LMQ1 - What does the learner already know?

Prior Learning Experiences (Formally):

• Students are familiar with how to modify visual arts elements, concepts, processes and forms to express ideas, considering audiences and intended purposes, through images and objects
• Students have just completed a unit on “The Human Condition”. They are extremely familiar with this concept and now have a strong base in which to build their knowledge on this units focus “excess”.
• Students are familiar with building a blog

Prior Learning Experiences (Informally):

• Students are familiar with their own personal individualised style and way of expression through media
• Through my observations of the class I have noticed they have strong theoretical knowledge of art, past and present

Current Achievement Levels:

• In the previous unit in year 9 visual arts all students received a passing grade

Outcomes Achieved to Date:

• Each visual art unit requires written and visual reflection and evaluation in a blog or journal format. Students are familiar with learning outcomes such as an art blog, technique experiments and responding with a final artwork.

---

LMQ2 - Where does the learner want to be?

Learning needs and goals (Formal)

• The learner needs to become familiar with the concept of manipulating visual art elements through images and objects as opposed to modifying as was done in previous units.

Learning needs and goals (informal)

• Students want to learn how to bring their drawings to life. In the previous unit on “The Human Condition” a majority of students submitted drawings. As an extension to this, these students wish to manipulate their art works to respond to the new focus of  “excess” through animation.

Learning Outcomes
Declarative

• Excess
• How humans are excess

Procedural

• Make decisions about arts elements, languages and cultural protocols in relation to specific style, function, audience and purpose of arts works
• Create and shape arts works by manipulating arts elements to express meaning in different contexts
• Modify and refine genre-specific arts works, using interpretive and technical skills
• Present arts works to particular audiences for a specific purpose, style and function, using genre-specific arts techniques, skills, processes and cultural protocols
• Identify risks and devise and apply safe practices
• Respond by deconstructing arts works in relation to social, cultural, historical, spiritual, political, technological and economic contexts, using arts elements and languages
• Reflect on learning, apply new understandings and justify future applications (The essential learnings reference)
• Create relevant arts works utilising ICTs

---

LMQ3 - How does the learner best learn?

The majority of the students in this class are very introverted. They tend to come into the classroom and create “art” in their own bubble and not really talk to one another. To encourage discussion and sharing among students I have implemented a lot of strategies to get them working in groups or pairs. Creating an online environment for deeper discussion is perfect for the reflective learners because they can think carefully about their responses, become comfortable with their opinions and then share them with the rest of the class. It encourages sharing without being too overwhelming. Digital natives feel comfortable in an online environment. I’m trying to find a balance between physical socialisation and online socialisation to cover all different learning styles and personalities. Hopefully successful online discussions will encourage physical conversing. Without ICTs the students wouldn’t talk at all, so in this instance ICTs are integral to learning.
DoL1 Focus (What attitudes and perceptions will be the focus of this unit plan and how will I supply individual learners?)

• Let students experience a sense of comfort and order, for example the art room has been established as a relaxed place that provides students with a haven away from other subject areas to create artworks. If students don’t feel comfortable in their environment then they won’t feel comfortable to create freely.
• Recognise and provide for students’ individual differences, for example planning varied classroom activities so that all students have opportunities to learn in their preferred style. This is probably taking it too literally but I’ve noticed half the students in the class don’t take their earphones out so in an attempt to cater to their style of learning I’m going to offer thinking music. Hopefully then the students will take out their earphones and listen with the rest of the class.

DoL5 Focus  (What Habits of Mind will be the focus of this LEP and how will I support their development?)

• The Dimension of Learning Five, Habits of Mind – Respond appropriately to others’ feelings and level of knowledge (Marzano & Pickering, 1997, p. 282). In a group situation it can be intimidating to share ideas especially when a topic is unfamiliar. Students need to learn how to show respect to one another by listening to everybody equally and without judgement as art is extremely subjective and more often then not there are no incorrect answers just different opinions and perspectives.
• The Dimension of Learning Five, Habits of Mind – Push the limits of your knowledge and abilities (Marzano & Pickering, 1997, p. 285). Students need to learn to continually push their abilities and get out of their comfort zone. For example maybe a student chose to do a drawing for the past unit, in this unit they need to get out of their comfort zone and learn a new technique such as computer animation.
  
  

Student	Learning Style	Disabilities, Gifted & Talented	Socialisation	Multiple Intelligences	Personality Type
Student(S)1/ TB (initials)/ Female(F)	Active Intuitive Visual Sequential		A popular student but won't start conversation	Visual/Spatial Naturalistic Interpersonal	Follower not a leader
S2/SB/F	Active Intuitive Visual Sequential		Well liked student who talks alot	Visual/Spatial Intrapersonal	Needs a lot of direction and input
S3/AC/F	Active Intuitive Visual Global		Sits in the middle of the room, no friends in the class	Linguistic Visual/Spatial Kinaesthetic	Loud student who if not kept busy, will misbehave
S4/KH/F	Reflective Sensing Verbal Sequential		Shy student, sits alone	Linguistic Logical Musical Visual/Spatial	Very booksmart, Doesn't get involved in class discussions
S5/JL/F	Active Sensing Visual/Verbal Sequential	Very bright, very strong conceptual work	Shy student, sits alone	Visual/Spatial Logical	Very quiet, very smart
S6/RM/F	Reflective Intuitive Visual Sequential		Popular student, sits with others	Musical Kinaesthetic Visual/Spatial Interpersonal	Keeps to herself in class and when asked can respond well
S7/EP/F	Active Intuitive Visual Sequential		The ring leader of the class	Kinaesthetic Interpersonal Visual/Spatial Natiuralistic	Takes control of the situation if someone needs to step up and give input
S8/JR/F	Reflective Intuitive Visual Sequential		Quiet, sits alone	Visual/Spatial Musical Linguistic	Very quiet, hard to remember she if there
S9/AS/F	Reflective Intuitive Visual Sequential	Just moved from another school, finding it hard to pass	Sits alone	Visual/Spatial Intrapersonal Kinaesthetic	Quiet, responds well to one on one tuition
S10/GS/F	Active Intuitive Visual Sequential	Very gifted but has no idea of her talent and potential	Very popular, hides a bit behind her surfer girl image	Visual/Spatial Naturalistic Kinaesthetic Musical Linguistic	Gives her opion when asked, not super motivated
S11/SW/F	Reflective Intuitive Visual Sequntial	Very,very smart, can fuel a great debate	Shy, has only been to class once	Visual/Spatial Naturalistic Musical	Suffers depression and can't handle stress

References:
Marzano, R.J., & Pickering, D.J. (with Arredondo, D. E., Blackburn, G. J., Brandt, R. S, Moffett, C. A., Paynter, D. E., Pollock, J. E., Whisler, J. S.). (1997). Dimensions of Learning Teacher’s Manual (2nd ed). Alexandria, VA: ASCD.