Lord Howe – Creating Patterns And Marks In Nature – Visual Arts – Years 5 to 8.


Quick summary:

Nature is filled with marks, patterns and beautiful designs that occur naturally and evolve rather frequently.
In this lesson, students are invited to investigate visual patterns and how repetitive marks are used to create patterns and designs. While viewing the works of Joshua Yeldham, students will discover the combination of elements, shapes (in regular and irregular arrangements) that create patterns and be inspired by the world they know and live in. The class will take on the role of an artist and create their own patterns and artwork and apply meaning to their intentions while observing nature.

Learning intentions:

  • Students will investigate the meaning of patterns and mark-making
  • Students create patterns and apply meaning to their artwork.

21st-century skills:

Australian Curriculum Mapping

Content descriptions:

Years 5 & 6 Visual Arts:

  • Develop and apply techniques and processes when making their artworks ( ACAVAM115)
  • Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks ( ACAVAR117)

Years 7 & 8 Visual Arts:

  • Develop ways to enhance their intentions as artists through exploration of how artists use materials, techniques, technologies and processes ( ACAVAM119)
  • Practise techniques and processes to enhance the representation of ideas in their art-making ( ACAVAM121)
  • Analyse how artists use visual conventions in artworks ( ACAVAR123)
  • Identify and connect specific features and purposes of visual artworks from contemporary and past times to explore viewpoints and enrich their art-making, starting with Australian artworks including those of Aboriginal and Torres Strait Islander Peoples ( (ACAVAR124)).

Syllabus outcomes Stage 3: VAS3.1, VAS3.2, VAS3.3, VAS3.4

Syllabus outcomes Stage 4: 4: 4.1, 4.2, 4.4, 4.5, 4.6

General capabilities: Critical and Creative Thinking

Cross-curriculum priority: Sustainability

Relevant parts of Year 5 & 6 achievement standards:

By the end of Year 6, students explain how ideas are represented in artworks they make and view. They describe the influences of artworks and practices from different cultures, times and places on their art making.

Students use visual conventions and visual arts practices to express a personal view in their artworks. They demonstrate different techniques and processes in planning and making artworks. They describe how the display of artworks enhances meaning for an audience.

Relevant parts of Year 7 & 8 achievement standards:

By the end of Year 8, students identify and analyse how other artists use visual conventions and viewpoints to communicate ideas and apply this knowledge in their art making. They explain how an artwork is displayed to enhance its meaning. They evaluate how they and others are influenced by artworks from different cultures, times and places.

Students plan their art-making in response to the exploration of techniques and processes used in their own and others’ artworks. They demonstrate use of visual conventions, techniques and processes to communicate meaning in their artworks.

Topic: Creating Art In Nature

This lesson is part of the wider unit of work [Lord Howe].

Time required: 100 mins.

Level of teacher scaffolding: Medium – facilitate class discussion and encourage students to consider let go of perfectionism and to be present.

Resources required:

  • A device capable of presenting a video to the class and downloading a booklet about Joshua Yeldham
  • Art folio or large sheets of paper suitable for painting and sketching
  • Pattern making materials (pen, ink, pencil, paint, paintbrush etc).

Keywords: Art, patterns, marks, abstract art, expressionism, nature, landscape, freedom, creativity, natural, evolving, patterns, mark-making

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.


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