Year level: 1-2
Session Time: 1 hour or 3 separate sessions
Visual Art: Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create
Experiment different materials, techniques and processes to make artworks in a range of art forms
Media Arts: Create and present media artworks that communicate ideas and stories to an audience
Physical Science: Light and sound are produced by a range of sources and can be sensed
Planning and Conducting: Participate in guided investigations, including making observations using the senses, to explore and answer questions
Communicating: Represent and communicate observations and ideas about changes in objects and events in a variety of ways
Setting Goals: The learning Intention and Success Criteria is introduced at the beginning of the lesson and is an important part of the overall Lesson Structure.
Explicit teaching of the the different types of lines artists may use to create a piece of art work.
Questioning: promote deeper thinking and reflecting on the art work presented.
Multiple exposer: Students have three session to build on their drawing skills and knowledge of the different lines they may use.
Feedback: In session 1 and 2 students do a gallery walk and give peer feedback. Session 3 student upload their work to Sessaw and will receive specific feedback, which is linked back to the original Success Criteria.
Differentiation: Student are all support to succeed and specific adjustments are created to ensure all students can experience success.
Learning Intention: We are learning to create an art works.
Success Criteria: I can use a variety of lines.
I can trust my own creative ideas.
Elements and Techniques
Surrealism and Different lines
Props- plastic animals, colorful glass, classroom items
Desk light or bright lamp
A4 white paper
Fine liner texta
Water colour pencils
Creativity Journals (a book that you can come back to again and again and explore your artist ideas.)
Session 1: 20minutes
Read the book ‘Beautiful Oops”. Then put a scribble on a page. Introduce different lines, start an anchor chart where you can add new lines over time. See the picture for ideas to start. Show students how to turn that oops into something els. Students get out their Creativity Journal. The teacher puts a scribble on everyone’s page all the while saying in an animated voice “OOPS!”. Students are encouraged to turn their oops into something…anything…whatever comes to mind and they are welcome to use the lines introduced, or follow their own creative spark.
Session 2: That’s Not a Cloud 20-24 minutes
Read the book ‘That’s Not a Stick’ By Antoinette Portis. Then go outside and play that’s not a cloud. What do the students see in the clouds? What do the clouds look like? When they see a cloud that reminds them of an object from their life get them to quickly draw it in their Creativity Journals. Again draw their attention to the lines anchor chart. Ask the student if there are any other sorts of lines we should add? Then add their ideas to the anchor chart.
Session 3: That’s not Shadow! 30 minutes
Introduce Surrealism through introducing the ideas of intentional accidents (Brooks, 2018. p 12)
This session connects and supports the Inquiry unit about light. Prior to this session students have watch videos, read books and engaged in experiments about light and shadows. Students will be introduced to the work of Vincent bal. They will use the Thinking Tool What do we see, what do think what do we wonder- to help unpack their observations and understanding of Bal’s work.
The teacher will introduce the materials to be used and create an example putting the object in front of the light. Think aloud, explaining any ideas you get, then ask the students what do you think the shadow looks like? What happens if I move the object around? What happens if I use an object that has colour?
Draw your example and take a photo, with an Ipad and put it up on Seesaw (an online learning platform where you can save students work, give them feedback, later.)
Set up work stations, with desk lamp or flash lights around the classroom that has all the materials they will need. Students will take turns in groups of 4. It is easier to support student in smaller groups then in
Summative Assessment: Teachers take note of the student’s ability to trust in their own creative ideas. Also, recording how they have incorporated different types of lines in their artwork.