Final Touches

Context

This 50-minute lesson is designed for Year 7 Visual Arts students in Australia, following the Western Australian Curriculum. It is Lesson 19 of 20 in the unit "Exploring Art through Picasso".

The focus is on completing independent art pieces inspired by Picasso’s style and preparing for a class gallery walk, supporting students to share their creativity effectively.

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Curriculum Alignment

Western Australian Curriculum: The Arts – Visual Arts, Years 7 and 8

• Content Descriptions:

• AC9AVA8C02: Select and manipulate visual conventions, visual arts processes and/or materials to create artworks that represent ideas, perspectives and/or meaning.

• AC9AVA8D02: Reflect on the ways that they and other artists respond to influences to inform choices in their own visual arts practice.

• AC9AVA8D01: Experiment with visual conventions, visual arts processes and materials to develop skills.

• AC9AVA8C01 (implied in the finalisation of artworks): Use visual conventions and processes to communicate ideas and meaning.

General Capabilities:

• Critical and Creative Thinking: Reflecting on art making and presentation.
• Personal and Social Capability: Communicating ideas through presentation.
• Literacy: Articulating the significance of works.

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WALT (We Are Learning To)

• Complete our independent Picasso-inspired art pieces.
• Prepare and present our artworks confidently.
• Share our creative ideas and the significance of our artwork effectively in a gallery walk.

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Success Criteria

Students will:

• Finish their artwork, applying techniques and visual conventions inspired by Picasso.
• Prepare to present their artwork in one of multiple chosen formats (oral explanation, written artist statement, digital presentation).
• Explain the ideas and personal significance behind their artwork clearly to peers.
• Participate respectfully and thoughtfully in the class gallery walk and artist presentations.

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Lesson Breakdown (50 minutes)

Time	Activity	Description	Differentiation & Supports
0–5 minutes	Welcome and Orientation	Brief recap of previous lessons on Picasso’s style and key concepts. Explanation of today’s goal and gallery walk preparation.	Dyslexia-friendly slides with clear fonts and images summarising key points.
5–30 minutes	Art Work Completion	Students work independently to add final touches to their artworks, applying feedback from teacher and peers, ensuring they feel satisfied with their creation.	Provide scaffolding: Check-in with students needing extra support; extension learners can experiment with advanced techniques or mixed media inspired by Picasso’s cubism or colour use.
30–40 minutes	Artist Statement Preparation	Students prepare to share their work. Options include: brief oral explanation, written statement (approx. 3-4 sentences), or digital slideshow/photo display.	Choice allows for diverse learners: oral, written, or technology use; teachers support where needed.
40–50 minutes	Gallery Walk and Sharing	Students display their artworks around the room. Peers walk around, observe, and listen to artists’ presentations. Positive feedback encouraged.	Encourage respectful listening strategies; provide sentence starters for feedback (e.g., “I like how you…”). Extension: Students can photograph artworks and create a mini-catalogue.

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Differentiation Strategies

• Presentation Formats: Students choose how to present (oral, written, digital) to suit their strengths and preferences.
• Teacher Support: Targeted check-ins or conferencing for students needing assistance finishing or articulating their work.
• Advanced Learners: Encourage adding experimental elements inspired by Picasso’s innovative techniques, such as further abstraction or symbolism.
• Dyslexia Supports: Use visual organisers, clear structure for artist statements, and allow oral presentations to reduce writing load.
• Peer Support: Pairing or small group discussions to rehearse presentations.

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Assessment

• Formative assessment through observation of art completion and engagement.
• Use a simple rubric to evaluate:
• Completion and craftsmanship of artwork.
• Ability to communicate artwork intentions.
• Participation in gallery walk (listening and feedback).

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Resources Required

• Completed art pieces from previous lessons.
• Materials for final touches (paint, pencils, collage materials).
• Paper/computers/tablets for artist statement or digital presentations.
• Space arranged for gallery walk.
• Sentence starter cards for feedback.

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Extension Activities

• Create a short video or audio interview about their artwork to share with parents or upload to class online space.
• Research and compare a Picasso work with their own, preparing a short reflection for display.
• Experiment with digital art apps to reimagine their piece in a different medium.

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This lesson carefully integrates key Visual Arts learning objectives from the Western Australian Curriculum emphasizing creativity, reflection, and communication, enriching students’ artistic skills and confidence in sharing their work while allowing for differentiated engagement and diverse learner needs in a supportive classroom community.

This structure ensures students are not only completing an artwork but also building essential skills in presentation, critique, and appreciation of art as a social and personal expression—core goals aligned with the WA curriculum’s outcomes for Years 7 and 8 art education.

Teachers may personalise further by encouraging contemporary and relevant cultural connections to Picasso or First Nations Australian perspectives, fostering cross-curricular depth and engagement within their teaching style.