Case Study - Year 8

My case study is about a year 8 group that has difficulty producing the class requirement in art.
This group has 2 key boys who are very opinionated in regards to their perception of what should be taught in Art.
One double session the year 8 students arrived enthusiastically to class. The class was period 3&4, just before lunch. The lesson was making masks.
Everyone sat down in their normal seating plan and began to chat not taking any notice of me at the front of the class.
As I called the class to attention to mark the roll 2 students, Richard and Josh began demanding information from me regarding what was the class going to do today. "Miss, what are we doing today?, said Richard. Before my answer Josh said "Yeh miss, what are we doing today?". As I began to take another breath to start the roll, Richard began to express his frustration with me as I didn't answer him. He said "is this what we are going to do?", as he walked over to the artwork positioned at the back of the room. I called for quiet from the noisy class , unsettled by Richard and Josh's interruptions and requested that everyone should be seated and once the role was done we will discuss today's lesson.
Josh ran over to Richard and commenced playing with the artworks too calling out to me, " is this what we are doing today?. Minutes later more of the boys left out of their seats and went over to the artworks(masks). I again requested that everyone sit down and I commenced marking the roll. Everyone other than Richard and Josh sat down and I was able to mark the roll. I commenced the presentation of the lesson for the day and Josh and Richard demanded that they start and in unison said, "we know what we are doing so why can't we start now? I endeavoured to keep delivering the lesson with the new information required to complete their tasks and manoeuvred Richard and Josh closer to me and directed the res of the class to begin. Any questions could be answered as we went along give the time had diminished and that we weren't going to get any peace from Josh and Richard until they were involved in their own work.
As it turned out Josh and Richard sped ahead and after not listen to the requirement left a few things out. Consequently they complained that,"I didn't tell them to about those things".

How was I going to address this problem in the next class.
I recognised that both boys were very capable at making and were fairly creative. Their approach was to get the job done quickly so that they can demand to go on the computers for spare time due to finishing before everyone else. Something that comes from another class.
My plan then is to introduce more examples of finished artworks and actual references from real life situations for comparisons as they may create a greater challenge for the boys. eg: Marks made by other students and New Guinea mask both real and digitally projected. The boys would have related to the technology, as would the rest of the class and having actual examples other then the teachers would have provided a level of quality for them to aim for.

Using the Thinking Hats I could plan the lesson for all types of learning more exactly. I would also describe the classroom requirements such as there is no free time using computers.
To avoid the dominant out bursts by Richard and Josh, as quick chat after class reminding them of the responsibilities to their own learning and of other and consideration for the teachers preparation and presentation.