Guernica Group Work

Lesson Details

• Year Level: 7
• Duration: 50 minutes
• Class Size: 20 students
• Unit: Exploring Art through Picasso
• Lesson Number: 11 of 20
• Lesson Title: Working on Guernica Assessment

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Learning Objectives (WALT - We Are Learning To)

• Develop collaborative skills within a group setting
• Engage in critical thinking about Picasso's Guernica through research and discussion
• Draft findings that reflect group understanding of specific aspects of the artwork
• Prepare for a coherent group presentation based on research findings

This lesson aligns with the Western Australian Curriculum content descriptions for Year 7 Visual Arts, particularly:

• AC9AVA8C02: Select and manipulate visual conventions, visual arts processes and/or materials to create artworks that represent ideas, perspectives and/or meaning.
• AC9AVA8E01: Investigate ways that visual conventions, visual arts processes and materials are manipulated to represent ideas and perspectives in artworks created across cultures, times and places.
• Collaborative practice as part of arts engagement and social capability development.

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Success Criteria

By the end of the lesson, students will:

• Demonstrate respectful communication and cooperative problem-solving within their group.
• Produce meaningful collaborative work which addresses their assigned aspect of Guernica (e.g., symbolism, historical context, artistic techniques, or themes).
• Draft a clear and concise summary of their group’s findings, ready for presentation.
• Optional: Develop a short group presentation to share their analysis.

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Resources Needed

• Visual reproductions of Picasso’s Guernica
• Research materials (books, articles, or pre-curated digital resources)
• Large paper or digital collaborative workspace (e.g., Google Docs, Jamboard)
• Markers/pens for drafting
• Timer or clock for managing group work phases
• Dyslexia-friendly font handouts or speech-to-text tools as needed

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Lesson Breakdown

Time	Activity Description	Details	Differentiation	Notes
0-5 min	Starter and Setting Expectations	Brief whole-class reminder of Guernica project and today's lesson goals; Introduce WALT and success criteria visually on board.	Use clear, accessible language and project text in dyslexia-friendly font.	Engage learners with a quick question: “What is one thing we already know about Guernica?”
5-10 min	Group Formation and Role Setting	Students form their pre-assigned groups focused on specific aspects	Assign roles within groups (e.g., facilitator, recorder, researcher, presenter) to suit varying needs and strengths	Roles help structure participation and support diverse learning needs
10-35 min	Collaborative Research & Drafting	Groups discuss and research their topic; draft their findings on shared workspace	Provide guiding questions and sentence starters; offer printed summaries and visuals for dyslexic-friendly support	Teacher circulates providing scaffolding and prompting higher order thinking
35-45 min	Group Reflection and Refining Drafts	Groups review draft findings, refine ideas, and prepare notes for presentations	Introduce peer feedback with clear criteria to encourage constructive support	Encourages metacognitive reflection and social skills
45-50 min	Optional Extension/Next Steps	Advanced learners or early finishers start preparing their group presentations using digital or physical tools	Provide choice of presentation format: oral, digital slideshow or poster	Extension encourages deeper learning and tech literacy

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Differentiation and Inclusion Strategies

• For diverse learners: Use scaffolding materials such as sentence starters, graphic organisers, and visuals to support understanding.
• Dyslexia Friendly: Provide printed materials in dyslexia-friendly fonts; allow oral synthesis option; use audio recordings of key texts.
• Group Roles: Assign roles that play to each learner’s strengths and support their needs, ensuring everyone can contribute.
• Flexible response methods: Allow students to express their drafts in written, oral or visual formats.
• Teacher support: Circulate to intervene early where groups struggle, providing timely prompts and encouragement.

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Assessment

• Ongoing formative assessment through teacher observations of group interactions and contributions.
• Review of draft findings submitted by each group to ensure understanding and depth.
• Use a group rubric assessing collaboration, research quality, and clarity of findings.
• Optional: Peer-assessment of group presentations if extended to next lesson.

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Extension Activity

• Groups develop and rehearse a presentation to communicate their findings to the class.
• Encourage advanced students to integrate multimedia elements such as slideshows, videos, or augmented reality components reflecting on modern interpretations of Guernica.
• Explore cross-curriculum connections with History (Spanish Civil War context) or English (persuasive and explanatory language skills).

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Teacher Reflection Tips

• Was group collaboration effective and equitable?
• Did students meet the success criteria for communication and critical thinking?
• Were the dyslexia-friendly and differentiation strategies effective in supporting all learners?
• How might this lesson inform further scaffolded work towards the final assessment on Guernica?

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This lesson is tightly aligned with WA Visual Arts curriculum focus on investigating and creating meaning through artworks and cultivating collaboration as an essential part of art-making and critical engagement.