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Visual Arts

The visual arts outcomes focus on representing experiences through subject matter, using forms to suggest qualities, acknowledging different interpretations, and identifying connections in artworks. The document then provides a sequence of activities for visual arts lessons including self-portraits, colour wheel names, Australian icons using dot art, value landscapes, paper cutting patterns, bridge silhouettes, stained glass windows, pop art instruments and self-portraits, op art, and planned Easter art. The lessons incorporate using various materials like watercolours, pastels, paper, and involve techniques such as dotting, shading and tracing.

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70 views

Visual Arts

The visual arts outcomes focus on representing experiences through subject matter, using forms to suggest qualities, acknowledging different interpretations, and identifying connections in artworks. The document then provides a sequence of activities for visual arts lessons including self-portraits, colour wheel names, Australian icons using dot art, value landscapes, paper cutting patterns, bridge silhouettes, stained glass windows, pop art instruments and self-portraits, op art, and planned Easter art. The lessons incorporate using various materials like watercolours, pastels, paper, and involve techniques such as dotting, shading and tracing.

Uploaded by

api-203830227
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Visual Arts

Outcomes:

VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful
by choosing among aspects of subject matter.
VAS2.2 Uses the forms to suggest the qualities of subject matter
VAS2.3 Acknowledges that artists make artworks for different reasons and that various
interpretations are possible.
VAS2.4 Identifies connections between subject matter in artworks and what they refer to,
and appreciates the use of particular techniques.

Sequence of Activities
Reg.

Activity
This is Me

Resources/Materials
Camera

First, take a photo of each student and print on A4 paper

A4 paper to print on

Students do a watercolour wash in colours of their


choice.

Watercolour paper

They write a draft of ideas relating to things about them:


what do they love, what is their favourite
memory/book/food, friends, activities, family

Cut out the black-and-white printed image of themselves


and stick onto the background

Write their name in large block letters down the bottom

Write these facts about themselves into the remaining


space

Colour Wheel Names


-

Review the colour wheel and talk about why the colours
are arranged in that order.
Students divide their paper into 6 sections and write
their name in bubble writing over the top. Students
should practise doing this on scrap paper first.
They decide which sections will be which colour, and
use pastel to fill in the sections of their name in the right
colour.
They then paint the rest of that section in the matching
watercolour paint.

Watercolour paints
Brushes and water
Scissors

Water colour paints


Water
Pastels
Lead pencils
Permanent markers

Reg.

Activity
Australian Icons Dot Art
-

Look at the work of


Bronwyn Bancroft,
available from the
library. Note the colours
and shapes used.

Brainstorm things
thought to be Australian Icons and make a list

Then, the children choose their icon and draw it with


lead pencil.

Paint it and the background in a single colour each.

Finish by using cotton buds to dot over the top.

Value Landscapes (can be done as digital art lesson)


-

Look at pictures of
hilly landscapes and
point out how the hills
get lighter in colour
as they move further
away. We can use
shades of colours to
have the same effect.

Students outline their


hilly landscape in
lead pencil, and
could go over this in
white pastel. They
then choose a base
colour.

They paint each layer a slightly lighter shade than the


one before it, starting at the bottom (darkest), by adding
a bit more white to their base colour each time.

Paper Cutting Patterns


-

Students experiment with


techniques first, using
scrap paper to make
interesting patterns.

They then make their


final pattern by folding
and cutting brennex
squares.

They then stick these onto another square.

A 4-pattern could be made on a large white piece of


paper

Resources/Materials
Bronwyn Bancroft books
Lead pencil
Paper
Acrylic paints
Paint brushes
Cotton buds

Paper
Acrylic paint
White paint for each
student
Pencils
White pastel (optional)

Scrap paper
Scissors
Brennex squares
Glue
Large white paper for
display

Reg.

Activity
Bridge Silhouettes
-

Sketch bridge and horizon


line in pencil and then trace
the bridge outline with
permanent marker

Use watercolours to paint


the sky and water give an
example of a sunset sky but leave open to interpretation

Once watercolours are dry, retrace bridge outline in


black acrylic paint, and then fill in any areas.

Stained Glass Window Pictures


-

Students look at the art and


history of stained glass. Note how
the pieces are not all the same
size and are of lighter colour
because of the light shining
through them. They have ornate
borders and then seemingly
random patterns. They often have
a picture inside.
First make the design using lead
pencils and rulers. Students
should pick something beautiful but simple, like a
butterfly, flower, sun etc.
Trace over the lines in black glue
Use water colour to fill in the sections.

Pop-Art Instruments **
-

Resources/Materials
Permanent markers
Lead pencils
Watercolour paints
Water
Black acrylic paint

Watercolour paints
Water
Brushes
Lead pencils
Paper
Black glue (black paint
and PVA glue)
Squeezy tubes for the
glue

OHP sheets

Look at pop-art, and pop-art


instruments. Learn about
significant pop artists: Andy
Warhol, Peter Max.

Permanent markers

Brainstorm different musical


instruments and make a list.

Printed images of
instruments

In a computers lesson,
students choose an
instrument they like and find
an image of it, using the
large and black and white
Google search filters.

Glue

Transfer the picture to MS Word (copy-paste). Print the


images

Place an OHP sheet over the top of the image and trace
it using a permanent marker.

On a blank sheet of paper, students use ripped/cut


coloured paper to make the rough shape of the
instrument. They then sticky-tape the OHP sheet over
the top.

Coloured paper
A4 paper

Sticky tape

Reg.

Activity
Pop Art Self Portraits

- Students view artwork by the artist

Roy Lichtenstein examine the way


words can be used in conjunction
with an image. Look at his use of the
primary colours.
Before they create their self portraits,
each student writes their name at the
top of a piece of paper. All the
papers are passed around the room
and each student has to write one positive word about
each other student as the papers are circulated.
By the end the students have a paper with many
positive words that their classmates have written about
them. They chose their favourite word and use that
when creating their Pop Art self portrait.
Draw in lead pencil and then go over in thin permanent
maker

Resources/Materials
Paper
Textas
Water colour paints
Permanent markers
Lead pencils
Paint brushes and
water

Op Art

Paper

Textas

Students are shown


examples of Op Art and
artists such as M.C.
Escher and Bridget
Riley.
Students then are given
an A4 paper. They trace
carefully around
something circular, anywhere on their page. They rule a
line in the centre of this circle, and then do two slightly
curving lines either side. They then do the same
horizontally. They start colouring their chosen colour
pattern onto this circle.
Once finished, they rule a 2 cm grid on the rest of the
page, making sure they dont go on their sphere.
They again colour with their chosen pattern.
When finished, show students how to shade under one
half of their sphere.

Easter Art Easter Card


TBC

Circular objects to trace


around
Rulers
Lead pencils

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