STAGE AND YEAR: Stage 1 Year 1 and 2 DATE: 26/08/16

TOPIC: Visual Arts/ Aboriginal Art 1/1 KLA: Creative Arts

PREPARATION
Students Previous Knowledge
Students will be familiar with paint and qualities of paint including opacity and quantity to assist them in their
creation. Students describe artworks and identity recognisable features significant to them. Students understand that
artists may express themselves through their artwork.

Learning Intention
Students will discuss and analyse artwork from the 2016 Naidoc Week poster and Pamela Lofts Warnayarra: The
Rainbow Snake. Students will make connections and recognize that artists may account for their work in different
ways to an audience. Students will learn and understand how artists use different techniques whilst exploring these
techniques in their own paintings. Students will learn to draw inspiration from texts and life experiences to create
their artworks.

Learning Outcomes
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.

Teaching Strategy Focus

 Discussion,
 Demonstration/ Modelling,
 Cooperative learning,
 Guided exploration.

Resources
 2016 NAIDOC Week Poster,
 Smart board to access Lani Bazlan’s website,
 Picture book: Warnyarra The Rainbow Snake by Pamela Lofts and textless PowerPoint,
 White A3 paper,
 White A4 paper (scrap paper),
 Coloured paints and trays,
 Sponges,
 Protective clothing,
 Newspaper to protect desks.

Success Criteria and Assessment

Students will be assessed on their engagement in the lesson, involvement in class discussions, and completion of
painting instructions.

PRESENTATION
Estimated INTRODUCTION Students will be seated on the classroom
Time Explain to the students that over two lessons we will floor place in front of the teacher and in
10 minutes be learning about Visual Arts and Indigenous view of the smart board.
Australian Art. We will be learning about:
 What inspires artists to make art?
 How artworks can be mean different things to
different people?
 What different techniques artists use?
 Where we see art?

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 Note:
Write these goals on the board.

Show the students the 2016 NAIDOC Week poster

from the website. Ask the students:
 If they have heard about NAIDOC Week
before?
 Why has this poster been created?

Explain that the artwork for this poster was selected

by a panel of judges from a large variety of
applicants. Ask the students:
 What do you think the artwork is about?
 What are the painting techniques, and colours
used in Bazlan’s painting? (dot painting and
blending colours).

Explain to the students the artists intended meaning

behind the artwork and the artists’ background.
Look at the artists’ website.

Note:
Ensure that students recognise that artists may
account for their work in different ways to the
audience.

30 minutes BODY Students will be seated on the classroom

Explain to the students that we will be painting our floor place in front of the teacher and in
own interpretation of a dreaming story using similar view of the smart board.
techniques to Bazlan. Ask the students:
 Hands up if you have heard of a Dreaming
Story before?
 Who can share what they know about
Dreaming Stories?
 Where do they come from?

Show the students Warnyarra: The Rainbow Snake

by Pamela Lofts PowerPoint presentation. Explain to
the students that we won’t be reading the story,
however we are going to look at the illustrations
first. Explain to the students that this book is an
interpretation of a popular Dreaming Story from the
point of view of high school students from
_____________ High School in the Northern
Territory.

Ask the students:

 Who can tell us what illustrations are?
 How have the boys created the illustrations?
 By just looking at the illustrations what audience
do you think the book is intended for? Why do
you think this?

To begin our paintings, we are going to paint our

backgrounds just like the background of Bazlan’s
painting. Show students sample painting to
demonstrate expectations.

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 The Instruction Students will be seated at their desks.
1. Students each take an A4 piece of plain paper to Students will be wearing protective
practice the technique. clothing.
2. Teacher demonstrates how students are expected
to apply paint using the colour allocated sponges
and use their individual sponge to carefully dab
the paint and blend the colours. s
3. Students will each take an A3 sheet of paper
once they have mastered or feel comfortable
with the technique.
4. Choosing from either warm or cool colours
students will make even blobs of three colours
(keeping space for blending between).
5. With a clean sponge, students will spread and
blend their colours together.

Note:
Students must make sure that they take care when
blending their colours and take care moving around
the equipment and other peers’ artworks.

10 minutes CLOSURE Students will continue to finish their

Clean Up
As students finish their paintings have the students
clear their workspace. Have all students place their
sponges into the bin and leave their paintings
outside, or a safe area indoors, for drying.
artworks. As students are finishing they
will join the teacher on the floor for the
shared reading activity. Students still
painting will continue to work quietly
during this time.

Shared Reading
Once the first group of early finishers have cleared
completed these steps begin to read Warnayarra the
Rainbow Snake. Students who are still completing
their paintings must do so in silence and listen to the
story.
Show the students the sample painting for the
following lesson. Explain to the students that they
will be cutting and pasting animal templates and dot
painting their own designs on these animals. They
can use the poster painting design to give them
ideas.

Clean Up
Once the story is finished ask for helpers to collect
all the paint to place on one table, and for students to
carefully collect all the newspaper and place in the
bin.
Teacher will scrap leftover paint into bottles or in
the bin.
LESSON REFLECTION
Description
The lesson began with a discussion on Art, referencing the key questions that I had provided as goals, listed on the
whiteboard, including where we might find art. The students were able to identify that art could be found all
around, giving examples such as buildings and architecture. I then directed the conversation onto Aboriginal Art
and where we might find Aboriginal Art. We then looked at the 2016 NAIDOC week poster and discussed some of
the techniques used and talked about what the artwork might mean, I then told the students the artist’s meaning
behind the work. From this the students’ recognised that the intended meaning of an artist’s work may have a
different meaning to the audience. I then showed the students the PowerPoint presentation of Warnayarra the
Rainbow Snake without the text. I told the students that this book was an adaption of a popular Dreaming story that

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they may know. As a class we went through the illustrations, painted by young students from a high school in the
Northern Territory, and made predications about the text using the illustrations. I then drew the attentions back to
Bazlan’s poster art painting and presented my sponge painting demonstration, whilst giving the students the
instruction and making links to the techniques used for Bazlan’s background. Before working on their techniques
students gathered around myself to demonstrate the technique and easy made mistakes to look out for. Students
then moved to their desks to work on their scrap paper before moving onto their master works. Students picked up
the skill well. I had forgotten to mention for them to use either a warm colour palette or a cool colour palette,
however they maintained only using three colours. Most students did not properly blend their colours together. All
students finished the lesson with adequate backgrounds for the next lesson. As students were packing up I began to
read the story book, however this was becoming slightly chaotic. The students were very excited to hear the story to
know if it matched up with their predictions.

Reflection
Overall I feel that the lesson was successful. Writing the key questions, related to the outcomes, on the whiteboard
assisted myself in monitoring their assessment, keeping the lesson on task, and great reference for the students as
they used these notes as prompt throughout the lesson. I found it useful to call upon the student with the most
knowledge in the area of Aboriginal Australian culture when the class was struggling with topical responses.
Students who had read the book previously were very courteous of other students and tried very hard not to give the
story away.

Action
For future teachings I would not begin to read the book whilst students were continuing their art and packing up,
however I would have all the students gather on the floor and choose one responsible student to take the job of
running the slide show, and ask the students to work together on a prediction of all the events in the narrative.

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STAGE AND YEAR: Stage 1 Year 1 and 2 DATE: 02/09/16
TOPIC: Visual Arts/ Aboriginal Australian Art 1/2 KLA: Creative Arts

PREPARATION
Students Previous Knowledge
Students will be familiar with paint and qualities of paint including opacity and quantity to assist them
in their artwork. Students describe artworks and identity recognisable features significant to them.
Students understand that artists may express themselves through their artwork. Students have
completed leading painting activity from previous Visual Arts lesson on Aboriginal Australian Art.

Learning Intention
Students will complete artworks from previous lesson. Students will learn and understand how artists
use different techniques whilst exploring these techniques in their own paintings. Students will learn to
draw inspiration from texts and life experiences to create their artworks.

Learning Outcomes
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.

Teaching Strategy Focus

 Discussion,
 Demonstration/ Modelling,
 Cooperative learning,
 Guided exploration.

Resources
 Students previously completed artwork,
 2016 NAIDOC Week poster,
 Smart board,
 PowerPoint slideshow of traditional Aboriginal Australian Art,
 A4 white paper (scrap paper),
 Glue sticks,
 Coloured paints and trays,
 Cotton tips,
 Black card animal cut-outs,
 Newspaper to protect desks,
 Protective clothing,
 Picture book How the Birds got their Colours by Pamela Lofts.

Success Criteria and Assessment

Students will be assessed on their engagement in the lesson, involvement in class discussions, and
completion of painting instructions.

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PRESENTATION
Estimated INTRODUCTION Students will be seated on the
Time Teacher will revise content of previous lesson. classroom floor place in front of
10 minutes Ask students: the teacher and in view of the
 Who can tell me what the enjoyed smart board.
about the previous lesson?
 What are some techniques that you had
to use when using the sponge to paint?

Teacher will then bring up the 2016 Naidoc

Week poster to discuss the dot painting
techniques used my Lani Bazlan. Ask the
students:
 Who can tell me what you think the
artist has used to create this style of dot
painting?
 Who can tell me what colours they like
best?

Explain to the students that many traditional

Aboriginal Australian Art paintings include
earth tone colours. Ask the students:
 Who can list or guess what an earth
tone colour is?

Show the students the compilation slide of

traditional Aboriginal Australian Art.

30 minutes BODY Students will be seated on the

Explain to students that they will be finishing classroom floor place in front of
their paintings today using the black Rainbow the teacher and in view of the
Snake animal cut outs and adding colour with smart board.
dot paintings. Explain to the students that there
is a variety of different coloured paints to
choose from including earth tones and
contemporary colours.
Students will be seated at their
Instruction: desks. Students will be wearing
1. Students take an A4 piece of paper to protective clothing.
practice their technique.
2. Teacher demonstrates to the students
how to use the cotton tips to create dot
paintings, including dipping the cotton
tips into the paint, careful not to cover
with too much paint, and pressing the
cotton tips on the paper in evenly
spaced rows.

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 3. Once students have mastered the
technique or feel comfortable to
continue, students can continue with
artwork.
4. Students cut and pasted their black
Rainbow Snake card in the middle of
their A3 artworks.
5. Students continue to paint their snakes
using the dot painting technique.

10 minutes CLOSURE Students will continue to finish

Clean Up
As students finish their paintings have the
students clear their workspace. Have all
students place their cotton tips into the bin and
leave their paintings outside, or a safe area
indoors, for drying.
their artworks. As students are
finishing they will join the teacher
on the floor for the shared reading
activity. Students still painting will
continue to work quietly during
this time.

Shared Reading
Once the first group of early finishers have
cleared completed these steps begin to read the
picture book How the Birds got their Colours
by Pamela Lofts, another Dreaming Story
adaption. Students who are still completing
their paintings must do so in silence and listen
to the story.

Clean Up
Once the story is finished ask for helpers to
collect all the paint to place on one table, and
for students to carefully collect all the
newspaper and place in the bin.
Teacher will scrap leftover paint into bottles or
in the bin.

LESSON REFLECTION
Description
I introduced the lesson to the students as sequential to our previous lesson on Aboriginal Australian Art
and asked the students what they remembered from the lesson including, what they had learnt, what we
did for an activity, and what art we had looked at. I then bought up the 2016 NAIDOC week poster on
the smart board and we reviewed our discussion from the previous week whilst also talking about the
colours. I had students identify the colours included and then scaffolded them to understanding the
classification and origin of natural colour tones, asking them why these colours would be used in
traditional Aboriginal Australian Art. From here students were able to identify that these colours were
used and are seemingly traditional as these colours have been made from the natural Australian
environment. I then presented students with the PowerPoint compilation of traditional and
contemporary Aboriginal Australian paintings from the NSW Art Gallery collection. The students

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identified techniques and colour palettes making predictions as to whether the artworks were traditional
or contemporary. Many students used the date of the artwork to inform their decisions.
I then informed the students that today they would be working on creating a dot painting design on top
of their sponge paintings, whilst revealing my demonstration work. I explained the steps I took in
creating my final work, and asked the students what important measures I took. During this discussion
I prompted students in asking them have I painted my dots closer together?, and are they all different
sizes? From this discussion, students understood the skills in replicating the technique. Again I had
students gather around myself to demonstrate the technique and students proceeded to continue on with
their practise artworks. I visited each student during this time giving pointers, and moving students
onto their master works. To conclude the lesson students cleaned their work spaces. Fast finishers
helped students who were still continuing to work. Students gathered on the floor to participate in their
following lesson.

Reflection
Students made relative comments drawing on knowledge from previous lesson. The students were
highly engaged with the NSW Art Gallery PowerPoint, using information they have discussed and
learnt with what they could see to draw context and meaning from the artworks. Few students took
considerable care when applying the dot painting techniques, however improvements were made
throughout the lesson across the class. Some students worked faster than others, therefore introducing
optional dot painted circles was a successful addition to the lesson to keep all students working
together for as long as possible.

Action
For future development the lesson could be more hands on with the inclusion of Aboriginal Art
artefacts so students can investigate and experience the art in person.