Athlete Portraits in Motion

Overview

Lesson 9 of 14 in Art Through Culture: Matariki & Commonwealth Games. Students investigate how artists show identity, movement and energy, then create a vibrant portrait of a Commonwealth Games athlete from a participating country. They use drawing, painting and colour skills developed earlier in the unit, while approaching cultural information respectfully.

Learning intentions

• WALT use proportion, line, shape and colour to create a recognisable athlete portrait.
• WALT show movement through pose, gesture, direction and background marks.
• WALT connect an artwork to an athlete’s participating country using respectful research.
• WALT explain artistic choices and respond constructively to others’ work.

Success criteria

• I can draw a clear head, body and dynamic pose using simple shapes and proportion.
• I can use colour, pattern, line and contrast to communicate energy.
• I can include researched details without copying cultural symbols inaccurately or disrespectfully.
• I can explain one choice I made and one improvement I could make next.

Curriculum links

• Developing practical knowledge: exploring drawing, painting, colour, line, shape and composition.
• Developing ideas: using observation, research and imagination to generate and refine an artwork.
• Communicating and interpreting: presenting artwork and discussing how visual choices communicate meaning.
• Understanding in context: recognising that artists and athletes express identity, place and culture in different ways.

Lesson structure (60 minutes)

1. 0–5 minutes – Hook and connect Open with the opening image and inquiry question. Show a striking action photograph or silhouette of an athlete and ask: “How can one still image make us feel movement?” Students silently copy the pose for five seconds, then share one line, shape or colour that could communicate energy.

2. 5–12 minutes – Demonstrate portrait and movement techniques Use the portrait and movement technique slides to model a quick gesture drawing: line of action, head oval, shoulder and hip angles, simple limb shapes, then facial features and clothing. Demonstrate how a limited bright palette, directional lines and a contrasting background can make the figure stand out. Emphasise that students may use a provided athlete image as reference, but their final composition should be their own.

3. 12–18 minutes – Research and plan Distribute the athlete portrait planning sheet. Students choose one athlete or participating country from the teacher-provided options and record the sport, country, colours or visual details they can verify, and one respectful idea for the background. Explain that flags, clothing and colours must be checked rather than guessed; students should not copy sacred or culturally specific designs without permission. Students make two small thumbnail sketches showing different poses or compositions.

4. 18–23 minutes – Peer feedback before making In pairs, students show their thumbnails and use the prompts on the athlete portrait planning sheet: “Where is the movement?” and “What will the viewer notice first?” Each student selects one idea to develop and identifies a suitable colour contrast. Invite two or three students to explain how they will avoid overcrowding the page.

5. 23–48 minutes – Create the portrait Students lightly sketch their chosen dynamic pose, then develop it with paint, coloured pencil, crayon or mixed media. Encourage them to work from large shapes to smaller details, leaving time for a strong background and outline where helpful. Play the making instructions and visual reminders from the creating and checking slides. Confer with individuals, asking: “How are you showing movement?” and “What evidence connects this work to the athlete or country?”

6. 48–55 minutes – Gallery walk and response Place work where classmates can view it safely. Students walk quietly, then leave verbal or written feedback using two prompts from the reflection prompts poster: “I notice…” and “I wonder…” Feedback must refer to an art choice, not the person. Students return to their own work and make one quick refinement if time allows.

7. 55–60 minutes – Plenary and clean-up Return to the discussion and exit slides. Students complete an oral or written response: “My artwork shows movement by…” and “A respectful research choice I made was…”. Invite three students to share. Finish with a clear five-minute clean-up routine: wash brushes, close paint, return equipment and place artwork on the drying area.

Resources

• the complete Commonwealth Games athlete portrait slide deck
• the athlete portrait planning sheet
• the reflection prompts poster
• A4 or A3 cartridge paper
• Pencils, erasers and black fineliners
• Paint, brushes, water pots and palettes
• Coloured pencils, crayons or oil pastels
• Teacher-selected athlete photographs and reliable country information
• Drying rack or labelled drying space
• Timer and table coverings

Assessment

• Observe planning and making: gesture drawing, proportion, use of visual elements, safe tool use and willingness to refine.
• Review artworks against the success criteria, especially whether movement, identity and colour choices are communicated clearly.
• Listen to peer and plenary responses for respectful cultural understanding and the ability to explain artistic decisions. Photograph work and note next steps for the following lesson.

Differentiation

• Provide pose references, a step-by-step drawing guide and pre-mixed colour options for students who need support. Allow students to simplify the body into geometric shapes before adding details.
• Offer thick pencils or adaptive grips, larger paper, a quiet workspace and reduced copying demands for students with fine-motor, attention or sensory needs.
• Support dyslexic learners with short, clearly spaced instructions, read-aloud information, visual examples and the option to give responses orally or use speech-to-text.
• Extend confident artists by asking them to create a more complex foreshortened pose, use an intentional limited palette, layer transparent colour, or show the athlete’s environment through an expressive background.