Aussie Animal Research

Year Level

Year 9

Duration

50 minutes

Class Size

7 students

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Unit Context

This lesson is Lesson 2 of 10 in the unit "Aussie Animal Artistry." Students are developing skills in researching and planning by selecting an Australian animal to represent in mixed media artworks.

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Learning Objectives

By the end of this lesson, students will be able to:

• Select an Australian animal as the subject for their artwork, considering its characteristics and significance.
• Conduct focused research on their selected animal’s habitat, behaviour, and cultural or ecological significance.
• Create a mind map to plan how to represent their animal using mixed media, connecting research insights to artistic decisions.

These objectives align with the Australian Curriculum (v9) Visual Arts content descriptions for Years 9 and 10, specifically:

• AC9AVA10E01: Investigate ways that artists represent ideas and meaning through artworks and develop personal expression.
• AC9AVA8E01: Investigate ways visual conventions and arts processes represent ideas in artworks.
• AC9AVA8C02: Select and manipulate visual conventions and processes to create meaningful artworks.

Students also develop critical thinking and planning skills relevant to visual arts practice, contributing to general capabilities such as literacy and critical and creative thinking.

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Curriculum Links

• Australian Curriculum: The Arts / Visual Arts / Years 9-10

  • AC9AVA10E01: Investigate and analyse artists’ representations to develop personal expression.
  • AC9AVA8E01: Investigate visual conventions and materials to represent perspectives.
  • AC9AVA8C02: Apply visual arts processes and materials to communicate meaning.

• Cross-curriculum Priorities:

  • Aboriginal and Torres Strait Islander Histories and Cultures — encourage recognition of connections to Country and local fauna as inspiration.

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Resources Needed

• Access to library resources or pre-curated research materials on Australian animals (books, articles, videos)
• Laptops or tablets for digital research
• Large sheets of paper or A3 paper for mind maps
• Pens, coloured pencils, markers
• Sticky notes or coloured cards for brainstorming
• Whiteboard or chart paper for teacher demonstration

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Lesson Outline

1. Introduction and Context Setting — 10 minutes

• Begin with a brief interactive discussion: ask students what Australian animals they find fascinating and why.
• Revisit the unit focus on expressing Australian animals through mixed media art.
• Explain that today’s focus is on researching and planning how to portray their chosen animal thoughtfully and creatively.
• Share clear success criteria:
  • Chosen animal reflects their interest and has enough information available.
  • Research covers habitat, behaviour, and significance.
  • Mind map demonstrates thoughtful planning linking research to artistic representation.

2. Selecting and Researching an Animal — 20 minutes

• Guide students to select their Australian animal if they haven’t already. Encourage diversity and uniqueness.
• Use prompts to focus research on:
  • Habitat: Where does the animal live?
  • Behavior: What are key behaviours or traits?
  • Significance: Cultural, ecological, or symbolic importance.
• Students use laptops/tablets or printed materials to gather key facts.
• Teacher circulates, supports inquiry with guiding questions, encourages note-taking.

3. Planning Artwork with a Mind Map — 15 minutes

• Explain the purpose of a mind map as a creative planning tool linking facts to artistic ideas.
• Demonstrate creating a sample mind map on the board, starting with a chosen animal’s name in the centre.
• Include branches for habitat, behaviour, significance, and artistic representation ideas.
• Students create their own mind maps on paper, incorporating:
  • Visual and textual elements.
  • Ideas for mixed media techniques (e.g., collage for textures, painting for colours, drawing for form).
• Encourage them to think about how their research influences their artistic choices.

4. Sharing and Reflection — 5 minutes

• Invite students to briefly share their mind map or one interesting fact about their animal.
• Prompt reflection: "How will the things you’ve learned influence the way you create your artwork?"
• Gather quick exit feedback: one thing learned, one question they still have.

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Assessment

Formative assessment will be based on:

• Observation of students’ engagement and ability to conduct targeted research.
• Completed mind maps demonstrating connection between research and planned artistic approach.
• Participation in group discussion and reflection showing understanding of the animal’s significance and how it informs creative choices.

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Differentiation

• Provide scaffolded research guides for students needing additional support.
• Encourage extension by having some students consider First Nations Australian perspectives on animals if appropriate.
• Allow students to choose preferred research mediums (videos, texts, interviews) to cater to varied learning styles.

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Teacher Notes

Encourage students to think beyond just physical appearance — how can behaviour or cultural stories add layers of meaning to their art? Highlight the importance of ethical research and respecting Indigenous knowledge if referenced in their work.

This lesson scaffolds essential skills for the unit’s later practical workshops where students will create their mixed media artwork.

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If further inspiration is desired, teachers can incorporate examples of artwork by First Nations Australian artists who celebrate native fauna, linking social and cultural contexts to art practice as per AC9AVA10E02 guideposts.

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This detailed plan ensures alignment with the Australian Curriculum v9 for Years 9-10 Visual Arts, integrating research, critical thinking, planning, and creativity around an engaging Australian theme, tailored to a small class setting for personalised learning experiences .