Celebrating Shape Stories

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Year 6 Visual Arts – Lesson Plan (62 Minutes)

Topic: Shape Artworks Inspired by Aboriginal and Torres Strait Islander Art
Australian Curriculum Alignment:
Learning Area: The Arts – Visual Arts
Year Level: Year 6
Strand: Making and Responding
Content Descriptions:

• Develop and apply techniques and processes when making their artworks (ACAVAM115)
• Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions (ACAVAR117)

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🤲 Hands-On. Interactive. Culturally Rich.

This lesson is designed to be tactile, inclusive and culturally respectful, drawing inspiration from Aboriginal and Torres Strait Islander artworks that use symbolic shape-based storytelling. The emphasis will be on shapes as a vehicle for meaning — promoting both technical skill and cultural appreciation.

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🧠 5 Minutes - Daily Review

Activity: Quick Visual Warm-Up

• Display three artworks by Aboriginal and Torres Strait Islander artists on the board. Ask the class:
  • “What shapes do you notice?”
  • “What do you think they might symbolise?”
• Use call-and-response and allow students to respond freely using art vocabulary (e.g., line, pattern, repetition, symbol, shape).
• Review: "What did we do in last week’s lesson?" Encourage quick responses focusing on concepts like texture, symbolism, and cultural significance.

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🎯 20 Minutes – Learning Intentions, Modelling & Explanation

WALT (We Are Learning To):

• Understand how Aboriginal and Torres Strait Islander artists use shapes and patterns to tell stories.
• Use shape, repetition, and contrast to create our own story-based artwork.

Success Criteria

• I can identify and describe shapes used in traditional artworks.
• I can create an artwork using repeated shapes to tell a story.
• I can explain the meaning behind my chosen shapes and composition.

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💬 Teacher Talk – Connecting Culture & Shapes

Use the IWB or projector to show a short visual slideshow of artworks from artists such as Winnie Pitjara (Utopia region) or Gabriel Maralngurra (Injalak Arts). Highlight how abstract shapes (circles, lines, waves, dots) serve as storytelling elements.

Discussion Questions:

• Why do you think shapes are repeated?
• What types of stories can shapes tell?
• How are these designs passed down through generations?

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🎨 Teacher Modelling – Shape Story in Action

Step-by-step demo on visualiser/IWB:

1. Use a piece of brown or ochre-toned paper.
2. Draw a central shape (e.g., large circle or spiral): this represents “meeting place”.
3. Surround it with smaller repeating shapes like arches (people), wavy lines (journeys), or dots (footprints, connection).
4. Add lines and secondary shapes to expand the narrative.

Emphasise: Each shape holds meaning. Encourage students to connect it to a personal story (e.g., family, home, pet, bushwalk, school experience).

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🧾 Instructions for Students

“You’re creating a shape-based artwork that tells a small part of your personal story. You’ll sketch it out first, then draw it on coloured paper using markers, oil pastels, or fine tips. You can use a maximum of 5 different shapes focused on communication and storytelling.”

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🎨 25 Minutes – Independent Work

Hand out materials:

• A4 coloured/Bush-toned card
• Shape reference sheet (symbols with meaning explanation)
• Drawing pencils, fine tip markers, pastels

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👩‍🏫 Teacher Role During Work Time

• Work with a group of 4–5 students requiring support at “The Yarning Circle” table.

Low Ability Support 🔽

• Provide pre-drawn shape stencils and sentence starters like “This shape is important because…”
• Use symbol sheets with visuals + meanings (e.g., waterhole, tracks, journey).
• Use one-on-one questioning: “What story could you use from your weekend?”

High Ability Extension 🔼

• Ask students to incorporate symmetry or radial balance into their concept.
• Challenge: Can they incorporate 3 different emotions in their shape meanings?
• Invite to begin writing a short artist statement (2–3 sentences) about what their work represents.

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🗣 10 Minutes – Review & Conclude

Whole-Class Circle Share

• Invite 3–4 students to volunteer to show and explain their shape choice and story meaning.
• Ask reflective questions:
  • “How did our shape choices reflect our story?”
  • “How do Aboriginal and Torres Strait Islander artworks help preserve culture?”

Next Lesson Teaser 🌿

“In our next lesson, we’re going to look at how dots and textures in Aboriginal artworks help enhance shape drawings. We’ll be layering dot painting techniques onto our shape artworks to bring them to life!”

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📏 Formative Assessment

• Checkpoint during teacher modelling: Thumbs up/down to check for understanding of shape meanings.
• While circulating, use questioning to assess:
  • Can students explain what their shapes represent?
  • Are students applying repeated shapes to their composition?
• Collect samples of completed work with brief annotations for observation notes.

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🎨 Materials Checklist

• A4 paper (coloured/neutrals)
• Shape symbol guides
• Drawing pencils
• Fine-tipped markers
• Oil pastels
• Stencils for support group

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🧩 Differentiation Summary

Learner Needs	Adjustments Provided
Low Ability	Visual supports, sentence starters, shape stencils, teacher scaffolding
High Ability	Technical challenges (symmetry, emotion), writing artist statements, leadership role
ESL Students	Visual cue cards, pre-taught art vocab, buddy support during design/brainstorming

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🎉 Engagement & Outcomes

This lesson blends creativity with cultural sensitivity and personal expression. By grounding abstract art in personal and Indigenous stories, students not only meet curriculum standards but also build emotional and cultural literacy.

Let shape become story. Let every line talk. Let every child be heard.