Planning Creative Drafts

Overview

Lesson Title: Artistic Expression: Planning and Drafting
Unit Title: Artistic Exploration Journey (Lesson 6 of 8)
Year Levels: Years 7–9
Class Size: 10 students
Lesson Duration: 45 minutes
Curriculum Link:
Australian Curriculum Learning Area – The Arts: Visual Arts (Years 7–10)

• Strands: Making and Responding
• Content Descriptions Year 7–8:
  • ACAVAM121: Develop planning skills for art-making by exploring techniques and processes used by different artists.
  • ACAVAM122: Plan and create artworks that communicate ideas, using visual conventions, techniques and processes.
• Cross-Curriculum Priorities:
  • Aboriginal and Torres Strait Islander Histories and Cultures: Encourage thoughtful integration of Indigenous perspectives and symbolism where appropriate.

---

Learning Intentions

By the end of this 45-minute lesson, students will:

• Develop an initial working draft of their visual artwork based on prior research and experimentation with media and techniques.
• Apply critical and creative thinking skills to refine their visual ideas.
• Engage in structured peer feedback to support artistic development.

---

Success Criteria

Students will:

• Produce a visually detailed draft integrating at least two different visual art techniques explored in earlier lessons.
• Identify at least one aspect of their work to improve after receiving peer feedback.
• Demonstrate intentional decision-making in composition, materials, and subject matter.

---

Required Materials

• A3 drawing sheets or sketchbooks
• Pencils (HB, 2B, 4B), erasers, sharpeners
• Watercolour pans, acrylic paint, collage materials
• Brushes/sponges
• Rulers, compasses (for geometric design)
• Visual diaries (used across the term)
• Reference images (from previous research)
• Whiteboard/markers for teacher
• Sticky notes for feedback activity

---

Prior Learning

In previous lessons, students:

• Explored a range of techniques (e.g., sketching, painting, collage, blending tones and textures).
• Studied Australian and international artists, including First Nations artists.
• Developed personal themes and ideas in their journals.
• Practised visual analysis and responded to artworks through group discussion.

---

Differentiation

For advanced students:

• Encourage experimentation with layering or mixed media.
• Challenge them to incorporate symbolism with personal meaning.

For students requiring support:

• Provide visual templates or partially drawn composition scaffolds.
• Offer verbal prompts to guide decision-making.

Inclusive Practice:

• Honour diverse cultural perspectives; invite students to include personal or cultural motifs in their works-in-progress.

---

Lesson Sequence

1. Welcome & Intent Re-Cap (5 minutes)

• Teacher greets students and reminds them about the overall project objective: creating a resolved artwork that reflects their own artistic journey.
• Explain today’s focus: “Today we’ll bring together your ideas and techniques into a draft artwork. We’ll also use peer feedback to polish these further.”

Teacher Talk Tip: “This draft doesn’t have to be perfect. Think of it as your creative rehearsal before the final performance.”

---

2. Quick Brain Re-Focus: Visual Brainstorm (5 minutes)

• In pairs, students have 90 seconds to sketch 3 symbols/images that reflect their project theme so far.
• Then, quickly share one image with the group and explain what it might represent.
• This primes visual thinking and connects to previous work.

---

3. Planning & Drafting Time (20 minutes)

• Students begin their draft pieces using pre-sketches or research for inspiration.
• Teacher roves, providing in-the-moment feedback: “How are you bringing your earlier experiments into this?”, “What’s your focal point here?”, etc.
• Encourage reflective thinking: ask students to label key ideas on the side of their page as they work.

Teacher Suggestion: Play soft instrumental music to create a focused studio environment.

---

4. Peer Feedback Carousel (10 minutes)

• Students leave drafts on their desks and rotate around the classroom in a clockwise direction.
• Using sticky notes, leave one constructive piece of feedback and one ‘wondering’ (e.g. “I noticed your use of warm colours. Have you considered a cooler contrast for balance?”).
• Prompt sentence starters displayed on board:
  • “I noticed…”
  • “What if you tried…”
  • “I wonder…”

After carousel, students return to their own draft, read feedback, and annotate parts they will revise/explore further.

---

5. Wrap-Up & Reflection (5 minutes)

Whole class discussion:

• What was challenging about drafting?
• How did feedback change your thinking?
• What are your next steps before the final artwork?

Optional Exit Ticket:
On a post-it note, write:

• 1 technique you used today
• 1 idea you’re going to develop next lesson

---

Assessment & Feedback

Formative Assessment:

• Observation of student engagement and decision-making during drafting.
• Peer feedback comments and how they are used by the student.
• Visual diary/checklists monitored for progression towards final work.

Peer Assessment:

• Sticky-note feedback demonstrates ability to critique and support respectfully.

Teacher Feedback:

• Verbal feedback during drafting.
• Optional: record short voice notes via iPad or device to email back to students with teacher suggestions.

---

Extension Opportunities

• Students can scan drafts and use digital drawing apps (e.g., Autodesk SketchBook) to explore additional edits digitally.
• Research a contemporary Australian artist using similar subject matter or mediums for inspiration in refining work.

---

Reflection for Teacher (Post-Lesson)

• Did students effectively connect previous learning into informed decisions?
• Were all students engaged through the peer feedback process?
• Did any student feedback surprise or challenge your own assumptions about their capability?

Consider how this work might be shared more broadly—school exhibition board, a digital portfolio, or parents’ viewing afternoon—to build student confidence and pride in the process.

---

Additional Notes

This lesson is designed as a pivotal midpoint in the Artistic Exploration Journey unit by purposefully pausing for planning and adjusting. It recognises the value of art-making as a cyclical, reflective process and develops both visual literacy and interpersonal feedback skills in teenage learners. With a smaller group, the teacher has the opportunity to shape individual artistic growth sensitively while providing space for courageous creative risks.