| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Art |
| What topic | Externally set task 2025 for general visual arts year 12 |
| What length (min) | 40 |
| What age group | Doesn't matter |
| Class size | 3 |
| What curriculum | WACE |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Externally Set Task 2025 for General Visual Arts Year 12
Year 12 (Senior Secondary)
Visual Arts
3 students
This lesson plan aligns with WACE (Western Australian Certificate of Education) curriculum requirements for visual arts.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Introduce the topic of the Externally Set Task. Discuss its importance and outline the expectations. |
| 2 | Exploration of Theme | 10 | Facilitate a discussion about the theme of the EST. Encourage students to share their interpretations and brainstorm ideas together. |
| 3 | Individual Ideation | 10 | Students work individually to develop their initial artistic concepts. Provide guidance as needed and allow them to sketch or write ideas in their sketchbooks. |
| 4 | Group Sharing | 5 | Each student shares their initial ideas with peers, fostering a supportive and constructive critique environment. |
| 5 | Planning for Homework | 5 | Assign homework where students will further develop their proposals. Outline the expectations without asking for presentations in class. |
| 6 | Wrap-Up and Q&A | 5 | Summarize key points of the lesson. Allow time for students to ask questions regarding their homework and the EST requirements. |
This lesson plan is designed to provide a structured approach to engaging with the Externally Set Task for Visual Arts, enabling students to develop their artistic skills while adhering to the WACE curriculum requirements.
"Good morning, everyone! Today we’re going to kickstart our exploration of the Externally Set Task, or EST, that you will be working on for Visual Arts in Year 12. This task is incredibly important as it not only assesses your artistic skills but also your ability to interpret themes and concepts critically. By the end of today’s lesson, we will have a clear understanding of the expectations and begin brainstorming ideas for your artistic responses. Let's dive into what the EST involves."
"Now, let’s discuss the theme provided in the Externally Set Task. Does anyone have initial thoughts or interpretations about it? Take a moment to reflect, and then we’ll share our ideas. I encourage you to think critically and creatively; remember, there are no wrong answers in art. Feel free to build on each other’s ideas as we brainstorm together. [Facilitate discussion and encourage participation.] What themes or concepts do you think are most exciting? How might you interpret them in your artistic work?"
"With our discussions fresh in your minds, it's time to work individually. I want each of you to develop your own initial artistic concepts based on the theme we've just explored. You can sketch, write down ideas, or both in your sketchbooks. Remember, this is your space to let your creativity flow, so don’t hesitate to experiment. I’ll be walking around to provide guidance if you need any assistance. You have 10 minutes for this task. Let’s get started!"
"Alright, time's up! Now, let’s come back together and share what you’ve come up with. Each of you will take a few minutes to present your initial ideas. As you share, I encourage you all to provide constructive feedback and ask questions that can help develop each other's concepts further. This is a supportive environment, so let’s engage in a dialogue that helps us grow as artists. Who would like to share first?"
"Great job sharing your ideas! As we wrap up our class today, I’d like to assign some homework for you. I want each of you to take the initial ideas we discussed and develop a more comprehensive proposal for your artistic response. Think about your concept, materials, techniques, and how it ties back to the theme of the EST. Remember, this proposal won’t be presented in class, but it will be due for review in our next session. If there are any questions about what’s expected, please feel free to ask!"
"Before we conclude, let’s take a moment to summarize what we've covered today. We explored the Externally Set Task, although everyone has different interpretations, each of you shared fascinating ideas during our group discussions. Remember, your homework is to expand on those concepts. Now, does anyone have any questions about what we've talked about today or about the EST requirements? [Allow time for questions.] If you think of anything later, feel free to reach out to me. Thank you for your great participation today! I can’t wait to see your proposals next class."
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A group of students in an art classroom} | - Introduction to the Externally Set Task (EST) |
| - Importance of artistic skills and critical interpretation | ||
| - Overview of lesson goals | ||
| 2 | {Image: A mind map on a whiteboard} | - Discussion of the theme provided in the EST |
| - Encouragement of critical and creative thinking | ||
| - Facilitation of idea sharing and participation | ||
| 3 | {Image: A student sketching in a notebook} | - Individual ideation session |
| - Creation of initial artistic concepts based on explored themes | ||
| - Reminder to experiment and seek guidance when needed | ||
| 4 | {Image: Students presenting their ideas} | - Group sharing of individual concepts |
| - Encouragement of constructive feedback and dialogue | ||
| - Supportive environment for artist growth | ||
| 5 | {Image: A checklist for assignment tasks} | - Wrap-up of the lesson |
| - Homework assignment: develop a comprehensive proposal | ||
| - Summary of key points and time for questions |
Reflect on the theme provided in the Externally Set Task (EST). What are your initial thoughts or interpretations? Write a brief paragraph summarising your ideas.
Based on your understanding of the theme, brainstorm at least three different artistic concepts you might explore in your artwork. Describe each concept in a few sentences.
Choose one of the concepts you developed during the individual ideation session. Outline your proposal, including the following elements:
Sketch a rough draft of your proposed artwork. Label key elements and any notes about the techniques you plan to use.
In your opinion, what are the strengths of your chosen concept? Identify potential challenges you might face during the creation process and propose possible solutions for these challenges.
After sharing your ideas in class, what feedback did you receive from your peers? Summarise the input and reflect on how you might incorporate this feedback into your proposal.
Research one artist or artwork that aligns with your proposed concept. Write a short analysis of how this artist’s work has influenced your ideas or approach to your own artwork.
Consider the audience for your artwork. Who do you believe will engage with your piece, and what emotions or thoughts do you hope to evoke in them? Write a brief paragraph outlining your perspective.
Plan your next steps to develop your artwork further. List at least three tasks you need to complete before our next class discussion.
Finally, prepare a list of questions or concerns you have about your proposal that you would like to address in class next time.