### Year 10 Art Lesson Plan: Portfolio Development
**Lesson Title:** Portfolio Development
**Subject:** Art
**Year Group:** Year 10
**Duration:** 1 hour 30 minutes
**Objectives:**
1. Understand the importance and purpose of an art portfolio.
2. Learn how to select, curate, and present artworks.
3. Develop skills in critically evaluating their own work.
4. Begin creating individual portfolios.
**Materials Needed:**
- Sketchbooks
- Artworks (finished and in-progress)
- A3/A4 folders or binders
- Plastic sleeves or mounting materials
- Pens, pencils, rulers
- Access to a computer and printer (optional, for digital images and labels)
- Example portfolios (both student and professional if possible)
- Evaluation sheets
**Lesson Outline:**
**Introduction (15 minutes)**
1. **Greeting and Attendance**: Briefly take attendance and address any housekeeping issues.
2. **Introduction to Portfolios**: Explain the concept of an art portfolio and its relevance for art courses, college applications, and career prospects. Use examples to illustrate different styles and types of portfolios.
3. **Lesson Objectives**: Outline the goals of the lesson and what students are expected to achieve by the end.
**Main Activity (60 minutes)**
1. **Discussion and Q&A (10 minutes)**:
- Open the floor for questions and discussions on what they know about portfolios.
- Highlight key points on selecting works (diversity, strengths, completed projects, ongoing work).
2. **Evaluating and Selecting Work (20 minutes)**:
- Instruct students to review their sketchbooks and completed pieces.
- Provide evaluation sheets for students to mark their work based on certain criteria (composition, creativity, technical skill, personal connection, etc.).
- Encourage students to discuss their choices with a partner or small group.
3. **Curating the Portfolio (20 minutes)**:
- Show methods for organising a portfolio (chronologically, thematically, by medium).
- Demonstrate mounting and arranging their work neatly using folders/binders and plastic sleeves or materials for mounting.
- Students begin the process of arranging their selected works.
4. **Creating Portfolio Explanations (10 minutes)**:
- Guide students on writing brief descriptions for each artwork.
- Encourage them to think about the inspiration, the process, and what they learned from each piece.
- Assist students who prefer to type and print their descriptions.
5. **Peer Review and Feedback (10 minutes)**:
- Pair up students and have them review each other’s portfolios.
- Encourage constructive criticism, focusing on strengths and areas for improvement.
- Provide an additional evaluation sheet for peer feedback.
**Conclusion (15 minutes)**
1. **Recap and Reflection**:
- Summarise the key points discussed during the lesson.
- Ask students to share what they found challenging and what they enjoyed.
- Encourage them to continue refining their portfolios.
2. **Homework Assignment**:
- Ask students to complete any unfinished work on their portfolio at home.
- Assign a task to bring a piece of work from outside of school to include in their portfolio.
3. **Q&A and Plenary**:
- Answer any remaining questions.
- Remind students about the importance of maintaining and updating their portfolios regularly.
**Assessment:**
- Formative: Observation of students’ engagement during the activities.
- Peer feedback sheets.
- The initial state of portfolios as a baseline for future evaluation.
**Extension Activity:**
- Students interested in digital art can create a digital portfolio using platforms like Behance or Google Sites.
**Differentiation Options:**
- Provide additional support for students struggling with evaluating or describing their work.
- Offer advanced students the option to create a digital portfolio in addition to a physical one.
**Notes for Teachers:**
- Prior to the lesson, prepare an example portfolio to showcase.
- Ensure access to materials and technology required for mounting and documenting their art.
- Consider the individual needs of students and adapt instructions accordingly.
By the end of this lesson, students should have a solid foundation on what constitutes a strong portfolio and have taken the first steps in developing their own.