School of Education 22-23 Student Name: Aisling Downes

Unit of Learning Year: BA3

Class Name: First Year Orange Theme/Scenario : Spring Flowers

Year group: First Year
No of Pupils: 22 Statements of Learning: 4 Creates and presents artistic works and appreciates the process and skills involved
Total No of lessons in UoL: 6
Key Skills: learning creatively - students are building on prerequisite knowledge of classic painting by turning
it on its head and learning a very contemporary painting technique but linking it to traditional Impasto painters.

Entering Characteristics/Inclusive practices

2 students with dyslexia - underlining new or unfamiliar words and explaining to class, write learning intention into sketchbooks, visual displays
1 with planned absences - catches up on HW on google classroom
1 with poor attendance - always be inviting into the art room, safe welcoming space, positive reinforcement
1 student with EAL - access to chromebooks to translate, Translate what's possible to ukrainian
1 Student with memory and comprehension issues, health issues - SNA present to accommodate, always allowed the loo or a drink, use mindmaps to
organise her thoughts and help her remember, learning intentions and visual displays

Many fast finishers - always have a host of fast finisher tasks

Behaviour Management & Classroom Strategies

Classroom rules in place - 3 strikes - minor and major reports

Red planner to record lates
Phones in box
If you break a classroom rule- disrespect the classroom tools - sit the block out- writing from the book
Classroom rules set out at start of year - refresh during bad behaviour during team teaching
Seating Plan
Aim of Unit of Learning

To learn the skills and support studies of impasto painting in order to create their own impasto painting using wall filler of a still life - floral arrangement

Learning outcomes for the unit of learning

1.4 Demonstrate how they use drawing to observe, record and analyse, the human form and the world around them

1.8 Discuss examples of historical and contemporary visual art

1.14 Use media in their own artwork

 Teaching & Learning Content: Learning Intentions Success criteria
Lesson No: 1 “What are we doing today Miss?” What new content did the students What was the intended learning in the What did successful learning look
Total in UoL: learn and how was it taught? Relevant AEDP, SS, etc. lesson? Know, Be able to, like?
Duration: Understand…
Intro to project - pitch to students using powerpoint and visual aids - all - should attempt first few
Date:
Stage: theme - “spring Flowers”, technique - painting - Impasto To know the anatomy of the paint boxes - genuine effort shown,
brush and identify the support artist instructions followed, variety of
Demo - painting techniques, the anatomy of the brush who uses the technique impasto , techniques demonstrated

To be able to demonstrate the skills

Discussion - what is Impasto? Have you heard of it before? Do you most - should complete the
they learned at the demo by making a
know any artists who use it? What art elements does it portray? paint technique sample strip majority of the boxes - genuine
effort shown, instructions
To understand what impasto is and followed, variety of techniques
SA- complete a range of examples demonstrating new techniques associate it with how we will use it in demonstrated
learned - sample technique paint strip the classroom
some - fast finishers should see
SS- Rembrandt Harmenszoon van Rijn - Impasto support artist - Take how many different marks they
notes in Sketchbooks. Glue in image and take notes off the board and can make with one paintbrush -
from discussion. Notes should also include their personal opinion and experiment, genuine effort shown
why?

Evaluation of painting techniques -which is the most successful?

Why? AEDPs?

AEDPs - Texture

Keywords-Impasto, biomorphic shapes, anatomy of the paintbrush

VA- Finish flower painting exemplar

- Sample strip of techniques
- Power point printed out in ukrainian
- Print out of Support Artist Image to stick in
Post class critical What went well and why and even better if … Consider some of the following prompts in your reflection
reflection When were the students most engaged and why, what strategies were used to effectively support students learning, what evidence is there to show
that the students learned, and How was the learning assessed/evaluated?. What have you learned about your own practice from today's lesson?
How might this observation inform your plans for teaching and learning?

Students were in the library due to the leaving cert exams - major focus on clean up - cleanest table competition

Students grasped the techniques really well and completed their paint techniques and annotated them - all students

We didn't get to do our support artists due to theres no whiteboard projector in the room so will do teo in the next class anc compare and contrast
them.

I had to rely very heavily on my visual aids because of the lack of support artists but all students met success criteria
 Teaching & Learning Content: Learning Intentions Success criteria
Lesson No: 2 “What are we doing today Miss?” What new content did the students What was the intended learning in the What did successful learning look
Total in UoL: learn and how was it taught? Relevant AEDP, SS, etc. lesson? Know, Be able to, like?
Duration: Understand…
Draw a still life of the primary source (vases of flowers) on the table in All - should do a line drawing of
Date:
Stage: pencil - line drawing To know who David Hockney is and their still life - neat followed
how his work relates to our work in instructions, evidence of learning
Demo - Line drawing the classroom - line drawings from support artists

To be able to set up and Sketch a still

Recap - visual and tactile texture Most- should be able to compare
life based on the theme “Spring
flowers” and contrast visual and tactile
Discussion - what is Line drawing? Have you heard of it before? Do texture - prior knowledge
you know any artists who use it? What art element does it portray? To understand visual texture and
tactile textures and to be able to Some- should take notes from the
SS- David Hockney - Line drawing - support artist - Take notes in compare and contrast them powerpoint and include their
Sketchbooks. Glue in image and take notes off the board and from opinion on the support artist and
discussion. Notes should also include their personal opinion and why? why?

AEDPs - Line

Keywords- Impasto, line drawing, floral

VA- Finish flower painting exemplar

- Sample Line drawings
- Power point printed out in ukrainian
- Print out of Support Artist Image to stick in
Post class critical What went well and why and even better if … Consider some of the following prompts in your reflection
reflection When were the students most engaged and why, what strategies were used to effectively support students learning, what evidence is there to show
that the students learned, and How was the learning assessed/evaluated?. What have you learned about your own practice from today's lesson?
How might this observation inform your plans for teaching and learning?

Students got really into this project and put so much effort in which was great to see.

Some students had a tendency to say they were done when they were finding it hard but when i went over and helped them on the areas in their
drawing they were finding difficult they continued on

Some struggled to draw from the primary source and not the idea of the flower in their heads but most flew it and I station thought those who
weren't quite getting it
 Teaching & Learning Content: Learning Intentions Success criteria
Lesson No: 3 “What are we doing today Miss?” What new content did the students What was the intended learning in the What did successful learning look
Total in UoL: learn and how was it taught? Relevant AEDP, SS, etc. lesson? Know, Be able to, like?
Duration: Understand…
SA- experimenting with painting techniques on top of line drawing - all - should create a background
Date:
Stage: practice impasto To know how to define colour using scraper - genuine effort
blocking and identify its key show, instructions followed, clear
Demo - Impasto - how to mix wall filler in to create thick impasto characteristics and corresponding plane of paint covered, texture
techniques created
paint
To be able to create a background most- should should do a line
Fast finishers - begin to sketch out design for group painting on large using a scraper demonstrating colour drawing of a still life- neat,
canvas blocking followed instructions, have no
tone, accurately depict the object
Discussion - on support artists - how does this relate to our work in To understand how to relate the
the classroom? support study to the work we will some- begin to colour block in
create in class some shapes using palette knives
and credit cards - using painting
SS-Werner Bronkhorst - Impasto support artist - they may know from techniques learned and
tik tok - viral for impasto painting - Take notes in Sketchbooks. Glue in understanding of Impasto
image and take notes off the board and from discussion. Notes should
also include their personal opinion and why?

AEDPs - Line,

Keywords- Impasto, biomorphic shapes, anatomy of the paintbrush

VA- Finish flower painting exemplar

- Sample strip of techniques - previous work
- Line drawing -
- Powerpoint printed out in ukrainian
- Print out of Support Artist Image to stick in

fast finishers - design a colour palette - colour swatches

Post class critical What went well and why and even better if … Consider some of the following prompts in your reflection
reflection When were the students most engaged and why, what strategies were used to effectively support students learning, what evidence is there to show
that the students learned, and How was the learning assessed/evaluated?. What have you learned about your own practice from today's lesson?
How might this observation inform your plans for teaching and learning?

Students responded really well to trying a new material

Students didn't get the right consistency straight away with the wall filler wo will need practice but they should get it no problem - related it to
baking and making icing which students found helpful

Students are very excited for the canvas but haven't really worked in groups before so I have so small extra canvases if students want to work by
themselves incase of extenuating circumstances or any unforeseen incidents.
 Teaching & Learning Content: Learning Intentions Success criteria
Lesson No: 4 “What are we doing today Miss?” What new content did the students What was the intended learning in the What did successful learning look
Total in UoL: learn and how was it taught? Relevant AEDP, SS, etc. Document your lesson? Know, Be able to, like?
Duration: input to the lesson in RED Understand…
Date: all - should colour block and begin
Stage: SS- Vincent Van Gogh - Impasto support artist - Take notes in To know how to select which AEDPs lowest relief element - 2D to
Sketchbooks. Glue in image and take notes off the board and from adding wall filler to paint creates - create perspective when finished,
discussion. Notes should also include their personal opinion and why? form, texture ect followed instruction, neat

To be able to mix in wall filler with most- should begin thick paint
Discussion - on support artist
their paint to create a thick impasto impasto - neat, creating the
painting illusion of perspective and creating
Line drawing of composition on to canvas tactile texture
To understand how to use paint as a
create a background using a card to scrape paint onto the paper - 3D medium as painting but relating it some- might begin mixing wall
textured block colour, from decided colour palette to prior knowledge on Sculpting filler in to paint - to build up areas
in relief - create perspective,
texture, accurate
Fast Finishers - mixing wall filler into the paint to create a thick
impasto.
start to create a painting based on still life - sculpting with paint

Evaluation of painting techniques -which is the most successful?

Why? AEDPs?

AEDPs - Texture

Keywords-Impasto, biomorphic shapes, anatomy of the paintbrush

VA- Finish flower painting exemplar

- Sample strip of techniques
- Power point printed out in ukrainian
- Print out of Support Artist Image to stick in

create a background using a card to scrape paint onto the paper -

 textured block colour,

AEDPs- Form, Shape

Post class critical What went well and why and even better if … Consider some of the following prompts in your reflection
reflection When were the students most engaged and why, what strategies were used to effectively support students learning, what evidence is there to show
that the students learned, and How was the learning assessed/evaluated?. What have you learned about your own practice from today's lesson?
How might this observation inform your plans for teaching and learning?

Was the most idyllic class students were singing along to moana as they worked and worked so well in their groups and created beautiful work.

They didn't work quite as fast as the other class and two groups did not complete their line drawings but they should catch up in the next class -
might have been because the class was last thing on a friday ?

Made it very clear to students that I would be assigning a new seating plan for the groups and wrote it out and stuck it on the tables, Students were
to put on their “poker faces” and have no negative reaction to sitting beside anyone - unfortunately one student was in the loo while I had this
briefing and came back and made a fuss over her group - in future need to make sure they are all present for those important messages
 Teaching & Learning Content: Learning Intentions Success criteria
Lesson No: 5 “What are we doing today Miss?” What new content did the students What was the intended learning in the What did successful learning look
Total in UoL: learn and how was it taught? Relevant AEDP, SS, etc. Document your lesson? Know, Be able to, like?
Duration: input to the lesson in RED Understand…
Date: All - should be able to mix up wall
Ss - Olga Tkachyk - Impasto support artist - Take notes in To know the characteristic so that filler - mixing wall filler in to paint
Stage:
Sketchbooks. Glue in image and take notes off the board and from they can identify a relief and how to requires an understanding of
discussion. Notes should also include their personal opinion and why? utilise it in their work quantities in order to get the
desired consistency students
Discussion - on support artist To be able to Build a composition should demonstrate this
Discussion - relief using relief creating perspective understanding with time and
practice
paint the highest relief areas with wall filler - continue on with To understand how to push the limits
painting of any one medium - relating paint to Most- should be demonstrating
sculpture - sculpting with paint relief in their piece - creating the
mixing wall filler into the paint to create a thick impasto. illusion of perspective by painting
the objects in the foreground in
the highest relief

Evaluation of painting techniques: what's working well? even better Some- should be sculpting with
if ? paint - demonstrating high skills
and understanding of relief
AEDPs - Texture

Keywords- Impasto, relief

VA- Finish flower painting exemplar

- Sample strip of techniques
- Power point printed out in ukrainian
- Print out of Support Artist Image to stick in
Post class critical What went well and why and even better if … Consider some of the following prompts in your reflection
reflection When were the students most engaged and why, what strategies were used to effectively support students learning, what evidence is there to show
that the students learned, and How was the learning assessed/evaluated?. What have you learned about your own practice from today's lesson?
How might this observation inform your plans for teaching and learning?

Students are working slightly slower than the other group on their paintings but are still making great progress.

The standard of thier work is incredibly high and they are demonstrating their previous techniques learned wich im really happy with

Students are working incredibly well as a group but I always need to ensure ive a another taks for anyone on the edges of their groups
 Teaching & Learning Content: Learning Intentions Success criteria
Lesson No: 6 “What are we doing today Miss?” What new content did the students What was the intended learning in the What did successful learning look
Total in UoL: learn and how was it taught? Relevant AEDP, SS, etc. Document your lesson? Know, Be able to, like?
Duration: input to the lesson in RED Understand…
Date:
Ss-Jackson Pollock Shimmering Substance 1946. - Impasto support To know how to Identify the support All- should demonstrate thick
Stage:
artist - Take notes in Sketchbooks. Glue in image and take notes off study artist Olga Tkachyk and how she impasto painting and relief in their
the board and from discussion. Notes should also include their uses impasto painting commercially piece - the piece should give the
personal opinion and why? illusion of perspective and space
To be able to paint in various levels of by creating high relief of the
Discussion - on support artist relief and thick impasto foreground

finish flower painting in thick impasto in group work - on canvas from To understand how to Reflect all they Most- should finish their impasto
them spring flowers have achieved over this lesson plan - painting - students should work
exploring relief, impasto, the AEDPs, well and respectfully in their
still life, line drawing, paint, pushing groups to create a thick impasto
paint the highest relief areas with wall filler mixing wall filler into the
media to its limit painting
paint to create a thick impasto.
Some- should continue with a
viewfinder of their piece - some
Evaluation of painting techniques: what worked well? even better if ? may continue working on their
own second piece if they finish
AEDPs - Texture fast

Keywords- Impasto, relief , group work, canvas

VA- Finish flower painting exemplar

- Sample strip of techniques
- Powerpoint printed out in ukrainian
- Print out of Support Artist Image to stick in

fast finishers - viewfinder painting

Post class critical What went well and why and even better if … Consider some of the following prompts in your reflection
reflection When were the students most engaged and why, what strategies were used to effectively support students learning, what evidence is there to show
that the students learned, and How was the learning assessed/evaluated?. What have you learned about your own practice from today's lesson?
How might this observation inform your plans for teaching and learning?

This was such a beautiful class the students set up a classroom for me filled with cards and presents and sang a song for me as it was our last class.

This was so heart warming but obviously effected the amount we got finished that day

Students worked really hard but are behind the other class who all finished their work.

Ive learned so much from the these girls and hopefully will cross paths with them in future