3 sessions; 40 minutes per session

1. SWBAT successfully create a meaningful map which was inspired by aboriginal artwork.
2. SWBAT effectively demonstrate an understanding of tempura paint by incorporating a stippling technique in their artwork.

1. Aboriginal artwork examples
2. Symbolism sheet
3. Aborigine history: http://www.aboriginalartonline.com, http://www.oneworldmagazine.org/gallery/abo/, Dynamic Art Projects for Children by Denise M. Logan,
4. Black construction paper
5. Tempura Paint
6. Paint Brushes
7. Pencil

Need these materials? Visit Blick!

DAY 1

Introduction:

• Introduce – Aborigine “Dreamings” or “Dreamtime” paintings.
• Explain – why the Aborigines created these paintings and what they represent.

Development:

• View – images of Aboriginal artwork.
• Discuss – possible meanings and symbolism.
• Explain – Aborigines used this artwork to represent patterns, nature and life and oftentimes acts as a map.
• Prompt – students to think of an experience which is meaningful to them.
• View – Aborigine symbolism.
• Prompt – students to think of their own symbolism to represent specific points on the “map.”
• Demo – paint dots on paper with the handle of the brush. Instruct students to use dots only. Reference images of Aborigine art to show how the technique was implemented.
• Prompt – students to draw their map in pencil on their black paper.
• Do – walk around room, ask and answer questions, assist in art making.

Conclusion:

• Review – learned concepts: Aborigine “Dreamings” paintings, symbolism, and pattern.

__________________________
DAY 2

Introduction:

• Review – Aborigine art.
• Question – Who are the Aborigines? What does their artwork represent?


Development:

• View – images of Aboriginal artwork.
• Question – How did the Aborigines use symbols? How are we using symbols?
• View – Aborigine symbolism.
• Prompt – students again to think of their own symbolism to represent specific points on the “map.”
• Question – How did the Aborigines paint? How are we painting?
• Prompt – students to continue work on their artwork.
• Do – walk around room, ask and answer questions, assist in art making.

Conclusion:

• Review – learned concepts: Aborigine “Dreamings” paintings, symbolism, and pattern.

________________________
DAY 3

Introduction:

• Review – Aborigine art.
• Question – Who are the Aborigines? What does their artwork represent?


Development:

• View – images of Aboriginal artwork.
• Question – How did the Aborigines use symbols? How are we using symbols?
• View – Aborigine symbolism.
• Prompt – students again to think of their own symbolism to represent specific points on the “map.”
• Question – How did the Aborigines paint? How are we painting?
• Question – how did the Aborigines incorporate color in their artwork? How are you influenced by their color choices?
• Prompt – students to continue work on their artwork.
• Do – walk around room, ask and answer questions, assist in art making.

Conclusion:

• Review – learned concepts: Aborigine “Dreamings” paintings, symbolism, and pattern.

1. Aborigine history: http://www.aboriginalartonline.com, http://www.oneworldmagazine.org/gallery/abo/, Dynamic Art Projects for Children by Denise M. Logan

2. http://www.aboriginaldream.com/

It is easier for students to use the handle of a paint brush, rather than the brush itself. This will create much cleaner dots. You could also use skewers or anything of a similar shape.

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories

[K-4] Students use art materials and tools in a safe and responsible manner

[K-4] Students know the differences between materials, techniques, and processes

[K-4] Students describe how different materials, techniques, and processes cause different responses

[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas

[K-4] Students describe how different expressive features and organizational principles cause different responses

[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning

[K-4] Students explore and understand prospective content for works of art

[K-4] Students know that the visual arts have both a history and specific relationships to various cultures

[K-4] Students identify specific works of art as belonging to particular cultures, times, and places

[K-4] Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

[K-4] Students understand there are various purposes for creating works of visual art

[K-4] Students describe how people's experiences influence the development of specific artworks

[K-4] Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines

[K-4] Students identify connections between the visual arts and other disciplines in the curriculum

Tempera

Multicultural Studies