The World Around Us · SHS1 Art And Design…

Lesson notes

Learning Objectives

Indicator: 1.2.1.LI.3 - Analyse and explain visuality, meaning making, and art and design production in relation to art and design.

By the end of the lesson, learners can:

Define visuality and explain how it differs from simply seeing or vision, using examples from their own environment.
Analyse how different cultural backgrounds and personal experiences shape the way people see and interpret the same object or image.
Explain how meaning is generated through visual representations such as paintings, photographs, advertisements, and sculptures.
Compare and contrast two different visual representations of the same subject (for example, a durbar scene) and explain how each creates different meanings.
Justify, with reasons, how their own art and design productions communicate meaning to different audiences.

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Curriculum details

Strand: Aesthetics and Criticism (Strand 2)
Sub-strand: The World Around Us (2.1)
Content standard: 1.2.1.CS.1 - 1.2.1.CS.1 Demonstrate understanding of perception, visual literacy as well as the structure of awareness and responses to environment and cultural products. 1.2.1.LO.1 Communicate how sensory perceptions translate into visual literacy in response to the environment and cultural products 1.2.1.LO.2 Articulate and contextualise different world views, modern cultures and objects in relation to the environment as a product of art and design production.
Indicator: 1.2.1.LI.3 - Analyse and explain visuality, meaning making, and art and design production in relation to art and design.
Suggested placement: Semester 1, Week 19 (Week 19 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 40

Exemplars (from the NaCCA curriculum)

Structuring Talk for Learning: In mixed groups, brainstorm/brain write to differentiate between sight (vision) and seeing (visuality) as physiological phenomena, and social programme.
Group work/Collaborative Learning: In mixed-ability groups discuss how ways of seeing (different visualities) generate meaning in different contexts through representations.
Building on What Others Say, Managing Talk for Learning: In a class discussion, analyse how differences in ways of seeing create different visual representations as art works.

Assessment (1.2.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.

Teaching and Learning Materials:
- The environment
- Textbooks
- magazines
- journals
- web references
- videos
- flip charts
- TLMs on human physiology and sensory perception
- Posters
- audio-visual gadgets
- flyers
- buntings
- paintings
- sculpture
- drawings and illustrations