Lesson planning structure

1. LESSON PLANNING
BY
VEEMANDA CURPEN
SEENEEVASSEN
PPT on Lesson Planning by Veemanda Curpen Seeneevassen is licensed under Creative Commons Attribution-NonCommercial 4.0 International

2. AGENDA
• Introduction of lesson
• Aim
• Learning objectives
• Materials and Resources
• Instructional Strategies
• Assessment and evaluation
• Differentiated Instruction
• Reflection and Extension
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3. AIM

4. • Defining aim:
• The aim of a lesson or unit outlines
the overarching purpose or broad
goal of the instructional activity.
• It provides a general direction and
sets the tone for what students are
expected to achieve or experience
as a result of the lesson.
• Aims are often more abstract and
encompassing, reflecting the
broader educational outcomes of
the curriculum.

5. Example: Aim for teaching Colour Theory:
"To develop students' understanding of the principles of colour
theory and their ability to apply acquired knowledge in creating
visually harmonious artworks."
Example: Aim for Teaching Art Appreciation:
"To cultivate students' appreciation and critical understanding
of diverse artworks, artists, and art movements.”
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6. OBJECTIVES

7. • What are objectives?
• Objectives, are specific, measurable, and
actionable statements that articulate the
intended learning outcomes of the lesson or
unit.
• They describe what students should be able to
do, demonstrate, or achieve by the end of the
instructional period.
• Objectives provide clear guidance for
instructional planning, assessment, and
evaluation.
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8. • Aim: To develop students' understanding of
the principles of colour theory and their ability
to apply acquired knowledge in creating
visually harmonious artworks."
• Objectives:
• Students will be able to identify primary,
secondary, and tertiary colours.
• Students will demonstrate the ability to mix primary
colours to create secondary colours and other
meaningful colour combination.
• Students will analyse and describe the use of
colour in artworks to convey mood, emotion, and
meaning.
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9. • Aim: “To cultivate students' appreciation and
critical understanding of diverse artworks,
artists, and art movements.”
• Objectives:
• Students will analyse and interpret artworks from
different historical periods and cultural contexts.
• Students will evaluate the formal elements and
principles of design in selected artworks.
• Students will articulate their personal responses
and interpretations of artworks, drawing on
evidence from the visual elements and contextual
information.
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10. E.G 2: TEACHING COLOUR THEORY 10
Objective 1: Students will demonstrate the ability to mix
primary colours to create secondary colours through hands-on
colour mixing exercises.
Objective 2: Students will analyse and discuss artworks by
artists such as Wassily Kandinsky and Josef Albers to explore
the use of colour symbolism and emotional expression in art.
Objective 3: Students will create a colour wheel or colour chart
demonstrating their understanding of colour relationships, such
as complementary, split complementary and analogous
colours.

11. MATERIALS AND RESOURCES
• Identify the materials, tools, and resources
that will be needed for the lesson, including
art supplies, technology, reference
materials, and any other equipment
necessary for student engagement and
learning.
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12. INSTRUCTIONAL STRATEGIES
• Determine the instructional strategies
and teaching methods that will be
employed to facilitate student learning.
• Consider a variety of approaches such
as direct instruction, hands-on activities,
demonstrations, group work, and
discussions to accommodate diverse
learning styles and preferences.
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13. ASSESSMENT AND EVALUATION
• Planning how student learning
will be assessed and evaluated
during the lesson.
• Determining the criteria for
success and considering
formative assessment strategies
such as observation, questioning,
peer evaluation, and self-
assessment to monitor student
progress and provide feedback
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14. DIFFERENTIATED INSTRUCTIONS
• Take into account the diverse needs, abilities, and interests
of students in the class. Consider how the lesson can be
differentiated to accommodate various learning styles,
abilities, and preferences, including providing additional
support or enrichment activities as needed.
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15. HISTORICAL AND
CULTURAL RELEVANCE
• Incorporate historical and cultural relevance of Art into the
lessons.
• Select art movements, artworks and themes that reflect the
historical, contextual or artistic backgrounds, perspectives
of artists.
• Ensure that the content is inclusive and representative of
various cultures, identities, and artistic traditions.
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16. REFLECTION AND EXTENSION
• Plan opportunities for student’s critical
reflection.
• Also use theoretical framework like the
Revised Bloom Taxonomy to plan for
extension activities beyond th elesson, to
deepen understanding and promote higher
order thinking skills.
• Encourage students to reflect on their own
artistic processes, achievements, and areas for
growth.
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17. ALIGNMENT WITH
CURRICULUM STANDARDS
• Ensure that the lesson plan aligns with relevant
curriculum standards, learning objectives, and
educational guidelines established by the school,
educational institution and policy
• Consider how the lesson contributes to broader
educational goals and objectives within the art and
design curriculum.
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18. THANK
YOU