Picasso Acrylic Creation

Lesson Overview

This 90-minute lesson is Lesson 8 of 10 in the unit Exploring Picasso’s Acrylics for Year 10 Visual Arts students. The focus is on students beginning their personal Picasso-inspired acrylic artworks, applying techniques previously learned and incorporating personal themes. The class size is 12 students. The lesson is designed to be conversational, inclusive, engaging, and differentiated to suit diverse learner needs including dyslexia-friendly strategies.

Learning Objectives (Australian Curriculum v9 Alignment)

We Are Learning To (WALT):

Begin and develop a personal artwork inspired by Picasso using acrylic paint.
Apply at least two acrylic painting techniques studied in previous lessons, such as layering, colour blocking, geometric fragmentation, and bold brushstrokes.
Explore personal themes through abstract and cubist visual conventions.

Australian Curriculum Content Descriptions:

Visual Arts - Years 9 and 10:
AC9AVA10C01 - Evaluate critical feedback when planning, developing and refining their visual arts practice.
AC9AVA10E01 - Investigate how artists develop personal expression in visual arts practice to communicate ideas and perspectives.
AC9AVA8C02 - Select and manipulate visual conventions and materials to create artworks that represent ideas and meaning.

These describe students developing personal expression by using visual conventions (such as those from Picasso's style), experimenting with techniques, and responding to feedback and reflection in their practice.

Success Criteria

Students can identify and demonstrate at least two specific acrylic painting techniques learned earlier in the unit.
Students begin constructing their own Picasso-inspired artwork with visible use of abstraction and fragmented forms.
Students articulate the personal themes or stories that their artwork represents through visual language.
Students participate in reflective conversations or brief peer feedback or teacher consultations about progress.

Resources Needed

Acrylic paints (primary colours, black, white, and additional colours as desired)
Brushes of various sizes
Canvas boards or thick art paper sized appropriately for acrylics
Palettes, water containers, aprons
Examples/references of Picasso’s paintings previously studied
Visual arts journals or sketchbooks for process notes
Dyslexia-friendly written prompts and instructions (clear fonts, bullet points, minimal text)

Lesson Breakdown (90 minutes)

1. Introduction and Recap (10 minutes)

Warm greeting and casual group chat review of key Picasso acrylic techniques learnt so far (e.g., colour blocking, geometric forms, layering).
Show select Picasso artworks and ask students to describe what techniques or elements they remember. Reinforce links between style and personal expression.
Use dyslexia-friendly visual prompts to highlight today's WALT and success criteria.

2. Planning Personal Artwork (15 minutes)

Students sketch ideas in their journals that combine Picasso’s style with personal themes or stories they want to explore.
Teacher circulates offering 1:1 consultations, ask deeper questions prompting students to think about composition, mood, and colour choices.
Encourage students to document two techniques they plan to use.

3. Acrylic Painting Session Begins (45 minutes)

Students start painting their canvas using their sketches and planning notes as guides.
Encourage use of bold brushstrokes, layering colours, geometric fragmentation consistent with Picasso’s cubist style.
Teacher provides feedback, encouragement, and technical help during one-on-one consultations with diverse learners.

Differentiation:

Provide extra support for students needing help with brush handling or mixing paints.
Encourage gifted students to experiment with additional techniques or to incorporate collage elements from their sketches.
Dyslexic students receive checklists and visual step guides to support sequencing of their painting process.

4. Mid-Session Reflection and Sharing (15 minutes)

Students pause work, form pairs or small groups, and share progress, techniques used, and personal meaning behind their artworks verbally.
Teacher facilitates a light conversation asking questions like “Which two techniques are you applying today?”, “How is your artwork telling your story?”
This supports conversational learning and peer exchange, appealing to the teacher’s style.

5. Wrap Up and Next Steps (5 minutes)

Teacher summarises key learning points and reminds students of the upcoming lessons to complete and refine their artworks.
Assign students to continue working on their pieces next lesson and to reflect on their painting process in their journals.

Differentiation & Inclusion Strategies

One-on-one consultations: Tailored help during planning and painting phase, ensuring all ability levels can engage meaningfully.
Dyslexia-friendly materials: Use simple, clear language, bullet points, and visual step guides in instructions and WALT postings.
Flexible technique choices: Allow students to select which two Picasso techniques to focus on, catering to skill diversity and interest.
Conversational learning: Group shares and peer feedback sessions harness collaborative learning and verbal processing.
Safe, supportive environment: Promoting experimentation and risk-taking without fear of errors; teacher models fun and encourages creativity.

Assessment Opportunities

Formative observation during painting and individual consultations to assess technique application and thematic development.
Students’ verbal reflections during sharing to assess their understanding and personal connection to the artwork.
Visual diary/sketchbook entries documenting planning and reflection provide evidence of conceptual understanding aligning with curriculum expectations.

This lesson engages Year 10 students in an immersive, personalised art creation experience aligned with the Australian Curriculum Visual Arts standards. By combining practical acrylic skills with self-expression in the style of Picasso, it meets both technical and conceptual outcomes, with scaffolding and inclusivity at its core. This approach also fosters a dynamic classroom where conversation and creativity thrive, matching your teaching philosophy and diverse student needs.

Teaching Instructions