Introduction

This set of three lessons asks Level 6 students to study and make portraits. The
artwork that they are to produce is a self-portrait and the pedagogical tool most employed in
teaching these lessons is unsurprisingly self-reflection (Letts 2013, p.470-472). Having
closely examined a small number of contrasting portraits, students must reflect upon to
represent themselves.
References.
Letts, W 2013, Reflective Practice, in Teaching Making a Difference (2nd ed.), John Wiley
and Sons, Milton, Queensland, pp.460-488.

Lesson Plan Template for Visual art Lessons

Please Note: You may choose to leave the commentary or not.
Yearlevel:6

Lessonduration(mins.):
1hour

Broad title indicating the

content.

Titleoflesson:

Link learning outcomes to

the AUS VELS level you
have chosen

LearningOutcomesandspecificpurpose:

Describe outcomes in
your own words. Be
specific.

What prior knowledge is

required?
Does this lesson link to
the previous one? If so
how?

Here you will list any

instruments or materials
needed for the lesson
If you are using artwork
examples, music or
childrens picture story
books, you should list
them here. Copyright
compliance is required
If you are using a ppt,
prezi ,video or other
resources, you should
provide a brief description
of how you will use it. PPT
etc should be uploaded
onto your website.!

Appreciating a Portrait

Level6sstudyofportraitureisbeguninthislessonbyestablishinginstudents
mindswhatareportraits?And,whypeoplemakethemandlookatthem?
Particularimportanceisattachedtotechnologyinthislessonbecausechildren
nowthemselvespractiseanelectronicformofportraiturewithcamerason
smartgadgetsandgalleriesonsocialmediawebsites.

Prerequisiteknowledgeand/orlinkstoprevious/futurelessons:
Thisisthefirstlessonofaseriesofthreewhichareconnectedtoboththeother
artssubjectsandthestudentshistorycurriculumasitconcernstheFederationof
theAustraliancolonies.Publicfigureswerepaintedatthetimeasanaspectof
theirpublicrole.(Theystillare:aGrade6excursiontoCanberracouldhave
includedtheNationalPortraitGallery.)Familiaritywiththeideaofapainting
andthemakingofoneisassumed.
Resourcesrequired
Theexamplesofportraitsusedforthislessoncanbealtereddependinguponthe
contextoftheschoolsactivitiesandpersonnel;andhowtheymayberecorded
photographically;alsowhatartworksthestudentsmayhaveseen,studiedor
enjoyedinotherclassesorinotheryears.(AschoolwithanAsianLOTE
programmemayhaveusedthatcountrysartinlanguagelessons.)
Ihavechosenfourexamplesofportraiture:twophotographicandtwopainted.
Thetwophotographicare(1)ofafamilygroupand(2)ofagroupof
schoolchildreninaclassorteam.(Thefamilialphotographisofmyown
relativesanditmighthelpmakethelessonfamiliariftheschoolphotograph
werefromthestudentsschoolalthoughpreferablyofunfamiliarstudents
perhapsslightlyhistoric?)Thetwopaintingsarebothfamous,fineartexamples
drawnfromcontrastingperiodsandstylesandchangeableattheinstructors
will.IhaveusedPortraitofMyCousinbyE.PhillipsFox(18934,NGV)and
NonobyHenriMatisse(1908,Met.NY)becausebotharepaintingsofchildren
aroundtheageofGrade6students.

Equipmentrequired:
Artsupplies,andawayforstudentstocarefullystudytheexamplesofportraits:

perhapsonpaperoronscreens;bestifstudentscanhandletheseexamples.

Indicate here if you have

included attachments
(e.g., work-sheets, tests,
assessment checklists,
ppt etc.).

Attachments:

ActualLessonPlans
Think about how to engage the students in the content to help them develop
understanding. Identify key questions to ask and how to explain concepts. Explain how
the class will be organised (e.g., if you are using groups, indicate the composition of the
groups). Indicate timing for activities. Consider whether the plan is realistic for the class,
time available, etc.

LessonIntroduction(wholeclassfocus)
What will you do to
introduce the lesson?
How will you introduce the
main objectives of the
lesson?

Learningactivities,keyquestionsandteacherexplanations:
Tothewholeclassasone,showthefamiliar,photographicportraitsand
askforcontributionsofwhattheseareandwhypeoplemightmakeand
keepthem?Dothestudentshaveanythingliketheseathome?Ifso,are
theyonlyofthemselves?Arethere,perhaps,olderones,orotherpeople?
Whatdotheyknowaboutthewordportrait?(Iftherearephotographs
ofthestaffandstudentofficeholdersabouttheSchoolsOfficethatcould
bealinktotheidea?)
MainComponentofLesson

Describe what you will do

as a teacher and what you
want students to do.
Provide brief details of the
learning activities to be
used.
Think carefully about the
purpose of your chosen
activities. Identify key
ideas to be emphasised.
Provide examples and
questions you will use.
Give an estimate of the
duration of each activity.

Learningactivities,keyquestionsandteacherexplanations:
Theintroductionshouldbeaimedattakingtenminutes.Thenext,groupactivity
istotakearoundtwentyminutesandisanalysisofthefourportraitexamples:
bothaspicturesandasportraits.
ThestudentsaretodiscussandtohaverecordedbyeachGroupsnotetakerwhy
theythinkthatapersonwouldhavewantedtomaketheseportraits;howthe
peoplewhoareinthemmightfeelabouttheseportraitsofthemselves;andwhat
feelingsandemotionstheseportraitsgivethemwhoarenotinportrayed?
Theanalysisoftheportraitsasportraitsratherthanpicturesdependspartlyupon
whattoolsofanalysisthechildrensartlessonshaveusedsofar.Theimportant
aspectsforthenextactivityishowtheportraitsarecomposedaroundtheir
subjectssoastotelltheviewersomethingaboutthem.Whatpartsofapersons
bodyaremostclearlyvisibleandwhymightthatbe?Howisshapeandcolour
usedinmakingtheseportraitsandwhatdoesthisdototheeffectoftheportrait?

Indicate how you will

monitor students
understanding.

TheClasscandiscussallofthesequestionsasawholeusingthethoughtsofthe
differentGroupsandtheteachercanrecordtheirresponsesonaboardorscreen
togivethestudentsaresourcefortheirnextactivity.

If students are in groups,

describe each groups
activities separately.

Thestudentsareeachtoplanandbeginaportraitofthemselves.Otherpeople
maybeincludedinthisworkaslongastheyarenotthefocusoftheportrait.It
willbeexecutedusingnonelectronicmedia;onpaperusingpencils,crayons,
andpaintasthestudentsdecide.

Attach work-sheets
separately.
Make sure the content is
evident from your
description!

Theimportantthingisforstudentstounderstandthatthisisartwithapurpose:
torecordaparticularpersonataparticularpointintimethemselves,now.
Inthetimeleftstudentsaretofirstrecordtheplanningdetailsoftheportrait.
Whatwillbeincludedintheportraitandwhy?Also,whatsortofimpression
theywishfortheirworktohave.Whatwillitssayaboutthem?Studentsshould
beencouragedtomakestatementsaswellasnotesandsketches,evenscribbles
anddoodlesontheirplanandpapersolongasitishelpful.Informstudentsthat
theirplansandbeginningswillbecollectedandstoredforthenextlesson.

LessonConclusion
How will you draw
together the ideas of the
lesson?
This process may include
whole class sharing,
teacher-directed
discussion, a summary, a
scene-setter for the next
lesson, etc.

Use this section to

describe how you will
assess students
achievement, clearly
identifying the data used
and the criteria.
You may wish to attach a
separate document such
as an assessment rubric

Learningactivities,keyquestionsandteacherexplanations:
Collectthestudentsworkandconcludethelessonwithabriefdiscussionof
whatdecisionstheyhavemadeandwhy;askingifanyartthattheyhaveseenor
donehasaffectedtheirdecision?

Assessmentofstudentslearning:
Recordingofthestudentsdiscussionasawholeclassgroupandinsmall
groups;alsotheplanningandbeginningoftheirportraits.
Thethingtoevaluateishowthestudentshavegraspedtheideaofaportraitand
howoneiscomposedtorepresentaperson.

Lesson Plan Template for Visual art Lessons

Please Note: You may choose to leave the commentary or not.
Yearlevel:6

Lessonduration(mins.):1hour

Broad title indicating the

content.

Titleoflesson:

Link learning outcomes to

the AUS VELS level you
have chosen

LearningOutcomesandspecificpurpose:
TheLevel6requirementforArtthatstudentsstudyandmakeaportrait.Inthis
lessonstudentsworkupontheportraitofthemselveswhichtheyhaveplannedin
thelastlesson,andaretoldthatthefinishedworksaregoingtobedisplayedat
theendofthenextlessonsothatalloftheirclassmatescanseethemtogether,as
aclassportrait.

Describe outcomes in
your own words. Be
specific.

What prior knowledge is

required?
Does this lesson link to
the previous one? If so
how?
Here you will list any
instruments or materials
needed for the lesson
If you are using artwork
examples, music or
childrens picture story
books, you should list
them here. Copyright
compliance is required
If you are using a ppt,
prezi ,video or other
resources, you should
provide a brief description
of how you will use it. PPT
etc should be uploaded
onto your website.!

ContinuingWithYourPortrait.

Prerequisiteknowledgeand/orlinkstoprevious/futurelessons:
Theknowledgeandplanningcompletedinthelessonprevioustothisone;also
suchgraphicartskillsasstudentswillhaveacquiredstudyingartuptothispoint.

Resourcesrequired
Theadditionalportraitwhichtheclasswillconsiderasawholebeforereturning
totheirownworkisAnthonyvanDycksSelfPortraitof16134
(Kunsthistoriches,Vienna)becauseitisincontrasttotheearlierportraitsas
beingolderandpaintedbyitssubject,whenhewastwoorthreeyearsolderthan
GradeSixstudents.Thiscouldbechangediftheteachingcontextbettersuits
anotherwork.

Equipmentrequired:
Art supplies and means for all students to both see and appreciate the
new portrait.

Indicate here if you have

included attachments
(e.g., work-sheets, tests,
assessment checklists,
ppt etc.).

Attachments:

ActualLessonPlans
Think about how to engage the students in the content to help them develop
understanding. Identify key questions to ask and how to explain concepts. Explain how
the class will be organised (e.g., if you are using groups, indicate the composition of the
groups). Indicate timing for activities. Consider whether the plan is realistic for the class,
time available, etc.

LessonIntroduction(wholeclassfocus)
What will you do to
introduce the lesson?
How will you introduce the
main objectives of the
lesson?

Learningactivities,keyquestionsandteacherexplanations:
Remindstudentsofthematerialcoveredintheprevious,firstlesson.Asaclass,
theycanconsideranotherportraittobringtothefrontoftheirmindswhatthey
hadlearnedinthepreviouslesson.Thismaybea

MainComponentofLesson
Describe what you will do
as a teacher and what you
want students to do.
Provide brief details of the
learning activities to be
used.
Think carefully about the
purpose of your chosen
activities. Identify key
ideas to be emphasised.
Provide examples and
questions you will use.
Give an estimate of the
duration of each activity.

Learningactivities,keyquestionsandteacherexplanations:
Thegreaterpartofthissecondlessonthechildrenwillpassworkingon
theirportraitsofthemselves.Theteachershouldcirculateamongstthe
classwhiletheydosobothtotakenoteofhowthechildrengoaboutthis
andtoenquireanddiscussthechildrensworkwiththemtoseewhatuse
theyaremakingofwhattheyhavebeendiscussingabouttheexamplesof
portraits.

Indicate how you will

monitor students
understanding.
If students are in groups,
describe each groups
activities separately.
Attach work-sheets
separately.
Make sure the content is
evident from your
description!

LessonConclusion
How will you draw
together the ideas of the
lesson?
This process may include
whole class sharing,
teacher-directed
discussion, a summary, a
scene-setter for the next
lesson, etc.

Use this section to

describe how you will
assess students
achievement, clearly
identifying the data used
and the criteria.
You may wish to attach a
separate document such
as an assessment rubric

Learningactivities,keyquestionsandteacherexplanations:
Warnstudentsofapproachingtimetoputawayworktopreventworkbeing
rushedandremindthattheyshallbeexhibitingtheirportraitattheendofthe
nextlessonandsooughttohaveitcompletedbythen.

Assessmentofstudentslearning:
Studentsgraspofwhatisaportraitandhowtomakeonewithconsiderationof
theappropriateelementscanbeevaluatedinthislessonintwoways.(1)Bythe
wayinwhichstudentsgroupscontributetothediscussionofnewportraitsin
thislesson.(2)Bythewayinwhichstudentsindividuallycontributewhenasked
howtheirownworkisprogressing.

Lesson Plan Template for Visual art Lessons

Please Note: You may choose to leave the commentary or not.
Yearlevel:

Lessonduration(mins.):

1hour

Broad title indicating the

content.

Titleoflesson:

Link learning outcomes to

the AUS VELS level you
have chosen

LearningOutcomesandspecificpurpose:

Describe outcomes in
your own words. Be
specific.

Completing Portraits and Competing Portraits.

ThislessoncontinuestoexploretheLevel6AusVELSartstopicofportraits
withinthecontextoftheLevel6historyareaofFederation.
Thestudentscompletetheirportraitsinthislesson;thentheyshouldframethe
paintingusingcolouredpaperandprovideanameforthepainting,e.g.Self
Portrait2016,orArtClass2016.
Theyareallexhibited.Studentscompletearubriconownandapeers.Portraits
becomepublicpropertyandareevaluatedbythepublic;asisdoneinpublic
buildings.

What prior knowledge is

required?
Does this lesson link to
the previous one? If so
how?
Here you will list any
instruments or materials
needed for the lesson
If you are using artwork
examples, music or
childrens picture story
books, you should list
them here. Copyright
compliance is required
If you are using a ppt,
prezi ,video or other

Prerequisiteknowledgeand/orlinkstoprevious/futurelessons:
Thestudentsarecompletingapieceofartworkwhichwillbeseenbytheir
classmates.Theyshouldapplyknowledgeofportraitsacquiredduringthis
sequenceoflessons.Itisassumed,however,thattheyhavesomeknowledgeof
howtobeanaudienceofartworks,particularlythoseproducedbytheirclassand
differingintheirqualityofexecution.
Resourcesrequired
TheportraitsexecutedbythechildrenandpreservedintheArtRoom.Also
facilitiestohangormountallofthesefinishedworkstogetherwithlabelsand
spaceenoughforstudentstohavetimeandfreedomtoobserveandevaluate
themsuchastoformtheirownopinionofwhichisbest.

resources, you should

provide a brief description
of how you will use it. PPT
etc should be uploaded
onto your website.!

Equipmentrequired:
A ballot box and sufficient ballots for the class to mark and cast their
choices. Also, some sort of prize to be awarded to the winning portrait
and some way that it can be preserved in the Art Room for some time, as
indeed would a winning portrait.

Indicate here if you have

included attachments
(e.g., work-sheets, tests,
assessment checklists,
ppt etc.).

Attachments:

ActualLessonPlans
Think about how to engage the students in the content to help them develop
understanding. Identify key questions to ask and how to explain concepts. Explain how
the class will be organised (e.g., if you are using groups, indicate the composition of the
groups). Indicate timing for activities. Consider whether the plan is realistic for the class,
time available, etc.

LessonIntroduction(wholeclassfocus)
What will you do to
introduce the lesson?
How will you introduce the
main objectives of the
lesson?

Learningactivities,keyquestionsandteacherexplanations:
ThebeginningofthisLessonshouldbothemphasisethatthisisthelessonin
whichtheportraitsshallbefinishedandrevealthatthereisgoingtobean
exhibitionofthem,acompetitionandaprizeforthebest.Thestudentsare
themselvesgoingtomakethedecision.Theycouldbegivensomeadditionalart
historybybeingtoldthatthereissomethingsimilarandfamousdoneeveryyear
inAustralia,theArchibaldPrize.
MainComponentofLesson

Describe what you will do

as a teacher and what you
want students to do.
Provide brief details of the
learning activities to be
used.
Think carefully about the

Learningactivities,keyquestionsandteacherexplanations:
Thirtytofortyminutesofthishourlonglessonwillbespentinmakingsurethat
thestudentsallhavesomethingwhichtheyfeeliscompletedandadequate
enoughforexhibition.
Thismayrequirestudentstohavereinforcedthattheimportantaspectsofa
portraitarethehandsandface,togetherwiththesettingofthesubjectalladding
uptosayingsomethingaboutthem.Thesecanbedoneingreatdetailorinlittle

purpose of your chosen

activities. Identify key
ideas to be emphasised.

solongastheyarepresent.Studentswhobelievethemselvestobehave
completedcouldberemindedtolookattheirworkcarefullyandthoughtfullyto
thinkofwhattheycouldimproveaboutitandwhatdetailstheymightadd.

Provide examples and

questions you will use.
Give an estimate of the
duration of each activity.

Atthecompletionoftheirportraitsthestudentsaresenttopostthemontothe
wallorwireonwhichtheywillbedisplayedandjudged.Inintroducingthe
studentstotheirnewrolesasgallerypatronsandartcriticssomecareoughttobe
takeninmakingsuretheyknowthatthisisarespectfulactivityinwhichtheyare
showingtheirownintelligenceandtastebyseeingandappreciatingwhatan
artististryingtodo.Theskillinexecutingapaintingordrawingisimportantbut
soistheideaswhichwereexecutedandtheambitionwhichtheartistheld.They
arerewardingalloftheeffortwhichtheartistshowsaswellasthesuccessin
effectingthem.Thisisasecretballotandeachstudentshouldthinkcarefully
abouttheirchoice.

Indicate how you will

monitor students
understanding.
If students are in groups,
describe each groups
activities separately.
Attach work-sheets
separately.
Make sure the content is
evident from your
description!

LessonConclusion
How will you draw
together the ideas of the
lesson?
This process may include
whole class sharing,
teacher-directed
discussion, a summary, a
scene-setter for the next
lesson, etc.

Use this section to

describe how you will
assess students
achievement, clearly
identifying the data used
and the criteria.
You may wish to attach a
separate document such
as an assessment rubric

Learningactivities,keyquestionsandteacherexplanations:
Thelessonconcludeswiththeawardoftheprizetothewinningportraitand
somediscussionofwhyitmighthavewonandwhatqualitiesitshowsasawork
ofart.
ThewinningportraitcanbeespeciallyandtemporarilyexhibitedintheArt
Roomandthechildrencanbetoldtolookoutforportraitsofimportantpeoplein
placeswhichtheyvisit,suchaslocalgovernmentbuildingsormuseumsor
churches.

Assessmentofstudentslearning:
Theportraitsarethemselvesfinishedpiecesofworktoevaluateagainst
theknowledgeofportraituretaughtduringthelessonsandthestudents
priorwork.Thestudentscontributionstothecompetitionpartofthis
lessoncanalsoprovideevaluablematerialabouttheirattitudetowardsart
andabilitytoappreciateit.