Ruth Lagado | S00135702

Visual Arts Lesson Sequence

Stage: 3 | Year: 6
Prior knowledge: Students have previously engaged in an excursion to the NSW art gallery to view the Archibald Prize, as well as attended the
About Face: Contemporary Portraiture workshop at the Museum of Contemporary Art (adapted for stage 3)(http://www.mca.com.au/learn/schools/k6/). This means that students have knowledge about the Archibald prize and also skills and techniques for drawing portraits.

Visual Arts Lesson Plan 1: Artwork in the Archibald Prize 1hr

Rationale: This lesson is being implemented to connect students with artworks from the Archibald Prize. With this focus, students will learn to appreciate art as they explore
different portraits and the way they have been created to acknowledge that the audience's response is subjective.

Outcomes:

VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world

Visual Arts Practices: Art Making & Art

Appreciation
Subject Matter: People

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 (BOS, 2006,
p. 31).

Indicators:
VAS3.3

All that's good in me (selfportrait as son Luca)

Form: Painting

Talks about and writes about the meaning of artworks, recognising how artworks can be valued in different ways, by themselves as

Techniques: blocking colour,

audience members, and by others

Identifies some of reasons why artworks are made eg the artists personal interest, a work commissioned for a site, a work made to

layering, contrasting colour,

commemorate an event in a community

Recognises that views about artworks can change over time and are affected by different theories and beliefs

brush stroke size, soft texture

VA3.4

colours with different density,

Materials: Oil on linen

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Identifies and describes the properties of different forms, materials and techniques in artworks and comments on how these are
employed in the representation of subject matter
Discusses a range of artworks and their subject matter including paintings, drawings (BOS, 2006, p. 31).
Activity/Lesson development:
Introduction:
Teacher(T) facilitates discussion with students(Ss) to revise what the Archibald Prize

Visual Arts Content & Source Material:

'Invitations' game examples
Artist: Carla
Fletcher
Title: Jenny Kee
From:
http://www.artgaller
y.nsw.gov.au/prizes/
archibald/2015/2963
1/
Artist: Ben Quilty
Title: Margaret
Olley
From:
http://www.artgaller
y.nsw.gov.au/prizes/
archibald/2011/2893
1/

is.
Ss play the game invitations using artworks with the theme people and portraits,
specifically from the Archibald Prize.
T randomly chooses 3-5 students to be in. Each of these Ss receive an artwork
invitation to a dinner party. These invitees are given a minute to study their own
artwork in secret. The invitees then switch artworks and proceed to sit in front of the

Artist: Del Kathryn Barton

Title: hugo
From:
http://www.artgallery.nsw.g
ov.au/prizes/archibald/2013/
29358/

class holding the switched invitations/artworks. The rest of the class ask the students
yes/no questions to figure out who the invitation/artwork actually belongs to.
Ss to focus on questions about form, technique, materials, colours etc.
Challenges: cannot repeat questions.
T can have a word wall up with visual art terms to help students use the correct
language.
Development:

T introduces the focus of unit is All that's good in me'( self-portrait as son Luca) by
Vincent Fantauzzo (Archibald Prize, 2014). Have the artwork displayed on the IWB

Artist: Lewis Miller

Title: Portrait of Allan
Mitelman no 3
From:
http://www.artgallery.ns
w.gov.au/prizes/archibal
d/1998/17550/

and share some information about Vincent whilst the Ss observe the artwork (e.g.
Born in the UK in 1977, studied Bachelor of fine arts in painting and has entered the
Artist: Cherry Hood
Title: Michael Zavros
From:
http://www.artgallery.nsw.gov.
au/prizes/archibald/2010/2907
4/

Archibald Prize 6 times (About Vincent Fantauzzo, n.d., Archibald prize 2014 finalist:

All thats good in me (sdelf-portratit as son Luca by Vincent Fantuazzo, n.d.)).

T has students focus on the artwork, world, audience and artist- world: subject matter,
audience and artist, as well as form, techniques, materials and colours used.

Students participate in discussion and T provides answers, if they are not mentioned.
Ss engage in think, pair, share THINK: to themselves about the message the artist
is trying to convey, how it makes them feel/ PAIR: share their ideas with a person next

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to them. Students use iPads to add their ideas to the class Popplet mindmap /
SHARE: share the ideas and discuss with the whole class T displays Popplet
mindmap on IWB and pairs take turns to read/share their ideas.
T to remind students that different ideas are all right as long as they can justify why
they feel this way. T tells Ss the inspiration and message behind Vincents artwork
(The artwork is of his son, Luca, in superman costume relates to Lucas love for
dressing up. The costume also represents being young and dreaming, where kids

believe theyre superheroes and can do anything (Meares, 2014)).

T explains that students will be making an artwork using the concept of all that is
good in me. Ss will draw a self-portrait and incorporate either something they love or
want to be when they grow up. Ss will lightly sketch their drawing on A3 paper and

then add colour using coloured pencils.

Ss given paper to create a think board about their ideas for their artwork.
Conclusion:
Ss that would like to can share the ideas they have so far about their artwork
with the class. T show support by offering feedback and offer ideas to further

help students develop their concepts.

H/W Ss to find photos of themselves, their interests and/or what they want
to be when they grow up. Create a collage to add to their think board.

All that's good in me (self-portrait as son Luca)

- Vincent Fantauzzo
From: http://www.artgallery.nsw.gov.au/prizes/archibald/2014/29486/

Lesson Plan 2: Me, myself and I portrait part 1 1hr

From:
https://www.pinterest.co
m/pin/129197083035386
031/ www.popplet.com

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Rationale: This lesson is being implemented for students to make an artwork based on people and portraits. Students focus on detail to represent themselves and their
interests as realistically as possible.

Outcomes:

Visual Arts Practices: Art Making &

VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world
VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways (BOS, 2006, p. 31)

Art Appreciation
Subject Matter: People

Indicators:

Form: Drawing

VAS3.1

Techniques: outline (light/heavy/thick/thin),

shading, hatching, strokes, blending, use of

Closely observes details of things in the world and seeks to make artworks about these
Explores subject matter of personal and social interest from particular viewpoints including objects, events,
places and spaces

colour
Materials: A3 paper, led pencil, coloured pencil

VAS3.2

Examines 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 (BOS, 2006, p. 31).

Visual Arts Content & Source Material:

Activity/Lesson development:

Light outline

Introduction:

excursion. T create a mind map on the board of techniques. T adds any

Heavy outline

Hatching(shading

Ss to discuss the techniques learnt about drawing at the workshop from the

technique)

techniques missed.
T demonstrates how to do each technique. Have Ss stand around a table, make

sure everyone can see.

Ss move off to grouped tables but work individually practicing skills. Ss can

communicate with peers for help with techniques.

Development:

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Ss bring out their think board. T to check that all Ss know what they will be doing.
Remind Ss they will be sketching artwork using lead pencil- Ss are to focus on detail
but not too much as the coloured pencils will go over the sketch and should enhance

Cross-hatching

what they have drawn so far.

T sends off Ss to table one at a time to begin their artwork. Hand out paper and

pencil to each S.
T provide scrap paper for students to practice sketching parts if needed.
Once Ss have finished sketching, Ss should let the T know because prior to next
step of artwork, Ss will watch video on soft and hard edges individually on an iPad
(Link in source material). Ss watch video 2 (see left), which demonstrates circle
drawing with coloured pencil. Have Ss watch the video once through and then watch
a second time whilst copying technique. Afterwards have Ss practice drawing

Images from:
http://howtodraw.pencilportraitsbyloupemberton.co.uk/step-by-stepdrawing-tutorial/pencil-drawing-techniques/basic-pencil-drawing-

spheres with different colours to practice shading techniques.

Once this is completed, Ss can move onto colouring their own artwork.
T to roam around throughout whole development stage to provide encouragement to
all students and assistance when needed.

techniques/

Video: https://www.youtube.com/watch?v=TZiQK81Rjfw
Video 2: https://www.youtube.com/watch?v=hHJiRCQAVFE

Differentiation for students with learning needs can, for example, include:
-

Providing outlines of the face/body for them to either use or copy from tracing paper

(see source material)

Adjusting the outcomes and indicators according to individual student level
Extra time to complete artwork, if student has difficulty with using fine motor skills for

long periods of time

Tactile portrait for student with significant learning difficulties e.g. string for hair
Extension activity for gifted and talented: Use watercolour pencils where Ss can add

Face outlines examples:

water at the end to create different effect.

Conclusion:

Ss leave artworks on table for a few minutes and walk around to see the

progress of the class and share anything they found interesting so far.
Ss pack up artwork to T, think boards in tub and pencils and coloured pencils

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from:

back on shelf. Wipe down tables if necessary.

https://s-media-cacheak0.pinimg.com/736x/e0/6d/97/e06d97a345522a221e45a8c05360f0b6.jp
g

From: http://www.secretsoffiguredrawing.com/wpcontent/uploads/2011/04/outline-of-eye-with-lashes.jpg

From: https://s-media-cacheak0.pinimg.com/736x/5c/b0/1
3/5cb013b7d43de0f81e986b8
66fd2807d.jpg

Ruth Lagado | S00135702

Lesson Plan 3: Me, myself and I portrait part 2 1hr
Rationale: This lesson is being implemented for students to make an artwork based on people and portraits. Students focus on detail to represent themselves and their
interests as realistically as possible.

Outcomes:

Visual Arts Practices: Art Making & Art

VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world
VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways (BOS, 2006, p.

Appreciation

31).

Subject Matter: People

Indicators:

Form: Drawing

VAS3.1

Techniques: outline (light/heavy/thick/thin),

Closely observes details of things in the world and seeks to make artworks about these
Explores subject matter of personal and social interest from particular viewpoints including objects, events,

shading, hatching, strokes, blending, use of colour

Materials: A3 paper, led pencil, coloured pencil

places and spaces

VAS3.2

Examines 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 (BOS, 2006, p. 31).

Activity/Lesson development:
Visual Arts Content & Source Material:
Introduction:

Ss to look at artwork Start the riot and focus on the use of colour. Identify the colours used,
Discuss how the colours make them feel, what they might represent and why the artist may
have chosen that particular colour e.g. light blue may represent calmness. Link this to their
artwork have Ss think about the colours they have used/will used and how it may enhance

their artwork.
T to have list of steps on board for Ss to follow this lesson. Read through:
1. Discuss techniques outlined from previous lesson, have photo of techniques displayed on
IWB for Ss to review.
2. Remind Ss they have todays lesson and 40 minutes next lesson to complete artwork.
3. Ss need to watch the videos from previous lesson if they have not already. Ss must be on

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colour this lesson.
4. Ss to start thinking about artist statement for label to go with artwork (will be completed

Artist: Kim Leutwyler

Title: Start the riot
From:
http://www.artgallery.nsw.gov.au/
prizes/archibald/2015/29615/

next lesson).

Development:

Whilst Ss are completing their artwork, T is to purposefully rove around the room to make sure
that students are on task and not falling behind. Provide encouragement and assistance to

Same source material as lesson 2.

students where needed.

T to check early finishers work. T and S move away from the rest of the class and T holds up
artwork a few steps back from S and asks do you think there is anything not finished or
anything youre not happy with. T to look with S after and provide ideas if they are unhappy.
Student then makes changes if necessary otherwise early finishers can add black border and
complete their tag for the artwork gallery. For further activities, see source material.

Conclusion:

Ss pack up artwork to T, think boards in tub and pencils and coloured pencils back on
shelf. Wipe down tables if necessary.

From:https://www.pinterest.com/pin/321866704
597281598/

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Lesson Plan 4: Me, myself and I for the whole world 1hr
Rationale: This lesson is being implemented for students to finish off their artworks, ready for an artwork gallery. Students have the opportunity to appreciate the
artwork of their peers, observe the different ways that one artwork can be adapted, and further acknowledge that art allows for different responses.

Outcomes:
VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways (BOS, 2006, p.

Visual Arts Practices: Art Making & Art

Appreciation

31).
VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there are different
opinions about the value of artworks

Subject Matter: People

VAS3.4 Communicates about the ways in which subject matter is represented in artworks (BOS, 2006, p.
31).

Indicators:

Form: Drawing

VAS3.3

Techniques: outline (light/heavy/thick/thin), shading,

Talks about and writes about the meaning of artworks, recognising how artworks can be valued in different

ways, by themselves as audience members, and by others

Identifies some of reasons why artworks are made eg the artists personal interest, a work commissioned

for a site, a work made to commemorate an event in a community

Recognises that views about artworks can change over time and are affected by different theories and
beliefs

VA3.4

Identifies and describes the properties of different forms, materials and techniques in artworks and
comments on how these are employed in the representation of subject matter (BOS, 2006, p. 31).

hatching, strokes, blending, use of colour

Materials: A3 paper, pencil, black paper for boarder,
glue, scissors, artwork tag (paper)

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Visual Arts Content & Source Material:

Activity/Lesson development:

Same source material as lesson 2.

Introduction:

T prepares resources needed prior to beginning of lesson and have them ready on desks.
T to explain that Ss will be creating an art gallery using their artworks in the last 5-10 minutes

of the class, so artworks need to be completed today.

Pair activity: Ss find a partner and share how their artwork has progressed discuss how
ideas were formed and how the artwork has developed from their ideas into what it is now.
Rejoin as whole class and have some pairs share what they learnt about the development of

their own or partners artwork.

Ss move off to tables to complete artwork
Development:

Whilst Ss complete artwork, T to roam around room and assist students where needed, as well

as prepare the string and pegs for Ss to hang their artwork on for the gallery walk.
Ss to mount their artwork with a black border (2cm) and create a label with an artists
statement including techniques used. The paper is to be mounted to black paper as well and
then stuck on the bottom border of the artwork. Extension activity for gifted and talented
students can provide a deeper explanation of their artwork, justifying why they used certain

techniques or colours.
T to check early finishers work to make sure they are completely happy with the final product.

Once S is completely finished, see picture in source material for early finishers activities.
In the last 15 minutes of lesson, Ss should begin to pack up all resources, and artworks should

be hung up. Then students will sit on the floor at the front.
Once all portraits are hung up, Ss will be directed to go on a gallery walk to view the class
artworks. T should remind Ss to pay attention to what they found interesting, things they liked

and the techniques used.

Conclusion:

After the gallery walk, Ss sit on the floor in a circle. T leads discussion by asking Ss to

share what they found interesting in, focusing on ideas and techniques used.
Ask Ss questions about the subject matter: What is the artwork about? Compare the
audience interpretation to the artists meanings. Discuss how the artist has represented

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the subject matter of people: what techniques have they used and how does this add to
the meaning behind the artwork. What connection can be made between the subject

matter and how ideas have been developed through the form and techniques?
T to remind Ss to justify their answers. Ss can compare their different opinions and

interpretations.
Ss can further reflect on something they enjoyed from the unit or something new that was
learnt.

Activity to be implemented this lesson or next: T create a shared folder with photos of each Ss artwork.
Ss choose one artwork (not their own) and write a response on this artwork. Students to focus on the
subject matter of the artwork what the artwork is about/represents and how it has been represented
by the artist. Ss discuss the techniques and how it adds to the meaning behind the artwork. Ss to
address how the artwork made them feel and justify why it made them feel this way (focusing on art
temrs, e.g. the use of colour and the relation to feelings.

References
Schools & Educators Primary Programs (K-6). (n.d.). Retrieved August 15, 2015, from http://www.mca.com.au/learn/schools/k-6/

Ruth Lagado | S00135702

A Tour of My Art Room -. (n.d.). Retrieved August 24, 2015, from https://www.pinterest.com/pin/321866704597281598/
About Vincent Fantauzzo. (n.d.). Retrieved August 20, 2015, from http://www.vincentfantauzzo.com/about/
Archibald Prize 2014 finalist: All that's good in me (self-portrait as son Luca) by Vincent Fantauzzo. (n.d.). Retrieved August 15, 2015, from
http://www.artgallery.nsw.gov.au/prizes/archibald/2014/29486/
Archibald Prize Archibald 1998 finalist: Portrait of Allan Mitelman no 3 by Lewis Miller. (n.d.). Retrieved August 24, 2015, from
http://www.artgallery.nsw.gov.au/prizes/archibald/1998/17550/
Archibald Prize Archibald 2010 finalist: Michael Zavros by Cherry Hood. (n.d.). Retrieved August 24, 2015, from
http://www.artgallery.nsw.gov.au/prizes/archibald/2010/29074/
Archibald Prize Archibald 2013 finalist: Hugo by Del Kathryn Barton. (n.d.). Retrieved August 24, 2015, from
http://www.artgallery.nsw.gov.au/prizes/archibald/2013/29358/
Archibald Prize Archibald 2014 finalist: All that's good in me (self-portrait as son Luca) by Vincent Fantauzzo. (n.d.). Retrieved August 24, 2015, from
http://www.artgallery.nsw.gov.au/prizes/archibald/2014/29486/
Archibald Prize Archibald 2015 finalist: Jenny Kee by Carla Fletcher. (n.d.). Retrieved August 24, 2015, from
http://www.artgallery.nsw.gov.au/prizes/archibald/2015/29631/
BOS. (2006). Creative arts K-6: Syllabus. Sydney: The Board of Studies.
Meares, J. (2014, September 11). Vincent Fantauzzo | Vincent Fantauzzo wins Archibald Prizes Peoples Choice again | Vincent Fantauzzo.
Retrieved August 15, 2015, from http://www.vincentfantauzzo.com/2014/09/vincent-fantauzzo-wins-archibald-prizes-peoples-choice-again/

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Pencil Drawing Techniques | How To Draw... Pencil Portraits. (n.d.). Retrieved August 24, 2015.
Eye outline. (n.d.). Retrieved August 24, 2015, from http://www.secretsoffiguredrawing.com/wp-content/uploads/2011/04/outline-of-eye-withlashes.jpg
Face outline. (n.d.). Retrieved August 24, 2015, from https://s-media-cache-ak0.pinimg.com/736x/e0/6d/97/e06d97a345522a221e45a8c05360f0b6.jpg