Family Stories Media Art

Overview

In this first lesson of the unit, students are introduced to media art through a short film. They explore where, why and how people experience media arts, then create a simple drawing of a favourite scene to share how it makes them feel.

Learning intentions

• Students will identify where and why they might experience media arts in their daily lives and community.
• Students will describe elements they notice in a media artwork (characters, setting, symbols, key moments).
• Students will draw a favourite scene from the video to represent a moment from a family story.
• Students will share their drawing and explain how the scene makes them feel and what they recognise.

Success criteria

• I can say what happens in the part of the video I chose.
• I can point out at least one thing I noticed (character, place, colours, action, or a symbol).
• I can draw my favourite scene with clear lines and at least one detail that helps the story.
• I can tell someone how the scene makes me feel and why.

Curriculum links

• Media Arts: explore where, why and how people experience media arts.
• Media Arts: investigate examples of media arts produced and/or distributed by First Nations Australians.
• Media Arts: use media languages and media technologies to construct representations through planning and creating a drawn representation of a scene.
• Viewpoints-based discussion prompts to co-develop questions about artworks and ideas (recognising, wondering, and describing).

Lesson structure (60 minutes)

1. 0–5 min · Welcome and purpose. Teacher welcomes students, briefly explains that today they will watch a media artwork and make a drawing to show their favourite moment. Students listen and settle with a quick “thumbs up” check-in: “Ready to watch and think?”

2. 5–15 min · Introduce and watch “Wirriya: Small boy.” Teacher shows the video once without pausing, then asks students to think about one question: “What part do you remember most?” Students watch and keep a private note in their head (no writing needed).

3. 15–25 min · First discussion using Viewpoints. Teacher replays a short section (or plays again at a calm pace) and uses simple prompts:

• “Who is it? What do you notice about them?”
• “Where does it happen?”
• “What do you think is the story in this part?”
• “How does it make you feel?” Students turn-and-talk with a partner, then share one idea with the class.

4. 25–35 min · Model the drawing plan. Teacher shows a quick, teacher-made example: a simple character shape, the important background (place), and one key action moment. Teacher emphasises that students are drawing to “show the story moment” and using their feelings as meaning. Students choose their favourite scene and circle/point to one detail they will include (character, setting, or action).

5. 35–50 min · Create: Favourite scene drawing. Teacher circulates, reminding students to include at least: (1) the character or main person, (2) the place/setting, (3) one feeling detail (e.g., “happy”, “curious”, “safe”, “worried”), using either a small written word or a face expression. Students draw independently, using pencils/white paper; students may add a simple label or speech/feeling bubble if able.

6. 50–57 min · Share in small groups. Teacher groups students in fours. Each student shows their drawing and uses a sentence starter:

• “My favourite scene is when…”
• “I noticed…”
• “It makes me feel…” Students listen actively, then give one kind comment about something they noticed.

7. 57–60 min · Exit check. Teacher asks: “What is one thing you noticed in the media artwork?” Students respond with a quick sentence to the teacher at the front or via a show of hands for one of three options (character/place/feeling).

Resources

• Device and speakers for playing the video
• Printed still image(s) (optional) for students who need visual support
• A3 or A4 paper, pencils, erasers
• Coloured pencils or crayons (optional based on materials)
• Sentence starter cards for sharing
• Timer and group labels for small-group sharing
• Teacher example drawing on display

Assessment

• Teacher observation during discussion: students’ ability to describe recognisable elements and connect feelings to the scene.
• Teacher checks during drawing: students include at least one key detail (character/place/action) and can explain it.
• Exit check: one spoken response identifying a noticed element (character, place, or feeling).

Differentiation

• Support: provide sentence starters, picture prompts (character/place/feeling icons), and allow students to label with single words or use a face symbol if writing is difficult.
• Support: offer a short rewatch of a selected moment for students who need more clarity.
• Extension: invite students to add a second image panel on the same page showing “before and after” the favourite moment, and explain how the feeling changes.
• EAL/SEN considerations: accept nonverbal responses (pointing, pointing to icons, drawing emphasis) and pair students with supportive peers during turn-and-talk.

Lesson 1 focus (how it builds the unit)

Today students practise noticing and responding to a media artwork through drawing and sharing feelings. In the next lessons, they will use these ideas to plan and create their own media arts story representations.