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!
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