Art Lessons During Practicum

During my practicum, my students created Aboriginal Dot Art. This was an exciting and in-depth project for me to take on with them as it was the first time I've taught art. However, I love love love visual arts and couldn't wait to get this project started with them!

Grade 6/7 C1 identify the historical and cultural contexts of a variety of images

The first lesson gave an historical context of Aboriginal Paintings and the evolution of the Aboriginal Dot Paintings. Students identified that the paintings are from Australia, that they date back 40,000 years, that they are the longest living art movement in history, recognized Aboriginal people as the first peoples of Australia and compared this vast history and connection to the continent to First Nations people in Canada, determined what materials traditional paintings were made from/with compared to contemporary Aboriginal paintings, and understood the purpose for Aboriginal paintings (storytelling/dissemination of knowledge). Yes, this was a history lesson!

• A1 compile a collection of ideas for images using feelings, observation, memory, and imagination, such as storyboards

The purpose of the second lesson was to have students identify the characteristics of Aboriginal dot paintings and generate criteria for their own dot paintings. Students selected an animal to represent them and had to complete a graphic organizer that listed and justified how the animal traits represented their personality. Students created a storyboard that included animal traits graphic organizer, color scheme, a draft sketch with dot patterns in marker, and a paragraph outlining the “story” within their painting. The storyboard was used for pre-planning and as a form of self-reflection to guide their final painting.

• A4 create images using a variety of materials, technologies, and processes
• A5 create 2‐D and 3‐D images that convey personal or social beliefs and values, for specific purposes, that incorporate the styles of selected artists from a variety of social, historical, and cultural contexts

The so-called last lesson was to have the students create their dot painting using their draft and the criteria as a guide. This lesson focused on using the painting techniques used by Aborigine artists. Students applied colors, designs, and patterns based on their learned knowledge of Aboriginal dot painting. This really wasn’t the last lesson and it really wasn’t the third lesson. It actually took two+ lessons to get through the pre-planning—students had a hard time making their pre-planning sketch a “rough” sketch. Most spent too much time perfecting during this process. If I were to do it again (which I will!) I will stress to the students that this is a ROUGH sketch!! Furthermore, I would show them the tools and supplies for the final project before this step—oops! I think knowing the selection of dowel sizes before sketching would have been useful—note to self: never assume that the 15 examples and a student-generated list of criteria based on exemplars (stating multiple sized dots) would inform the students that the dots should not be pin sized like the end of a fine-tipped marker!

Most of the changes I would make to this mini-unit (it was 6+ lessons in reality!) have to do with management (getting paint supplies, etc). Otherwise, it was a wonderful experience that fully engaged each and every student. It addition, the style and technique set students up for success—everyone could feel proud of their final painting. One of my favorite parts was when I had students volunteer to come to the front of the class to talk about and share their paintings with positive feedback from their peers. They enjoyed this too and I had lots of volunteers!