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Visual Arts


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

This is Me


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


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


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
They then paint the rest of that section in the matching
watercolour paint.

Watercolour paints
Brushes and water

Water colour paints

Lead pencils
Permanent markers


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

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

They then stick these onto another square.

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


Bronwyn Bancroft books
Lead pencil
Acrylic paints
Paint brushes
Cotton buds

Acrylic paint
White paint for each
White pastel (optional)

Scrap paper
Brennex squares
Large white paper for


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 **

Permanent markers
Lead pencils
Watercolour paints
Black acrylic paint

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

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

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.


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


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


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

Water colour paints
Permanent markers
Lead pencils
Paint brushes and

Op Art



Students are shown

examples of Op Art and
artists such as M.C.
Escher and Bridget
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


Circular objects to trace

Lead pencils