Visual Art Viewpoints

Lesson Overview

This 60-minute lesson for Year 7 students explores Visual Art Viewpoints through a hands-on activity making a chatterbox (paper fortune teller). This creative task will help students engage with the NSW Visual Arts Curriculum by learning about and applying different visual art viewpoints such as Subjective, Cultural, Personal, and Contemporary viewpoints. It combines practical making skills with critical thinking and reflection on art perspectives.

WALT (We Are Learning To)

Understand and identify different visual art viewpoints as outlined in the NSW Curriculum.
Apply these viewpoints creatively by designing and decorating a chatterbox.
Reflect on how artworks can communicate ideas and perspectives using these viewpoints.

Success Criteria

I can explain at least three visual art viewpoints.
I can demonstrate the use of visual art viewpoints in my chatterbox design.
I can discuss how my chatterbox represents different perspectives and meanings.
I can collaborate respectfully and contribute to class discussions.

Curriculum Links (NSW Visual Arts Years 7–8)

Content Focus: Explore and respond to visual arts by interpreting artworks through different viewpoints (Subjective, Cultural, Personal, Contemporary).
Skills: Generate and develop ideas, manipulate visual conventions and processes, and reflect on and communicate artworks and viewpoints.
Achievement Standard: Students analyse and evaluate how visual artists communicate ideas and use visual conventions and practices to express meaning. They create artworks representing ideas and perspectives and present their work to audiences.

Lesson Breakdown

Time	Activity	Description	Resources	Differentiation & Supports
10 min	Introduction to Visual Art Viewpoints	Teacher introduces four key viewpoints: Subjective (feelings/opinions), Cultural (community/customs), Personal (individual experience), Contemporary (current/future ideas). Show examples of artworks representing each viewpoint.	Images/examples of artworks, whiteboard/slide	Use dyslexia-friendly font handouts with images paired with keywords. Use clear, simple language.
5 min	Explain Chatterbox Activity	Explain how to make a chatterbox and how each flap will represent different visual art viewpoints with drawings and words.	Sample chatterbox, paper sheets	Provide printed step-by-step instructions with diagrams. Pair students for peer support.
20 min	Making the Chatterbox	Students fold and decorate their chatterbox. Each flap depicts one visual art viewpoint with symbols, colours, and brief text explaining their ideas.	Coloured paper, pencils, markers	Supply pre-folded chatterbox templates for those needing extra help. Use larger fonts for dyslexic students.
10 min	Sharing and Gallery Walk	Students share chatterboxes in small groups, explaining their viewpoint choices. Then a gallery walk where students circulate and view others’ work.	Classroom display walls	Prepare sentence starters for sharing. Pair students thoughtfully to support confidence.
10 min	Reflection and Discussion	Whole class discussion reflecting on how different viewpoints change meaning in art. Recap key terms. Record learning on a class chart.	Whiteboard/flip chart	Allow oral or written reflections. Use graphic organisers for capturing ideas.

Differentiation Strategies

For Diverse Learners: Use multimodal inputs (visual, auditory, kinaesthetic). Provide templates and scaffolding instructions. Allow extra time if needed.
For Students with Dyslexia: Use dyslexia-friendly fonts, colour-coded steps, and verbal instructions alongside written ones. Pair with supportive peers.
For EAL (English as Additional Language) Students: Use visuals to support vocabulary and concepts. Use key words on flashcards.
For Advanced Learners: Encourage more complex symbolic or abstract representations in their chatterbox artwork. Challenge these students to include explanations linking their viewpoint to contemporary art examples.

Extension Activities (Optional)

Research and present an artist whose work represents a particular viewpoint studied in class.
Create a digital version of the chatterbox using a design software or app, integrating multimedia elements.
Write a short artist statement explaining how viewpoints influenced choices in their chatterbox design.

Assessment

Formative: Observe students during chatterbox creation, noting understanding and application of viewpoints.
Oral: Students explain their viewpoint choices during sharing.
Reflective: Teacher reviews students’ written or verbal reflections about how visual art communicates perspectives.

Materials Needed

Paper squares (for chatterboxes)
Coloured pencils/pens/markers
Sample artworks or images representing different viewpoints
Instruction sheet for making chatterboxes (dyslexia-friendly)

This lesson fosters engagement through making, discussion, and critical reflection aligned with NSW Visual Arts standards, giving students personal connections to the fundamental viewpoints in art. It encourages creativity and communication skills essential for Year 7 learners.

If you need further customisation or additional resources to support this lesson, just ask!

Teaching Instructions