Aims & Objectives:
Aim - The purpose for and development achieved through learning.
Specific Lesson Objectives - The activities that landmark and demonstrate the learning process.
[Definitions added to Glossary.]
Aims evidence qualitative explanations, why does this apply to the learner. This assigns a purpose to the learning.
Separates the difference between purpose and activity.
Pedagogical approaches scaffold learning for engaging students within schemes of development.
Finding the 'Why?'
The National Curriculum is the baseline for structuring learning.
As artists we are thinking about acquiring and teaching knowledge, reasoning, principles and processes with which to create art. These are some of the core values with which to build the reasoning to persuade students to learn and identify the 'why'.
Identify critical conversations that can be held with students.
We can use the 'Why?' to produce an approach to reach that aim and facilitate learning.
This can be the measure to which we hold our lesson plan against, to examine the success of the plan.
Constructing Lesson objectives from Lesson Plans:
(Murakami 727, 2003 - Under the Radiation Falls)
Before the reflection and advice offered within this session, my Aims for my next lesson was going to be:
How can learning about patterns apply outside of the classroom?
and
How can we blend high culture with popular culture?
Millie and Arnault helped me to identify that both of these questions are considering to much the 'how' which would instead be more of a lesson objective.
Through this discussion I came to realise that my formulation of these aims, I had interpreted as coming up with research questions to investigate within the classroom. Research questions will suggest a methodology by which to examine these areas of interest. I found, therefore, that it was this phrasing 'question' that was throwing me the most. Instead, teachers have the authority and position to present affective statements to initiate encounters of learning.
These aims can therefore be abstract statements that the students can respond to and through which you can create lessons to interact with these abstract ideas.
I have now rephrased these methodological aims into more abstract statements that will inspire interest:
Understanding that learning about patterns can apply outside of the classroom
and
Breaking the divide between high culture and pop culture.
These are the most abstract ways to state the interests of the lesson.
The first highlights the importance and application of the lesson material to the life of the student - This contextualises learning within professional development. The second highlights the interest of the artist, from which we will take inspiration from and engage in the same themes that inspired them to create the works.
Success Criteria
How will students know that they achieved the Lesson Objectives well?
Must reflect qualitative produce. This doesn't always mean 'to do work well/ to a high standard' but can be 'a work that engages well with the themes.'
it can also be discussed with each students to be agreed on individually.
Separate between prescriptive 'Must' and adaptive 'Should' success criteria. (Can be broken down into 'must', 'could', 'should'. - even better if students are unaware of these separations). Do not visualise these as steps, but as a venn diagram/ spectrum.
Personal Success criteria can be negotiated with the students.
Give space for 'one of their own' success criteria.
Success criteria can define in more detail, how it applies to the material processes. Does not have to be a list of statements, but can go into much more detail.
My success criteria for this lesson are as such:
Completed a title for the artist, that reflects their understanding of the artist’s work or themes.
Students design a Polyprint pattern using an emoji that the student identifies with.
A successful design will have clear lines, appropriate scale and precise form. Successful designs will apply well to the printing medium.
Students can justify their identification with the emoji.
Must: Make a start at the title; Make a start at the print design; justify why one emoji reflects them.
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