, we began to examine the work MC Esher and William Morris to gain an understanding of repeat pattern. Students then began to explore how their motif could be used to create a repeat pattern
Week 7 Lesson 1
To gain understanding of the lino print process, students researched different museum and gallery archives to find a woodcut or lino print that had aesthetic qualities they admired. We then discussed their chosen pieces as a group. From there, students began to transfer the finalised repeat pattern onto their lino plate and gave consideration the areas that will be black or white before beginning to cut.
