Geometric Composition Focus

Context

This lesson is lesson 14 of 35 in the year 10 unit "Exploring Street Photography". It introduces students to the use of geometric elements in street photography, referencing the works of contemporary photographers Jessie Marlow and Matt Stuart.

---

Victorian Curriculum Alignment

Content Descriptions

Visual Arts - Level 9 and 10

• AC9AVA10E01: Investigate how artists develop personal expression to represent and communicate ideas and meaning through artworks, including how they use styles and conventions.
• AC9AVA8D01: Experiment with visual conventions, processes and materials to develop skills in communicating ideas and intent.
• AC9AVA8E01: Investigate how visual conventions and processes are manipulated to represent ideas and meaning in artworks created across contexts.

General Capabilities Addressed

• Critical and Creative Thinking
• Ethical Understanding (fostering respect and integrity in representing subjects and cultures)
• Personal and Social Capability (collaborating and respecting diversity among peers)

---

Learning Objectives

By the end of this 45-minute lesson, students will be able to:

1. Identify geometric elements such as lines, shapes, patterns, and forms in street photography.
2. Analyse how Jessie Marlow and Matt Stuart use geometric composition to create dynamic street photographs.
3. Apply understanding of geometric composition to critically evaluate photographic images and begin to conceptualise their own photographic framing.
4. Demonstrate respect for differing perspectives through collaborative discussion and critique, supporting the school values of Respect, Integrity, Creativity, Excellence, and Community.

---

Lesson Structure

Time	Activity	Description	Differentiation/Support
0-5 min	Introduction and Context Setting	Introduce the concept of geometric elements in composition (lines, shapes, repetition, symmetry, patterns). Present a short overview of street photography and explain lesson focus. Link to cultural and historical importance of compositional elements.	Use clear visual examples; provide printed geometric composition diagram handouts to help neurodiverse learners grasp concepts.
5-15 min	Image Analysis: Jessie Marlow & Matt Stuart	Show selected photographic works by Jessie Marlow and Matt Stuart illustrating strong geometric composition. Discuss how each photographer uses geometry in distinct ways (e.g., layering lines, intersection of shapes, framing). Use guided questions: What geometric shapes can you see? How do these shapes guide your eye? What mood or story do they create?	Use think-pair-share strategy: students discuss ideas in pairs, then share with the larger group. For intellectual and extension learners, prompt deeper analysis (e.g., impact of angle or shadow). For autistic/AuDHD learners, provide structured question prompts.
15-30 min	Practical Observation and Sketching Task	Students review a curated selection of street photographs projected or printed (including but not limited to Marlow and Stuart) and identify geometric elements. They then choose one image to sketch basic geometric shapes and lines that structure the composition. Encourage annotation of how these elements affect the photograph.	Provide tiered difficulty levels: simpler images for students needing support, complex images for extension. Use sketch templates to scaffold drawing for those who need it.
30-40 min	Class Discussion and Sharing	Invite volunteers to explain their sketches and ideas about geometry in their chosen photos. Discuss how geometric composition can influence storytelling in photography. Reinforce the school values by highlighting respectful listening and constructive feedback.	Use clear rules for discussion; provide sentence starters for those needing social communication support.
40-45 min	Reflection and Exit Ticket	Students write a short reflection or complete an exit ticket: "Name one geometric element you learned about today and how you might use it in your own photography." Collect these for formative assessment.	Allow verbal responses or illustrations for students who struggle with writing.

---

Resources & Materials

• Projector or screen for photographic examples.
• Printed handouts of geometric composition principles.
• Selection of street photography prints or projected images (Jessie Marlow, Matt Stuart, other street photographers).
• Sketching paper and pencils.
• Reflection/exit ticket sheets.

---

Assessment

Formative assessment:

• Observation during paired discussions and class sharing for understanding of geometric composition elements.
• Sketching task annotated with geometric elements indicates level of conceptual grasp.
• Exit ticket/reflection to assess ability to identify and consider practical application of geometric elements.

Adjustment

• Extend learning for advanced students by asking them to critique the effectiveness of geometric usage.
• For students requiring support, allow use of labeled diagrams and peer assistance during sketching.

---

Teacher Notes: Encouraging Creativity and Respect

• Emphasise that while geometric composition provides a tool for effective photography, individual creativity means interpreting these elements uniquely.
• Celebrate diverse opinions on the photographs shared, modelling respectful constructive critique.
• Remind students about the school's values (RESPECT, INTEGRITY, CREATIVITY, EXCELLENCE, COMMUNITY) as the foundation for all classroom interactions and creative work.

---

This plan closely follows the Victorian Curriculum for Visual Arts and the general capabilities related to creative and critical thinking, personal and social capability and ethical understanding, tailored for Year 10 students' diverse learning needs and interests in photography and art practice【13:AC9AVA10E01.md†Visual Arts Year 9-10】【15:AC9AVA8D01.md†Visual Arts Years 7-8】【19:AC9AVA8E01.md†Visual Arts Years 7-8】.