EDAR308 Creative Arts Education 1: Lesson Plan PART B EXCURSION

Class: 5/6 (Stage 3)

Date: 23/03/2015

Time: Start: 10.00am

Finish: 11.20am

(80mins

total)
Key Learning Area: Creative Arts
Visual Art

Lesson Topic: Indigenous culture and art

Recent Prior Experience:

Students have sound background knowledge of Aboriginal and Torres Strait Islander culture, having
participated in a whole school Cultural Celebration Day earlier this term.

The teacher regularly reads Indigenous literature and picture books to the class.

Students are familiar with museums/galleries and are aware of appropriate excursion behavior/expectations.

Syllabus Outcome(s):

Indicators of Learning for this lesson:

Assessment:

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

By the end of this lesson, the students will:

Observe and respond to

students thoughts and ideas
about:

VAS3.4
Communicates about the
ways in which subject matter
is represented in artworks.

VAS3.3 talk about and write about the

meaning of artworks recognising how
artworks, can be valued in different ways
by themselves as audience members, and
by others.
VAS3.3 identify some of the reasons why
artworks are made (eg the artists
personal interest and experience, a work
commissioned for a site, a work made to
commemorate an event in a community).
VAS3.4 discuss the artists intention
and/or the use of styles and techniques in

VAS3.3 the meaning of

artworks.
VAS3.3 the reasons for making
artworks.
VAS3.4 the artists intention and
style/technique.
VAS3.4 the many different
subject forms.

selected works and considers the possible

meanings of these works.
VAS3.4 consider a range of artworks and
their subject matter including paintings,
drawings, photographs, video and digital
works, sculptures, installations and
buildings, prints and posters, digital
animations, ceramic and fibre works.

Any safety issues to be considered:

Ensure students dont get lost. Use a
buddy system where students take a
peer if they need to go to the toilet etc.
Students all wearing correct school
uniform with appropriate shoes.

Resources:
Clipboards (one per student)
iPads (one between two fully charged!)
Pens (one per student. Teacher should carry spares)
Pencils (one per student. Teacher should carry spares)
Erasers and pencil sharpeners (for group to share)
Plain white paper (for drawing)
Lined paper (for writing)
Worksheet (one per student. See attached)
When planning this lesson, access:
Board of Studies K-6 Creative Arts Syllabus
NSW Gallery of Art website http://www.artgallery.nsw.gov.au/
art + soul Yiribana Gallery Childrens Trial

LESSON SEQUENCE
Lesson Content / Indicators
of Learning (What is
Taught):
INTRODUCTION

Timin Teaching Strategies / Learning

g
Experiences:
(mins) (How it is taught)

Resources and
Organisation:

10
mins

Gather the students and have a brief

discussion about what we already know about
Aboriginal and Torres Strait Islander culture.
Remind students about the sacredness of all
the artwork in the Gallery they are
important pieces that tell a story.

Worksheets
Pens
Pencils
Erasers
Sharpeners

iPads
Worksheets
Pens
Pencils
Erasers
Sharpeners

Hand out the Reflection worksheet (see

Appendix 1) and inform students of the
general structure of the excursion:
1) Time to explore individually (or small
groups)
2) Time learning together as a class
3) Time to explore individually (or small
groups)
DEVELOPMENT
VAS3.3 talk about and write
about the meaning of artworks
recognising how artworks, can
be valued in different ways by
themselves as audience
members, and by others.
VAS3.3 identify some of the
reasons why artworks are made
(eg the artists personal interest
and experience, a work
commissioned for a site, a work
made to commemorate an
event in a community).

*Focus in this lesson is Appreciation of the

artworks*
50
mins

1) Students enter the Yiribana Gallery.

2) Give students an opportunity to wander
off individually or in pairs and explore
an area of the gallery. Students have 10
minutes before they must meet back as
a group with the teacher. In this 10
minutes, students must come up with 3
questions that they wish to ask in order
to discover more about Aboriginal and
Torres Strait Islander art.

VAS3.4 discuss the artists

intention and/or the use of
styles and techniques in
selected works and considers
the possible meanings of these
works.

3) As a group, meet back up and share

wonderings, questions and thoughts.
Hopefully there are some common
curiosities, which can then drive a minilesson as the teacher leads the group
throughout each section of the gallery.

VAS3.4 consider a range of

artworks and their subject
matter including paintings,
drawings, photographs, video
and digital works, sculptures,
installations and buildings,
prints and posters, digital
animations, ceramic and fibre
works.

4) Teacher stops at significant artworks for

the students to take in and reflect on
using their worksheets. Address the
students questions when appropriate.
As a general rule, give the students
time to think and reflect about the
artworks then discuss/share as a class.
5) For the last 10 minutes, give students
an
opportunity
to
wander
off
individually or in pairs to find their
favourite 3 artworks, answering the
appropriate
questions
on
the
worksheet.

CLOSURE

10
mins

1) Gather the group together and ask

students if anyone still needs their
questions from the start of the tour
answered (teaching opportunity).
2) Students have an opportunity to share
their favourite artwork from the gallery
showing the class the photo they took
on the iPad.

iPads
Completed
worksheets

3) Teacher collects the worksheets from

students to keep safe for follow-up
lesson at school.

NOTE: Once the class arrives back at school, give students an opportunity to upload their iPad photos onto Google
Drive the online resource the school uses to give out homework, share ideas and work and communicate with
parents.

Name:

Grade 6 Excursion to Yiribana Gallery

Questions and Reflections
1) Explore a small area of the gallery by yourself or with a friend.
Think up THREE of your own questions to ask the teacher.
Need an idea? Colours, patterns, materials, styles, themes of
the artwork
1.
2.
3.

2) Look at these paintings by

Jackie Kurltjunyintja Giles
Tjapaltjarri (right).

Look at the shapes and

colours. What do the
artworks remind you of?

What do they have in

common? What is
different about them?

Choose a line and follow it with your eye as far as you can. Is
it possible to navigate your way from one side to the
other?

Titled Marapinti Tjukurrpa

Titled Kaliangku

Draw your own intricate pattern, filling this bow below in

whatever style you like.

3) Look at this photograph by Mervyn Bishop

(right)
(Australia, 1975) titled Prime Minister Gough
Whitlam pours soil into the hands of traditional
land owner Vincent Lingiari, Northern Territory.

Where do you think this photograph was

taken? Why?

When do you think this photograph was taken? Why?

Look at the body language of both men. What does it convey

about each person? Who do you think they are?

Using the knowledge you have about Indigenous peoples fight

for land rights, what do you think the pouring of soil means?

Discuss and share your ideas about the photograph as a class.

Teacher explain the historical event.

Write a conversation between the two men that could reflect

what is happening in the photograph.

4) Notice the various dot paintings in the Gallery (such as this

one, right)

What do they have in common?

How do you think they are made?

5) Notice the various bark paintings (such as this one, right)

What do they have in common?

What do you think the colours represent?

Why do you think they were made on bark?

6) Notice the weaved piece (right).

What do you think it is?

What do you think it is made of?

Why would the artist make it?

7) Find a piece of art that really fascinates or interests you. It could be really plain,
odd, weird, confusing, etc.

Draw this artwork.

What is it about this piece that strikes you?

How does it make you feel?

8) Select your personal favourite artwork in the Yiribana Gallery.

Using the iPad,

Take a photo of the artwork
Take a selfie with you and your partner in front of the
artwork!

WHAT does it make you think of?

WHAT do you think it means?

WHY do you think the artist made it?

10

HOW do you think the artist made it?

9) Redraw this artwork by Freddie Timms, titled Jack Yard, in

the box below.

11

10) Draw (copy) one corner of any artwork you choose. Continue freestyle drawing
the rest of the piece in the box below.

12