Colorful Storyboards

Overview

This 30-minute lesson for Year 1 students focuses on creating storyboards for short stories using colours to represent different scenes and actions. This lesson is part 8 of 10 in the unit "Stories in Colour," aligned closely with the Australian Curriculum (v9) for The Arts (Visual Arts). It emphasises exploration of colours as a visual convention, storytelling through art, and the use of imagination and creativity to communicate ideas.

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Learning Objectives

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

• Use colours purposefully to represent different scenes and actions in a storyboard (AC9AVA2C01 - Use visual conventions, visual arts processes and materials to create artworks).
• Develop ideas and storytelling skills through visual arts by sequencing scenes using colour (AC9AMAFC01 - Create artworks that communicate ideas).
• Explain their choices of colours and scenes to peers and teacher (AC9ADAFP01 - Share their artworks with audiences).

Curriculum References

• Content Descriptions:

  • Visual Arts: AC9AVA2C01
    • Use visual conventions (like colour), materials and processes to create artworks.
  • Media Arts: AC9AMAFC01
    • Create arts works that communicate ideas.
  • Arts Practice: AC9ADAFP01
    • Share arts works with audiences and explain ideas.

• Achievement Standard:

  • Students create artworks using visual conventions, materials, techniques and processes.
  • They communicate ideas through visual arts and share their visual stories with others.

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Lesson Materials

• A4 storyboard templates with 4-6 blank panels per student
• Wide range of coloured pencils, crayons, or washable markers (primary and secondary colours)
• Simple short story known to students (oral retell or picture book)
• Visual aids showing colour symbolism examples (e.g., red = excitement, blue = calm)
• Chart/whiteboard to record colour choices and ideas

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Lesson Structure (30 minutes)

1. Introduction and Warm-up (5 minutes)

• Briefly recall the previous lesson on exploring colours and their emotional impact.
• Introduce today’s task: "Today, we will create storyboards for a short story, using different colours to show what is happening in each part of the story."
• Show the simple short story to be used (or retell it orally).
• Quick group discussion: "What colours might show happy or exciting parts? What colours might show quiet or sad parts?"
• Introduce the storyboard template.

2. Guided Demonstration (5 minutes)

• Model filling in the first two panels of the storyboard:
  • Draw the scene simply and choose a colour or combination of colours that represent the mood or action.
  • Explain your colour choice to the class.
• Invite students to suggest colour ideas for the scenes to build engagement and understanding.

3. Independent Activity: Create Storyboards (15 minutes)

• Students create their own storyboards on templates:
  • Draw simple scenes for each part of the story.
  • Use colours creatively to show changes in mood, action, or environment.
• Teacher circulates supporting students, discussing their colour choices and encouraging storytelling.

4. Sharing and Reflection (5 minutes)

• Invite 3-4 students to share their storyboards with the class.
• Ask guiding questions:
  • "What story is your storyboard telling?"
  • "Why did you choose those colours for each scene?"
• Highlight how colours help tell the story.
• Encourage positive peer feedback.

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Assessment

• Observation of students’ ability to:
  • Use colour purposefully to depict different scenes (e.g., energetic vs calm).
  • Sequence scenes visually to represent a simple story.
  • Verbally communicate their artwork and colour choices.
• Informal discussion during sharing to assess understanding of story and colour symbolism.

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Differentiation

• Provide additional visual support like coloured shapes or stickers for students needing motor skill support.
• Challenge advanced students to include more detailed scenes or try mixing colours (e.g., layering colours to show change).
• Encourage verbal explanation for students with emerging language skills.

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Cross-Curricular Links

• English: Storytelling, sequencing events, vocabulary of emotions and colours.
• Personal and Social Capability: Sharing ideas and respectful listening during peer sharing.
• Critical and Creative Thinking: Creative use of colour and story sequencing.

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Teacher Notes

• Use expressive language and encourage imagination.
• Be alert to students using colours intuitively that might differ from typical symbolic meanings — this diversity can promote discussion.
• Introduce First Nations perspectives in colour/storytelling if appropriate in the unit scope, respecting cultural protocols.

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This lesson capitalises on young students’ natural interest in colour and stories, building foundational artistic skills aligned with Australia's national curriculum expectations for The Arts in early primary years. It integrates making, reflecting, and sharing to develop visual literacy and expressive capabilities.

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References

• Australian Curriculum, Assessment and Reporting Authority (ACARA), The Arts – Visual Arts Years 1 and 2: Content description AC9AVA2C01, AC9AMAFC01, AC9ADAFP01