Lesson+6

**Lesson Plan 6**

Creative Arts (Drama) - DRAS2.1 Creative Arts (Visual Arts) - VAS2.2 ||
 * **Lesson Topic** || **Year Level** || **Lesson Number** || **Lesson Time** || **KLA Links** ||
 * Visual Literacy || 4 (Stage 2) || 6/10 || 60 minutes || English (Visual Grammar) – RS2.5

**Lesson Aim:**

The last lesson saw students writing an exposition, writing persuasively about the importance of saving the Graythwaite Park for a variety of reasons (community, historical, recreational and residential). This lesson will require students to extend these ideas by taking this viewpoint and creating an accompanying visual image to express the same idea. Students will analyse existing effective and ineffective visual texts using the appropriate metalanguage. By the end of this lesson, students should be able to then use this metalanguage and understand how it can be applied to their own work, as well as building upon their critical viewing skills.

**Lesson Outcomes and Indicators:**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">HSIE:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__ENS2.5__ – Describes places in the local area and other parts of Australia and explains their significance. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//- Explains the importance of significant heritage features in the local area.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__ENS2.6__ – Describes people’s interactions with environments and identifies responsible ways of interacting with environments. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//- Demonstrates a knowledge and understanding of the importance of appropriate management and care of heritage sites within the local community.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//- Shows an awareness of groups associated with places in the local area.//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">ENGLISH:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__TS2.2 –__ Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//- Listens to spoken presentations and responds appropriately.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//- Reports to the class in the form of an informal ‘poster presentation’ at the completion of the task.//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__RS2.6 -__ Uses efficiently an integrated range of skills and strategies when reading and interpreting written texts. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//- Identifies effective language in visual texts (e.g. the effect of persuasive language)// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//- Makes judgements about the appropriateness of information and visual techniques.// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__RS2.7 –__Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//-// //Makes general statements about how visual texts such as diagrams, tables and illustrations enhance or detract from meaning// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//-// //Identifies writer’s intended audience.//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Resources:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//(For the purpose of the resources, this lesson is designed for a class of twenty students)// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- Large printed copies of Images 1-6 (see resource 3) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- 4 x sets of pieces of cardboard with words referring to visual grammar on them (e.g. framing) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- blue tack <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">- materials for art making (e.g. paint, crayons, A3 sheets of white paper)

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Lesson Outline (Teaching Strategies/Learning Activities):**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students sitting on the front of the floor in front of the teacher. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask students: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Show students a campaign poster from the World Wildlife Fund (WWF) (Image 1). Display this image on the board. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask students: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Separate students into groups of four (four groups of five students). Tell students that there are four stations set up around the classroom with a different WWF poster at each station (each one promoting a different cause - Images 2-5). They will be given three minutes at each station, and then they will be instructed to rotate to the next station (each group moves to their right): <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. By each poster is a set of cards with different visual grammar terms (e.g. ‘Strong lines (Vectors)’, ‘Strong framing’, ‘Weak framing’, ‘Most prominent feature (Salience)’, ‘Labels’, ‘Diagrams’, etc.) **(Note – the formal terms are used in brackets next to a more simple description. This will help to introduce the metalanguage/technical vocabulary)**. There is blue tack on the back of each of these cards, and students are to stick these labels on to whichever part of the poster that they think they apply to (note – they do not all have to be stuck down). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2. In addition to this, each group will be given a different colour pen. They must draw a line on to the poster of the path by which their eye was lead. When the groups rotate around the stations, they will do this on each poster (thus, at the end of the rotations, it will be clear which group drew each path). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Allocate each group to a station. Students go to their first stations. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Once each group has been to each station, bring all of the students and posters to the front of the classroom. Display each poster on the board and go through them one by one. Ask students: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. What information is the poster presenting? How do we know this? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2. How is colour used? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3. Is the character (if there is on) looking directly at you? (Demand/offer) What is the effect of this? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4. Does the written text accompany the visual text? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">5. Which was the most effective one? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Once all posters have been analysed, show the students Image 6 - a poster that is currently being used as a campaign poster within the local North Sydney region to save the Graythwaite Parklands. Tell students: "This poster is one that I have found in the North Sydney area" (thus localising and contextualising the knowledge for students): <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. What is it trying to promote? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2. How is it doing this? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3. Is it effective? Why not? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Lead into the body activity... || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Instruct students that they have been given the task of improving the Graythwaite campaign poster (from Activity 1) for the North Sydney community (with the aim of conserving Graythwaite). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ask students: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. What are some ways in which we can do this? (Encourage students to use the metalanguage learnt in the introductory activity in their suggestions - e.g. framing, vectors, angle, salience, colour, offer or demand) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Allocate students back into their groups that they worked in for the introductory activity. Send each group to a table to complete the task with the following resources: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Encourage students to have an intended audience in mind when creating their posters. Will this change how they use certain features of visual grammar? (e.g. choice of colour) || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 2 – Poster Creation__ //(25 minutes)// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will use their visual literacy skills to improve the campaign. <span style="color: black; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will consider the points made in their written exposition in the previous lesson to help guide their design. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students can use their own coloured pencils, textas, and classroom glue and scissors for the task (//KLA link with Visual Arts//). || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Bring the students back on the floor at the front of the classroom. Each group will present their poster to the rest of the class in the form of an informal poster presentation (TS2.2). Encourage students to use the metalanguage in describing the visual grammar features of their poster. Prompt students, for example: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. How have you used strong lines? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2. What part of the poster do you want people to look at first? How have you done this? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3. Why did you choose those colours? What is the effect? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4. Have you used a frame? Why did you do this? Why didn’t you do this? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">5. Are you trying to create an emotional reaction with the audience? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">6. Have you made use of symbols? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 4 – Art Critics__ //(7 minutes)// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Display one poster on each wall of the classroom (to reduce crowding and commotion in the final activity). Tell students to take on the persona of an art critic (//KLA link with drama – DRAS2.2//): <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. How should they stand? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2. How should they walk? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3. How should they act? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4. In an art gallery – do people speak with each other or is there silence? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Encourage students to walk around the classroom, analysing each group’s campaign poster. They should be looking for the most effective campaign poster by looking at visual grammar and overall effect. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Bring students back to the floor after five minutes, and hold a vote as to which poster was the most effective. Whole class discussion on the most effective features of each poster. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**INTRODUCTION** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 1 – Analysing Images__ //(20 minutes)//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What did we do last lesson? (Write the expositions)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">If we wanted to let the North Sydney (and wider) community know about how we felt, how could we do this? (Students make suggestions, one of which should be ‘display posters’)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Have you seen posters advertising different causes displayed around the area in which you live before? What were they promoting/trying to create an awareness of?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">What is this poster trying to create an awareness of?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Do you think that it is effective? How/how not?
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**BODY** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Teachers will…** || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Students will…** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 2 – Poster Creation__ //(25 minutes)//
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">An A3 sheet of white paper
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Coloured paper
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Paint
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Crayons
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**CONCLUSION** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">__Activity 3 – Poster Presentations__ //(8 minutes)//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Assessment:**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be observed during all activities in regards to participation and the use of metalanguage in responses:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. Are students using the metalanguage in sentences appropriately? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2. Are students able to critically view texts and explain why they are effective/why they are not effective? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3. Do students understand the importance of the persuasive role of images in community campaigns? (This can be assessed in the poster presentations) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4. Did students work effectively in their groups?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">In addition to this, each group’s campaign poster will be collected (hard data) in order to be marked and student knowledge assessed. They will be assessed in terms of whether or not the students were able to successfully use visual literacy skills to create a persuasive and effective campaign poster. It must be creative, as well as informative and visually appealing.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Progress will be recorded in terms of:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//An ability to…// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//Knowledge of…// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">//Understanding of how/why/the ways in which…//

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Extension Tasks:**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. Groups who have finish their campaign poster early can individually write letters to the local council explaining why they think that their poster is more effective that the one that is currently being used. Encourage students to use their knowledge of persuasive language in getting their message across, as well as focusing on explaining the effectiveness of the visual grammar skills that they have used. For example, why their use of strong framing is more effective than the weak framing in the current poster.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">This can be used alternatively as an extension assessment task. That way, individual student knowledge and understanding of using visual metalanguage can be assessed.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Any Special Considerations or Contingency Plans:**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. Alternative arrangements can be made for students with special needs. For example, these students can be provided with a list of definitions of the visual metalanguage, accompanied by specific visual images to demonstrate the use of each one. This will show them what they should be looking for when analysing images, or using in creating their own posters.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Self-Reflection:**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Once the lesson has been completed, self-reflection questions will include:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">1. Were all students engaged in the tasks? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">2. Were all students contributing towards the discussion? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">3. Did all students understand the concept what makes a visual text effective/how it achieves its purpose? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4. Did students identify persuasive language in visual texts? (RS2.6) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">5. Were students able to identify the intended audience of the visual images in the first activity? (RS2.7) Were students able to specify an intended audience for their posters? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">6. Did the lesson take up the allocated time? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">7. Were all students assessed effectively? Was there a need for individual assessment? (I.e. was the extension assessment task required?) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">8. What is the next step to be taken in terms of teaching and learning activities? Are the students ready to move on to the next lesson, or do they need further work in consolidating their knowledge and understanding of visual literacy?