RIC-6584 Exploring Visual Art (Upper)

Ages 11 + 

Easy-to-use, easy-to-follow art projects 

©R.I.C. Publications 

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Exploring visual arts 

Ages 11+ 

Published by 

R.I.C. Publications ® Pty Ltd 

PO Box 332, Greenwood 

Western Australia 6924 

Published 2010 

RIC–6584 

ISBN–978-1-74126-847-8 

Copyright © Agnes Russell 2010 

Titles available in this series: 

Exploring visual arts—Ages 5–7 


Exploring visual arts—Ages 11 + 

Distributed by: 

UK/Republic of Ireland: 

Prim-Ed Publishing 

Bosheen 

New Ross 

County Wexford 

Republic of Ireland 

USA: 

Didax Education 

395 Main Street 

Rowley 

MA 01969 

USA 



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Copyright Information 

Only the blackline masters contained within this publication may only be reproduced by the original purchaser for use with their 

class(es). The publisher prohibits the loaning or onselling of these blackline masters for purposes of reproduction. No other 

part of this publication may be reproduced in any form or by any means, electronic or mechanical, including photocopying or 

recording, or by any information storage and retrieval system, without written permission from the publisher.

Foreword 

Exploring visual arts is a series of three books designed to provide teachers with a range of art 

lessons for a variety of age groups. Teaching visual arts can be challenging and rewarding. This 

series offers effective teaching strategies and activities providing skills, techniques and ideas 

that satisfy curriculum requirements with classroom-tested art projects. 

Titles in this series include: Exploring visual arts—Ages 5–7 


Exploring visual arts—Ages 11+ 

Contents 

Introduction........................................................................ iv 

Curriculum links.................................................................. iv 

Timesaving tips................................................................... v 

Teachers notes..........................................................vi – vii 

Art projects 

Midnight spider............................................................. 2–3 

Green tree frog............................................................ .4–5 

Australian landscape................................................. 6–7 

Boab landscape............................................................8–9 

Black and white optical art.................................... 10–11 

Positive and negative masks.................................. 12–13 

Line house.................................................................... 14–15 

The brain...................................................................... 16–17 

Chinese dragon...........................................................18–19 

Stained glass peacock...........................................20–21 

Egyptian sarcophagus...........................................22–23 

Fireworks....................................................................24–25 

Macaw........................................................................26–27 

Scarecrow collage...................................................28–29 

Rainforest silhouette..............................................30–31 

Tornado......................................................................32–33 

Pyramid collage........................................................34–35 

Ice-cream sundae....................................................36–37 

Mega burger.............................................................38–39 

Frosted tree silhouette.........................................40–41 

Complementary colour boxes...............................42–43 

Hungry fish................................................................44–45 

Roman helmet..........................................................46–47 

Flower art................................................................. 48–49 

Fruit dissection........................................................50–51 

Lighthouse silhouette............................................52–53 

Newspaper tree collage.........................................54–55 

Space circle...............................................................56–57 

Wasteland................................................................ 58–59 

Polar bear...................................................................60–61 

Snowflake..................................................................62–63 

Star etching............................................................64–65 



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Teacher resources 

Sample assessment checklist...................................66 

Blank assessment checklist........................................67 

Student self-assessment sheet..............................68 

‘Looking at art’ sheet...................................................69 

‘Elements of art’ labels.................................................70 

Reward ribbons.................................................................. 71 

Activity card samples............................................72–73 

Templates 

Scarecrow body...............................................................74 

Lighthouse silhouette....................................................75 

Star etching.....................................................................76 

R.I.C. Publications ® —www.ricpublications.com.au Exploring visual arts iii

Introduction 

Being both a classroom teacher and an art specialist requires a lot of hard work and organisation. 

This is where an easy-to-use book, full of practical ideas comes in handy! 

The activities in this series will provide teachers with a variety of art lessons based on different 

topics, suited to a range of age levels. Most art activities can be completed in one or two lessons, 

based on hourly lesson blocks. 

At the back of the book is an easy-to-use assessment checklist as well as a student selfassessment 

sheet which can be adapted to any of the lessons in this book. Some timesaving hints 

have also been included to reduce preparation and clean-up time. 

The lessons in this book give students the opportunity to create artworks through drawing, 

painting, collage and printmaking. The art activities have been used successfully with students 

from Years 1 to 7. 

Happy art making! 

Agnes Russell 

Curriculum links 

AI 4 

ASP 4 

AR 4 

AIS 4 



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WA NSW QLD VIC. SA 

VAS 3.1 

VAS 3.2 

VAS 3.3 

VAS 3.4 

VA 4.1 

VA 4.2 

VA 4.3 

ARAR0401 

ARAR0402 

ARAR0403 

ARAR0404 

3.1, 4.1 

3.2, 4.2 

3.3, 4.3 

3.4, 4.4 

3.5, 4.5 

3.6, 4.6 

iv Exploring visual arts www.ricpublications.com.au

Timesaving tips 

Running a classroom is busy work! Here are some ideas to save time and your sanity! 

• Don’t spend hours at the sink, washing out paint palettes at the end of the day, egg cartons 

make a perfect timesaving alternative to a paint palette as they don’t require washing. Just 

close the lid when paint is no longer required. If the paint does dry up, only a quick refill is 

needed. Discourage students from mixing colours on the lid as it can glue the egg carton 

closed! When the egg cartons become worn out, just throw them away for recycling. 

• Ice-cream container lids and styrofoam meat trays are perfect for colour mixing. A quick rinse 

makes them reusable. 

• Large yoghurt containers make unbreakable water containers for rinsing brushes between 

colours. There is no broken glass to worry about if they are dropped! 

• The school newsletter is a fantastic way of asking for donations of egg cartons and containers. 

You will be pleasantly surprised at what students bring. 

• Have a good supply of scrap paper handy for early finishers. Raid the photocopy room for any 

photocopy errors. Students can draw on the back of these. 

• Stencils and activity cards are a perfect way to occupy early finishers. They provide a little 

guidance to create some artwork without wasting paper with aimless scribbling. (Refer to 

pages 72–73 for some sample activity cards.) There is an endless number of ideas for artrelated 

tasks which the students can complete. 

• An art equipment trolley stacked with glue, scissors, lead pencils and erasers means students 

have initial equipment ready for beginning their art project and can organise themselves. This 

provides time to prepare any additional material that the students require. 

• Have laminated pictures of famous artworks on hand. Art calendars and the internet are 

great resources for images. 



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• Always keep newspapers, some rags and spray cleaner handy for clean-up time. If students 

spread newspaper over their desks before an art lesson, it reduces the amount of mess on the 

desks. 

• Step-by-step ‘how to draw’ books are a great way of teaching students by combining simple 

shapes to create an image. Some of the artworks in this book began with ‘guided drawing’. 

Use a large sheet of lithograph or butcher’s paper to demonstrate how to draw the object. 

Students then follow these instructions, one step at a time, to create their own drawing. This 

gives those students who are not very confident at drawing a boost as they can follow step-bystep 

instructions quite easily. It also provides the opportunity to discuss art elements such as 

line, shape etc. 

R.I.C. Publications ® —www.ricpublications.com.au Exploring visual arts v

Teachers notes 

Each art project is explained over two pages: 

• The teacher’s instruction page includes information about the number of lessons required to 

complete the project, a list of materials, step-by-step instructions, evaluation suggestions 

for all art strands and, where applicable, variations of the project and drawing tips. 

• A full-page colour photograph shows an example of the completed art project. 

TEACHERS PAGE 

Duration*: 

number of lessons 

required to complete the 

project is shown. 

Task: 

explains what the 

student is required to do 

to complete each art 

project. 

Lesson: 

gives step-by-step 

instructions for completing 

the art project. 

* Note: The suggested ‘break-up’ of lessons for 

projects which take more than one lesson may 

change depending on the need to allow painted 

work to dry, time constraints, the progress of 

the students and the availability of other work 

in the project which needs to be completed. 

Title: 

states the name 

of the art project 

Materials: 

states what 

resources or equipment 

are required to complete 

the art project. 

Evaluation: 

suggestions for each 

art strand are provided. 



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Art project photograph 

Title 

of the art project 

is stated. 

A fullcolour 

photograph* of 

the completed art project is 

provided. 

* 

The full-colour photographs of the 

completed art projects are also 

provided on the accompanying CD. 

vi Exploring visual arts www.ricpublications.com.au

Teachers notes 

Other teacher resource pages at the back of the book include: 

• a sample assessment checklist 

on page 66, a blank assessment 

checklist on page 67, which can be 

used with any art project within 

the book and a blank student 

assessment sheet on page 68, 

which can be linked to an art project 

of the teacher’s or student’s choice 

• resources which can be used as 

class stimulus posters including 

‘Looking at art’ sheet (page 69) and 

‘Elements of art’ labels (page 70) 

• reward ribbons (page 71) to pin to 

students’ artwork 

• samples of art activity cards on pages 72 and 73 that can be used as ‘early finisher’ art 

activities, or relief teacher or extra homework activities 



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• templates on pages 74–76 to accompany particular art projects. 

R.I.C. Publications ® —www.ricpublications.com.au Exploring visual arts vii

Midnight spider 

DURATION 

One lesson 

TASK 

Draw a picture of a spider and its surroundings using a white charcoal pencil on 

black paper. 

Materials 

✓✓ black paper or thin black card 

✓✓ white charcoal pencil 

✓✓ spray fixative 

LESSON 

1. Use the charcoal pencil to draw a tree trunk to one side of the paper. Shade one side of the 

trunk and draw swirling bark patterns in one or two areas on the remaining section. 

2. About halfway down the page, draw a hilly horizon line and shade in half. 

3. Draw a full moon in the sky, shade half of it and draw crater marks on the remaining half. 

4. Starting from the bottom of the page, draw grass and twigs along the bottom edge. 

5. Draw a spider’s web from the edge of the tree to the edge of the paper. 

6. Draw a vertical line from the web with a spider dangling from the bottom. Discuss spider 

body features with the students to ensure their drawing is accurate. Shade one edge of the 

spider’s body to create shade, form and depth. 

7. Spray artwork with fixative to prevent smudging. 

Evaluation 

Arts ideas Arts skills and processes Arts responses Arts in society 

• Generates ideas 

based on a 

particular theme. 

• Uses a charcoal 

pencil effectively. 

• Uses line to enhance 

illusion of shape, 

form and depth. 

• Evaluates own 

artwork and that of 

others. 

• Understands how 

visual arts can 

represent particular 

themes. 



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2 Exploring visual arts www.ricpublications.com.au

Midnight spider 



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R.I.C. Publications ® —www.ricpublications.com.au Exploring visual arts 3

Green tree frog 

DURATION 

Two lessons 

TASK 

Draw a realistic picture of a green tree frog using oil pastels. 

Materials 

✓✓ reference pictures of green tree frogs 

✓✓ dark blue card 

✓✓ lead pencils 

✓✓ erasers 

✓✓ oil pastels 

LESSON 1 

1. Look at reference pictures of green tree 

frogs and discuss their features with 

the students. Focus on body shape and 

colours. 

2. Students attempt to draw their own 

green tree frog using lead pencil on 

dark blue card. Encourage students to 

press lightly so that mistakes are not 

difficult to erase. 

3. Once satisfied with their drawing, 

students draw a log for the frog to sit 

on and some plants and leaves in the 

background. 

Evaluation 


• Develops ideas from 

reference materials. 

• Draws a realistic 

image of a green 

tree frog. 

• Uses oil pastels 

effectively to create 

a specific effect. 

Lesson 2 

Using the reference pictures as a guide, 

the students colour their drawing with 

oil pastels, blending similar colours to 

create a three-dimensional effect. They 

will need to press heavily to ensure 

good coverage and bold, vibrant colours. 



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• Responds to images 

by creating another 

artwork. 

• Understands 

artwork can be 

used to record 

information, such 

as that found 

in botanical and 

wildlife pictures. 


Green tree frog 



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Australian landscape 

DURATION 

One lesson 

TASK 

Create a simple abstract landscape of the Australian Outback. 

Materials 

✓✓ reference pictures of the Australian Outback 

✓✓ A4 cartridge paper 



✓✓ black permanent markers 

✓✓ water soluble crayons 

✓✓ brushes 

✓✓ water and containers 

LESSON 

1. Look at images of the Australian Outback. Discuss with the students the objects and 

colours they would likely see in the Australian Outback. 

2. Students draw a simple scene of rocky hills, trees, rocks and perhaps some water. 

Encourage students to keep the shapes simple. 

3. Once satisfied with their scene, students trace over the lines using black permanent marker. 

4. Colour using water-soluble crayon, keeping the colours simple, bright and bold. 

5. Paint over the crayon using water, one colour at a time, so that the colours do not smudge. 

Allow to dry. 

Evaluation 


• Develops ideas that 

convey thoughts 

and feelings about a 


• Uses shape and 

form to create a 

landscape image. 

• Selects appropriate 

colours to achieve a 

specific effect. 

• Uses water-soluble 

crayons effectively. 

• Analyses choices 

made, and the 

elements and 

principles used to 

create own artwork. 

• Recognises that 

artworks can 

be inspired by 

particular themes. 



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Australian landscape 



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Boab landscape 

DURATION 

One lesson 

TASK 

Draw a boab tree landscape using chalk pastels. 

Materials 

✓✓ reference pictures of boab trees 

✓✓ cartridge paper 

✓✓ chalk pastels 


LESSON 

1. Discuss and look at images of boab trees, in particular their shape, and the landscape they 

grow in. 

2. On A4 paper, students use chalk pastels to create their own boab tree landscape: 

(a) Begin by drawing a horizon line midway down the page. Colour the ground using a 

combination of brown, ochre and orange. Use fingers to blend the colours together. 

(b) Blend light and dark blue in the sky in the same way. Use different fingers so that 

the brown does not smudge into the blue. (Students may need to wash their hands 

frequently to prevent smudging.) 

(c) Draw some boab trees in the soil, using reference material to draw their shape correctly. 

(d) Use white chalk pastel to highlight some areas in the trunk and branches. 

3. Spray with fixative to set. 

Evaluation 




• Uses chalk pastels 

effectively. 


by making another 

artwork. 

• Understands the 

importance of 

landscapes within 

visual arts. 

• Identifies artists 

who are well known 

for creating 

landscape pictures. 



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Boab landscape 



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Black and white optical art 

DURATION 

Two lessons 

TASK 

Draw simple optical art by using patterns to trick the eye. 

Materials 




✓✓ rulers 


Evaluation 

Students can select which optical art piece they would like to complete—one which 

involves wavy lines or one with straight lines. 

Design 1 Design 2 

Wavy line artwork 

Straight line pattern 

LESSON 1 

LESSON 1 

1. Draw a circle either in the middle of the 1. Use a ruler to draw a long, narrow 

page or slightly to one side. 

rectangle in the middle of the page. 

2. Draw a series of vertical wavy lines 

Draw a slightly larger rectangle around 

down the page, ensuring that the edges 

the first one. 

of the circle are included within the 

2. Continue drawing rectangular shapes 

wavy lines. 

until the final rectangle is as large as 

3. Draw a series of wavy lines horizontally 

the paper. Ensure that the thickness 

across the page, once again ensuring 

of each successive rectangle is greater 

the edges of the circle are included 

than the previous one. 

within the wavy lines. 

Lesson 2 

Trace using black permanent marker, 

then colour every second shape black to 

create a checkerboard pattern. 


• Develops ideas to 

create artwork in a 

particular style. 

• Follows step-bystep 

instructions to 

create optical art. 

Lesson 2 

Trace using black permanent marker, 

then colour every second shape black, 

to create alternating black and white 

rectangles. 



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others. 

• Understands that 

certain artwork is 

created to trick the 

eye. 


Design 1 

Black and white optical art 

Design 2 



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Positive and negative masks 

DURATION 

Three lessons 

TASK 

Create a simple mask design and use positive and negative space for two different 

versions of the same picture. 

Materials 

✓✓ examples of African masks or reference pictures 

✓✓ examples of film negatives (optional) 

✓✓ two sheets of cartridge paper 


LESSON 1 

1. Look at examples of 

African masks and 

discuss the patterns 

used to decorate them. 

2. Students draw their 

own decorative mask 

on cartridge paper in 

lead pencil. Ensure the 

patterns are quite thick 

and bold. Once satisfied 

with their design, they 

trace over it using black 

permanent marker. 

3. Colour using black 

permanent marker. This 

can be completed easily 

if the patterns are 

thick. 

Evaluation 




Lesson 2 

1. Discuss the idea of 

positive and negative 

space. (The space they 

have coloured is positive 

space; the uncoloured 

space is negative.) If 

available show examples 

of film negatives. 

2. Students use the 

second sheet of 

cartridge paper and 

lead pencil to trace 

their mask, ensuring 

all parts of the same 

pattern have been 

traced carefully. 

3. Trace using black 

permanent marker, 

leaving the pattern lines 

white and colouring all 

the surrounding space 

black. 

• Uses positive and 

negative space 

within a picture. 

• Creates decorative 

patterns on a mask. 

✓✓ 

✓✓ 

✓✓ 

✓✓ 



artwork. 

erasers 

black permanent markers 

scissors 

black card 

Lesson 3 

1. Cut out the masks, 

leaving a thin white 

margin around the 

outside of each. 

2. Glue the two masks 

side-by-side on black 

card to show differing 

uses of space within a 

single drawing. 



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• Recognises certain 

characteristics and 

features of art from 

African culture. 


Positive and negative masks 



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Line house 

DURATION 

Two lessons 

TASK 

Design an interesting house, using only line to enhance detail and shape. 

Materials 




✓✓ rulers 

LESSON 1 

1. Brainstorm with the students the different types of 

patterns that are visible on houses; for example, tiles, 

paving, brickwork, windows and doors. The students can 

use some of these ideas to decorate their house in the 

final stages of drawing, using lines to create patterns. 

2. On cartridge paper, the students design an interesting 

house. Encourage them to experiment with different 

shapes for roofs, windows, paths etc. 

3. Draw curved lines to indicate the ground and add tree 

outlines on each side (if desired). 

4. Once satisfied with their designs, the students trace over 

the main lines using black permanent marker. Use fine 

black marker to draw pattern details. 

Evaluation 


• Develops ideas 

from brainstorming 

sessions. 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

fine black markers 


black edicol dye 

brushes 

• Uses line to create 

pattern and 

enhance detail. 

• Uses fine black 

marker effectively 

to create line 

patterns. 

✓✓ 

✓✓ 

• Evaluates own work 

and that of others. 

water and containers 

black cardboard for 

mounting 

Lesson 2 

Paint the background 

sky area using black 

edicol dye and mount on 

black cardboard when 

dry. 


visual arts can be a 

good way for people 

to relax. 



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Line house 



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The brain 

Duration 

Three lessons 

Task 

Use a variety of shapes to create a ‘mechanical brain’ inside a profile outline. 

Materials 

✓✓ large sheet of lithograph paper 

✓✓ overhead projector 

✓✓ coloured markers 



Lesson 1 

1. Use an overhead 

projector to trace each 

student’s profile with 

lead pencil on litho 

paper. 

2. Students use black 

permanent marker to 

trace over the pencil 

lines. 

Evaluation 



imagination. 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

• Selects, creates 

and uses shapes. 

• Draws using a 

variety of tools and 

techniques. 


coloured pencils 

scraps of coloured paper 

variety of round shapes for 

tracing (e.g. bottle tops, lids) 

Lesson 2 

Using a ruler and 

round shapes, create 

a mechanical system 

inside the head, drawing 

cogs, wheels, pulleys 

etc. (Some images 

from the internet may 

provide inspiration.) 


that artworks are 

created for a range 

of purposes. 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

rulers 

coloured 

cardboard 

scissors 

glue 

Lesson 3 

1. Students use a variety 

of media, including 

pencils and coloured 

markers, to colour the 

mechanical system. 

Coloured paper can be 

cut and glued to create 

cogs etc. 

2. Cut around head profile 

and glue onto coloured 

card. 


skills learnt in visual 

arts can assist us 

in other parts of 

our school lives; for 

example, maths. 



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The brain 



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Chinese dragon 

DURATION 

Three lessons 

TASK 

Draw a symmetrical image of a dragon’s face and complete it 

using bright colour combinations. 

Materials 

✓✓ reference pictures of Chinese 

dragons 

✓✓ litho paper 



Lesson 2 

1. Once satisfied with their image, the students trace over the halfface 

with black permanent marker. They then flip the page over and 

trace the other side which should now be clearly visible through the 

paper. 

2. Unfold the paper to see the complete symmetrical image. 

3. Colour using warm or cool colour combinations for the larger 

sections of the face (warm: red, orange, yellow, pink; cool: blue, 

green, purple) and warm colours for the eyebrows, beard, mouth 

and nose. Students can use oil pastels or water-soluble crayons, 

which will need to be painted with water. This medium allows 

students to blend colours together. 

Lesson 3 

Carefully cut out the Chinese dragon’s face and glue onto black 

card for display. 

Evaluation 

TIPS FOR DRAWING 




✓✓ 

✓✓ 

✓✓ 

✓✓ 

• Creates a 

symmetrical image. 

• Combines colours 

to achieve a specific 

effect. 

erasers 

water soluble crayons or 

oil pastels 

brushes 


LESSON 1 

1. Gather as many images as possible from books, the internet, 

clip art etc. of different Chinese dragons. Students will use 

these reference pictures to create their own drawing of a Chinese 

dragon’s face. Discuss the features of a Chinese dragon’s face 

(cat-like eyes, moustache, flame-like eyebrows, horns, teeth, 

colours, patterning etc.). 

2. To achieve the symmetrical aspect, students will fold their paper 

in half and draw only half of a Chinese dragon’s face. Ensure that 

the dragon’s mouth and nose are drawn on the fold line so that 

the image is doubled once the paper is folded out. (Otherwise, the 

students will have two separate halves of a face at either end of 

the page.) 



artwork. 

✓✓ 

✓✓ 

✓✓ 

scissors 

glue 

black card 

When drawing the face 

of any animal, follow 

these simple steps: 

• Sketch a light 

horizontal line to 

show the centre of 

the face. (It should 

run between the 

ears and eyes and 

through the middle 

of the nose.) 

• Sketch a line to 

show eyes, nose and 

mouth position. 

• Sketch the head 

shape and add 

the eyes, nose and 

mouth details. 



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• Add highlights 

or shading where 

shadows fall. 

• Add fur, feathers 

etc. 

• Recognises that 

artworks have 

different purposes 

and meanings in 

different cultures. 


Chinese dragon 



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Stained glass peacock 

Duration 

Four lessons 

Task 

Create a stained glass image based on a drawing of 

a peacock. 

Materials 

✓✓ reference pictures of 

stained glass windows 



✓✓ 

✓✓ 

✓✓ 

brushes 


black card 

Lesson 1 

1. Look at examples of stained glass windows and discuss the way that images have been 

segmented to create a variety of shapes. 

2. Use guided drawing to demonstrate how to complete a peacock using simple shapes. 

3. 

Students draw their own version. Once the main image is drawn, students divide the drawing 

into large segments, like a jigsaw puzzle. Trace over the pencil lines using black permanent 

marker. 

Lesson 2 and 3 

Colour each segment individually, using cool colours for the peacock and warm colours for 

the background. Paint watercolour pencil areas with water. Allow to dry. 

Lesson 4 

Mount onto black card to highlight the effect of the thick black lines of a stained glass 

window. 

Evaluation 


• Uses own ideas to 

create patterns 

and shapes based 

on stained glass 

window images. 

✓✓ 

✓✓ 

✓✓ 

• Applies colour 

using a variety 

of mediums and 

groups colours 

appropriately. 

• Selects and creates 

shapes to achieve 

specific results. 

erasers 


watercolour pencils 



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artworks are 

created for a range 

of purposes and in a 

variety of mediums, 

such as glass. 


visual arts can be 

incorporated into 

everyday objects, 

such as windows. 


Stained glass peacock 



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Egyptian sarcophagus 

DURATION 

Three lessons 

TASK 

Draw and decorate an Egyptian sarcophagus. 

Materials 

✓✓ examples of Egyptian symbols 

✓✓ large sheet of cartridge paper 



LESSON 1 

1. Look at examples of Egyptian 

symbols, such as pyramids, 

scarabs, eyes etc. that the 

students can use in their 

sarcophagus picture. (Refer to 

and other websites 

for some suggestions.) 

2. The students then draw a 

large sarcophagus shape on 

cartridge paper as directed. 

Draw a head piece and face in 

the top section, then decorate 

the body section using the 

ideas generated from looking at 

Egyptian symbols. 

3. Once the students are 

satisfied with their design, 

they trace over it using black 


Evaluation 

Variation 



stimulus material. 

✓✓ 

✓✓ 

✓✓ 

• Draws symbols and 

patterns based on 

a particular subject 

matter. 


effectively. 


oil pastels 

gold crayon 



others. 

✓✓ 

✓✓ 

✓✓ 

scissors 

glue 

black card 

Lesson 2 

1. Colour the face using gold crayon and select a 

few patterns to also colour in gold. 

2. Use oil pastels to colour the remaining 

sarcophagus, pressing hard to ensure bold, 

bright colours. 

Lesson 3 

When the sarcophagus is complete, cut out and 

glue onto black card. 

Ask the students to draw their own facial 

features on the mask of the sarcophagus 

and use symbols which indicate their own 

interests—drawing, music, sports, reading 

etc. 



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artworks have 

different purposes 

and meanings in 

different cultures. 


Egyptian sarcophagus 



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Fireworks 

DURATION 

Two lessons 

TASK 

Create a city landscape with a fireworks sky background. 

Materials 


✓✓ yellow, orange, red and blue paint 

✓✓ strip of heavy card 



✓✓ rulers 

✓✓ glue 

LESSON 1 

1. To create the sky background, the 

students use a sheet of cartridge 

paper in landscape position and put 

blobs of paint along one side in the 

following order from the bottom of the 

page: yellow, orange, red and blue. 

2. Use the heavy card strip to spread 

the paint across the page. A screenprinting 

squeegee may be used for this. 

3. Leave sky background to dry. 

Evaluation 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

strip of black paper or card 

(approximately 42 x 14 cm) 

paintbrushes 


scissors 

glitter in various colours 

Lesson 2 

1. On the strip of black paper or card, 

draw a city skyline. Cut out and glue 

onto the sky background, lining up the 

bottom of the page with the bottom of 

the city skyline. 

2. Use a paintbrush and glue to create 

firework patterns in the sky, sprinkle 

them with different coloured glitter and 

shake off the excess. 


• Generates images 

inspired by special 

events. 



Display Copy 

• Mixes and applies 

colours to create a 




others. 



good way for people 

to relax. 


Fireworks 



Display Copy 


Macaw 

DURATION 

Two lessons 

TASK 

Draw and colour a detailed, accurate close-up picture of a 

macaw after studying photographs. 

Materials 

✓✓ photographs of macaws or 

images from the internet 


✓✓ 

✓✓ 

lead pencils 

erasers 

LESSON 1 

1. Demonstrate drawing a close-up image of a macaw. 

Use the photographs as an aid to discuss the features 

with the students. Plan the colours with the students’ 

assistance, constantly referring to the photographs or 

images. 

2. The students use lead pencil on cartridge paper to 

lightly sketch their own drawing. Ensure they use the 

entire page for their drawing and include all details and 

features. 

3. Once satisfied with their sketch, the students trace over 

the pencil lines using black permanent marker. 

4. The students select oil pastel colours to complete their 

sketch, matching them as closely as possible to the 

actual colours of the macaw. 

5. To achieve a three-dimensional effect, the students 

will need to blend light and dark versions of the same 

colour. For example, black and grey will need to be blended 

to create a curved effect on the macaw’s beak; in the 

example shown, dark yellow has been blended with bright 

yellow to create the shadow cast by the macaw’s wing. 

TIPS FOR DRAWING 

Lesson 2 

Once satisfied with their picture, the students can create a jungle background by drawing 

tropical, broadleaf plants. Choose different tones of the same colour to create a threedimensional 

effect. A contrasting background colour will make the macaw stand out from its 

surroundings. 

Evaluation 



stimulus materials. 

• Draws an accurate 

representation of a 

particular image. 

• Uses the space on a 

page effectively. 

• Chooses colours to 

represent a specific 

effect. 

✓✓ 

✓✓ 



artwork. 


oil pastels 

When drawing birds, circular 

shapes are most commonly 

involved. 

The head is usually an egg 

shape turned sideways on an 

oval body. Start with basic 

shapes and overlay with 

details such as feathers. 

Feathers can be ‘hinted at’ 

by using long strokes. Every 

feather does not need to be 

drawn—only the important 

ones. 

Beaks are almost always 

curved. 

Markings on a bird make it 

more believable. 



Display Copy 

• Realises that visual 

arts can be used 

to record visual 

information. 


Macaw 



Display Copy 


Scarecrow collage 

DURATION 

Three lessons 

TASK 

Make a 3-D collage of a scarecrow, using paper and cloth. 

Materials 

✓✓ thick card 

✓✓ scarecrow body template 

from page 74 


✓✓ medium-sized styrofoam 

balls cut in half 

✓✓ PVA glue 

✓✓ scissors 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

brown paper such as 

that from lunch bags 

cloth scraps 

black permanent 

markers 

glue brushes 

felt scraps 

string 

LESSON 1 and 2 

1. Trace the scarecrow body template onto the thick card 

and cut out. 

2. Use the body template to trace clothes shapes onto 

cloth scraps. 

3. Cut out and glue onto the scarecrow’s body using PVA 

glue. 

4. Cut a length of string and use as the scarecrow’s belt. 

5. Use black permanent marker to colour the scarecrow’s 

shoes. 

6. Cut small lengths of straw or yellow wool and glue on for 

the scarecrow’s hands. 

7. Brush the half styrofoam ball with PVA glue and glue a 

square of brown paper over the top, tucking the excess 

paper behind, to create the head. 

8. Glue the head onto the neck. 

9. Draw a hat shape onto a scrap of felt and cut out. 

10. Glue lengths of straw or wool onto the scarecrow’s 

head for hair; glue the felt hat on top. 

11. Attach googly eyes to the scarecrow’s face and draw a 

nose and mouth using black permanent marker. 

Evaluation 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

straw or yellow wool 

small googly eyes 

blue card for 

background 

oil pastels 

coloured cupcake 

papers 

yellow crepe paper 

Lesson 3 

1. To create the 

background, use green 

and yellow oil pastels to 

draw long grass almost 

halfway up from the 

base of the blue card. 

2. Cut the ruffled edges 

of the cupcake papers, 

stopping at the centre 

circle, to create flowers. 

3. Glue the flowers 

onto the grass. Glue 

scrunched up pieces of 

crepe paper into the 

centre of each flower. 

4. Glue the scarecrow 

onto the background. 



to create an 

artwork based on a 




Display Copy 

• Ues a range of 

materials to make a 

3-D image. 



others. 



created from a wide 

range of materials. 


Scarecrow collage 



Display Copy 


Rainforest silhouette 

DURATION 

Two lessons 

TASK 

Create a rainforest silhouette picture. 

Materials 

✓✓ pictures or photographs of rainforest 

leaves and trees 

✓✓ long sheet of purple paper 

approximately 22 cm x 52 cm 

(or a sheet of cartridge paper cut to 

size and painted purple) 


LESSON 1 

1. Look at pictures and discuss the 

features of rainforest trees, vines and 

plants. In particular, identify trees and 

leaves with interesting shapes. 

2. The students use lead pencil to draw a 

scene of trees, vines and large foliage 

leaves on the purple paper. 

3. Once satisfied with their work, the 

students trace over it using black 

permanent marker and fill in the outline 

to make a rainforest silhouette. When 

colouring large areas black, use strokes 

in one direction only. 

Evaluation 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

erasers 


white paper 

yellow and orange oil pastels 

scissors 

glue 

Lesson 2 

1. Draw a medium-sized circle on the white 

paper to represent the sun. Colour the 

bottom half yellow and the top half 

orange, blending the two colours in the 

middle. 

2. Cut out and glue the sun onto the 

rainforest picture. 



to create images 

based on a 




Display Copy 

• Draws a realistic 

silhouette image. 





good way to relax. 


Rainforest silhouette 



Display Copy 


Tornado 

DURATION 

Two lessons 

TASK 

Draw and colour a tornado scene. 

Materials 

✓✓ A3 sheet light blue card 


LESSON 1 

1. Use purple oil pastel to lightly sketch 

some hills in the background. 

2. Draw a large barn on the bottom half of 

the page, either on the left- or righthand 

side. 

3. Draw a field behind and in front of the 

barn. 

4. Use grey oil pastel to draw the tornado 

shape, starting in large oval shapes 

at the top of the page, progressively 

getting smaller as the tornado reaches 

the ground. 

5. To give the tornado a three–dimensional 

look, draw curved black lines from 

one side of the tornado and white 

curved lines from the other side of the 

tornado, blending the two in the middle. 

Evaluation 

Lesson 2 

1. Colour the purple hills and green field 

appropriately, ensuring there are no 

gaps. 

2. Colour the barn using two shades of 

brown to give it some dimension. Draw 

windows in black oil pastel, then outline 

the edges of the windows in white to 

add some highlighted areas. 

3. Use black oil pastel to draw debris 

flying from the tornado. 

4. Use fingers to smudge the debris from 

the bottom of the tornado, where it 

touches the ground. 



create images that 

convey thoughts 

and feelings. 



Display Copy 



three-dimensional 

effects. 



others. 



form of story telling. 


Tornado 



Display Copy 


Pyramid collage 

DURATION 

One lesson 

TASK 

Create a collage of an Egyptian pyramid scene using coloured paper. 

Materials 

✓✓ A3 pink card 

✓✓ purple or dark blue, yellow and orange origami paper 

✓✓ glue 


✓✓ rulers 


LESSON 

1. Rule two large triangles—one on the yellow paper and one on the blue paper. 

2. Cut out both triangles and overlap them until they form a pyramid shape with a light side 

and a shadow side. 

3. Glue the triangle shapes onto the pink card, about 5 cm from the bottom edge. 

4. Make two smaller pyramid shapes and glue them 5 cm from the bottom edge. 

5. Tear a sandhill shape from the orange paper and glue onto the bottom edge, overlapping the 

bottom of the pyramids. 

6. Tear some cloud shapes from the yellow and orange paper and glue them, overlapping each 

other, in the sky. 

Evaluation 







• Uses paper to 

create an image for 

a collage. 




skills we learn in 

visual arts can 

assist us in other 

parts of our lives; 

for example, in 

mathematics. 



Display Copy 


Pyramid collage 



Display Copy 


Ice-cream sundae 

DURATION 

Two lessons 

TASK 

Create a collage from drawn pieces to make an ice-cream sundae picture. 

Materials 

✓✓ blue paper or card 


✓✓ oil pastels, including white 


✓✓ glue 

✓✓ A3 black paper or card 

LESSON 1 

1. Discuss ice-cream flavours with the 

students and ways they could be drawn 

using oil pastels. Demonstrate one or 

two examples if necessary. 

2. On cartridge paper, using oil pastels, 

the students draw several scoops of 

different flavoured ice-cream as well 

as any other decorations they wish to 

include; for example, a Flake ® chocolate 

bar, a cherry etc. 

Evaluation 

Lesson 2 

1. Using white oil pastel on blue paper 

or card, the students draw a sundae 

glass. 

2. Cut out the glass and glue it onto black 

card or paper, leaving the top edge of 

the glass unglued so that some of the 

ice-cream scoops can be slipped in 

behind. 

3. Cut out the ice-cream scoops and 

decorations and arrange them in the 

sundae glass, overlapping the scoops. 

Once the students are satisfied with 

their arrangement, they glue them in 

place, adding the decorations last. 




sessions. 



Display Copy 

• Combines colours 

to achieve a specific 

effect. 

• Creates a collage of 

a familiar image. 



others. 



used to advertise 

products; for 

example, chalk 

drawings on menu 

boards for cafes. 


Ice-cream sundae 



Display Copy 


Mega burger 

DURATION 

Two lessons 

TASK 

Draw and colour a picture of a hamburger. 

Materials 





LESSON 1 

1. Brainstorm to list the different types 

of ingredients that can be found in a 

hamburger. 

2. With the cartridge paper in portrait 

position, the students draw the top 

and bottom bun pieces at each end of 

the page. 

3. In the space between the bun pieces, 

draw the filling for the hamburger— 

lettuce, tomato, beef patties, cheese, 

egg etc. 

4. Trace over the drawing using black 


Evaluation 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

oil pastels 

scissors 

glue 

coloured card 

Lesson 2 

1. The students use oil pastels to colour 

the hamburger. Encourage them to mix 

lighter and darker colours together 

to create a more realistic effect. For 

example, light and dark brown can be 

blended together to create the illusion 

of shape and form for the bun. 

2. When all sections have been coloured, 

the hamburger can be cut out and 

glued onto coloured card. 



a brainstorming 

session. 


effectively. 



others. 


art can be used to 

advertise products; 

for example, chalk 

drawings on menu 

boards in cafes. 



Display Copy 


Mega burger 



Display Copy 


Frosted tree silhouette 

DURATION 

One lesson 

TASK 

Create a collage of winter trees by drawing, adding tissue paper and glitter to create a 

frosted effect. 

Materials 



✓✓ blue card 


✓✓ paste* 

✓✓ white tissue paper 

✓✓ silver glitter 

✓✓ PVA glue 

LESSON 

1. On blue card, the students draw a large leafless tree either on the left- or right-hand side of 

the page, ensuring the tree extends from the top to the bottom of the page. 

2. Draw a slightly smaller tree in the background. 

3. Trace over the trees in black permanent marker and colour them in. 

4. Tear strips of tissue paper and glue over the entire tree picture. 

5. Once the entire page is covered with tissue paper, sprinkle the section of the trees where the 

leaves would be with silver glitter and leave to dry. 

6. Use PVA glue in a squeeze bottle and apply along sections of the tree trunks and branches. 

Sprinkle with silver glitter. Allow to dry. 

Evaluation 



create images that 

convey particular 

moods. 

• Uses materials 

to create specific 

effects on a collage. 

* Paste glue works best as it wets the 

tissue paper, making it see-through so 

that the tree images can still be seen 

when the artwork is dry. 



Display Copy 

• Uses appropriate 

terminology when 

describing artwork 

and art processes. 


visual arts practice 

and processes can 

provide therapy. 


Frosted tree silhouette 



Display Copy 


Complementary colour boxes 

DURATION 

Two lessons 

TASK 

Colour a geometric abstract picture using complementary colour combinations. 

Materials 


✓✓ rulers 





LESSON 1 

1. On cartridge paper, students use a 

ruler and pencil to draw a series of 

boxes, two or three boxes across and 

four down. 

2. Inside each box, draw a smaller box. 

Vary the position of the smaller boxes 

inside the larger ones to create a more 

interesting picture. 

3. Trace over all the lines and boxes in 

black permanent marker. Ensure a ruler 

is used for the tracing so the lines 

remain straight. 

Evaluation 

Complementary 

colours 

Lesson 2 

Before colouring with oil pastel, discuss 

complementary colours (colours that 

are opposite to each other on the 

colour wheel—red and green, yellow and 

purple, orange and blue). The students 

use these colour combinations to 

complete their picture. Ensure that the 

students use the oil pastels carefully 

and appropriately so that the colours 

are bright and bold with no white 

spaces visible. 







Display Copy 

• Selects appropriate 

complementary 

colours. 

• Uses and 

understands art 

terminology, such 

as complementary 

colours. 


art can be a good 

way for people to 

relax. 


Complementary colour boxes 



Display Copy 


Hungry fish 

DURATION 

Three lessons 

TASK 

Draw, pattern and paint a deep-sea fish. 

Materials 

✓✓ images of deep-sea fish, such as the 

deep sea angler fish, from books or the 

internet 

✓✓ large sheet of cartridge paper 




LESSON 1 

1. Look at images of deep-sea fish and 

discuss their features. 

2. The students draw their own version of 

a deep-sea fish, including the features 

discussed. 

3. The students draw lines to break up 

areas of the fish’s body into segments. 

In each segment, draw a variety of 

patterns. 

4. Trace over the completed design using 

black permanent marker. 

Evaluation 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

edicol dye 

brushes 


glue 

scissors 

black card 

Lesson 2 

Use various colours of edicol dye to 

paint the patterns on the sections of 

the fish. 

Lesson 3 

When dry, cut out the fish and glue 

onto black card. 






Display Copy 

• Uses shape and line 

to draw a variety of 

patterns. 



others. 




in other areas; for 

example, in maths. 


Hungry fish 



Display Copy 


Roman helmet 

DURATION 

One lesson 

TASK 

Make a collage of a Roman helmet using paper. 

Materials 

✓✓ examples of profile portraits 

✓✓ reference pictures of Roman helmets 

✓✓ red card 



✓✓ 

✓✓ 

✓✓ 

✓✓ 

black card 

silver and gold paper 

scissors 

glue 

LESSON 

1. Look at examples of profile portraits and discuss features of the side view of a face. If 

necessary, model drawing a simple example. 

2. The students then draw a profile on black card. Cut out the profile and glue it onto red card 

leaving space at the top for a helmet. 

3. Draw a helmet shape on the red card around the head after looking at stimulus pictures of 

Roman helmets. 

4. Cut out the helmet and face shape, leaving a thin margin of red card around the face. 

5. Tear the gold paper into small pieces and glue onto the helmet, leaving the crest of the 

helmet red. 

6. Fringe the crest of the helmet by cutting lines some 3–4 mm apart. 

7. Cut out and glue decorative patterns onto the gold helmet, using silver paper. 

8. Draw an ear and eye shape on silver paper, cut out and glue onto the appropriate areas. To 

complete the picture, glue a small black circle into the middle of the eye for the pupil. Allow 

to dry. 

Evaluation 



inspired by specific 

historical attire. 



Display Copy 

• Creates and 

assembles a collage 

of a particular 

image. 



artwork. 


there are different 

types of portraiture. 


Roman helmet 



Display Copy 


Flower art 

DURATION 

Two lessons 

TASK 

Make a print of a vase of flowers using various paper tubes dipped in black paint; use 

coloured dye to paint the completed print. 

Materials 

✓✓ reference pictures of still life of vases 

of flowers 

✓✓ thick strips of card 

✓✓ paper tubes of various sizes 

✓✓ black paint 

LESSON 1 

1. Look at various artworks depicting 

vases of flowers as still life subject 

matter by artists such as Vincent 

Van Gogh and Margaret Preston. The 

students use these reference pictures 

to assist them to create their own 

artwork. 

2. Dip thick card strips into black paint 

and use the edge to create a print of a 

vase. Draw a line to represent the table 

top just above the bottom of the vase. 

3. Use the card strips and paper tubes to 

create pattern prints on the vase. 

4. Print the stems coming out of the 

vase and use paper tubes to create 

flower heads and petals. Squeeze round 

paper tubes at the edges to make leaf 

shapes. Leave print to dry. 

Evaluation 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

cartridge paper 

brushes 


edicol dye 

Lesson 2 

Paint the finished print in bright colours 

using edicol dye. The students may 

also paint the background if they wish. 

This looks most effective if a colour is 

chosen that has not been used for the 

flowers or vase. 



stimulus material. 



Display Copy 

• Uses effective 

printing techniques 

to create an image. 



• Discusses the use 

of flowers as still 

life subjects in art. 

• Discusses how 

some artists have 

used flowers as 

subject matter. 


Flower art 



Display Copy 


Fruit dissection 

DURATION 

Two lessons 

TASK: 

Draw and colour a selection of dissected fruits. 

Materials 

✓✓ reference pictures of still life using food 

by various artists such as Matisse 

(still life with oranges), Picasso 

(tomato plant) and Cauchois (still life 

with pomegranate) 

✓✓ a variety of fruit, such as oranges, 

apples, lemon, kiwifruit, watermelon 

and strawberries, cut in half for the 

students to observe 

LESSON 1 

1. Look at and discuss images of a variety 

of still life paintings with fruit. 

2. Look at and discuss the selection of 

dissected fruit. Discuss the shapes 

and colours and the patterns of the 

seeds that can be seen inside. 

3. The students then compose their own 

picture using some of the fruit they 

have observed. Encourage them to use 

the whole page and fill in any smaller 

areas with stems and leaves. Fruits of 

various colours and differing shapes 

look most effective. 

Evaluation 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

cartridge paper 

lead pencils 

erasers 


watercolour pencils 

brushes 


Lesson 2 

1. Once students are satisfied with their 

design, they use watercolour pencils to 

colour the artwork. Darker shades of 

colour should be used on the outside 

edges of the fruit and leaves to create 

a three-dimensional effect. 

2. Choose one colour to complete the 

background, preferably one that has 

not been used for the fruit. 

3. Paint the watercolour pencil area 

carefully with water and allow to dry. 






Display Copy 

• Uses shape and 

form to create a 

composition. 

• Uses watercolour 

pencils effectively. 

• Analyses choices 

made and the 

elements and 

principles used to 

create own artwork. 

• Understands the 

importance of food 

as a still life art 

subject. 

• Identifies artists 

who are well known 

for using food as a 

subject matter in 

their art. 


Fruit dissection 



Display Copy 


Lighthouse silhouette 

DURATION 

One lesson 

TASK 

Create a collage of a lighthouse silhouette using paper. 

Materials 

✓✓ A3 orange paper or card 

✓✓ black, dark blue and yellow paper 



✓✓ rulers 


✓✓ glue 

✓✓ template on page 75 (optional) 

LESSON 

1. Draw a lighthouse shape on black paper and a base of rocks on which the lighthouse is 

standing. Ensure that the lighthouse is tall enough to come near the top of the orange card. 

The template on page 75 may be used if desired. 

2. Cut the silhouette out carefully and then cut out the windows. Glue about 5 cm up from the 

base of the orange card, but do not glue the top half of the lighthouse down. 

3. Draw wave shapes on the dark blue card, carefully tear out and glue so that the waves 

overlap the bottom edge of the lighthouse. (Tearing creates white edges on the waves for a 

greater 3-D effect.) 

4. Draw a large circle shape on the yellow paper, cut out and glue behind the top half of the 

lighthouse. 

5. Glue the top of the lighthouse on top of the yellow circle and allow to dry. 

Evaluation 



to create an 

artwork based on a 




Display Copy 




create a collage. 






in other parts of our 

lives; for example, in 

maths. 


Lighthouse silhouette 



Display Copy 


Newspaper tree collage 

DURATION 

Two lessons 

TASK 

Create a collage of a tree using coloured paper and newspaper. 

Materials 


✓✓ brown and black paper 

✓✓ light and dark shades of green paper 

✓✓ 

newspaper (The classifieds section 

works best as its predominantly black 

and white and has small print.) 

LESSON 1 

1. Cut the newspaper into small squares 

(approximately 2 cm x 2 cm) and glue 

onto the cartridge paper so that there 

are no white gaps. 

2. On the brown paper, draw a sloping 

shape for the ground or to represent 

sandhills. The slope should cover 

somewhat less than one-quarter of 

the height of the newspaper-covered 

cartridge paper. Cut to fit the 

newspaper background and glue onto 

the bottom edge of the newspaper 

sheet. 

3. Mount onto black card. 

Evaluation 

Lesson 2 

1. Draw a tree trunk, branches and tree 

roots onto the black paper. Cut out and 

glue onto the newspaper background. 

2. Draw a variety of leaf shapes onto the 

light and dark green paper. Cut out and 

glue onto the ends of the branches. To 

make the collage look most effective, 

glue some of the outer leaves extending 

over the black mounting card. 



based on a 


• Uses a variety of 

paper to create a 

collage. 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

✓✓ 

lead pencils 

erasers 

scissors 

glue 

black card for mounting 



Display Copy 



others. 


that artwork 

can be created 

from everyday 

objects, such as 

newspapers. 


Newspaper tree collage 



Display Copy 


Space circle 

DURATION 

One lesson 

TASK 

Draw and colour a space scene on a circular piece of paper using oil pastels. 

Materials 

✓✓ black paper circle (approximately 30 cm in diameter) 

✓✓ oil pastels in various colours, including white 

LESSON 

1. Brainstorm the objects that can be seen in space. Research to find images of these 

to generate ideas. (The students, given sufficient time, may complete this activity as a 

homework exercise.) The students will use these ideas to create their own space scene. 

2. At the bottom edge of the circle, draw a semi circular planet shape in the foreground. The 

planet should cover about one-quarter of the circle. 

3. Colour the planet using a selection of similar shades of colours, blending them. 

4. Draw additional planet and moon shapes and use the same blending technique to colour 

them. 

5. Use white oil pastel to ‘dot’ the background to create a star effect. 

Evaluation 




sessions. 



a specific effect. 



others. 

• Understands art 

terms, such as 

background and 

foreground, which 

relate to position. 



Display Copy 


Space circle 



Display Copy 


Wasteland 

DURATION 

Two lessons 

TASK 

Create a collage of a dry desert scene using paper. 

Materials 

✓✓ A3 yellow card 

✓✓ light brown paper 

✓✓ fine black markers 

Evaluation 



based on a 


✓✓ 

✓✓ 

✓✓ 

LESSON 1 

1. Cut a strip of light brown paper the 

same width and approximately a third 

of the height of the yellow card. 

2. Draw a long hill shape on the brown 

paper. Cut out and glue onto the middle 

of the yellow paper. 

3. Use the remainder of the brown paper 

to tear various sizes of ‘cracked mud’ 

shapes. Glue these on, leaving a space 

between them, starting with smaller 

ones just beneath the hillscape and 

progressing to larger ones near the 

bottom of the yellow card. 


create a collage 

image. 

lead pencils 

erasers 

glue 

Lesson 2 

1. Draw a dead tree using the fine black 

marker on the light brown hill shape. 

2. Cut out a circle from orange paper and 

glue it onto the sky area of the picture. 



others. 

✓✓ 

✓✓ 

scissors 

orange paper 


how visual arts 

can represent 

environmental 

issues. 



Display Copy 


Wasteland 



Display Copy 


Polar bear 

DURATION 

One lesson 

TASK 

Draw a polar bear and its Arctic surroundings using chalk pastels. 

Materials 

✓✓ reference pictures of polar bears 

✓✓ A3 dark blue card 

✓✓ white, cream, blue and black chalk pastels 


LESSON 

1. Look at reference pictures of polar bears and discuss their features and the environment 

they live in. Revise cool colours (white, blue, green, purple) and how they can be used to 

create a cold climate landscape. 

2. The students use the reference pictures to assist them as they complete their own drawing 

of a polar bear in the centre of the dark blue card. 

3. Use the white chalk pastel to colour the polar bear, cream along the top of the bear’s back 

and light blue for shadows near the bear’s legs. Add nose, eyes and ear features carefully, 

using black pastel. 

4. Draw an iceberg for the polar bear to stand on and other icebergs in the background and 

foreground, blending white and blue chalk pastels when colouring. 

5. Draw a black horizon line to separate the water from the sky, blending it into the water 

section of the picture. Use black chalk pastel to colour the top section of the sky, blending it 

gradually downwards from darker to lighter. 

6. Use light blue chalk pastel to draw water ripple lines and white chalk pastel to complete dot 

shapes in the sky to represent stars. 

7. Spray with fixative so that the picture does not smudge. 

Evaluation 






Display Copy 

• Uses chalk pastels 

effectively. 


by creating another 

artwork. 



used to record 

information, such 

as that found 

in botanical and 

wildlife pictures. 


Polar bear 



Display Copy 


Snowflake 

DURATION 

Two lessons 

TASK 

Create a colourful collage background for a Christmas snowflake centrepiece. 

Materials 


✓✓ coloured origami paper 

✓✓ glue 

LESSON 1 

Cut squares, approximately 2 cm x 2 

cm, from various colours of origami 

paper. Glue onto the cartridge paper, 

leaving no gaps. Ensure all edges of the 

squares are glued down flat. 

Evaluation 

Variations 

✓✓ 

✓✓ 

scissors 

white paper circle 

(approximately 15 cm diameter) 

folded segment 

edges 



to create images 

based on a 


• Uses shapes to 

create a collage 

image. 

Lesson 2 

1. Fold the white paper circle in half, three 

times (eighths). Cut shapes from the 

folded segment edges. 

Open out the snowflake shape and glue 

onto the coloured square background. 



others. 

• Discusses the 

different artwork 

that can be created 

at Christmas time 

(e.g. cards, wrapping 

paper). 

• Use coloured paper in only cool colours to create the background, reinforcing knowledge 

of cool colours or to support learning about the seasons (winter), climate or harsh 

environments. 

• Use tissue paper instead of origami paper to create a more ‘subtle’, softer background. 

2. 



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Snowflake 



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Star etching 

DURATION 

Two lessons 

TASK 

Create a decorative star on a self-made etching sheet. 

Materials 

✓✓ star template on page 76 photocopied onto cartridge paper 

✓✓ yellow, orange and red oil pastels 

✓✓ gold paint 

✓✓ wooden skewer 

✓✓ black paper or card 

LESSON 1 

1. Colour the photocopied star using 

small sections of yellow, orange and red 

oil pastel, ensuring there are no white 

gaps. Cut out the star shape. 

2. Paint the star with thick gold paint and 

leave to dry. 

Evaluation 

Lesson 2 

1. Use the wooden skewer to scratch out 

a variety of circle shapes in various 

sizes in the coloured sections. 

2. Glue the star onto black card. 



based on a 


• Uses pattern to 

create a decorative 

effect. 



others. 

• Discusses how 

visual arts can be 

used at Christmas 

for items, such as 

cards and wrapping 

paper. 



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Star etching 



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Teacher resources: 

Sample visual arts assessment checklist 

7 

Year 

Assessment 

checklist 

25/02/2010 

Date 

art project 

Develops ideas from reference materials. 

Uses oil pastels effectively to create a 


Responds to images by creating another 

artwork. 

Understands artwork can be used to record 

information. 


Uses chalk pastels effectively. 

Responds to images by making another 

artwork. 

Identifies artists who are well known for 

creating landscape pictures. 


Creates a symmetrical image. 

Responds to images by making another 

artwork. 

AI ASP AR AIS AI ASP AR AIS AI ASP AR AIS 

STUDENTS Green tree frog Boab landscape Chinese dragon 

Stuart 

David 

Ally 

Steve 

Beau 

Lilly 

Mona 

Abdul 

Priya 

James 

Elsie 

Faisal 

Michael 

Sasha 

Troy 

Melissa 

Josh 

Xin 

Pippa 

Kaine 

Recognises that artworks have different 

purposes and meanings in different cultures. 



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KEY: demonstrated still developing AI—Arts ideas AR—Arts responses ASP—Arts skills and processes AIS—Arts in society 

66 Exploring visual arts R.I.C. Publications ® —www.ricpublications.com.au


Blank visual arts assessment checklist 

Year 

Assessment 

checklist 

STUDENTS 

Date 

art project 

AI ASP AR AIS AI ASP AR AIS AI ASP AR AIS 



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KEY: demonstrated still developing AI—Arts ideas AR—Arts responses ASP—Arts skills and processes AIS—Arts in society 



Student self-assessment sheet 

Name: 

Date: 

Title of artwork: 

Materials used: 

How I created my artwork: 

The part of the art activity I enjoyed most was: 

My opinion of the final result: 



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Star rating of my artwork: 



Looking at art 

Description: 

What do you see? 

Use as a worksheet for the students to complete when looking at a particular piece of artwork, or as a poster to aid discussion of artworks. 

Analysis: 

How is the picture or sculpture organised? 

colour 

line 

texture 

foreground 

middle-ground 

background 



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Interpretation: What is the artist showing or telling us? 

Judgment: 

Do you like or dislike the artwork? Why? 



Elements of art labels 

Different tools make different kinds of lines. 

Lines can be straight, curved, wavy, thick, thin, long or 

short. Lines can show size, colour, shape and direction. 

Lines can change. 

Texture is how the surface of something looks or 

feels. Texture can be real or implied. 

Every colour can be bright, dull, dark or light. 

Colours can change when mixed together. 

Colours can show and make us feel emotion. 

Form is three-dimensional and takes up space. 

Space exists around us. 

We use illusions to make space in art. 

Tone refers to darkness and lightness in a 

painting or drawing. 



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Enlarge and display these elements of art explanations around the room near artworks that depict each particular element. 

Students become familiar with the terminology if it is displayed near a visual reference. 

Shapes come in many types and sizes. 

Shapes can change size, colour, texture and pattern. 

Shapes can change into symbols. 



Reward ribbons 

Photocopy onto coloured paper and pin onto displayed artwork. 



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Activity card samples—1 

Use coloured paper scraps to 

create a collage of all your 

favourite foods. 

Use a large paper plate 

and coloured paper to 

make a mask. 



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Activity cards, such as the examples provided, can be completed by the students as ‘early finisher’ tasks, or as part of their art project. 

Photocopy onto card and laminate for durability. 



Activity card samples—2 

Design a new CD cover for your favourite band or singer. 

Activity cards, such as the examples provided, can be completed by the students as ‘early finisher’ tasks, or as part of their art project. 

Photocopy onto card and laminate for durability. 

Invent a new surf logo. 

Give it a name and colour 

it using eye-catching colours. 



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Scarecrow body – template 



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Enlarge to appropriate size if necessary. 



Lighthouse silhouette – template 




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Star etching – template 



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RIC-6584 Exploring Visual Art (Upper)

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