Exploring Shapes & Colours

Lesson Overview

In this 50-minute Kindergarten Visual Arts lesson, students will develop their fine motor skills, learn about colours and shapes, explore the features of a person and nature, and engage with Aboriginal art traditions. This lesson aligns with the Australian Curriculum (v9) by fostering imaginative and sensory exploration through art, supporting foundational visual arts skills and cultural awareness.

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Australian Curriculum Alignment

Content Descriptions (Foundation Year Visual Arts):

• AC9AVAFD01: Use play, imagination, arts knowledge, processes and/or skills to discover possibilities and develop ideas.
• AC9AVAFE01: Explore how and why the arts are important for people and communities, including First Nations Australian cultural connections.
• AC9AVA8D01 (simplified for K-level): Experiment with basic visual conventions such as shape and colour in artworks.

General Capabilities:

• Develop fine motor skills through art-making.
• Understand connections to Country, community, and culture through First Nations art.

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Learning Objectives

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

1. Fine Motor Skills: Manipulate and control art materials such as crayons, scissors, and paintbrushes to create shapes and patterns.
2. Colours and Shapes: Identify and use basic colours and shapes to represent objects and people.
3. Features of a Person and Nature: Recognise and depict simple facial features and natural elements such as leaves and animals.
4. Aboriginal Art Appreciation: Explore dot painting techniques inspired by Aboriginal art and understand the significance of natural symbols and patterns.

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Lesson Plan Details

Class Size

20 students in Kindergarten (Foundation Year)

Duration

50 minutes

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Lesson Procedure

1. Introduction and Discussion (10 minutes)

• Gather students on the mat for a group talk.
• Show pictures/slides of simple portraits (faces) and natural elements (leaves, animals).
• Introduce Aboriginal dot painting as a special way many First Nations artists create patterns inspired by nature and stories.
• Briefly demonstrate how dots and shapes can be used to tell stories and represent people or natural things.
• Key questions for engagement:
  • "What shapes do you see in a face?"
  • "What colours do you notice in nature?"
  • "Why do you think dots might be important in some artworks?"

Curriculum link:

Builds on AC9AVAFD01_E3 (identifying and describing shapes, colours) and AC9AVAFE01_E7 (listening to First Nations Australians talk about the importance of arts)【7:AC9AVAFD01.md】【13:AC9AVAFE01.md】.

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2. Fine Motor Warm-Up: Shape and Colour Practice (10 minutes)

• Students receive individual worksheets with large simple shapes (circles, triangles, rectangles).
• Using crayons or markers, students colour in shapes focusing on staying within the lines.
• Teacher models how to hold the crayon/marker properly to help develop fine motor control.
• Encourage experimentation with mixing colours for interest.

Link to fine motor and colour recognition development linked to early visual arts skills and hand-eye coordination【7:AC9AVAFD01.md】.

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3. Main Activity: Create “My Face in Nature” Dot Painting (25 minutes)

• Provide each student with a pre-drawn simple face outline on sturdy paper.
• Materials: cotton buds or small paintbrushes, poster paints in earth and bright colours (yellows, reds, browns, blacks, whites).
• Step 1: Students paint dots over the face outline to create facial features — eyes, nose, mouth — emphasising shapes (circles for eyes etc.).
• Step 2: Around the face, paint dots to create natural elements such as leaves, flowers or animals using different colours.
• Teacher circulates and encourages naming colours and shapes, praising efforts for detailed dot work to enhance fine motor control.

This activity incorporates AC9AVAFD01_E1 (playing with tactile qualities), AC9AVA2C01_E4 (creating textured prints and collages inspired by nature), and AC9AVAFE01_E7 (Aboriginal art inspiration)【4:AC9AVA2C01.md】【7:AC9AVAFD01.md】【13:AC9AVAFE01.md】.

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4. Sharing & Reflection (5 minutes)

• Organise a “gallery walk” where students display their artworks on desks or a wall.
• Invite students to share their favourite dot painting or talk about a colour or shape they enjoyed using.
• Teacher asks reflective prompts:
  • "What did you enjoy about making dots?"
  • "How do your dots show a face or nature?"
  • "Can you see patterns in your friends’ artworks?"

This aligns with AC9ADAFP01 for sharing artworks with peers and using language to describe processes and feelings【2:AC9ADAFP01.md】.

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Assessment

• Observation during the lesson of students’ fine motor skills (steady hand use, control over tools).
• Students’ ability to recognise and name colours and shapes in their artwork and during discussion.
• Oral responses during the reflection phase showing connection to the features of people and nature.
• Documentation via photos or a simple class book compiling artworks showing progression in fine motor and conceptual skills.

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Resources Required

• Pre-drawn paper face outlines (one per student)
• Cotton buds or small paintbrushes
• Poster paints in a range of colours including earth tones
• Crayons/markers and worksheets with shapes
• Display space for gallery walk

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Differentiation and Support

• Provide thicker crayons or adapted tools for students requiring fine motor assistance.
• Work in small guided groups during dot painting for personalised support.
• Use visual prompts and tactile examples for students needing sensory engagement.

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Teacher Notes for WOW Factor

• Introduce a simple digital component if possible—take photos of dot paintings and create a slideshow of patterns and colours to incorporate emerging digital literacy.
• Invite a local Aboriginal artist or community member (virtually or in person) to share significance of dot painting in storytelling.
• Use a classroom rug or floor mat with a large face/music rhyme (e.g., “Head, Shoulders, Knees and Toes”) to connect body awareness to art features before starting painting.

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This lesson taps into foundational art skills and cultural knowledge, aligned with Australian Curriculum descriptors for Foundation Year Visual Arts, supporting both creative exploration and cultural connectedness in young learners. It fosters fine motor growth, colour and shape understanding, while respectfully introducing Aboriginal art traditions as a valued first step in cultural inclusion.

If you need modifications or additional resources for specific needs or broader class sizes, just ask!