Creating Personal Art

Year Level

Year 7 Visual Arts (Western Australian Curriculum)

Duration

50 minutes

Class Size

20 students

Lesson Context

This is Lesson 18 in the "Exploring Art through Picasso" unit. Building on prior lessons analysing and experimenting with Picasso's styles, students now develop their own independent art pieces reflecting their personal interests and artistic voice.

WALT (We Are Learning To)

Express individuality through creating an independent artwork inspired by personal interests and earlier Picasso studies.

Success Criteria

Students sketch a preliminary plan for their art piece.
Identify and list needed materials.
Demonstrate connection between their interests and artistic choices through annotations.
Collaborate respectfully with peers for feedback (optional).

Curriculum Links

Content Description:

Select and manipulate visual conventions, processes and materials to create artworks representing ideas, perspectives and/or meanings.
Reflect on the use of visual conventions and materials to communicate meaning, emotions, and personal perspectives.
Use visual arts practices to express individuality and emotions (AC9AVA8C02_E2, AC9AVA8D02_E1).
Plan and initiate artwork development independently (implied progression from prior lessons).

Learning Objectives

Students will apply their understanding of Picasso’s artistic elements and styles to inspire their own unique artworks.
Students will design a detailed plan and materials list for their chosen art piece.
Students will begin to express individuality and personal interests through their art planning.

Resources

Sketchbooks or A4 drawing paper
Pencils, erasers, coloured pencils, markers
Sample images of Picasso’s various styles for inspiration
Materials list templates
Whiteboard and markers for instructions
Optional: digital tablets for sketching if available

Lesson Outline

1. Introduction (10 minutes)

Brief recap of the unit so far: major themes from Picasso's work explored in prior lessons.
Explain the transition from exploration to creation: "Today, you will begin designing your own independent art piece inspired by your interests and Picasso’s artistic language."
Show examples of independent art projects inspired by artists (including Picasso) to spark ideas.
WALT and Success Criteria are clearly displayed and discussed.
Emphasise that sketches are not final art but detailed plans to guide creation.

2. Brainstorm & Sketch Planning (20 minutes)

Students independently brainstorm imagery or themes they want to explore based on personal interests, for example: sport, music, nature, abstract emotion.
Use scaffolded prompts to guide thinking:
"What interests or stories do you want your art to tell?"
"Which styles or elements of Picasso’s art inspire you to express your ideas?"
"How might you use colour, shape or form to communicate your idea?"
Students start sketching small compositional studies for their artwork.
Encourage annotations: Students write brief notes beside sketches explaining their material choices, colour ideas, or how they aim to express their individuality.
Materials list: students itemise tools and media they anticipate needing for their final piece.

3. Peer Feedback & Refinement (10 minutes)

In pairs or small groups, students share their sketches and materials plans.
Use structured feedback sentence starters, for example:
"I like how you planned to use colour to express mood because..."
"Have you thought about trying…?"
"Your sketch makes me wonder about…"
Students reflect on feedback and note any changes or new ideas they want to incorporate.

4. Wrap-up and Reflection (5 minutes)

Students document one key learning goal or idea they want to explore in their independent project.
Teacher summarises the importance of planning and reflection in artistic creation.
Set expectations for the next lesson when they begin making their artworks.

Differentiation Strategies

For Advanced Learners: Encourage exploration of mixed media or digital art components referencing Picasso’s cubism or abstract phases. Prompt independent research of Picasso’s lesser-known techniques.
For Students with Dyslexia: Provide dyslexia-friendly printed worksheets summarising instructions with clear fonts and bullet points. Use visual step-by-step cues. Allow verbal brainstorming with teacher or peers before sketching.
For Diverse Learners: Provide templates with guided questions to scaffold the planning process. Use paired work to support language and idea development. Allow alternative expression modes, e.g. oral description recorded using a device.

Extension Activities

Begin a digital storyboard or visual diary documenting the development from sketch to final piece.
Research and present on a lesser-known artist influenced by Picasso, reflecting on how the artist expresses individuality.
Create a 3D maquette or model of their planned artwork using recycled materials as a tactile prototype.

Assessment Opportunities

Formative assessment through observation of student brainstorming, sketching, and peer feedback.
Review each student’s sketch plan and materials list for understanding and originality.
Oral or written student reflection on how their work expresses individuality and their inspirations from Picasso.
Teacher anecdotal notes on engagement and creativity during activities.

This lesson emphasizes student agency, self-expression, and critical planning skills in visual arts, fully aligned with the Western Australian Curriculum standards for Year 7 Visual Arts. It balances structure with creativity, and scaffolds independent artistic exploration in a supportive, reflective environment.

This plan also supports diverse learning styles and integrates peer collaboration to foster communication skills alongside artistic development.

Teaching Instructions