EDAR308 Creative Arts Education 1: Lesson Plan PART C SCHOOL

Class: 5/6 (Stage 3)

Date: Lesson # 1 on 24/03/15 and Time: Start: 2.00pm

Finish:

Lesson # 2 on 25/03/15

2.40pm

(40

mins)
(over two days 80 mins total)
Key Learning Area: Creative Arts
Visual Art

Lesson Topic: Indigenous culture and art

Recent Prior Experience:

Students have sound background knowledge of Aboriginal and Torres Strait Islander culture, having
participated in a whole school Cultural Celebration Day earlier this term.

The teacher regularly reads Indigenous literature and picture books to the class.

Students spent Monday of this week (23/03/15) at the NSW Gallery of Art exploring the Australian Indigenous
Yiribana Gallery.

Syllabus Outcome(s):

Indicators of Learning for this lesson:

Assessment:

VAS3.2
Makes artworks for
different audiences
assembling materials
in a variety of ways.

By the end of this lesson, the students will:

Observation of completed
artworks. Use the following
system: (marked out of 5 for
each)
Originality
Authenticity
Elements of design (colour,
line, pattern)
Level of completion

VAS3.2
Examine a range of concepts and their
relationships to selected forms and
experiments with such things as the
expressive use of colour in painting or
drawing, the abstract and/or monumental
qualities of sculpture, the sequencing of
events in a video, digital work or cartoon,
the use of found objects and other objects

/20 marks

in an installation or sculptural work

Recognise how an audience has an

influence on the kinds of works they
make, and seeks to clarify the purpose of
their works, and suggests alternatives
about how they may proceed

Any safety issues to be considered:

Allergies to any paints/glues

Resources:
Twine
Sticks (two per students)
Recycled cloth approximately 50cm x 50cm
Fabric paint (in black, brown, white, red, orange, yellow, beige)
Petri dishes/small containers for paint to go on tables
Paint brushes (x20)
Circular stamps (for finger dots)
Pencils
Erasers
Plain white paper
Craft/super glue
Scissors
Data projector
Teachers laptop
When planning this lesson, access:
Board of Studies K-6 Creative Arts Syllabus
NSW Gallery of Art website http://www.artgallery.nsw.gov.au/
Australian Native Art website www.australiannativeart.com
Pinterest

LESSON SEQUENCE # 1
Lesson Content / Indicators
of Learning (What is
Taught):

Timin
g
(mins)

Teaching Strategies / Learning

Experiences:
(How it is taught)

Resources and
Organisation:

INTRODUCTION
5
mins

1) Hand back the student worksheets from

the excursion.

Data projector
Teachers laptop

Recycled fabric
Pencils
Erasers
Plain white paper
Aboriginal music

2) Use the data projector to play a movie

of the photos the students took of their
favourite artworks in the Yiribana
Gallery (uploaded to Google Drive).
3) Have a brief class discussion about
things the students noticed/liked about
Aboriginal and Torres Strait Islander
paintings yesterday at the Gallery.
DEVELOPMENT
VAS3.2
Students will
Examine a range of concepts
and their relationships to
selected forms and experiments
with such things as the
expressive use of colour in
painting or drawing, the
abstract and/or monumental

30
mins

*Focus in this lesson is the Making of

artworks*
1) Students go outside and collect two
sticks each from the school grounds.
Teacher puts masking tape around the
two sticks with the appropriate
students name attached, and puts all
the sticks into a corner of the room.
2) Once back in the classroom, students

qualities of sculpture, the

sequencing of events in a video,
digital work or cartoon, the use
of found objects and other
objects in an installation or
sculptural work.

each get a 50cm x 50cm recycled piece

of fabric.
3) Students must decide on a theme for
their painting. Ideas include Indigenous
animals, tools, weapons and nature.
Students are free to choose their own
theme, with either a large focal point or
lots of little details, using inspiration
from the Yiribana Gallery.
4) Students must plan what their artwork
will look like. Students must draw their
design on plain white paper first,
thinking about how/where they will
incorporate colour, pattern, dots, lines,
symbols etc.
5) Once they have shown the teacher
their plan, students are free to start
drawing the outline of their design onto
the fabric using PENCIL ONLY.
6) Lastly, play traditional Aboriginal
music in the background of the
classroom while the students work
individually on these steps to help them
get in the mood.

CLOSURE
VAS3.2
Students will

5
mins

1) Remind students to write their initials

on the back of their fabric or on their
paper plans so they can be identified in
tomorrows follow-up lesson.

Recognise how an audience has

an influence on the kinds of
works they make, and seeks to
clarify the purpose of their
works,
and
suggests
alternatives about how they
may proceed.

2) Teacher collects fabric/paper plans.

3) Think/pair/share activity: students turn
to a friend and tell them about their
artwork plan. Students are encouraged
to give positive and constructive
feedback to their peers.

LESSON SEQUENCE # 2
Lesson Content / Indicators
of Learning (What is
Taught):

Timin Teaching Strategies / Learning

g
Experiences:
(mins) (How it is taught)

INTRODUCTION
1) Hand back the fabric/paper plans to
students.
5
mins

2) Inform the class that by the end of

todays lesson, everyone should have
completed their fabric painting.
3) Explain that on each table there will be
a variety of earthy coloured paints to
use, as well as paint brushes, stamps
etc. Remind students that they are free
to use their fingers for the traditional

Resources and
Organisation:

method of finger painting.

DEVELOPMENT
VAS3.2
Students will

30
mins

Examine a range of concepts

and their relationships to
selected forms and experiments
with such things as the
expressive use of colour in
painting or drawing, the
abstract and/or monumental
qualities of sculpture, the
sequencing of events in a video,
digital work or cartoon, the use
of found objects and other
objects in an installation or
sculptural work.

1) Students finish off drawing the outline

of their design onto their fabric, and if
they have already completed this then
they can start painting and filling in
their artwork.
2) Again, play some traditional Indigenous
music to help the children focus and
feel creative.
3) Once children are finished painting, and
are happy with their end product, tell
them to collect their sticks from the
class pile.
4) Instruct students to glue the sticks onto
the fabric, one across the top and one
across the bottom, acting as a border
but continuing the nature feel of the
art.
5) The teacher may need to help the
students cut and tie some twine around
each end of the top stick so it can be
hung like proper art.

CLOSURE
VAS3.2
Students will

5
mins

1) Have some time for students to share

the artwork they have produced, and
explain why they chose their design

Aboriginal music
Paint
Paint brushes
Stamps
Petri
dishes
or
containers for tables
Sticks
Craft/super glue
Twine
Scissors

and what it means to them.

Recognise how an audience has
an influence on the kinds of
works they make, and seeks to
clarify the purpose of their
works, and suggests
alternatives about how they
may proceed.

2) Tell students that all the completed

artworks will be displayed in the Year
Level open space for the rest of the
school to admire.