Visual Arts. Lesson: Mark making and the creation of tools. Handmade for a purpose, the Paint Brush.

This lesson has been developed with reference to the Year 7/8 Victorian curriculum, specifically within
the Visual Arts. This lesson is designed for an inclusive classroom using Tyson Yunkaporta’s “8 ways of
learning”. The 8 Aboriginal Ways of Learning is a pedagogical framework that allows teachers to
include Aboriginal perspectives by using Aboriginal learning techniques. Teaching through Aboriginal
processes and protocols, not just Aboriginal content ( Aboriginal 8 Ways of Learning, 2012).

The 8 ways are:

1. Story Sharing “We connect through the stories we share.”

2. Learning Maps “We picture our pathways of knowledge.”
3. Non Verbal “We see, think, act, make and share without words.”
4. Symbols and Images “We keep and share knowledge with art and objects.”
5. Land Links “We work with lessons from land and nature.”
6. Non Linear Methods “We put different ideas together for new knowledge.”
7. Deconstruct/Reconstruct “We work from biggest to smallest, watch then do.”
8. Community Links “We bring new knowledge home to help our mob.” (8 ways teacher flashcards,
2017)

(8ways wikispace, 2017)

This lesson focusses on exploring the creation of tools, in this case paint brushes. This lesson is
designed to help students to explore mark making through tool creation Students will use creativity to
develop tools while engaging with their environment. Students will begin to frame understandings of
mark making, and how their environment can contribute to the art process through creativity and
exploration. In addition this class will take place through the lens of an Indigenous Australian
perspective, this will lead to cultural inclusiveness and understandings. When possible reference what
‘ways’ of learning is taking place.

1 EST203 Megan J. Gub S302233 Assignment 2 Lesson Plan

Year Level: 7/8 Visual/Creative Arts Period time: 60 mins
Topic: Mark making and the creation of tools, handmade for a purpose, the Paint Brush.

Lesson Success Criteria: Students will design and build a large and mini paintbrush. They will
experiment with objects found within their environment to create (must use 3 or more items from
nature). Paintbrush’s must have a handle, bristles, and two attachment methods for their bristles.
The style or look of brush is open to students. Parameters are paintbrush’s must have a handle,
bristles, and two attachment methods for their bristles. Students will finish by experimenting with
mark making on a page and attach their brush’s for display.
12min Opening: Introduction by Yarn/Story Telling. Gather class together in a learning circle (If a
nice day do so outside). Share that Yarn telling is an Indigenous way of learning and is bringing an
aboriginal prospective to the class (8ways wikispace, 2017).
Share with the class the first time I remember using a paint brush.
Prompts: What was I painting on? What the brush looked like. How the brush felt in hand. What was
painted. How I felt using it. What mark was left by the brush. Was it good (probably not).

Express: ‘As an artist expertise comes with time and a lot of practice. One of the aspects of painting
that distinguishes an artist is their particular style of mark-making. For most artists this is one
element of their work that develops over a period of working with different materials, and a range of
tools. Today we will be making Paint Brushes and experimenting with the marks they make’.
Class discussion: What do we use paint brushes for? Art, decoration, makeup, house/building,
signage… detailed work. What sorts of brushes do we use in art? Shape/art type.

5min Outline what students will be doing today by creating a visual learning map. Print images 1 to 8
on USB in file Brush (Appendix A) and visually lay out the lesson. No.8 is a copy of the marking rubric
for students to use as reference. Once inside stick up for all to continually see. Credit this as an
Aboriginal way of doing things.

3min Teacher discussion: Showing paintbrushes. They are to make one large and one small paint
brush using at least 3 things from nature/land. Outline basic parts of brush: handle, ferrule, and
bristles. For their ferrule, or part of brush that supports the bristles and handle, students will need 2
forms of attachment.

25min Collect, Design, Construction and Test: Students are given time to explore and collect items.
Construction is to be followed by testing on an A4 page of paper using black acrylic paint (provided).
If help is needed pair students that can help each other.
Note: Students are to stay in specific area and no damage should be done to school, others property
or the environment to make brushes.

5min Pack up: Students are to clean up their work space. Materials that can be used again are to be
put away, scraps are to be thrown away/recycled. Students brushes are to be cleaned and attached
to their mark making paper (sticky tape). Paint trays are to be cleaned and put away.

10min: Display: All art work to be displayed in the middle of a learning circle. Appreciate creativity.
Discuss and closing reflections: ‘Tools for art didn’t just appear, someone designed and built to use
them as a tool. There are components in a brush that are necessary in the design of a functional tool.
Form and function are inter-related’.
Emphasise students can build their own tools if none are available. Encourage students to take and
use this knowledge in the community. Thank students for their participation in this Aboriginal
situated lesson.

If further work is needed: have students make a new brush or try out someone else’s brushes.

2 EST203 Megan J. Gub S302233 Assignment 2 Lesson Plan

Student outcome / Desired Results (VCAVA, 2017)

Explore and Express
Ideas:
Visual Arts Practices:
Present and Perform:
Combining and adapting materials, techniques, technologies and art making
processes to explore ideas (VCAVAE033)
Explore how artists use materials, techniques, technologies and processes to
realise their intentions in art works (VCAVAE034)
Experiment with materials, techniques, technologies and processes in a range
of art forms to express ideas, concepts and themes in artworks (VCAVAV035)
Apply ethical, environmental and sustainable choices (VCAVAP037)

Respond and Interpret:
Identify and connect specific features of visual artworks from different cultures,
historical and contemporary times. (VCAVAR039)
Elaboration- Analysing how visual arts processes and technologies shape the
practices of art and craft. (VCAVAR039)
In both Making and Responding, students learn that meanings can be generated
from different viewpoints and perspectives, and that these shift according to
different world encounters. (VCAA, Rationale and Aims, 2017)

Assessment evidence

Performance Task(s):
Formal: Informal:
Formative • Group participation and sharing AS
• Students engage and respond in group learning.
and to their environment.
• Art techniques experimentation as Other Evidence:
learning • How well students share their thoughts on
• Students show understanding of the the ‘topic’.
parts of a paint brush. • Use of Prior Knowledge implemented As
scaffolded knowledge.
Summative
• Making: Two paint brushes as tools as
a form of art using nature and
creativity, assessment of learning.
• Responding: Mark making in response
to created tools.

Materials and Resources

Print out of images and rubric in folder ‘Brush’ Assortment of crafting supplies (likened in
on USB (appendix A). image No.2 (Appendix A)).
Assortment of paint brushes. Hot glue gun and glue.
Rubber bands. Sticky /duct tape.
String/wool/twine. A4 paper.
Black acrylic paint. Painting trays.
Blu tack.

Spaces

On a nice day start outside in a grassy area as a learning circle. This will set lesson up for the use of
Tyson Yunkaporta’s “8 ways of learning”. Can be done within an art room.
In art room make working space up into a square/circle so everyone can be seen. Leaving spaces
between a few tables is recommended for access and movability.
Visual learning map is to be displayed so all can see and use as reference.

Reflect on what worked well using this pedagogy and how the lesson flowed.

Evaluate what should be kept and what should be changed.

3 EST203 Megan J. Gub S302233 Assignment 2 Lesson Plan

References
Aboriginal 8 Ways of Learning. (2012, May). Retrieved from
https://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-ways-of-
learning-factsheet.pdf

8 ways teacher flashcards. (2017, accesed May 10). Retrieved from CDU:
https://online.cdu.edu.au/bbcswebdav/pid-2250361-dt-content-rid-
3892925_2/courses/EST203_Sem1_2015/8_ways_teacher_flashcards.pdf

8ways wikispace. (2017, May 2). Retrieved from http://8ways.wikispaces.com/

ARTPAD. (2017, May). ART CLASSES IN LANCASHIRE. Retrieved from ARTPAD:

http://www.artpadcolne.co.uk/

Boundy, B. (2017, May). Inspirational workshop with Lorna Crane. Retrieved from Fairmuse:
http://fairmuse100.blogspot.com.au/2015/08/inspirational-workshop-with-lorna-crane.html

CWRU. (2017, May). Paintbrushes: Understanding Your Tools. Retrieved from CWRU, Case Western
Reserve University: https://sites.google.com/a/case.edu/paint-brushes-understanding-your-
tools/anatomy-of-the-paint-brush

Daily, C. A. (2017, May). Ceramic Decorating Tool Techniques. Retrieved from Ceramic Art Daily:
http://ceramicartsdaily.org/free-gifts/ceramic-decorating-tool-techniques-how-to-use-clay-
pencils-slip-trailers-glaze-pens-and-carving-tools-to-decorate-ceramics/

Fairlie, K. (2017, May). Using natural materials. Retrieved from Kidspot:

http://www.kidspot.com.au/play-doh-and-natural-materials/

KESCO. (2017, May). KESCO sales. Retrieved from http://www.kesco.com.au/product/CL910

Marinica, A. (2016, July 4). 20 Things You Didn’t Know About Pop Art. Retrieved from Speckyboy
Design Magazine: https://speckyboy.com/20-things-didnt-know-pop-art/

Unknown. (Retrieved May 2017). Retrieved from https://s-media-cache-

ak0.pinimg.com/originals/a4/4c/b4/a44cb4bcb5b367a686ffe0d9722e0495.jpg

VCAA, V. C. (2017, March 1). Rationale and Aims. Retrieved from Victorian Curriculum Foundation-
10: http://victoriancurriculum.vcaa.vic.edu.au/the-arts/visual-arts/introduction/learning-in-
visual-arts

VCAA, V. C. (2017, March 1). Victorian Curriculum Foundation-10. Retrieved from Visual Arts; Levels
7 and 8: http://victoriancurriculum.vcaa.vic.edu.au/the-arts/visual-arts/curriculum/f-
10#level=7-8

VCAVA. (2017). Content description VCAVAV. Retrieved from Victoria Curriculum Authority Visual
Arts: http://victoriancurriculum.vcaa.vic.edu.au/the-arts/visual-arts/introduction/scope-
and-sequence
http://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCAVAV

4 EST203 Megan J. Gub S302233 Assignment 2 Lesson Plan

Appendix A

No.1 (CWRU, 2017)

No.2 (KESCO, 2017) N0.3 (Fairlie, 2017) No.4 (Daily, 2017)

No.5 (Boundy, 2017) No.6 (Unknown, Retrieved May 2017)

No.7 (ARTPAD, 2017)

5 EST203 Megan J. Gub S302233 Assignment 2 Lesson Plan

 No.8
Expectations
Create 2 Brushes/tools. Use at least 3 things acquired from the environment.
For the ferrule, or part of brush that supports the bristles and handle, use 2 forms of attachment.
Create an A4 page of mark making experiments. This is to explore the different sorts of marks you can
make while experimenting with your new tools.
Rubric / Marking Criteria
Level 4. 100pts Excellent
Explore and -Very creative/original design,
explores materials and
Express Ideas techniques.
30 pts -Goes beyond the assignment
requirement.
Visual Arts -Combines and adapts materials
in divers creative ways. Shows
Practices excellent use of sustainable
30 pts choices within the school
environment.
-An exceptional use of tools to
create and provide mark
making.
-Expresses creativity through
many different explorations in
mark making.
Present and -The finished art product is of
exceptional quality and well
Perform presented.
30 pts
Overall Effect -Has made 2 exceptional
brushes/tools that create
10 pts excellent marks using a variety
of objects. will stand up well to
time and want to be used again.
6 EST203 Megan J. Gub S302233
Level 3. 75pts Good
-Creative /original design,
exploring materials and
techniques.
-Demonstrates good
understanding of assignment.
-Combines materials in
divers creative ways. . Shows
good use of sustainable
choices within the school
environment.
-Good use of tools to create
and provide mark making.
-Expresses creativity through
some different explorations
in mark making.
-The finished art product is
of high quality and well
presented.
-Has made 2 good
brushes/tools that create a
good verity of marks. Will be
used again.
Level 2. 50pts Fair
-Somewhat
creative/original design.
-Demonstrates fair
understanding of
assignment.
-Combines materials.
-Fair use of tools to create
and provide mark making.
Shows use of sustainable
choices within the school
environment.
-Try’s a few different mark
making explorations.
-The finished art product
finished and presented.
-Has made 2 brushes/tools
that make marks. Has made
marks.
Assignment 2 Lesson Plan
Level 1. 25 pts Limited
-Lacks creativity/original
design
-Doesn’t demonstrate
understanding of the
assignment.
-Doesn’t combine materials.
-Doesn’t demonstrating use
of tools in mark making.
Doesn’t use any material’s
from the environment.
-Mark making is limited.
-The final product is
unfinished lacking and/or
messy in presentation.
-Hasn’t completed 2 brushes
and is lacking on mark
making.