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Visual Arts Lesson Plan 1hrstage 2 yr 4

Rationale:
This lesson is to provide Ss opportunity to have a close look at the paintings that made to Archibald finalists in the Archibald prizes 2015. Ss learn how
artists use different techniques and materials tools and techniques and methods of working the artworks, to achieve their intention of their artwork. It also
enhances opportunities for Ss to look at the 4 perspectives of the conceptual framework (Subject matter Artwork Audience and Artist), and discuss
how meaning of the artwork though the representation of the subject matter.
Outcomes:

Visual Arts Practices: Art Making & Art Appreciation

VAS2.1 Represents the qualities of experiences and things


that are interesting or beautiful by choosing among aspects
of subject matter.
VAS2.4 Identifies connections between subject matter in
artworks and what they refer to, and appreciates the use of
particular techniques.
Indicators: Evidence for learning

Subject Matter: People and Portraits

By the end of the lesson, Ss will learn

Form: Painting
Techniques: tone and colour
Materials: paint, ink, paper, water colours

- how artists, including themselves, have intentions that


affect the look of the work and its details
- how artists think about what an audience may think about
their work when they make art
Visual Arts Content & Source Material:

Activity/Lesson development:
Introduction:
T invites Ss to sit on the floor, in front of the Whiteboard. And then introduce People and

The Website of the Archibald Prizes 2015


http://www.artgallery.nsw.gov.au/exhibitions/archibald-

Portraits as the topic of the following art lessons.


T explains the expectation of Ss at the end of the three lessons, is to create their own self
portraits using paper weaving strategies. To be able to achieve that, Ss will have an excursion

wynne-sulman-prizes-2015/

to the art gallery of NSW and learn how the artistes intention have affected on the selection of
ideas, materials, tools and techniques and methods of working the artworks. Then Ss will
create their self portraits and make paper weaving with their artwork.

The art gallery of NSW


Carousel Brainstorming activity--- T sets up 4 stations, on each station there is one A3 paper
with heading with Subject matter Artwork Audience and Artist on each of them.
Students are working in groups of 4 to5, to rotate around the classroom, stopping at each
station for 5 minutes. At each station, students talk about their prior knowledge of that topic
or concept and then write their ideas down at each station for all groups to read. After that is
done, T shares Ss ideas with the whole class.
Ss are divided in the groups of 4, each group is given one perspective of the conceptual
framework.( Subject matter Artwork Audience and Artist) within the groups, Ss work
in pairs and use IPad or laptop to find out information about Archibald prize with the given
perspective. After Ss have finished, they posts their responses onto the Google document that
created for whole class to view, and then present their findings with the rest of the class.
Development:
T and Ss go on the excursion to the art gallery of NSW, and join the tour group provided by
the gallery. T asks Ss to choose one of their favourite painting, and answer the following
questions on a piece of paper provided while they looking at the paintings:
Which one is your favourite painting? Why?
What is the subject matter in the painting? What kinds of people have been painted?
What techniques are used in the painting?
What might be the artists intention? Do you think that the artists had achieved their intention?
Why do you say so?
Conclusion:

At the end of the excursion, Ss sit together and share their thoughts about the painting.
Ss hands their responses of the questions to T, and they will get it back at the beginning of the
next lesson.

Visual Arts Lesson Plan 2hrs


Rationale: This lesson provides opportunities for Ss to analyse and discuss the portrait of Jenny Kee, painted by Carla Fletcher. From that experience, Ss
learn that people have different views about artworks and their meanings. Peoples perspectives are impacted by their past experience.
Based on the understanding of different people having different views about artworks and their meaning, Ss are creating their self portraits with symbols
and colours that are representing themselves. Ss can create the likenesses of things, when they are drawing their self portrait using their school photo,
including details of their face, plan the position of their facial features and chose symbols that present themselves,
Outcomes:

Visual Arts Practices: Art Making & Art Appreciation

VAS2.1 Represents the qualities of experiences and things


that are interesting or beautiful by choosing among aspects
of subject matter.
VAS2.3 Acknowledges that artists make artworks for
different reasons and that various interpretations are
possible.
Indicators: Evidence for learning

Subject Matter:

Form: drawing

By the end of the lesson, Ss will

People and Portraits

Techniques: sketch, coloring

- draw self portrait from their school photo

Materials: pencil, crayon, texta, coloured

- think about what an audience may think about their work

pencil

when they make art

Visual Arts Content & Source Material:

Activity/Lesson development:
Introduction:
T arranges the Ss to sit on floor, in front of the whiteboard so T can see all of their faces.
T asks Ss to recap what they have done in the previous lesson.
T explains to Ss that they will be drawing their faces onto a piece of A4 paper using their
school photos. Ss start with pencil, later on they can use their outliner to go over the outline.
After they have drawn their self portrait, Ss decorate the background with symbols that
represent themselves.
Before Ss starts drawing. T opens up the portrait of Jenny Kee, painted by Carla Fletcher.
And ask Ss to discuss what they think the intention of this artwork might be, and how the
artistes have achieved her intention. Ss discuss the vivid colour selection, the contrast of black
background and bright colour on the person; the affect of the painting is not done on a flat
piece of paper, it is a collage of pencil sketches and painting. T reinforces that people have

Title : Jenny Kee

different views about artworks and their meanings. Peoples perspectives are impacted by their

Painted by Carla Fletcher

past experience.
T asks Ss to relate to the paintings they saw in the gallery, think about what they want the

School photos of individual Ss


Pencil

audience to feel when they are looking at their portrait, and how to make the portrait unique.
Development

Rubber

T asks one group of Ss to collect their school photos and a piece of A4 paper at the time.

Coloured texta

T demonstrates the steps involved for drawing faces.

Black texta

1. Draw an oval, and slightly draw a vertical line down the center, then draw a horizontal line.

A4 papers

2. Draw two almond shapes on the middle horizontal line as the eyes
3. Draw a nose down the centre line, half way through the remaining space.

Handout of how to draw face

4. Draw a mouth
5. Draw ears on both side of the top horizontal line.
6. Draw the hair start with lines.
7. Draw neck
As Ss working independently with their portrait, T walks around the classroom to ensure Ss
are on track and enable Ss ask questions
After Ss had finished their self portrait, T asks Ss to brainstorm symbols and colours that
represent themselves. And draw it onto other piece of A4 paper, to record their working
process. T explains that Ss can only use coloured texta when creating their portraits. Ss can
use coloured texta to colour in the symbols that represents them.
Conclusion:
When most Ss have finished their self portrait, T gather Ss attention and ask Ss to share their
choice of symbols and colours that means something to them, makes Ss unique. T asks Ss to
relate to the paintings they saw in the gallery, think about the techniques the artists used to
achieve their intention.
T asks Ss what part of the lesson they likes the best and what are the difficulties they have
faced during their art making process.
Ss pack away the art materials they have used, and have the two drawing ready for the next
lesson.

Visual Arts Lesson Plan 1 hr


Rationale: Provide opportunities for Ss to create their self portrait and incorporating paper weaving. Ss are practicing making selections of method,
material, position of the objects based on that meaning they tried to show to the audience. This lesson provides opportunities for students to vote for their

favourite artwork, and to be able to provide reason for their choices


Outcomes:

Visual Arts Practices: Art Making & Art Appreciation

VAS2.2 Uses the forms to suggest the qualities of subject


matter.
VAS2.4 Identifies connections between subject matter in
artworks and what they refer to, and appreciates the use of
particular techniques.
Indicators:

Subject Matter:

Form: drawing and weaving

By the end of the lesson, Ss will

Paper weaving portrait

Techniques: Paper weaving

- make paper weaving using their self portrait

Materials: Pencil, rubber, ruler and scissor

- follow instruction given by T


- choose the artwork that they like among the class
Visual Arts Content & Source Material:

Activity/Lesson development:
Introduction:

Video clip of Learn Paper Weaving

T explains to Ss that they will include paper weaving in their self portrait. T gathers Ss

https://www.youtube.com/watch?v=eX_E4qiecVE

together to show them the video clip of Paper Weaving, stops in the middle of the video to

Pencil

explain and answer questions ask by Ss. Then T demonstrates and gives instructions what to

Rubber

do next with the measuring and cutting the vertical lines. T asks Ss to all have a go at making

Ruler

paper weaving.

Scissor

T asks Ss to follow the steps all together at the same time.

Ss self portraits, paper 1 with colour and paper 2 just

1. Fold the paper 1 into half along a horizontal line. Make sure the drawing is inside.

black and white.

2. Use a ruler; draw a line on the open end (not folded) side of the paper 2cm from the end.
3. Use a ruler to draw vertical lines to divide the paper into 2 cm columns. When measuring,
Ss need to measure from the top and the bottom, then link the two marks made by two

measuring.
4. Use a scissor to cut along the vertical lines. T reminds Ss cut to, not past that line; they
need to leave a gap at the top and bottom when weaving.
5. Ss need to fold the paper 2 inward along a vertical line. Then use a ruler to draw multiple
vertical lines to divide the paper into 2 cm columns. When measuring, Ss need to measure
from the top and the bottom, then link the two marks made by two measuring.
6. Ss need to cut the stripes along the vertical lines.
When weaving, T asks Ss to open up their stripes made by cut paper 2. T asks Ss to start
weaving using the second strip. Because there is a gap at the top, if starts with the first strip,
everything will be all over the place.
7. Ss thread the stripes though the splits. Overunderover under, and then alternate with
Example 1

another strip.
Development:

Egyptian self portrait

After Ss all had a go at making paper weaving. T asks Ss to refer back to the portrait of Jenny
Kee, painted by Carla Fletcher. Think about what they want audience to feel about their self
portrait, whether they want themselves to standout of the image so they use paper weaving as
the background of their portraits, or they just want one particular part of them to stand out, so
they might use paper weaving only for that part of the portraits, or if they want to paper weave
the whole portraits to create a different kinds of feeling. Ss have their own choice of where to
incorporate the paper weaving strategies based on their intention of the artwork. Then they can
ask T for assistance of how to achieve their intention. Ss can refer back to the drawing of

symbols and colours that are representing themselves, when they are creating more meaning
of their self portraits.
Conclusion:
T asks Ss to pack away the equipment that they have used. T collects Ss artwork and displays
them on the classroom wall, and asks Ss to vote for their favourite artwork, and give reasons
why they have choose that artwork.

Example 2
Royal first graders

Example 3
Magazine Weaving