Teachers Lesson Plan - Self Portrait

YEAR 1 ART
The Story Of Me
Teacher Resource
The Arts: Visual and Media Arts
4/9/2018
This Teacher Resource provides the teaching, learning and assessment processes and shall be used in conjunction with the Student Resource to scaffold the
learning experience.
Contents
Unit Overview - The Arts and Media Arts
Welcome .......................................................................................................................................................................................................................................... 5
The Storey of Us .............................................................................................................................................................................................................................. 6
Unit Overview.............................................................................................................................................................................................................................. 6
Key Question ............................................................................................................................................................................................................................... 7
Art Learning focus: ...................................................................................................................................................................................................................... 7
Achievement Standard ............................................................................................................................................................................................................. 8
Visual Arts - Key Terminology ................................................................................................................................................................................................... 8
Cross Curriculum Priorities ......................................................................................................................................................................................................... 8
General Capabilities & Cross-Curriculum Priorities ................................................................................................................................................................... 9
Lessons - Visual Art................................................................................................................................................................................................................. 9
Lessons - Media Art ................................................................................................................................................................................................................. 9
Lesson 1 Visual Art - Self Portrait ............................................................................................................................................................................................. 10
Summary of Lesson ................................................................................................................................................................................................................... 10
Lesson Plan Sequence ............................................................................................................................................................................................................ 10
Body ....................................................................................................................................................................................................................................... 10
Exploration............................................................................................................................................................................................................................. 11
Individualising ....................................................................................................................................................................................................................... 11
Reflection ............................................................................................................................................................................................................................... 11
Key Points to Consider .......................................................................................................................................................................................................... 11
Assessment............................................................................................................................................................................................................................. 11
Resources ............................................................................................................................................................................................................................... 12
2
Links to the Curriculum ......................................................................................................................................................................................................... 12
Lesson 2 - Clay Sculptures - 3D ................................................................................................................................................................................................ 12
Body ....................................................................................................................................................................................................................................... 12
Exploration............................................................................................................................................................................................................................. 13
Reflection ............................................................................................................................................................................................................................... 13
Assessment............................................................................................................................................................................................................................. 13
Resources ............................................................................................................................................................................................................................... 14
Lesson 3 - My Family Watercolour Painting ............................................................................................................................................................................. 14
Body ....................................................................................................................................................................................................................................... 14
Exploration............................................................................................................................................................................................................................. 15
Reflection ............................................................................................................................................................................................................................... 15
Assessment............................................................................................................................................................................................................................. 15
Resources ............................................................................................................................................................................................................................... 16
3
Lesson 4 - Telling My Story using Multimodal Forms.............................................................................................................................................................. 16
Body ....................................................................................................................................................................................................................................... 16
Exploration............................................................................................................................................................................................................................. 17
Reflection ............................................................................................................................................................................................................................... 18
Assessment............................................................................................................................................................................................................................. 18
Resources ............................................................................................................................................................................................................................... 18
Assessment................................................................................................................................................................................................................................. 19
References .................................................................................................................................................................................................................................. 20
4
Welcome
 This resource package was created for Year 2 teachers to talk about 'The Story Of Me' with their students. This package contains 5 x 45
min lessons in which students complete set tasks. All tasks set are Visual and Media Arts strands of the Australian Curriculum. With this
in mind it is important to remember that this packages focuses on the learning in the arts and teaching students about how to make,
present and respond.
 This resource is to guide teachers into recognising and building on their own artistic abilities and pedagogical skills. A range of teaching
strategies have been incorporated to closely monitor each student's achievements, to provide regular feedback on their performance and
to help their teacher assess the impact of their teaching.
 This resource is to be used to encourage children's creativity, how to lead arts appreciation experiences and guidelines to lesson plans and
assessment. This resource could be implemented in the first term as it is an excellent way of getting to know your students better.
 The importance of exposing kids to art is often undervalued but by giving students an appreciation for art encourages exploration, self
expression, logical thinking, self-esteem, imagination and creativity (Charlina Stewart, 2018). Art experiences can help students in many
ways from teaching them to think openly and to create new meaning to be more tolerant of others' differences.
 Psychologist and Author Lev Vvgotksy states that “Art is the social technique of emotion, a tool of society which brings the most
intimate and personal aspects of our being into the circle of social life.” (The Psychology of Art, p 24)
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 With Arts education teachers can provide their students with an opportunity to develop skills that perhaps are not incorporated as much
within their core subjects of Math's and English. Talents such as acting, drama, music, dance and creative writing are encouraged with
the Art curriculum. The Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them
to reach their creative and expressive potential. In the Australian Curriculum, the Arts is a learning area that draws together related but
distinct art forms (QCCA, 2018).
The Storey of Us
Unit Overview
 This resource package has been designed in alignment with the Australian Curriculum V.8.3 (2016) focussing on the Visual and Media
Art strands within The Arts Curriculum.
 This unit has been designed to be used within the year 2 band of the curriculum.
 This Teacher Resource supports and scaffolds the learning of students when used in conjunction with the Student Resource Booklet
provided within this package.
 This package aims to provide teaching, learning and assessment opportunities for teachers and students.
 Using both Visual and Media Arts students are able to Explore, Develop and Experiment through these activities.
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Key Question - How can we use visual arts and digital media to record our personal perceptions of ourselves, how we are and where we are
from?
Art Learning focus:
In Visual Arts, students:
 become aware of visual conventions and learn to notice visual detail
 explore how and why artworks are created and ways to use and apply visual conventions, such as line, shape,
colour and texture
 learn how their ideas or subject matter can be developed through different forms, styles, techniques, materials and
technologies
 learn about how and why artists, craftspeople and designers present their ideas through different visual
representations, practices, processes and viewpoints.
In Media Arts, students:
 become aware of structure, intent, character and settings in ideas and stories
 explore ideas and learn about composition, sound and technologies to construct stories
 learn how their ideas can be communicated through selecting and organising the elements of media arts.
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Achievement Standard
Visual Arts - By the end of Year 2, students describe artworks they make and view and where and why artworks are made and
presented.
Media Arts - By the end of Year 2, students communicate about media artworks they make and view, and where and why media
artworks are made.
Visual Arts - Key Terminology
 Elements – colour, line, shape, texture, tone
 Principles– contrast, repetition, emphasis, movement, pattern, rhythm, direction, variation, unity, balance
 Concepts – length, sequence, similarity and difference, size, weight, categories, position
 Processes – describe, experiment, explore, plan, view, arrange, assemble, identify, interpret, manipulate, select
Cross Curriculum Priorities
The Australian Curriculum must be relevant to the lives of students and address the contemporary issues they face. With this and the education
goals of The Melbourne Declaration in mind, the Curriculum gives special attention to three priorities:
 Aboriginal and Torres Strait Islander history and culture
 Asia and Australia's engagement with Asia
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 Sustainability. (Arts Edge, 2018)
General Capabilities & Cross-Curriculum Priorities
 Critical and creative thinking
 Intercultural understanding
 Literacy
 Personal and social capability
 ICT Capability
 Aboriginal and Torres Strait Islander histories and cultures
Lessons - Visual Art
 Self Portrait - https://create.artslive.com.au/explore/visual-art-starters/portray-yourself
 Clay Sculptures Of Me- 3D
 My Storey - Watercolour Painting
Lessons - Media Art
 Telling My Storey using multimodal forms.
9
Lesson 1 Visual Art - Self Portrait
Summary of Lesson
This lesson is to help students to learn to recognise who they are in terms of identify while having a go at drawing themselves (faces). This is a
great resource to begin the year for a way to knowing your students better. Their likes and dislikes, family dynamic and how they see
themselves. Creating self portraits offers the opportunity for deep self-reflection. When developing a collection of work, students not only
represent their own physical characteristics but can also choose visual devices to represent aspects of their personality and identity.
Lesson Plan Sequence
Body
 Discuss what the term 'identity' means.
 show students artwork by famous Aboriginal Artist Jeannie Petyarre
 Begin with asking students what they know about Aboriginal art. Questions -What do we learn about Aboriginal culture through their
art? -Why is Aboriginal art important?
-How does Aboriginal art tell stories?
 On interactive white board show some Aboriginal Artwork from the Art Gallery of South Australia
http://www.artgallery.sa.gov.au/agsa/home/Collection/Australian/Aboriginal/index.jsp
 Looking at one painting ask students questions - does this painting tell a story? How? What sort of shapes, lines and colours are used?
 Discuss what makes up your own identity and how we would paint it e.g. hair colour? Like? Personality? Gender? To create classroom
discussion.
 How can they tell the difference between two people? Age, what we wear, our face. Discuss how this can show the difference between
two people.
 Eye colour, who has what colour eyes? Blue, Brown, green? Hand out This Is Me worksheet.
 Facial characteristics, eyes, nose, teeth and hair colour. Discuss with class.
 Show students a picture of the Mona Lisa. Talk about how this is a famous portrait and its qualities.
 Talk to students about traditional Aboriginal artwork and discuss how our heritage or past can affect our identity.
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Exploration
 Once everyone understands identity, discuss that identity comes from what people see. Give each of the students the identity and self
portrait worksheets called This is Me. Work with them through the identify sheet and discuss each of the questions, this will then help
then move to the self portrait sheet. Have each of them draw themselves. As they do this remind them of what makes them unique. Hair,
eyes and skin colour. They can use mirrors to look at themselves if they need help.
Individualising
 Students that finish early can asked questions - does their family's background influence them today? How? Discuss their families
history? They can draw their answers around their self portrait.
Reflection
 What do you now know about Aboriginal art since completing the activity?
 Talk to students about their drawings by asking questions. Do you think your drawing looks like you? Why? Discuss characteristics and
where or not the drawing shows theirs. By doing this you give the students more confidence in their drawing abilities.
Key Points to Consider

 Artwork for students is about the process just as much as the finished product.
 Time and perseverance are key to the development of techniques and processes.
 Encourage everyone to ‘have a go’, and focus on the positive aspects of their work.
 Focus on problems solved, and what is similar and different, rather than value judgements such as right or wrong.
 Aim for expression rather than perfection.
 Empathy and understanding for others is aided by students stepping back and viewing their artwork alongside others’.
Assessment
 Take observational anecdotes as the students are drawing
 Analysis of students work sample
 Test to see if students can identify their own characteristics
 Having the students show and tell at the end of the lesson - sharing of information and modelling how they have drawn their portrait.
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Resources
 Teacher directed instruction combined with 1:1 re-teaching when required
 Paper or students drawing books, coloured pencils
 Mirrors (if possible to have in classroom)
 Free space on classroom wall where students can hang their artwork and visually see their results as well as others.
Links to the Curriculum

 Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia,
including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)
 Create and display artworks to communicate ideas to an audience (ACAVAM108)
 Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107)
 explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by
Aboriginal and Torres Strait Islander artists (ACAVAM106)
Lesson 2 - Clay Sculptures - 3D
Summary of Lesson
This lesson is for students to have hands on experience with clay and creating an image of themselves, or someone in their family or their
favourite pet.
Body
 Show the students an example of what they will be making in this lesson. Show them the features of the clay face eg mouth, nose, eyes,
eyebrows, and hair. We are going to push, pull and press.
 Have to students mold and shape a head/face like oval form (like an egg shape), making sure that it is big enough to add their features to.
 Students will need to make this flat so that features can be added.
 Once head/face is complete add hair, eyes, mouth, ears and any other features that you might need.
 Remember to show feeling with your features - happy smile, frowning eyebrows, tired eyes
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 As they work ask the students how does the clay feel? Is it easy to work with and shape? How many and what features are you adding to
your face?
Exploration
 students working with clay create sensory experiences through the texture and feel. Students can manipulate some of the clay into a
round firstly for a face and then add features to it to bring their piece of clay to life.
Individualising
 Children learn by seeing not listening - to complete this task small groups or pairs could be arrange. These should contain students with
mixed abilities. This will encourage the slower students and give those who finish early the opportunity to help others.
Reflection
 Clay is a unique art medium because it is highly responsive to touch and very forgiving. As soon as children are given clay, they
immediately begin to mold and shape it. They become aware that they are in charge and have influence over the medium as it is quick to
respond to their fingers. The feeling that they are in control of the clay gives the students the confidence to attempt any project which
opens the door to greater self expressions and imagination. Clay also allows a child to learn to repair mistakes and therefore not be afraid
to make them. Making mistakes is essential for self improvement but can be difficult and even an obstacle for some children. The
forgiving quality of clay and therefore the ability to readily fix mistakes, gives students a sense of control over their projects success
which improves self esteem and self expression as they realise that mistakes aren't going to stop their progress.

 Avoid comparison of students work
 Don't be too overbearing or directive - this tends to diminish inspiration and creativity.
 Remind students that everyone of the clay faces will look different as they are all different.
Assessment
 In class discussions throughout the lesson
 Clay masks will be displayed around the classroom and be presented to parents at teacher interviews
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Resources
 Cooperative Learning - Small groups
 Art shirts for students to wear
 Plastic sheet to students to work on
 Multicolour Clay (if not available uncoloured clay would work)

 Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107
 Create and display artworks to communicate ideas to an audience (ACAVAM108
Lesson 3 - My Family Watercolour Painting
Summary of Lesson
This lesson is for students to use watercolours to create a portrait of them and their family. To experience watercolours and their unique
properties while gaining knowledge about the watercolour medium.
Body
 Show students the portrait of Ned Kelly painted by Sir Sidney Robert Nolan in 1955. Discuss what you see? Lines, shapes, different
colours, light and dark.
 Have students watch you as you paint a simple picture of a person. Explain how when colours mix they will create another.
 firstly think about who is in your family - mum, dad, sisters, brothers, grandma and grandad and pets
 discuss how your family makes you feel. Discuss your family background - born in Australia or somewhere else? do you live in the city
and farm?
 Students will use watercolours to paint themselves and their families
 Remember watercolour are TRANSPARENT, not OPAQUE, it is built up in layers.
 make students wear art shirts and have fresh water ready and available to wash brushes.
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Exploration
 students will work with watercolour to create a family portrait. Using shapes, lines and different colours to complete this task.
 Discuss how we are all families are different, some big and some small.
 Painting is a way for students to convey ideas, express emotion, use their senses, explore colour and to create aesthetically pleasing
works and experiences.
 painting with young students allows us to see much more than a simple picture, it creates an experience to support development.
 Time permitting students can repeat their portrait, perhaps by painting someone else in their family or friends.
Individualising
 Tiered Assignment - to create a differentiated lesson this project could be tiered. Do this by addressing the skills of your students into
three levels - basic, intermediate and advanced. Having levels is a way of altering the depth of the material, this way instead of holding
back those students or pushing others beyond their capacity, all students can work at their own pace. For example repetition and guided
practice for those at a lower level and less for those who need it.
Reflection
 Painting can be a very soothing process for students and should be encouraged. A way for students to express themselves freely and
conveying their ideas with the fear of doing something wrong. Responding in a positive and encouraging way to a students artwork is
very important as it creates a supportive experience for them the inturn builds their confidence and development.

 take the time to show the students how to use the watercolours and how to wash their brushes after each colour.
 make sure each student has their own watercolours
 make sure you have all you need for the lesson before commencing
Assessment
 Painting will be displayed in the classroom for both students and their parents to see.
 Painting will be added to end of year class presentation for public display.
15
Resources
 Whole Class - Teacher directed instruction for lesson with little/no teacher intervention
 paint shirts
 class water colours
 white scrapbooks
 paint brushes
 containers of fresh water to rinse brushes

 Create and display artworks to communicate ideas to an audience (ACAVAM108)
 explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by
Aboriginal and Torres Strait Islander artists (ACAVAM106)
Lesson 4 - Telling My Story using Multimodal Forms
Summary of Lesson
In this lesson students will create their story using the app Book Creator using class iPads, desktop or tablets. Students will learn about
storytelling in multimodal form by combining still images, text and sound. They will create an ebook that consists of a front cover and three
pages. They will require to plan their eBook using a storyboard that shows the structure of their story, text included, rough sketch of images and
a description of their voice recording and sound effects.
Body
 Begin lesson by discussing families. We are all different with mums, dads, sisters, brothers ect. We can also have other families like our
church family, school family and sporting club family.
 Choose one of these examples to create your story.
Example -my family has a mum, dad and sister. We also have a cat named fluffy.
-my sports family is my soccer team which has my coach and my team.
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-my church family is my priest and my liturgy leader.
 In your art books write who your family is and a short story
Example -I live on a farm with my cat, dog and my mum and sister.
- I play soccer with my sport family, I like to kick the ball and do tricks. I sometimes get a goal.
 Practice using recording over your pages
 Explore sound effects, images, texts and colours
 On the interactive white board show the students what the Book creator looks like and how they are going to use it. This YouTube clip
will help https://www.youtube.com/watch?v=JVvLxkomU6k
 Using this story we open up our Book Creator app and work through how we are going to create our story book
 work one on one with students that have trouble or if there is a small group, work with them to demonstrate one part at a time.
Exploration
 Experiment with sound technologies.
 Explore ways of expressing ideas and feelings with sound.
 Explore display techniques for media texts.
 Develop skills to give feedback to others in a respectful way.
Individualising
 students will need class Ipads, Chrome books or PC for individual use. If numbers are limited, students could be put into pairs, while one
students plays with program the other works on telling their story.
 If ITC are very limited, instead of creating their own family story to tell the class could tell a story of their class. A class discussion
would help create this story that the teacher could write on the interactive whiteboard, then the teacher could use the interactive board to
show the book creator site and work through each section adding the class story. This could then be shown at a parent night to show
parents what their life is like at school.
 students who feel comfortable with program can add more creative text, sound and images to their story.
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Reflection
 Some students will struggle using this technology but many feel comfortable and capable of working with computers.
 When technology is integrated into lessons it provides different opportunities to make learning more fun and enjoyable for both student
and teacher.
 Technology can encourage a more active participation in the learning process which can be hard to achieve through a traditional
classroom environment.

 ICT's not always readily available to the whole class, prepare full class lesson if individual work not available.
Assessment
 Students story created in class will be the final project for this package and marking for this will be included in their final report
Resources
 Whole class teacher directed instruction combined with 1:1 re-teaching when required
 class iPad, pc or tablet
 work books to create rough idea of story

 Explore ideas, characters and settings in the community through stories in images, sounds and text ACAMAM054
 Use media technologies to capture and edit images, sounds and text for a purpose ACAMAM055
 Create and present media artworks that communicate ideas and stories to an audience ACAMAM056
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Assessment
Self Portrait Clay Faces Water Colour Telling My Story

Painting
Formative □ □ □
Summative □ □ □
Principles of Assessment
Assessment of the Australian Curriculum: The Arts (F–10) takes place for different purposes, including:
• ongoing formative assessment to monitor learning and provide feedback to teachers to enhance their teaching, and for students to improve their
learning
• summative assessment to assist schools in reporting the progress and achievement of students to parents and carers.
Teachers use the achievement standards during and at the end of a period of teaching to make on-balance judgments about the quality of learning
students demonstrate (QCAA, 2015). Both formative and summative assessment are important as it allows both teacher and student to monitor
their progress. Formative assessment occurs throughout a class or course, and seeks to improve student achievement of learning objectives
through approaches that can support specific student needs (Theal and Franklin, 2010, p. 151). While in contrast summative
assessments evaluate student learning, knowledge, proficiency, or success at the conclusion of an instructional period, like a unit, course, or
program.
19
References
Art Gallery of South Australia – Aboriginal and Torres Strait Islander Collection
http://www.artgallery.sa.gov.au/agsa/home/Collection/Australian/Aboriginal/ind ex.jsp
Arts Edge, 2018. Cross Curriculum Priorities. Retrieved from http://www.artsedge.dca.wa.gov.au/australian-curriculum/Pages/ACARA---Cross-

Curriculum-Priorities.aspx
Australian Curriculum, Assessment and Reporting Authority (ACARA).(2018). The arts. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/visual-arts/
Australian Curriculum, Assessment and Reporting Authority (ACARA).(2018). Visual arts. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/t https://www.artgallery.nsw.gov.au/prizes/archibald/2011/28932/ he-
arts/media-arts/
Book Creator, 2018. The Digital Notebook for the 21st Century Classroom. Retrieved from https://bookcreator.com/
Clay Figures, 2017. Art with Mr. Giannetto. Retrieved from http://youngschoolart.blogspot.com.au/?epik=0Z88CE_IWX_N_
Cathy Freeman Portrait, 2011. NSW Art Gallery. Retrieved from https://www.artgallery.nsw.gov.au/prizes/archibald/2011/28932/
How to use Book Creator, 2016. Book Creator Tutorial. Retrieved from https://www.youtube.com/watch?v=JVvLxkomU6k
Lynch, G. 2012. The Importance of Art in Child Development. Retrieved from: http://www.pbs.org/parents/education/music-arts/the-
importance-of-art-inchild-development/
Ned Kelly, 1955. Sidney Nolan's Prize Possession In the Collection. Retrieved from http://www.abc.net.au/news/2017-03-16/australian-
artworks-go-under-the-hammer/8322078
Queensland Curriculum & Assessment Authority, 2015. Year 1 Arts Planning. Retrieved from https://www.qcaa.qld.edu.au/p-
10/aciq/humanities/p-10-history/year-1-history
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Stewart, C. 2018. Early Art: What is Means and How to Encourage It. Retrieved from http://www.pbs.org/parents/education/music-arts/early-
art-what-it-means-and-how-to-encourage-it/
Story Creator for Kids, 2018. Retrieved from

https://www.scootle.edu.au/ec/search?q=story+book+creator&field=title&field=text.all&field=topic&v=text
Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty
Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA.
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YEAR 1 ART

present and respond.

to help their teacher assess the impact of their teaching.

distinct art forms (QCCA, 2018).

Art strands within The Arts Curriculum.

provided within this package.

Art Learning focus:

In Visual Arts, students:

 become aware of visual conventions and learn to notice visual detail

colour and texture

representations, practices, processes and viewpoints.

In Media Arts, students:

artworks are made.

Visual Arts - Key Terminology

 Elements – colour, line, shape, texture, tone

Cross Curriculum Priorities

 Aboriginal and Torres Strait Islander history and culture

 Asia and Australia's engagement with Asia

General Capabilities & Cross-Curriculum Priorities

 Critical and creative thinking

 Personal and social capability

 Aboriginal and Torres Strait Islander histories and cultures

Lessons - Visual Art

 Self Portrait - https://create.artslive.com.au/explore/visual-art-starters/portray-yourself

 Clay Sculptures Of Me- 3D

 My Storey - Watercolour Painting

Lessons - Media Art

 Telling My Storey using multimodal forms.

Lesson Plan Sequence

Key Points to Consider

Links to the Curriculum

Lesson 2 - Clay Sculptures - 3D

Lesson Plan Sequence

Key Points to Consider

Links to the Curriculum

Lesson 3 - My Family Watercolour Painting

Lesson Plan Sequence

Key Points to Consider

Links to the Curriculum

Lesson 4 - Telling My Story using Multimodal Forms

Lesson Plan Sequence

Key Points to Consider

Links to the Curriculum

Self Portrait Clay Faces Water Colour Telling My Story

Arts Edge, 2018. Cross Curriculum Priorities. Retrieved from http://www.artsedge.dca.wa.gov.au/australian-curriculum/Pages/ACARA---Cross-

Story Creator for Kids, 2018. Retrieved from

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