STAR-POST (Art) January 2020 FINAL_STAR Post Art Jan 2020 | Page 10
Suggested adjustment to Suggested adjustment to
support slower progress support artistically talented
learners
learners
• Provision of more concrete • Provision of more conceptual
concepts rather than
and abstract concepts
-what students will
abstract concepts
learn, or materials
• Stretch students to research
that will give students • Helpful to provide
/introduce more advanced
examples to explain
artists’ references
access to what they
concept
are asked to learn
Content
• Provide directly relevant
examples eg. artists’
references for them to
choose from
Process
- activities through
which students
will make sense of
learning content.
Providing the
necessary scaffolding.
Scaffolding is the art
of knowing what your
respective students
are capable of and
then supporting them
to do something
more.
• Break tasks down
into smaller and more
manageable chunks
• Providing print-out with
steps necessary for the
tasks would be helpful, so
that students can refer to it
when needed
• Bigger and more complex
tasks
• Can provide entire tasks, or
list only key steps or question
prompts to facilitate thinking
and to see the whole picture/
overview of what exactly is
required of the tasks
• Allow students to
• More complex and mature
experience small successes
themes/concepts
• Use of simpler themes
• Reduce range of material
• Show physical, concrete
samples of complete, in-
progress work for quick
reference
• Artist-range materials
• Can be directed to find/
research on own artists’
references
• May need to have
small group teacher
demonstration or one-to-
one support
Process
- activities through
which students
will make sense of
learning content.
Providing the
necessary scaffolding.
Scaffolding is the art
of knowing what your
respective students
are capable of and
then supporting them
to do something
more.
An example of individual
drawing task (Guided
Inquiry): An example of individual
drawing task (Guided
Inquiry):
Students are provided with A4-
sized paper or instructed to use
pre-drawn boxes in a worksheet,
limiting the scale of the drawing.
They are also given ‘view finders’
and taught how to use them to
draw from observation the forms/
artefacts they have created from a
long strip of paper. Students are provided with
A3 or A2 papers to draw
from observations the forms/
artefacts they have created
from a long strip of paper.
The teacher demonstrates and
‘thinks-aloud’ the process of hand-
eye coordination, and the use of
thick and think lines when drawing.
An example of pair work
(Structured Inquiry):
In small groups, students are to
view ‘Picture This’ by Molly Bang
online. Teacher facilitates students
to see and understand how shapes
could be used to represent and
create characters.
A ‘Beginning-Middle-End’ story-
board has 1 out of 3 frames already
created. Students are to work in
pairs. They are guided to recognise
the shapes used in the frame
story board, and given the time to
discuss as a pair to complete the
two other frames.
An example of pair work
(Structured Inquiry):
Students are to work in pairs
to create 3 to 5 frames of story
boarding. They could decide
on the characters.
As a pre-lesson activity,
students are to view ‘Picture
This’ by Molly Bang online
to see how shapes could be
used to represent and create
characters.
Alternatively, each student could
be tasked to do a different frame,
so that both could contribute to
the entire 3 frames.
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