Detailed lesson plan: Lesson 1 of 3

Year level: 3/4

By: Lesley Kong

Duration: 60 minutes

STRANDS
Making
Use materials, techniques and
processes to explore visual conventions
when making artworks (ACAVAM111)

Responding
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)
- Identify intended purposes and meanings of
artworks using visual arts terminology to compare
artworks, starting with visual artworks in Australia
including visual artworks of Aboriginal and Torres
Strait Islander Peoples (ACAVAR113)
GENERAL CAPABILITIES
CROSS-CURRICULUM
PRIORITIES
Literacy
Personal and social
Sustainability
Critical and creative
competence
Intercultural understanding
thinking
Content
Students explore self-portraiture by:
Description - examining artworks from different cultures and times
- considering how meanings/interpretations are conveyed through visual
elements in artworks, and
- exploring how different art styles, forms, and visual conventions can be used to
represent different historical, social and cultural contexts.
By making cultural connections to the wider world of art, this lesson supports the
development of more sophisticated understandings, skills and capacities in visual
arts, which nurture fulfilling self-expression and appreciation (Dinham 2014).
Students use visual arts to represent themselves in self-portraits. This encourages
students to be open and receptive to themselves, and supports their creative
development and self-expression, which are vehicles for cognitive growth (Dinham
2014).
Students also develop an appreciation of self-portraiture as a means of
representing self and identity. Art appreciation is a critical component of childrens
arts education (Dinham 2014).
By providing learning opportunities around observation, elements of the visual
language and representation, this lesson support students artistic growth.
Learning
Introducing the lesson (10 minutes)
Activities
Students look at artworks by Paul Czanne (Self-portrait at the easel) and Vincent
van Gogh (Self-portrait in front of the Easel) on the interactive whiteboard (IWB).
Discuss as a class:
- What are these artworks of?
- Who do you think these people are?
- Who is the artist of each artwork?
Introduce self-portraiture as a genre of visual art to the students, including the
origins and evolution of the genre and the characteristics of self-portrait artworks.
-

Developing the lesson Part I (15 minutes)

Students look at artworks by Australian artists Margaret Olley (Portrait in the
mirror) and Brett Whiteley (Self-portrait in the studio). Draw their attention to the
fact that both artists have included objects that are significant to them in the selfportraits. In pairs, students discuss (think-pair-share):
- What do the objects tell us about the artists interests and lives?
- How have the artists positioned the objects and used the space in their
artworks?
- What part of themselves do the artists show in their self-portraits?
- What do the artists tell us about themselves in their self-portraits?
As a class, students identify the similarities and differences in the two artworks
(for e.g. composition, subject matter, technique and media used, etc.). Write these

down on the IWB.

Developing the lesson Part II (45 minutes)
Students stand behind an empty picture frame and adopt an expression and pose.
The other students try to guess how they are feeling and what they are doing.

Learning
Activities
(cont.)
Assessmen
t

Preparation
/
Equipment

Students brainstorm how an artist might create a self-portrait. Then, students

draw self-portraits by studying their facial features using mirrors.
Concluding the lesson (5 minutes)
Students write a one sentence summary of what they have learned in their
journals.
Assessment strategy
Formative assessments using:
- Observation of guided questioning, class discussion, think-pair-share and
brainstorming sessions
- One sentence summaries
Assessment criteria
The student:
- displays understanding of the genre of self-portraiture
- identifies similarities and differences in artworks
- represents himself/herself in their self-portrait
- recognizes how the subjects expression/pose tell us about them
Preparation:
Prepare a slideshow of the four self-portraits (if an IWB is not available, print out
the images and put them up on the whiteboard/wall).
Schedule for an Aboriginal Education Worker (AEW) to be in the class during the
lesson to provide support to the students if necessary.
Set-up the empty picture frame in a corner at front of the classroom, ensuring
students can access the area easily and safely.
Pre-assign students to pairs for the think-pair-share to minimize management
time.
Equipment:
IWB
Empty picture frame
Mirrors*
Pencils
Erasers
Art paper

Resources

Differentiat
ion

*Alternatively, take the students to the dance/drama studio for the drawing part of
the lesson.
Links to online images of self-portraits
Self-Portrait at the easel by Paul Czanne:
http://www.wga.hu/art/g/gogh_van/16/selfpo26.jpg
Self-Portrait in front of the Easel by Vincent van Gogh:
http://www.artgallery.nsw.gov.au/media/collection_images/4/454.2001%23%23S.jp
g
Portrait in the mirror by Margaret Olley:
http://www.artgallery.nsw.gov.au/media/collection_images/7/7322%23%23S.jpg
Self-portrait in the studio by Brett Whiteley:
http://www.artgallery.nsw.gov.au/media/collection_images/1/1.1977%23%23S.jpg
This lesson was developed as part of a unit that takes into consideration students
cultural background, interests, and prior knowledge and abilities.
Open-ended structure allows for individual interpretations, capabilities and stages
of development.
Provides opportunities for students to work independently and collaboratively.
Formative assessment encourages students to focus on the process instead of the
product, hence supporting student engagement and improving their success in
learning.

AEW present to provide support if and when necessary.

Activity is gender-neutral.

References:
Australian Curriculum Assessment and Reporting Authority 2015, The Australian Curriculum:
Visual Arts, Commonwealth of Australia, viewed 1st May 2016,
http://www.australiancurriculum.edu.au/the-arts/visual-arts/curriculum/f-10?layout=1
Dinham, J 2014, Delivering authentic arts education, 2nd edn, Cengage Learning, South
Melbourne.