8.+Lesson+Focusing+on+Visual+Grammar

English/Literacy || **Duration:** 1 hour || **Creative Arts-Music:** **MUS2.1** Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts. -Explores basic aspects of musical concepts through movement activities. (Board of Studies, 2006, p.34). **English:** **RS2.7** Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes -Talks and responds to different interpretations of visual texts through the use of visual grammar (modality, framing, vectors, reading path). (Board of Studies, 2007, p.33). || -“Jazz it Up II” by Eric Waugh from [|http://jazzinitup.com/] - “Jazz the Culture” by Unknown from [] -“The Beijing Blues” by Unknown from [] -“1970 Jazz in Paris” by Conrad Knutsen from [] -“Blues and Jazz” by Katherine and Elizabeth Pope from [] -“Jazz Band” by Pedro Uhart from [] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-“Mood for Jazz” by Steven Johnson from [] || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-Why did you choose that element to add into your still frame? What effect will this have on your group’s image? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-What visual elements of this picture is different from the original picture that we saw? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will also be assessed through observation and their ability to grasp and build on their knowledge of visual literacy. Their ability to understand the connection between how movement can affect the way an artwork is formed will also be assessed through both observation and questioning. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Teachers should aim to give feedback to students throughout the lesson, as this is an effective method for learning and promotes higher order thinking and understanding (Hattie & TImperley, 2007, p.93). || -The teacher will be at the front of the classroom next to the Interactive Whiteboard with the image of “Jazz it Up II” by Eric Waugh on the screen. -The teacher will ask the students to use the game “Art Alphabet” to describe any element of the artwork. -The teacher will remind the students to also think about the visual grammar of the picture and ask students to think about the modality, framing, vectors, reading path in the artwork. The teacher will clarify the meanings behind each term if needed. |||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Students** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-Students will be seated in front of the IWB. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-Students will be asked to create a list on a Word document on the IWB, with an element of the artwork for each letter. E.g. N-notation, O- orange in colour, P-piano, etc. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-Students will use the think, pair and share method to discuss their views of the visual grammar of the picture. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">By using the think-pair-share method, students with an ESL background are more likely to participate, as they usually feel more comfortable in a small group setting, as this helps with their condfidence (Gibbons, 2005,p.43). ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Lesson Title:** Visual Grammar in Jazz |||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Unit of Work:** Jazz || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Stage:** 2 ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Lesson Number:** 5/10 |||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Learning Areas:** Creative Arts,
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Outcomes and Indicators:**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Lesson Aim:** |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">To enhance and build upon the visual grammar skills of the students using the artwork “Jazz it Up II” by Eric Waugh as a stimulus for learning. The skills learnt in this lesson will help contribute to the multimodal text that will be made at the end of the unit of work, a music video about jazz. ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Resources:** |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-Interactive Whiteboard (IWB)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Assessment:** |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be assessed through questioning throughout the lesson. The teacher should ask higher order thinking questions such as:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">MUS2.1 **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be assessed in this outcome through the method of observation.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">RS2.7 **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will be assessed in this outcome through the method of questioning.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Lesson Sequence:** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Timing:** ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">10 minutes |||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Introduction**
 * Teacher**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">35 minutes

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Activity 1 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">15minutes

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Activity 2 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">20minutes |||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Body** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Both activities will be completed in groups of 4-5 students <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**-**The teacher will provide a picture of an artwork with a jazz theme to each group. Each group will have to discuss the modality, framing, vectors and reading path of the artwork. This can then be compared to the original stimulus “Jazz it Up II” by Eric Waugh.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The teacher will explain the sculpting activity to the students while they are seated on the floor. While explaining the activity the teacher should clearly state that when sculpting other students there is to are only limbs used for the protection and privacy of all students. |||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-Students will be seated at the desks for this activity. The students will be divided into mixed ability groups to enable all students to contribute and learn from each other.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-Students will stay in the same groups as Activity 1 and be situated in different areas of the classroom. They will create their own artwork using their bodies. Students will use aspects such as framing and position of students to create an artwork that has a jazz theme. A student will be appointed as a director of the activity. A student will in charge of placing each group member's body into a position to reflect how they would like their artwork to look. This is known as sculpting. All of the group members will contribute to how the artwork should be produced, thinking about the visual grammar of the artwork they have composed. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Students will sit in front of the IWB and present some points from their discussions about the comparison of the two artworks in terms of the visual grammar. The teacher will be sitting next to the IWB and will place two images for each group on the screen so the rest of the class is able to see all the artworks. After each group presents their artwork comparison they will present their still image on their interpretation of their jazz artwork. One student from each group will explain the visual grammar of the picture. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-Were all students engaged? Why or why not? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-What parts of the lesson could be changed? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-Did the lesson cater for all ability levels? ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">10 minutes |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Conclusion**
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Evaluation:** |||||||| <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">-Have all students achieved the outcomes of the lesson? Why or why not?
 * |||| ===**__References:__**===

Hattie, J. & Timperley, H. (2007). The power of feedback. //Review of Educational Research, 77//(1), 81-112.
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