KLA Creative Arts

Topic Aboriginal Dot

Painting

Early stage 1 Stage 3

Rationale
The focus of these lessons are Aboriginal Dot Paintings using the artist and childrens author Bronwyn Bancroft as inspiration. The
NSW Board of Studies recommend that all primary school students experience the work of Indigenous Australians experiences in
the arts of Aboriginal peoples contribute to students understanding of Australian society and to the reconciliation of Indigenous
and non-Indigenous Australians. Contemporary practices of Aboriginal and Torres Strait Islander peoples in the arts reflect ongoing
traditions. (BOSTES, 2015). I also decided on this focus as it is suitable for the broad range of students that were involved in the
class - early stage 1 to stage 3. The topic of Aboriginal art ties in with the study of Multicultural Australia that the stage 3 students
are undertaking. Discussing iconic Australian animals provides the potential to link in with the study of wet and dry environments
that stage 1 are undertaking. Utilising an artist who has written several childrens picture book provides a simple and effective
introduction for the Early Stage 1 student with some concrete examples that all students can look at. The specific book chosen,
Why I love Australia, provides opportunity for the students to consider some iconic Australian places for inspiration for their own
artwork as well as integrating the All about Me topic that Early Stage 1 were undertaking.
As Noddings (2005) explains the education of the whole person through incorporating subjects together will help students see
connections and reduce the fragmentation that students experience. Thus this topic while specifically focusing on Creative Arts,
also incorporates outcomes from two other KLAs English and Geography. Integration of Art with other KLAs has specific
advantages allowing students to move in meaningful ways when they would otherwise be required to restrain their bodies, the
whole child is involved intellectually, emotionally, physically and therefore rigorously, in the learning experience (Lynch 2007).

Assessments
Both formative and summative assessments will used against the outcomes from all KLA.
The final art work will be assessed using the Dot Painting marking rubric (Appendix 1).
Duration

This topic is designed to be taught over 2- 3 lessons with each lesson designed to be about one hour.
Behaviour Management:

Focus of behaviour management will be on praising and thanking for good behaviour.
Minor issues will be tactically ignored and compliance of other students praised.
If the issue persists non verbal cues will be given followed by a calm behaviour refocus direction if required.
Class rules will be reminded at start of session if students appear they may have forgotten them this or last session.
If students are off task they will be redirected to task calmly and positively.

NSW Syllabus Outcomes:

Creative Arts
VAES1.1 Makes simple pictures and other kinds of artworks about things and experiences.
VAES1.3 Recognises some of the qualities of different artworks and begins to realise that artists make artworks.
VAES1.4 Communicates their ideas about pictures and other kinds of artworks.
VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things.
VAS1.2 Uses the forms to make artworks according to varying requirements.
VAS1.3 Realises what artists do, who they are and what they make.
VAS1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience.
VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world.
VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there are different opinions about the value of
artworks.

VAS3.4 Communicates about the ways in which subject matter is represented in artworks.
Geography
GEe-1 A student identifies places and develops an understanding of the importance of places to people
GE1-1 A student describes features of places and the connections people have with places.
GE2-2 A student explains interactions and connections between people, places and environments.
English
ENe-1A communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group
interaction
through speaking, listening, reading, writing, viewing and representing*
EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how
own communication is adjusted in different situations
EN3- 1A. A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas,
issues and language forms and features
Lesson Outlines
Outcome
s

Lesso
n

Content

Resources

Assessment

ENe-1A

Read Why I love Australia by Bronwyn Bancroft.

Smart Board

EN1-1A

Class Discussion -

EN3- 1A

What images of Australia does she use?

Book Why I love Australia

Bronwyn Bancroft

Preassessment
of knowledge
of Indigenous
art

GEe-1

[stage 3 extension] How have these images changed over time?

GE1-1

What has influenced them?

GE2-2

Brainstorm other images of Australia.

VAES1.3

How does Bronwyn Bancroft present the images? (Pre

assessment Question)

VAS1.3

Present samples of Aboriginal Art on Smart Board

Class discussion around the features of Aboriginal art.
Show students samples of artwork and
explain the stages we will be going
through.

Aboriginal art iconography

http://www.kateowengallery.c
om/page/Aboriginal-ArtSymbols.aspx

White paper
Pencils & erasers
Waterproof black textas
Water colour paints
Paint brushes

Water colour background with acrylic paint dots

Formative
Assessment

Water colour dots too dull

black outline

Water colour no

Plan for student work

Students draw a simple outline of their icon on white paper with
pencil and go over the outline with a black marker when they

are happy with their design.

[younger students have the option of using templates of animal
icons if they require them]
Using water colour paint the background a uniform colour and
paint in their icons with a contrasting watercolour.
VAES1.1

VAS1.1

Continue with watercolour painting of background and icon.

VAS1.2

EN1-1A
EN3- 1A
VAES1.4
VAS1.4
VAS3.3
VAS3.4

Acrylic paints
Cotton buds

Formative
Assessment

Paint Brushes

Using cotton buds or paint brush ends students decorate their

icons with rows of dots in contrasting colours using acrylic paint.

VAS3.1
ENe-1A

Class discussion about the tools that traditional aboriginal

artists used including paint.

Students present their artwork to the class and explain why

they decided on the image they drew, what they have learnt
and enjoyed in this activity, what they have been able to apply
from previous experiences, what they value from this
experience.
Discuss how they interpret their art but also how they think
others might interpret their work.
Group discussion on promotion and how to display final art
works.
Commence publication of work.

Summative
Assessment

Reflection
I was looking forward to the class for several reasons including the additional benefits that Art Education has been linked to
including improvements in reading, maths, spatial skills and overall academic achievement (Gee, 2004). According to Power
and Klopper (2011) Arts education provides students with valuable opportunities to experience and build knowledge and
skills in self-expression, imagination, creative and collaborative problem solving, communication, creation of shared
meanings, and respect for self and others. I also aimed to provide the students with a greater understanding of aboriginal
art and to help them understand how the art classes were related to some of the other topics that they were currently
studying.
The advantage of doing an Art based activity with such a wide ranging age and ability group is that art consistently supports
all kinds of learners (Lynch 2007). Once the students had settled into the activity they were very connected and focused
with what they were doing and there was minimal concern about students being distracted, their focus and enjoyment was
obvious. The ability of students to engage at this activity at their own level and the opportunity to choose their own specific
topic was I believe also instrumental in their enjoyment. This is supported by Lynch (2007) who states that the sense of
freedom and responsibility for their own learning helped sustain their attention and encouraged perseverance with the task.
Commencing with a story worked well to bring the students together into the activity and the colourful and varied imagery
used in the story was helpful to get the students discussing what some iconic images of Australia are. Students also referred
back to the book during the lesson for inspiration in the colour combinations Bronwyn Bancroft used when they were unsure
of what colours to decide. The students also found it useful to look at Bronwyn Bancrofts art to understand how they could
best use dots to add detail and character to their image.
Having spent time attempting the art work earlier myself and having had some children also create samples in a home based
setting (see sample images in lesson plans) gave me confidence in the activity and my own understanding of what worked
and what didnt work as well. I believe this was of great assistance on the day as according to Alter, Hays and OHara (2009)
One of the most substantial hindrances for effective teaching and learning of the Creative Arts in primary schools is
attributed to a lack of confidence by teachers. As an individual with limited artistic training I was pleased with the assistance
and advice that I was confidently able to provide to the students.

The students surprised me in how quickly and definitively they decided on what Australian Icon they wanted to use. Two
students struggled with the initial outline of their icon as they couldnt draw it to their satisfaction. The stage 3 student was
assisted with the use of images of the icon on the internet to reference and the younger student was assisted with a Step by
Step drawing book that gave them simple processes to draw their chosen icon. It was very helpful to have a few examples on
hand as to what the finished work could look like and some with different elements missing so that students could understand
why the different steps were included. Specifically having an example with water colour dots assisted students in
understanding the features of different paint types and why we were using two different types.
All students struggled with the idea of only choosing one background colour and one icon colour. As they finished their outline
I provided them assistance in thinking about what colours they would like and how the colours of the dots that would come
next would influence their colour choice. Students were encouraged to minimise their watercolour paint choices and then
given freedom to decide how they should proceed with the water colours.
The amount of details that students put into their icon reflected the amount of attention to detail that they then put into their
dotting. Thus the time that students took to complete their artwork also varied significantly. It was good to have additional
activities for the students to think about as they finished. As this was an after school class it was good to have space for the
students to move to and release energy without disrupting the students who were focusing well.
Three students assisted in the creation of a website to display and share their work at school and home. The website can be
found at http://dotpaintinglesson.weebly.com .
The students genuinely enjoyed the activity and feedback from them and later on from their parents was very positive.

Appendix 1
Marking Rubric Dot Painting
Developing -1 point

Accomplished 2 points

Exceeded 3 points

Engagement

Engaged in the class with some

prompts to refocus.

Participated and engaged in all

aspects of the class

Demonstrated continual
participation and engagement in
the work with focus consistent
through the sessions.

Respect

Demonstrated care of materials

with some reminding.

Demonstrated care in use of

materials

Consistently used materials with

care and demonstrated initiative
and consideration towards
materials

Dot Painting
Elements used

Limited use of the dot painting

elements

Attempted all elements of dot

painting

Effectively used all elements of

dot painting

Creative and
Original

Showed some attempt at

originality and creativity

Showed originality and creativity

Original, innovative and daring

Care and detail

Somewhat careful and neat in

work with limited attention to
detail

Careful and neat and mostly

demonstrated attention to detail

Careful and neat in all work with

excellent attention to detail

Overall

Demonstrated limited
understanding or engagement
with topic

Demonstrated some
understanding and engagement
with topic.

Demonstrated good
understanding and engagement
with the topic.

References:
Alter, F., Hays, T., & O'Hara, R. (2009). Creative Arts Teaching and Practice: Critical Reflections of Primary School Teachers in
Australia. International Journal Of Education & The Arts, 10(9).
Board of Studies, Teaching and Educational Standards, NSW. (2015). K-6 Creative Arts Syllabus. The Board of Studies NSW.
Retrieved from http://k6.boardofstudies.nsw.edu.au/wps/portal/go/creative-arts
Gee, C. B. (2004). Spirit, Mind, and Body: Arts Education the Redeemer. Arts Education Policy Review, 105(4), 9-22.
Lynch, P. (2007). Making Meaning Many Ways: An Exploratory Look at Integrating the Arts with Classroom Curriculum. Art
Education, 60(4), 33-38.
Noddings, N. (2005) What does it mean to Educate the whole Child? In Educational Leadership, 63: 1, September, 8-13.
Power, B., & Klopper, C. (2011). The Classroom Practice of Creative Arts Education in NSW Primary Schools: A Descriptive
Account. International Journal Of Education & The Arts, 12(11).