Colours in the Rainbow,

Digital Story-telling

Teacher Booklet
By Dimiti-Lee Bella
 Introduction to the World of Colours

In year 4 students are learning to build their knowledge and understanding of the role of the artist
and the audience builds on their experience from the previous band. As an audience, students
focus their attention on the artwork and respond to it. They consider why and how audiences
respond to artworks (ACARA, 2017).

This digital resource package stems to meet the Australian Curriculum focuses, that being:
Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)
Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as
inspiration for their own representations (ACAVAM110)

We need to:
Extend their awareness of visual conventions, and observe closely visual detail as they use materials, techniques and technologies and
processes in visual arts forms
Explore and experiment with visual conventions such as line, shape, colour and texture to develop an individual approach to a theme or
subject matter
Explore, observe and identify ideas and symbols used and adapted by artists in their artworks as they make and respond to visual arts
Consider how and why artists, craftspeople and designers realize their ideas through different visual representations, practices, processes
and viewpoints.

Within the student resource Colours in the Rainbow Digital Story-Telling in which each student will
receive a printed copy. The teacher will therefore will receive this booklet as their official copy,
plus a printed copy of the students booklet in order to go through the booklet along with the
students in a sequel of lessons. The teacher will also receive a digital copy of both the teacher and
student booklet, in order to have the activities and tasks on the interactive whiteboard during the
lessons.
This digital resource is specifically designed for the students and teacher to work through together,
therefore having the opportunity to enhance further class discussions and questions to ensure the
students understanding in all activities provided.

As students experience The Arts, students draw on artworks from a range of cultures, times and
locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia
region and learn that they are used for different purposes. While the arts in the local community
should be the initial focus for learning, students are also aware of and interested in the arts from
more distant locations and the curriculum provides opportunities to build on this curiosity.
As they make and respond to artworks, students explore meaning and interpretation, elements and
forms, and social and cultural contexts of the arts. They make personal evaluations of their own
and others artworks, making connections between their own artistic intentions and those of other
artists.
Students continue to learn about safe practices in the arts and in their interactions with other artists.
Their understanding of the role of the artist and the audience builds on their experience from the
previous band. As an audience, students focus their attention on the artwork and respond to it.
They consider why and how audiences respond to artworks (ACARA, 2017).

These are all extremely important elements to incorporate within the classroom. These elements
ensure students gain an understanding on interpretation, and the different techniques that are
used in art to ensure different purposes and meanings. These are important skills for all students to
inherit in order to gain knowledge and skills on the above listed elements.
Throughout this booklet, the students are required to begin with looking at the basics of colour (The
colour wheel). During this, the students look at primary, secondary and tertiary colours in order to
check for prior knowledge and understanding on the basics of colours. During this lesson, the
students are required to mix their own secondary and tertiary colours in order to ensure their
understanding and skills on mixing colours.

The students too are required to look at chosen famous artists such as Van Gogh and Picassos
paintings as a starting point. The students are required to observe these paintings, answer questions
provided (to engage their attention and understanding). These questions allow the students to look
into the meaning of interpretation and how different techniques and colour contrasts can portray
different meanings throughout their artwork. Students are then required to mimic these famous
paintings in order to observe on whether or not they can create the same imagery and portray the
same meaning and interpretation the artist was able to.
After completing these activities and lessons. The students are then required to create their own
digital photo story.
An example of a digital photo story has been added into the students booklets in which can be
accessed through the digital copy provided. This will have to be shown to the students as a class a
few times, and discussed to ensure a greater understanding. Students are welcome to work with a
partner for this activity.

After this, the students are then required to share their creation with the class, but if preferred, can
be shared with a partner or small group. This can then be wrapped up and finalized with a range of
questions to conclude the resource package.

References:

Australian Curriculum. Version 8.3. Visual Arts. Years 3-4. ACARA. (2017). Retrieved from:
http://www.australiancurriculum.edu.au/the-arts/visual-arts/curriculum/f-10?layout=1#level3-4