Art Presentation Skills

Overview

In this lesson (Lesson 12 of 15) students practise sharing their artwork in an informal setting. They learn simple verbal storytelling skills and use “process words” to explain what they did and what they liked.

Learning intentions

Students will:

• present an artwork to the teacher and/or a small group
• describe what they like about their artwork using clear, simple sentences
• explain part of their making process (materials, marks/technique, and a choice they made)
• listen respectfully to a peer’s presentation and respond with one kind comment or question

Success criteria

Students can:

• tell the audience the name (or idea) of their artwork
• say one thing they enjoyed and one thing that was tricky
• use process words such as “first”, “then”, “because”, “I noticed”, or “I changed…”
• share without needing to hide or rush, and look at the audience while speaking

Curriculum links

• Visual Arts — share artworks and/or visual arts practice in informal settings (presenting an artwork and explaining what they like about it)
• Visual Arts — use visual arts processes and materials to create artworks (linking process choices to what they made)
• Communication and social learning — turn-taking, listening, and using appropriate language when sharing ideas

Lesson structure (30 minutes)

1. 0–4 min · Settling and purpose Teacher explains: “Today we will practise presenting art—telling a short story about our artwork and our process.” Students take a quick look at their own artwork and choose one detail to mention.

2. 4–10 min · Model and rehearsal (teacher-led) Teacher shows a prepared example sentence frame on the board:

• “My artwork is called __.”
• “First, I __.”
• “Then, I __ because __.”
• “One thing I like is __.” Teacher gives a short demonstration (30–45 seconds) using process words and a calm speaking voice. Students repeat the sentences as a group, focusing on clear words and “audience look”.

3. 10–18 min · Skills practice in pairs Students work in pairs (or teacher-guided rotation if needed with 6 students, two pairs active at a time). Each child practises a 45–60 second presentation using the sentence frames. Teacher circulates with a simple checklist:

• Did they start with a name/idea?
• Did they include at least one process step?
• Did they give one “like” statement? Listener partner practises respectful attention and prepares one question or comment using: “I noticed…” or “Can you tell me…?”

4. 18–25 min · Present to a small audience Teacher invites two students at a time to present to the group. The audience listens for: (1) artwork idea, (2) first/then process, (3) one like statement. After each presentation, the audience member gives one kind comment and one question starter, or one “I noticed…” statement if questions feel difficult.

5. 25–30 min · Quick reflection and exit ticket Students complete a short, quick check (verbal or pictorial if needed):

• Colour a box next to: “I spoke clearly.”
• Colour a box next to: “I told my process.”
• Say one improvement for next time (e.g., “look at the audience more”, “use ‘because’”).

Resources

• Students’ completed artworks from the unit (or a work-in-progress they are ready to share)
• Sentence frame cards or board prompts (name/idea, first/then, because, one thing I like, tricky)
• Audience listening prompts (I noticed…, Can you tell me…)
• Clipboards or simple checklist for teacher (3–4 items)
• Timer (visible)
• Exit ticket slips with three boxes and one line for a self-improvement statement

Assessment

• Formative during pair practice: teacher checklist for process step, like statement, and audience language (look/turn-taking)
• Formative during small-audience sharing: listen-and-respond quality (kind comment/question starter)
• Exit ticket: quick self-assessment of speaking clearly and including process information

Differentiation

• Support:
• Provide sentence starter cards with pictures/words for “First”, “Then”, “Because”, and “I like…”
• Offer a “one sentence option” for students who need reduced verbal load (e.g., name/idea + one like statement)
• Allow students to point to one feature of their artwork while speaking
• Extension:
• Challenge students to add one “choice” statement: “I chose ___ because ___.”
• Ask a follow-up question: “What would you do next time?”
• EAL/SEN considerations:
• Encourage students to use preferred/simple vocabulary and gestures; teacher can prompt with one key word at a time
• Practise in pairs first so presentations are familiar and less intimidating