Bird Jug Project

Overview

This six-lesson (6 x 50 minutes = 300 minutes) art project guides Year 10 students through creating two mirror-image artworks on A3 paper. Using drawing, stencil-making, and painting techniques inspired by German artist Gerhard Richter’s squeegee paintings and New Zealand artist Chris Heaphy’s symbolic works, students develop technical skills alongside exploring cultural motifs and identity.

This project aligns closely with the New Zealand Curriculum Refresh (The refreshed national curriculum for New Zealand schools), incorporating relevant learning objectives, key competencies, and assessment principles from the The Arts learning area. The smaller class size (11 students) allows for hands-on guidance and personalised feedback.

Curriculum Links

Learning Area: The Arts (Visual Arts)

Vision: Students develop skills to express ideas, imagination, senses, and feelings in artworks while responding to those of others.
Strand: Developing practical knowledge (Students develop and apply skills and knowledge in a range of art forms using appropriate techniques and technologies).
Strand: Developing ideas (Students investigate and develop ideas informed by their experiences and the works of other artists).
Strand: Communicating and interpreting (Students communicate ideas through artworks and respond critically to their own and others’ works).

Key Competencies Addressed

Thinking: Planning, problem-solving in making stencils, painting; visualising mirror images.
Using language, symbols and texts: Applying artistic terminology related to grids, stencils, squeegee techniques.
Managing self: Setting and monitoring personal goals for artwork completion, using tools safely.
Relating to others: Peer critique and collaborative learning during stencil cutting and painting.
Participating and contributing: Sharing ideas on cultural symbolism and artist techniques.

Learning Objectives

By the end of the project, students will be able to:

Use pencil grid drawing methods to accurately transfer images of a jug and a bird onto A3 paper.
Create cut-out stencil shapes from their drawings, safely using craft knives with supervision.
Apply paint with a squeegee tool to create textures and mirror-image effects, inspired by Gerhard Richter’s techniques.
Incorporate symbolic motifs reflecting cultural identity, inspired by Chris Heaphy, within their compositions.
Demonstrate thoughtful sequencing of stencil layers and flipping to achieve visual balance and mirrored artworks.
Reflect critically on their process and final artworks, supporting their decisions using visual arts language.

Materials Required

Source images of jug and bird (provided)
Graphite pencils, erasers
Rulers for grid drawing
Light stencil card
Glue sticks
Stanley knives/craft knives with mats (teacher assistance required)
A3 heavyweight paper (two sheets per student)
Acrylic or suitable paint colors
Squeegee tools or plastic cards for paint application
Palettes, water containers, paper towels
Clipboards or boards for working surfaces

Lesson Breakdown

Lesson 1: Grid Drawing Technique (50 mins)

Learning Objective: Accurately reproduce jug and bird images on A3 paper using pencil grid method.

Introduction (10 mins): Introduce Gerhard Richter and Chris Heaphy’s works, focusing on techniques and symbolic content.
Demonstration (10 mins): Show how to overlay a grid on an image and transfer accurately using pencil.
Activity (25 mins): Students draw the grids on their own paper and begin transferring the jug and bird images.
Wrap-up (5 mins): Share progress and set goal to complete drawing by next lesson.

Curriculum focus: Developing ideas, practical knowledge, managing self.

Lesson 2: Finalise Grid Drawing and Begin Stencil Creation (50 mins)

Learning Objective: Complete accurate grid drawing; begin creating stencil shapes.

Warm-up (5 mins): Review techniques and check drawings.
Activity (35 mins): Students select areas of their drawings to design two separate stencil shapes for each artwork.
Process: Glue stencil shapes onto light stencil card, preparing for cutting.
Safety briefing: Discuss safe use of Stanley knives.
Wrap-up (10 mins): Reflection and set safety protocols for next lesson.

Curriculum focus: Developing ideas, using language and symbols, managing self safely.

Lesson 3: Stencil Cutting with Teacher Assistance (50 mins)

Learning Objective: Safely cut out stencil shapes, handling sharp tools with responsibility.

Safety recap (5 mins): Review knife safety and proper handling.
Activity (40 mins): Students cut out stencil shapes using Stanley knives with teacher supervision.
Individual support: Teacher provides one-on-one assistance as required.
Wrap-up (5 mins): Store stencils safely; discuss painting preparation.

Curriculum focus: Managing self, practical knowledge, participating and contributing.

Lesson 4: Painting with Squeegee Technique (50 mins)

Learning Objective: Apply paint on A3 paper using squeegee method to create dynamic textures.

Introduction (10 mins): Show demonstration of using squeegee tools to apply paint inspired by Richter's style.
Activity (35 mins): Students squeegee paint on two sheets of A3, creating layered textures as background.
Reflection (5 mins): Share initial impressions of textures and ways to incorporate stencils in next lessons.

Curriculum focus: Developing practical knowledge, experimenting with materials.

Lesson 5: Layering Stencils and Mirror Image Composition (50 mins)

Learning Objective: Apply stencils in sequenced layers; flip images to create mirror effect and symbolism.

Review previous work (5 mins).
Activity (40 mins): Students use their stencils to layer shapes on paintings. Flip one stencil to create mirrored compositions on the paired sheet.
Teacher guidance: Support planning of stencil sequence and paint layering.
Reflection (5 mins): Discuss how compositions balance and how symbolic content emerges.

Curriculum focus: Developing ideas, communicating and interpreting.

Lesson 6: Final Touches, Personal Image Introduction, and Reflection (50 mins)

Learning Objective: Complete artworks; introduce a personal image motif; reflect on the artistic process and meaning.

Activity (30 mins): Encourage students to add one personal symbolic image into their composition following the same stencil and painting process.
Group critique/discussion (15 mins): Students share their artworks, articulating their choices and responding to peers.
Teacher feedback and goal setting (5 mins): Encourage self and peer evaluation aligned to visual arts criteria.

Curriculum focus: Communication, critical reflection, managing self, relating to others.

Assessment

Formative

Ongoing teacher observation, feedback during stencil cutting, painting.
Peer critique sessions assessing understanding of mirror effect and symbolism.
Student self-assessment of techniques and artistic intentions.

Summative

Two completed A3 artworks demonstrating use of grid drawing, stencils, squeegee painting.
Written or oral reflection on the influence of Gerhard Richter and Chris Heaphy.
Evidence of safely managing tools and materials.

Assessment aligns with NZ Curriculum Visual Arts achievement indicators for Years 9-10 including "Developing practical knowledge," "Developing ideas," and "Communicating and interpreting" strands.

Additional Notes

Safety: Ensure constant supervision during stencil cutting.
Differentiation: Adjust stencil complexity for varying skill levels.
Cross-curricular: Link symbolism in artworks with social sciences or Māori/Pasifika studies on cultural identity.
Key competencies: Emphasise self-management, relating to others during collaborative stages.

This detailed project harnesses authentic artist techniques and cultural symbolism to engage Year 10 students in meaningful, skill-building art creation, fully consistent with the New Zealand Curriculum Refresh goals for The Arts at this year level. The sequenced lessons structure supports scaffolded learning and reflection, building confident artistic practices and intercultural understanding.

Teaching Instructions