Reflection and Assessment

Overview

This 60-minute session is the culminating lesson (Lesson 8 of 8) in the unit "Exploring Romero Britto's Art" for Years 3-4 students in Australia, designed specifically to align with the Western Australian Curriculum for Visual Arts. The focus is on students reflecting on their art projects and learning experiences, engaging in structured discussion and completing a self-assessment against a rubric. Differentiation strategies will support diverse learners, including those with dyslexia.

Curriculum Context

Western Australian Curriculum Alignment (Visual Arts Years 3-4)

Content Descriptions:

AC9AVA4P01: Share and/or display artworks and/or visual arts practice in informal settings
AC9AVA4D01: Experiment with a range of visual conventions, processes and materials
AC9AVA4E01: Explore where, why and how visual arts are created and/or presented across cultures, times, places, and other contexts
AC9AVA4D01 (reflection aspect): Use visual arts language to describe and reflect on artworks, including the students’ own work and that of others

General Capabilities:

Critical and creative thinking
Personal and social capability (reflection and self-assessment skills)

This lesson specifically supports reflective practice described in AC9AVA4P01, where students share their artworks and explain the choices made during their art-making processes, considering different audiences and contexts.

Learning Objectives

By the end of the lesson, students will:

Reflect thoughtfully on their completed Romero Britto inspired artworks and their creative processes.
Articulate what they enjoyed and found challenging during the unit.
Complete a self-assessment rubric to evaluate their own artistic skills and learning progress.
Participate actively in group discussions sharing reflections and feedback.

Success Criteria

Students contribute at least one idea or response during the reflection discussion.
Students complete and submit a self-assessment rubric thoughtfully, using guided questions if needed.
Students use appropriate arts vocabulary to describe their work and the process (e.g., colour, pattern, emotion).
Students demonstrate self-awareness of strengths and areas for improvement.

Resources Needed

Completed artworks from previous lessons
Self-assessment rubrics (printed copies) tailored to Romero Britto’s style and the unit focus
Guided reflection question sheets (dyslexia-friendly format: large font, clear layout, simple language)
Whiteboard or digital display for recording ideas
Pens/pencils and coloured markers
Timer or clock to keep activities on track

Lesson Breakdown

Time	Activity	Description	Differentiation & Support
0-10 mins	Warm-up & Reflection Circle	- Gather students in a circle for a guided reflection discussion. Teacher introduces the purpose: to reflect on learning and creative choices inspired by Romero Britto's art. - Use guided questions to help prompt discussion: - What did you enjoy most about making your artwork? - What was challenging? - Which colours or patterns did you like using? - What element of Romero Britto’s style did you find hard or easy to recreate? - Students share contributions. - Teacher scribes main ideas on board.	Use sentence starters and visual prompts for students needing support. Allow students who are shy to use drawings or one-word responses as a start. Dyslexia-friendly question sheets support articulation.
10-40 mins	Self-Assessment Completion	- Students receive the self-assessment rubric. - Rubric includes criteria related to: - Use of colour and pattern - Creativity and personal expression - Neatness and effort - Following the Romero Britto style elements (bold lines, bright colours) - Teacher explains each criterion with examples. - Students complete the rubric reflecting on their own work. - Guided reflection questions available to scaffold answers: - "I feel proud of..." - "I found it tricky when..." - "Next time, I want to try..."	One-on-one support offered to students who need help writing. Option to record oral reflections for students with writing difficulties. Provide extra time or scribe support as needed.
40-55 mins	Sharing Assessment & Group Feedback	- In small groups of 4-5 students, share their completed self-assessments. - Students talk about one strength and one challenge they wrote. - Teacher circulates, facilitating supportive peer feedback focusing on positive language. - Groups list 2 things they learned about themselves as artists. - Optional: Students can choose to share their artwork and reflections with the whole class (time permitting).	Allow students to use visual aids or their artwork to explain points. Encourage positive affirmations and model respectful listening.
55-60 mins	Wrap-up and Submission	- Teacher summarises key reflections and praises students’ efforts. - Collect self-assessment rubrics. - Remind students that reflecting on their work helps them grow as artists. - Short 'exit question' for students to answer (oral or written): “What is one thing you will remember from exploring Romero Britto’s art?”	Exit question can be answered orally for students who find writing challenging. Use thumbs up/down or emoji faces for quick emotional check-ins.

Self-Assessment Rubric Sample (Simplified)

Criteria	Yes	Sometimes	No	Comments/Examples
I used bright colours like Romero Britto.
I created bold, strong lines to separate colours.
I included patterns in my artwork.
I enjoyed making my artwork.
I tried my best and followed the art style.

Differentiation Strategies

For struggling writers and dyslexic students: Provide rubric and reflection questions printed in dyslexia-friendly fonts and layout. Support with one-on-one or peer scribe. Audio-recorded reflection option.
For EAL (English as Additional Language) students: Use visual prompts, sentence starters, and pair-share before writing reflections.
For advanced learners: Encourage deeper reflection by asking about artistic influences and choices—"How did Romero Britto’s use of colour influence your mood in your artwork?"
For those with fine motor difficulties: Allow oral responses or use digital devices to record reflections.

Teacher Notes

Prepare the reflection questions and rubric in advance with clear, simple language.
Maintain a supportive atmosphere to encourage honest and positive sharing.
Use language reflecting the visual arts curriculum’s emphasis on describing processes, decisions, and meanings to build vocabulary and reflectiveness.
Remember, reflection is not only about identifying strengths but also appreciating challenges as learning opportunities.
Highlight the value of their unique artistic expression inspired by Romero Britto’s bold, vibrant style, tying back to Western Australian Curriculum goals for cultural and personal expression in arts.

This plan integrates explicit reflection and assessment, engaging students in metacognitive skills essential to lifelong learning, grounded firmly in the Western Australian Visual Arts curriculum for Years 3 and 4 and the learning outcomes described therein.

Teaching Instructions