Friends in Focus

Overview

Year Level: Foundation (Prep)
Subject: Visual Arts
Lesson Duration: 50 minutes
Class Size: 20 students
Curriculum Area: Victorian Curriculum F–10, Visual Arts, Level Foundation – 2.0
Content Description:

• Explore ideas, experiences, observations and imagination to create visual artworks (VCAVAE021)
• Use different materials, techniques and processes to make artworks (VCAVAV022)
• Share and talk about artworks, expressing ideas about what they see and feel (VCAVAR023)

Focus Concept:
Creating expressive, imaginative self-portraits using lines, shapes and colours.

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Learning Intentions

• I am learning how to create a self-portrait that shows my unique features.
• I am learning to explore different materials and techniques to make art.
• I am learning how to talk about artwork and describe my ideas and feelings.

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Success Criteria

• I can use lines and shapes to create my face.
• I can choose colours that show my personality.
• I can talk about my artwork to my classmates.

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Materials Needed

• A3 white cardboard sheets (1 per student)
• Coloured oil pastels
• Lead pencils
• Black felt-tip markers (child-safe)
• Mirrors (hand-held or small tabletop mirrors, ideally 1 per 2 students)
• Aprons or old shirts to protect clothing
• Large format storybook about feelings or individuality (e.g., “I Like Myself!” by Karen Beaumont)
• Blu-Tack for display
• Music player with calming instrumental background music (optional)

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Lesson Breakdown

1. Welcome and Introduction (5 minutes)

• Gather students on the floor for circle time.
• Introduce today’s big question: "What makes me, ME?"
• Show the cover of the storybook and engage in a quick discussion about how everyone is different and special.
• Explain that today we will create our very own portrait — a picture of ourselves!

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2. Read Aloud and Discussion (7 minutes)

• Read aloud a related storybook focusing on feelings, identity, or self-appreciation.
• After reading, facilitate a mini discussion:
  • What makes you special?
  • What’s your favourite thing about yourself?
  • Is everyone’s face the same?

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3. Observation Activity (5 minutes)

• Distribute mirrors among students.
• Guide them to observe their face carefully:
  • “What shape is your face?”
  • “Where are your eyes? Are they closer to the top or the bottom?”
  • “What shape are your ears, your nose, your mouth?”

Focus on noticing rather than perfect copying.

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4. Demonstration (3 minutes)

• Using a whiteboard or a demonstration cardboard, model how to draw key shapes:
  • A big oval for the face
  • Lines for eyes, nose, mouth
  • Hair stretching out, eyebrows, ears
• Emphasise that it doesn’t have to be perfect — we want it full of life!

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5. Creative Portrait Time (20 minutes)

• Hand out A3 cardboard and pencils.
• Step 1 (Pencil sketch): Students sketch lightly.
• Step 2 (Oil pastels): Add in colour!
  Emphasise choosing colours that show feelings or favourites — e.g., blue hair if you love the ocean!
• Step 3 (Outline): Use black felt-tip marker to make the portraits bold.

Play soft instrumental music in the background to create a calming, focused atmosphere.

Teacher role during this time: roam, encourage, and ask open-ended prompting questions like:

• "Tell me about the colour you chose for your background?"
• "What do you love most about your drawing?"

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6. Sharing Circle and Reflection (8 minutes)

• Invite students back to sit in a circle holding their artworks.
• One at a time, offer students a chance to hold up their portrait and share one idea about their piece (e.g., "I gave myself rainbow hair because I love painting.")

Promote positive peer feedback, modelled as:

• "I noticed how you…"
• "I love how you…"

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Differentiation Strategies

• Provide printed facial feature templates for students needing additional support.
• Encourage early finishers to create a decorated frame for their portrait.
• Allow for diverse expressions (e.g., abstract colours, exaggerated features) for more confident artists.

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Assessment (Informal)

Formative assessment through observation during:

• Sketching and colouring phase (engagement, creativity, following directions)
• Sharing circle (ability to articulate choices, confidence in presentation)

Checklist for teacher:

• Student shows attempt to represent facial features
• Student explores materials creatively
• Student shares or responds in reflection discussion

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Extension Opportunities

• Set up a "Portrait Gallery" in the classroom where students can title and caption their work.
• Link with Literacy by having students write a simple sentence: "This is me!"

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Vocabulary Focus

• Portrait
• Self-portrait
• Shape
• Line
• Colours
• Features
• Expression

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Teacher Reflection (Post-Lesson)

• How confidently did students engage with their own portraits?
• Were students able to observe and represent facial features appropriately for their development?
• How did students respond to sharing their work aloud?
• What adjustments might be made for next time (e.g., more modelling, more tactile materials)?

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Notes for Display

• Create a vibrant “Friends in Focus” bulletin board with a big heading: "Our Friendly Faces!"
• Include student quotes underneath each portrait about what makes them special.

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By aligning with the Victorian Curriculum: Visual Arts Foundation Stage and focusing on age-appropriate development of fine motor skills, emotional literacy, and creativity, this lesson offers Prep students a joyful and rich experience connecting art with their unique selves.