Analyzing Barbara Reid

Unit: Exploring Plasticine Artistry – Lesson 3 of 10

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Lesson Details

Year Level: 6
Subject: Art (Visual Arts)
Duration: 60 minutes
Class Size: 25 students

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Learning Intentions

WALT (We Are Learning To):

• Analyze the artwork of Barbara Reid, focusing on her plasticine illustration techniques in Perfect Snow.

Success Criteria:

• Describe how at least three elements of art are used in Barbara Reid’s illustrations.
• Participate in a discussion identifying and analysing key features of Reid’s work.

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Australian Curriculum Links

Content Descriptions:

• AC9AVA6E01 (Years 5-6): Explore ways that visual conventions, visual arts processes and materials are combined to communicate ideas, perspectives and/or meaning in visual arts across cultures, times, places and/or other contexts.
• AC9AVA6C01 (Years 5-6): Use visual conventions, visual arts processes and materials to plan and create artworks that communicate ideas, perspectives and/or meaning.
• AC9AVA6D02 (Years 5-6, adapted for Year 6): Reflect on the ways that they and other artists respond to influences to inform choices they make in their own visual arts practice .

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Resources Needed

• Digital projector and computer for PowerPoint
• PowerPoint presentation with bright, engaging images of Barbara Reid’s work, especially from Perfect Snow
• Short video clip demonstrating Reid’s plasticine technique (5 minutes)
• Printed copies of selected Barbara Reid illustrations from Perfect Snow (dyslexia-friendly font and layout versions available)
• Guided analysis question sheets (differentiation tool)
• Whiteboard or large paper for group note-taking
• Pens, coloured pencils, or markers for students’ notes and sketches
• Quiz platform (e.g., Kahoot or similar) or printed quiz worksheets
• Comparison images of another artist working in a similar medium/style (for extension)

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Lesson Outline

1. Introduction (10 minutes)

• Engage students with a colourful, image-rich PowerPoint introduction about Barbara Reid and plasticine art.
• Introduce Perfect Snow as an example of Reid’s plasticine illustrations and briefly share background information about Reid and her unique style.
• Use WALT and success criteria to focus students’ attention.

2. Teacher-led Analysis (10 minutes)

• Display 3-4 selected Barbara Reid images from Perfect Snow.
• Model analysis by pointing out and describing visual elements such as:
  • Texture: How plasticine creates a tactile, dimensional effect.
  • Colour: The vibrancy and layering of colours.
  • Line and shape: How Reid uses lines and shapes to define characters and settings.
• Use guided questions projected on the screen (also on printed sheets) to help students think critically:
  • What elements do you notice first?
  • How does the texture affect how you feel about the image?
  • In what ways do colour and line create a story or mood?

3. Video Reinforcement (5 minutes)

• Play a short video clip demonstrating Barbara Reid’s plasticine technique and artistic process.
• Ask students to note elements they identified in the teacher-led segment as they watch.

4. Student Pair Discussion and Hands-on Activity (15 minutes)

• In pairs, students discuss using the guided question sheets to analyse a provided Barbara Reid illustration.
• Encourage students to record their observations about the three elements of art used.
• Students sketch key features or lines from the illustration to deepen their understanding of texture and shape.

5. Formative Quiz & Class Discussion (10 minutes)

• Conduct an interactive quiz (using digital quiz or worksheet) focused on recognition and understanding of the elements of art in Reid’s illustrations (texture, colour, line, shape).
• Facilitate a whole-class discussion to share answers and insights, correcting misunderstandings and reinforcing success criteria.

6. Extension (5 minutes)

• Introduce a brief comparison between Barbara Reid’s plasticine style and another artist (e.g., Nick Sharratt or other illustrator using different media).
• Prompt students to identify similarities and differences in elements and style as an extension activity.

7. Conclusion and Reflection (5 minutes)

• Recap the elements analysed and reinforce success criteria.
• Ask students to reflect on how understanding these elements changes how they view Reid’s artwork.
• Provide dyslexia-friendly reading sheets summarising the lesson’s key points and vocabulary for students who need additional support.

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Differentiation Strategies

• Provide guided questions with simplified language and visuals for students requiring additional support.
• Offer dyslexia-friendly versions of all reading materials with clear fonts and spaced layouts.
• Allow verbal rather than written responses during pair discussions if preferred.
• Provide extension activities (comparing artists) for advanced learners interested in exploring artistic styles more deeply.

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Assessment – Formative

• Observation of student discussion participation and contributions.
• Responses to quiz questions focusing on identified elements of art.
• Completed guided analysis sheets with at least three elements described.

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This lesson seamlessly blends visual, auditory, and kinesthetic learning approaches to engage Year 6 students with Barbara Reid’s unique plasticine artistry, while addressing the Australian Curriculum outcomes relevant to Years 5 and 6 Visual Arts. The structured approach supports diverse learning needs, encourages critical thinking, and prepares students for further creative exploration in the unit .