Assessment Reflection

Year Level

Year 7 Visual Arts

Duration

50 minutes

Class Size

20 students

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Unit Context

This lesson is Lesson 17 of 20 in the unit Exploring Art through Picasso.

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Learning Area

Visual Arts

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Western Australian Curriculum Alignment

Content Description:

• Reflect on ways artists use materials, visual conventions, and art processes to represent ideas and perspectives and evaluate one’s own artworks and those of others.
• Evaluate feedback and reflect on learning to inform art-making decisions, using visual arts terminology where appropriate (AC9AVA8D01_E4, AC9AVA8D01_E6).
• Develop understanding of how artists communicate concepts through art and how personal responses can be formed.

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Learning Objectives (WALT)

• WALT: Evaluate our learning in art.
• Reflect on what we have learnt about Picasso’s art styles, techniques, and creative choices.
• Share insights and personal responses to the artworks created throughout the unit.

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Success Criteria

• I can articulate what I have learned about Picasso and his artistic style.
• I can reflect respectfully on my own work and the work of my peers.
• I can respond to guiding questions and contribute to class discussions.
• I can use appropriate visual arts vocabulary in my reflections.

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Resources

• Students’ artworks created during the unit.
• Reflection prompt sheets with guiding questions.
• Whiteboard/Smartboard for note-taking.
• Visual art journals or digital reflection tools.
• Dyslexia-friendly printed materials: Clear fonts, bullet points, white space, supportive visuals.

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Differentiation Strategies

• Provide guiding questions on reflection sheets for quieter or less confident students to scaffold their responses.
• Allow students to reflect in multiple modes: oral, written, or digital (audio/video).
• Encourage peer support through paired or small group discussions before sharing with the whole class.
• Use dyslexia-friendly text layouts and offer oral instructions and exemplars.
• Extension for advanced learners: Compose a short written or multimedia artist statement about their Picasso-inspired artwork, incorporating visual arts terminology and personal learning reflections.

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Lesson Breakdown

Time	Activity	Details
0-5 min	Introduction to Lesson	- Teacher briefs students on the lesson focus: reflection and evaluation of learning in the Picasso unit. - Reiterate WALT and success criteria on board for visibility. - Outline purpose: To share and consolidate their understanding and growth in visual arts.
5-15 min	Individual Reflection	- Students use reflection prompt sheets with guiding questions such as: - What new skills or techniques have I learnt? - Which Picasso style or artwork did I enjoy creating most and why? - What challenges did I face and how did I overcome them? - How has my understanding of art changed? - Students write or record brief answers in journals (printed sheets provided in dyslexia-friendly format).
15-30 min	Pair / Small Group Sharing	- Students share reflections with a partner or in groups of 3-4. - Quieter students can use their prompts to guide contributions. - Teacher circulates to support and prompt deeper thinking with probing questions. - Encourage use of art terminology ("cubism," "abstract," "composition," "colour palettes," etc.).
30-45 min	Class Sharing and Discussion	- Selected students or groups share key reflections. - Teacher facilitates discussion, highlighting themes such as creative challenges, inspiration from Picasso, and personal growth. - Discuss the importance of reflection in art making and how feedback helped improve work (linking to curriculum element AC9AVA8D01_E4).
45-50 min	Conclusion and Next Steps	- Summarise reflections and reinforce the value of evaluating learning. - Outline the next lesson: final artwork completion or exhibition preparation. - Collect reflection sheets or digital submissions.

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Extension Activities for Advanced Learners

• Compose a detailed artist statement or blog post using visual arts terminology to describe their Picasso-inspired creation, including evaluation of their process and final artwork.
• Create a short digital presentation or video reflecting on how Picasso’s style influenced their artistic choices and how their skills have evolved.
• Lead small group discussions to support peers in articulating reflections.

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Supporting Student Diversity

• Allow flexibility in how students express reflections: written, oral recordings, or visual (mind maps, annotated sketches).
• Provide visual scaffolds illustrating key terminology.
• Repeat instructions clearly and check understanding.
• Offer extra time or small group support if needed.

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Visual Arts Terminology to Reinforce

• Cubism, abstraction, composition, perspective, colour palette, texture, form, line, shape, emotion in art, artist statement, reflection, critique.

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Teaching Notes

• Emphasising respectful listening during peer sharing builds a positive classroom culture.
• Encourage honest, constructive reflection—not just positive comments.
• Use questioning strategies to encourage critical thinking about artistic choices and meanings.
• Make connections between the students’ artworks and Picasso’s techniques to consolidate learning.

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This approach aligns firmly with the Western Australian Curriculum for Visual Arts, particularly the capabilities of reflection, evaluation, and use of visual arts terminology for Years 7 and 8. It respects diverse learner needs and offers extension to cater for advanced students, fostering a rich, inclusive learning environment for all students.

This reflective lesson will empower students to take ownership of their artistic journey through the Picasso unit, providing both metacognitive and practical benefits in their art education.