Teacher Handbook

Exploring
colours and lines
with animals

The Rooster by Pablo Picasso 1938

 Table of Contents

Introduction ...................................................................................................................................................... 3

The value of The Arts in education .................................................................................................................... 4

Links to the Australian Curriculum ................................................................................................................... 5

Implementing the learning experience ............................................................................................................... 8

Templates ....................................................................................................................................................... 10

Activity 1 (part 1): Create your colour wheel ............................................................................................... 10

Activity 1 (part 2): Create your colour wheel ............................................................................................... 11

Activity 2: Analysing Tiger in a Tropical Storm by Henri Rousseau ............................................................ 12

Activity 3: Create your own coloured picture .............................................................................................. 13

Activity 4: Show your feelings through lines ............................................................................................... 14

Activity 5: Contour hatching hand drawing ................................................................................................. 16

Aboriginal Art Symbols ............................................................................................................................... 18

Activity 6: Analysing Aboriginal Art ........................................................................................................... 18

My Storyboard............................................................................................................................................. 19

Assessment Part 1: Creating your final masterpiece! ....................................................................................... 20

Assessment Part B: Presenting and Responding............................................................................................... 21

References ...................................................................................................................................................... 22
 Introduction

This Teachers Handbook is intended to accompany

the Student Handbook Colours and lines with
Animals.
The focus of Colours and Lines has been designed
to correlate with the Australian Curriculum: The
Arts strands of Visual Arts and Media Arts,
Key Ideas and Arts Rationale.
This Teachers Handbook discusses the value of The
Arts in education and provides links to the
Australian Curriculum: The Arts content
descriptors, cross curriculum priorities and general
capabilities. Suggested learning strategies, optional
differentiated assessment strategies and templates
for each of the activities included in the Student
Handbook Colours and Lines with Animals are
also included.
 The value of The Arts in education

There is little doubt that involvement in The Arts has a positive impact on student learning

both in formal educational settings and as a member of the community. Ewing (2010, p. 47)

argues that negative community habits can be transformed through active participation in the

arts to produce new ways of seeing, thinking and acting. She also suggests that critical

engagement through the processes of art, students are able to see things from a different

perspective. Social cohesion and community can develop because multicultural

understanding is promoted (Ewing, 2010, p. 47). Research shows that students involved in

arts programs enjoy more positive personal lives than others from the same socioeconomic

categories (Fiske, n.d., p. viii).

The interdisciplinary benefits of students engagement in arts programs have also been

widely documented through research. Research shows that students whose learning is

embedded in the Arts in contrast to students deprived of arts experiences, achieve higher

grades and overall assessment outcomes, are less likely to succumb to boredom, have a

greater positive self-concept and are more likely to continue into higher education (Ewing,

2010, p. 13). Champions of Change (Fiske, E.B), reports that results of studies conducted by

researchers show evidence that student engagement in the arts has significantly positive

effects on student learning in other educational domains (Fiske, n.d., p. viii).

 Links to the Australian Curriculum

The Australian Curriculum rationale states that The Arts have the capacity to engage, inspire

and enrich all students. (Australian Curriculum and Assessment Reporting Authority

[ACARA], 2017a). Aligning with the rationale of the Australian Curriculum, the Student

Handbook Colours and Lines with Animals scaffolds upon curriculum content of previous

years and is sequenced to develop students knowledge and understanding through exposure

to various works of arts designed to enhance their comprehension of the language, symbols,

techniques, processes and skills of visual and media arts.

As with the Aims if the Australian Curriculum (ACARA, 2017a), the Student Handbook:

Colours and Lines with Animals, aims to build upon students making and responding to arts

skills with increasing self-confidence, while developing their creativity, critical thinking

skills as well as their knowledge and understanding about arts practices.

The Student Handbook: Colours and Lines with Animals provides students with the

opportunity to engage in activities designed to scaffold students understanding and

knowledge of making and responding to The Arts. The Key Ideas of The Arts learning area

within the Australian Curriculum (ACARA, 2017b), elaborates on its interrelated strands of

making and responding. Making engages students in practical ways to understand how ideas

and intentions are communicated through The Arts, and develops their knowledge, skills,

techniques, processes, materials and technologies to enable them to create their own authentic

artwork (ACARA, 2017b). Through the responding strand of The Arts, students see

themselves as both the artist and the audience, and are given the opportunity to explore,

analyse, interpret, critically evaluate and respond to artworks they are exposed to as well as

their own creations (ACARA, 2017b).

Embedded in the engagement of this Student Handbook is the Aboriginal and Torres Strait

Islander Histories and Cultures cross-curriculum priority of the Australian Curriculum

(ACARA, 2017c). Students are given the opportunity to engage in, and respond to, two

different artworks by contemporary Aboriginal artists, and gain a deeper insight and

understanding of the diversity of Aboriginal and Torres Strait Islander cultures and histories.

Through embedding the Aboriginal and Torres Strait Islander Histories and Cultures priority

in learning experiences, the Australian Curriculum addresses the need for all students to

engage in reconciliation, and develop respect for and recognition of the worlds oldest

continuous living cultures (ACARA, 2017c).

The structure of the Australian Curriculum is designed as a progression of learning, and

outlines various content descriptions of what is to be taught and what students are expected to

learn (ACARA, 2017d). The making and responding strands of The Arts learning area of the

Australian curriculum forms a foundation upon which each subject of The Arts content

descriptors are based upon (ACARA, 2017e).

The content descriptors and achievement standards, for the Years 3 and 4 band of the visual

arts and media arts subjects, underpinning the Student handbook: Colours and Lines with

Animals are:

Explore ideas and artworks from different cultures and times, including artwork by

Aboriginal and Torres Strait Islander artists, to use as inspiration for their own

representations (ACAVAM110)

Use materials, techniques and processes to explore visual conventions when making

artworks (ACAVAM111)

Present artworks and describe how they have used visual conventions to represent

their ideas (ACAVAM112)

Identify intended purposes and meanings of artworks using visual arts terminology to

compare artworks, starting with visual artworks in Australia including visual artworks

of Aboriginal and Torres Strait Islander Peoples (ACAVAR113)

 Use media technologies to create time and space through the manipulation of images,

sounds and text to tell stories (ACAMAM059)

Years 3 and 4 (Subject) Achievement Standard:

By the end of Year 4, students describe and discuss similarities and differences between

artworks they make, present and view. They discuss how they and others use visual

conventions in artworks.

Students collaborate to plan and make artworks that are inspired by artworks they experience.

They use visual conventions, techniques and processes to communicate their ideas (ACARA,

2017f).

Years 3 and 4 Achievement Standard:

By the end of Year 4, students describe and discuss similarities and differences between

artworks they make, present and view, and those to which they respond. They discuss how

they and others use visual conventions, and organise the elements and processes in artworks.

Students plan and make artworks that are inspired by artworks they experience. They use

visual conventions, techniques and processes to communicate their ideas.

 Implementing the learning experience

The Student Handbook: Colours and Lines with Animals is designed to scaffold upon

previous years expected learning experiences based on the Australian Curriculum. It is

recommended to introduce this unit of Visual Arts and Media Arts through whole class

discussion and utilise recent forms of visual arts and media arts (if possible) to conduct a

diagnostic assessment of where your students are in their knowledge, understanding and

skills. Conducting a diagnostic assessment prior to implementing this unit will allow you to

effectively make decisions regarding your pedagogical practices while delivering this

learning experience, and to adopt or adapt strategies to support individual students learning

needs.

The structure of the unit Colours and Lines with Animals allow you, as the teacher, the

flexibility to implement the learning and activities provided over a period of time suited to

you and your students. The colours and lines elements of art have been introduced and

scaffolded individually to allow for flexibility of which element will be focused on at first or

at any given time. The content provided in the Student Handbook provides a valuable

resource for reflection or to re-visit for clarification to reinforce learning if the need arises.

The learning content with accompanying visual elements is intended to be implemented

through whole class discussions, introduces subject specific language and encourages

exploration and analysis of the elements of art. Although the activities provided within the

Student Handbook are designed to reinforce student learning and engage students to practice

their knowledge and understanding through creative authentic activities, activities 2 and 6

may be completed individually, in small groups enhancing peer-to-peer leaning and the social

aspects obtained from responding to artwork of others, or teacher directed as a whole class.

While the proposed activities 1, 3, 4, and 5 are intended to be completed as individual tasks,

and examples are given to illustrate the finished product or to provide visual cues, it is
recommended that the teacher models each activity with the support of verbal instruction and

to clarify any misconceptions. Template are included in this Teachers handbook for the

purpose of teacher modelling and support, as well as the ability to provide student with extra

copies if needed.

All activities provide teachers with a hardcopy of formative assessment of students

understanding, knowledge and skill in the colour and line elements of visual art. Verbal

discourse of the subject is also recommended as a formative assessment of students

cognitive understanding and to allow the flexibility of differentiation to cater for student

diverse abilities and needs.

The two parts of the final assessment provides teachers with a summative assessment of

students knowledge, understanding and skills of each colour and line elements of visual art

and the process of making and responding to artwork of their own and to others. Where

students are unable to physically produce their own artwork, or create a PowerPoint

presentation featuring their learning experience and artist statement, differentiation of the

assessment may be in the form of taking photographs or finding pictures featuring the colour

and line elements of art and recording a presentation of their artwork supported by verbal

communication of their experience and artist statement.

 Templates

Activity 1 (part 1): Create your colour wheel

Lets create our own colour wheel!
Using red, yellow and blue watercolour or poster paint,
paint one section of the wheel below red, one section blue and one section yellow.

Hint!
Dont forget to leave a blank
section in between your primary
colours

Hint!
Because blue is a lot darker than
red and yellow. Only use a very
small amount when mixing it
with the other colours.

Now practice mixing your blue and red to make purple and paint your purple in the blank section between the
blue and red.
Next mix your blue and yellow to make green and paint your green in the blank section between the blue and
yellow.
Finally mix your red and yellow to create orange and paint your orange in between the red and yellow.

Wait until your colour wheel is dry before doing the next steps!
When your colour wheel is dry, cut out the colour labels below and glue them onto the correct colours on your
wheel.
Then cut out and glue it in the centre of a small paper plate.
Cut out the Primary and Secondary labels below and glue them on the paper plate beside your primary and
secondary colours on your colour wheel.
Red Blue Yellow Green Purple Orange
Primary Primary Primary Secondary Secondary Secondary
Activity 1 (part 2): Create your colour wheel
Using a black felt pen and a ruler draw a line to divide your small plate and colour wheel in half
between the red and purple, and the yellow and green.
Using a black felt pen and a ruler draw a line down the centre of a large paper plate to divide it in
half.
Cut out the Warm and Cool colour labels and glue one on each side of the black line on the big plate.
Glue your small paper plate onto the centre of the big paper plate with the lines you have drawn lining
up together. Make sure you have the warm colours on the warm side and the cool colours on the cool
side.
Activity 2: Analysing Tiger in a Tropical Storm by Henri Rousseau

Tell me about the colours you see in the painting and what emotions
or feeling you have when you have when you were looking at it. You
can go back and look at the painting to help you answer the
questions.

What colours did Henri Rousseau use?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Did Henri Rousseau use warm or cool colours or both?

_____________________________________________________________________
_____________________________________________________________________

How did the painting make you feel? Why?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

What emotion can you see in the painting Tiger in a Tropical Storm?
_____________________________________________________________________
_____________________________________________________________________
Activity 3: Create your own coloured picture
In the space below, draw a picture of your favourite animal and
colour it in using warm or cool colours to create a mood or feeling.

Title: _______________________________________
By _________________________________________
Activity 4: Show your feelings through lines

Think of one of your favourite things to do. It could

be swimming, dancing, BMX racing.
On the next page, use lines in the space below to
show how you feel when you are doing or watching
this activity.

I like to watch the other Rainbow Lorikeets hop around

dancing and singing. I imagine myself hopping around,
dancing and singing too. This is how it makes me feel.
Title: _______________________________________
By _________________________________________
Activity 5: Contour hatching hand drawing

In the space provided on the next page, try using line to draw
your own hand and give it form and value.
Trace the outline of your hand first.
Use a ruler measure and mark every centimetre up each side of
the page.
Then draw horizontal parallel lines from the picture border to the
outline of your hand with your ruler lined up between the dots.
Hint! Be careful not to draw the straight lines inside the tracing of
your hand.
Now use contour hatching to give your hand form.

Heres a step-by-step example of one my pet human did.

Title: _______________________________________
By _________________________________________
 Aboriginal Art Symbols

Above are some Aboriginal art symbols often used to tell a story.
Activity 6: Analysing Aboriginal Art
Look at the pictures below and discuss how they are different to Eddie Blitners
Mimi Spirits Kangaroo Dreaming painting?
Using the Aboriginal art symbols, can you see the meaning or read the story in their paintings? Write
below each picture what you think their paintings mean or the story being told.

Coolamon with dot painting Aboriginal art influenced dot painting

Medium: Acrylic paint on wood created by a primary school student.

The story or meaning I see is The story or meaning I see is

_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
 My Storyboard
Name: _____________________

Photo/picture: Photo/picture: Photo/picture:

Photo/picture:

Description: Description: Description:

Description:
________________________ ________________________ ________________________ ________________________
________________________ ________________________ ________________________ ________________________
________________________ ________________________ ________________________ ________________________
________________________ ________________________ ________________________ ________________________

Photo/picture: Photo/picture: Photo/picture: Photo/picture:

Description: Description: Description: Description:

________________________ ________________________ ________________________ ________________________
________________________ ________________________ ________________________ ________________________
________________________ ________________________ ________________________ ________________________
________________________ ________________________ ________________________ ________________________
 Assessment Part 1: Creating your final masterpiece!

Its your turn to be an artist. Create a piece of art of an animal using what
you have learned about Colours and lines. You can use any style or
technique shown in this handbook, or a combination of styles and techniques.
Follow the steps below to create your very own original masterpiece. You will
need to take a photo of each step as you are creating your art.

You will need:

Lead pencil
A4 sheet of paper
A4 sheet of black or white paper/card
Your choice of coloured pencils, crayons or paint
Camera or iPad
Step 1:
Design a draft of your artwork using pencil and paper.
Take a photo.
Step 2:
Draw a good copy of your design onto the black or white paper or
card lightly with lead pencil.
Using your chosen medium (coloured pencils, crayons or paint) use
the line and colour elements of art to create your masterpiece.
Stop! Dont forget to take a photo as you complete each section of
your art, and of the final masterpiece!

Below is an example Wendy had done.

Artist statement: I was inspired by various styles of Aboriginal artists when I created
this painting called Sheila Basking in the Sun. I used a photo of my pet Blue Tongue
Skink and I used Aboriginal symbols to represent my back yard where I take her to
enjoy some sunshine. The dotted circles represent trees and plants, and the bird footprints
represent my bird aviaries. The line circles represent my bird bath and my garden shed,
and the lines joining the two represent my walking path. I used a combination of dot
and crosshatching Rarrk Aboriginal style techniques with white and warm earthy colours.
I used the warm earthy colours to represent Sheila warming up in the sun. The medium
I used is oil paint on black cardboard.
 Assessment Part B: Presenting and Responding

You will use your photos to create a PowerPoint slideshow Artist Statement.
Your artist statement will need to explain why you chose the style to create
your piece of art the way you did and of what, how you created it and
what it means to you.

You will need:

Pencil and paper
Story board
Camera and/or iPad
Computer with Microsoft PowerPoint installed
Step 1:
Write your artist statement explaining why you chose to create
your piece of art the way you did and of what, how you created
it and what it means to you.
Step 2:
Use your photos and the storyboard on the next page to plan your
presentation.
Step 3:
Using a computer with Microsoft PowerPoint, upload your photos
and type your artist statement to create your digital Artist
Statement.
* Optional: Record personal presentation on iPad.
 References

Below you will find references for both The Student handbook and The Teacher Handbook.

Aboriginal art influenced dot painting created by a primary school student [Image]. (2017).

Received from http://www.aboriginalworkshops.com/

Aboriginal symbols [Image]. (2017). Retrieved from http://art-

educ4kids.weebly.com/aboriginal-art-and-patterning.html

Australian Curriculum and Reporting Authority (ACARA). (2017a). The Arts: introduction.

Retrieved from http://www.australiancurriculum.edu.au/the-arts/introduction

Australian Curriculum and Reporting Authority (ACARA). (2017b). The Arts: key ideas.

Retrieved from http://www.australiancurriculum.edu.au/the-arts/key-ideas

Australian Curriculum and Reporting Authority (ACARA). (2017c). Cross-curriculum

priorities: Aboriginal and Torres Strait Islander histories and cultures. Retrieved

from http://www.australiancurriculum.edu.au/crosscurriculumpriorities/aboriginal-

and-torres-strait-islander-histories-and-cultures/overview

Australian Curriculum and Reporting Authority (ACARA). (2017d). F-10 overview:

structure. Retrieved from http://www.australiancurriculum.edu.au/the-arts/key-ideas

Australian Curriculum and Reporting Authority (ACARA). (2017e). The Arts: structure.

Retrieved from http://www.australiancurriculum.edu.au/the-arts/structure

Australian Curriculum and Reporting Authority (ACARA). (2017f). The Arts: Curriculum.

Retrieved from http://www.australiancurriculum.edu.au/the-arts/curriculum

Colour wheel [Image]. (2017). Retrieved from http://www.google.com

Coolamon with dot painting [Image]. (2017). Retrieved from

http://www.nma.gov.au/collections-search/atsiaa/display.php?irn=147272

Ewing, R. (2010). The arts and Australian education realising potential. Camberwell,

Victoria: Australian Council for Educational Research.

Fiske, E.b. (n.d.). Champions of change: the impact of the arts on learning. Retrieved from

CQUniversity e-courses, EDCU13018 The Arts. http://moodle.cqu.edu.au

Five types of line [Image]. (2017). Retrieved from

https://www.slideshare.net/RodriguezArt/element-of-art-line-14756539

Heaston. P. (2013). Hatching and cross hatching: 6 basic forms. Retrieved from

https://www.craftsy.com/blog/2013/07/hatching-and-cross-hatching/

Lee, M. (2011). Lines Mike design theory. Retrieved from

https://www.slideshare.net/mixywixy4/linesmikadesign-theory?next_slideshow=1

Printable colour wheel [Image]. (2017). Retrieved from

http://www.gifpage.com/tag/printable-color-wheels/

Types of lines [Image]. (2017). Retrieved from http://artonlinechampion.weebly.com/project-

2-50-line-types.html