Concept Development

Unit Context

This lesson is the third in a five-lesson unit titled Expressing Identity Through Art designed for year 8 students. It builds on students' prior reflections and research about personal identity to develop conceptual plans for creating artworks that express their unique identities.

Learning Objectives

By the end of this 60-minute lesson, students will be able to:

Develop conceptual plans for artwork that communicate aspects of their identity.
Create initial sketches that explore visual ideas linked to personal identity.
Identify and list suitable materials and techniques to express their concepts effectively.
Articulate how their chosen visual elements relate to identity expression.

These objectives align with the New Zealand Curriculum Refresh in the following areas:

Level 4 Visual Arts Achievement Objectives

Understanding the arts in context: Students understand how arts reflect and shape identities, cultures, and societies.
Developing ideas: Students generate ideas that communicate thoughts and feelings.
Communicating and interpreting: Students develop and communicate visual language effectively.

Key Competencies Addressed:

Thinking – to develop ideas and plans.
Using language, symbols, and texts – to communicate ideas through sketches and annotations.
Managing self – to organise materials and time effectively.

Curriculum Links

Achievement Objective: Develop ideas in response to a variety of motivations, exploring and drawing on personal and cultural identity to generate possible directions for their work (Visual Arts: Level 4).
Strand: Developing ideas in the arts involves exploring and expressing personal identity through a range of media and techniques.

Lesson Plan Outline (60 minutes)

Time	Activity	Description	Resources
0–10 min	Recap and Warm-up Discussion	Begin with a brief reflection on prior lessons about identity and research findings. Teacher leads a discussion on how artists bring ideas to life through sketches and material choices. Emphasize why concept development is crucial.	Whiteboard, markers
10–15 min	Introduction to Concept Development	Teacher explains the aim of the lesson: to develop a concrete concept plan for their artwork. Highlight examples of concept sketches from well-known artists who have expressed identity through art.	Visual example images (projector or printed)
15–35 min	Sketching and Planning Activity	Students create initial sketches that visualise their identity ideas. They annotate sketches with notes on meaning, symbolism, and emotions they want to convey. They also list materials and techniques they would use (e.g., paint, collage, fabric). Teacher circulates, supporting ideas and encouraging depth.	Sketchpads or paper, pencils, coloured pencils, note paper
35–45 min	Pair Sharing and Feedback	Students pair up to share their conceptual sketches and plans. They provide constructive feedback focusing on clarity of identity expression and materials proposed.	Partner desks or seating
45–55 min	Refinement and Teacher Check-in	Students refine their concept sketches and material lists based on peer feedback. Teacher consults with individual students to ensure feasibility and depth of concept.	Sketchpads, pencils
55–60 min	Plenary and Reflection	Whole class circle to briefly share insights gained. Teacher summarises key points on how strong concept planning supports meaningful artwork. Homework reminder to bring any specific materials listed in their plan for the next lesson.	None

Teaching Strategies

Scaffolding: Use modelling and examples to demonstrate how to turn abstract identity ideas into concrete visual plans.
Interactive Dialogue: Promote sharing and feedback to deepen students’ understanding and build confidence in their concepts.
Differentiation: Provide prompts or sentence starters for students who need extra support in articulating ideas.

Assessment and Evidence of Learning

Formative assessment through observation of sketches and notes during activities.
Evaluate students’ ability to link their identity research to visual ideas and materials planning.
Peer feedback contributions demonstrate their understanding of communicating concepts.
Teacher feedback on refinement stage guides student progress towards the next lesson.

Material and Preparation Checklist

Sketchbooks or loose drawing sheets
Pencils, coloured pencils, erasers
Whiteboard and markers
Projector or printed visuals of artists’ concept sketches
Space arranged for pairs to work and share

This lesson ensures students engage meaningfully with the conceptual development phase of art-making, crucial in the New Zealand Curriculum Refresh's emphasis on personal identity and creative thinking. It provides a structured yet open environment, allowing students to express themselves while learning essential planning skills for art.

Would you like me to prepare detailed lesson plans for the following lessons in the unit?

Teaching Instructions