Getting Started with Acrylics

Overview

Unit Title: Acrylic Animal Portraits
Lesson Number: 1 of 12
Lesson Title: Introduction to Acrylic Painting
Duration: 45 minutes
Class Size: 25 Year 9 Students

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Australian Curriculum Links

Learning Area: The Arts – Visual Arts
Band: Years 9–10

Specific Achievement Standards:

• Students manipulate materials, techniques and processes to develop and refine techniques and processes to represent ideas and subject matter.
• Students analyse how cultures, histories and contexts influence the practice of artists.
• Students plan, develop and refine their own artworks.

(Aligned with the Australian Curriculum, Assessment and Reporting Authority – ACARA)

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Learning Intentions

By the end of this lesson, students will:

• Identify and explain the properties and uses of acrylic paint.
• Understand key materials and techniques used in acrylic painting.
• Begin experimenting with colour mixing and brush handling unique to acrylics.

Success Criteria

Students will:

• Create a "Paint Explorations" worksheet showing at least three blending techniques and two colour mixes.
• Accurately describe differences between acrylics and other mediums (e.g., watercolour, oils) in class discussion.
• Demonstrate respectful use and clean-up of acrylic painting materials.

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Materials and Equipment

• Acrylic paints (primary colours + black and white)
• Brushes of varying sizes
• Water containers
• Palettes (or disposable palette paper)
• Heavyweight paper or canvas sheets A4 size
• Aprons or protective shirts
• "Paint Explorations" worksheet (prepared ahead, printed for each student)
• Paper towels
• Visual examples of acrylic animal portraits (printed or displayed via projector)

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Lesson Sequence

Warm-Up (5 minutes)

Activity: Class Discussion

• Pose the question: "When you think of painting, what comes to mind? What types of paints do you know?"
• Create a KWL Chart on the board (Know, Want to Know, Learned).
  Students quickly brainstorm:
  • What they know about painting or acrylics.
  • What they'd like to learn.
• Briefly mention today's focus: exploring acrylics and getting our first taste of painting.

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Introduction and Demonstration (10 minutes)

Teacher Talk and Demo:

• Introduce what acrylic paint is: fast-drying, water-soluble when wet, and waterproof when dry.
• Compare acrylics with oils (long drying time, blending) and watercolours (transparency). Use real samples if available!
• Model the tools:
  • Different types of brushes.
  • How to load paint onto a brush (less is more).
  • Three foundational techniques:
    1. Flat wash
    2. Blending two colours (e.g., blue to white gradient)
    3. Dry brushing for texture (perfect for animal fur later!)

TIPS shared aloud to students:
🖌️ Keep brushes damp, not soaking.
🎨 Mix paints on a palette, not on the paper.
🧽 Rinse brushes when switching colours.

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Main Activity (20 minutes)

Activity: "Paint Explorations" Worksheet

• Students set up their painting stations (with assistance if needed).
• They will complete the worksheet, creating:
  • A flat, even layer of one colour.
  • A smooth gradient from one colour to another.
  • Two mixed colours they create themselves using only primary colours (plus black or white for tint/shade).
  • Bonus Challenge: Try dry-brushing technique for a textured patch.

Teacher Circulates:

• Offer individual feedback and encouragement.
• Prompt students showing hesitation with questions like, "What happens if you add more water to your mix?" or "How could you soften that transition?"

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Consolidation (5 minutes)

Class Reflection Discussion:

• Return to KWL Chart: What have we learned today?
• Students volunteer experiences: biggest surprise, hardest part, most fun to discover.

Quick Pair Share (2 mins):
Turn to a peer and share one tip or trick you learned about using acrylics.

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Conclusion and Clean-Up (5 minutes)

• Review proper clean-up (acrylics dry fast – don't let brushes harden!).
• Students tidy both their workspace and communal supplies.

Homework / Preparation for Next Lesson:

• Bring in one A4 photo of an animal they admire (print or digitally), which will be used as a reference for sketching in Lesson Two.
• Reflect in their visual arts journal: "What do I already know about the animal I chose?"

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Differentiation

• Support: Offer printed visual aids showing each blending technique step-by-step for students who need extra processing time.
• Extension: Invite confident students to mix tertiary colours (e.g., red + green = brown variations) and record findings in their journals.

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Assessment for Learning

• Informally assess through observation during worksheet activity.
• Listen to responses during KWL chart update and mini-discussions.
• Review "Paint Explorations" worksheets for evidence of understanding in technique and colour mixing.

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Teacher Reflection

After the lesson, consider:

• Which techniques did students most easily grasp?
• Where did students struggle or need more modelling?
• How engaged were students during the hands-on component?

Next Lesson:
Students will sketch their chosen animal lightly onto canvas paper, focusing on proportional layout and simple contour lines, preparing for colour blocking.

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Notes

• Consider playing soft instrumental music during painting time to support a focused, relaxed atmosphere.
• For added engagement, refer to real Australian artists who specialise in animal portraiture using acrylics, such as Laura Danby. (Mentioned verbally without providing a link during class.)

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✨ Let’s make this an unforgettable unit full of creativity, vibrancy, and discovery!