Discovering Abstract Voice

Overview

Lesson 1 of 3 in Voices in Abstract Colour. Students investigate Sandra Silberzweig’s abstract portrait style and consider how visual artists communicate identity, feelings and ideas. They then make a quick pastel exploration using expressive line, shape and colour.

Learning intentions

• WALT research Sandra Silberzweig’s abstract art style.
• WALT identify how colour, line, shape, pattern and facial features communicate identity and ideas.
• WALT experiment with pastel techniques and expressive combinations.
• WALT discuss how visual art can express an artist’s voice.

Success criteria

• I can name at least three features of Silberzweig-inspired art.
• I can experiment with at least two pastel techniques.
• I can combine expressive lines, shapes and colours in a quick study.
• I can explain how one visual choice communicates a feeling, value or idea.

Curriculum links

• Visual Arts: explore and describe how artists use the elements of art, materials and processes to communicate ideas.
• Visual Arts: investigate how artworks reflect the artist, their context and viewpoints.
• Visual Arts: develop and refine ideas through practical exploration.
• Key Competencies: thinking; using language, symbols and texts; managing self; participating and contributing.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook: What can a face say without words? Display the opening image from the introduction and artwork hook slides. Ask students to silently notice colour, line, shape and facial features, then share one observation with a partner. Explain that today’s focus is visual “voice”: communicating ideas without written words.

2. 5–13 minutes – Look and discuss the artist Use the artist and visual-elements slides to introduce Sandra Silberzweig and show selected examples alongside the supplied Matariki art references. Clarify that students are studying visible features and ideas rather than copying one artwork. Build a class list of possible features: strong or unusual colour combinations, bold outlines, repeated patterns, geometric and organic shapes, simplified or distorted facial features, and symbols that suggest identity or values. Use the displayed Visual Arts Critique Cards to support prompts such as “What do you notice?”, “How might this communicate a feeling?” and “What could this symbol mean?”

3. 13–20 minutes – Teacher modelling Model a quick abstract face exploration on the abstract portrait exploration sheet. Think aloud while changing one visual decision at a time: angular lines can suggest energy, warm colours can suggest excitement, repeated patterns can suggest connection, and altered eyes or mouths can communicate mood. Demonstrate at least two pastel techniques, such as layering, blending, directional strokes, smudging or outlining. Emphasise experimentation rather than producing a finished portrait.

4. 20–34 minutes – Student pastel exploration Distribute the abstract portrait exploration sheet and pastel materials. Students create one or more quick studies using expressive lines, shapes, facial features, patterns and colour combinations. They should label or circle one choice that communicates a feeling, value or idea. Keep the activity instruction and technique slides visible, showing the three-step process: choose an idea, experiment with visual elements, explain one choice. Circulate, question and photograph examples of effective experimentation if appropriate.

5. 34–40 minutes – Paired visual-voice discussion Students show their exploration to a partner and complete these prompts orally: “I notice…”, “This colour/line/shape makes me think of…”, and “My visual choice communicates…” Partners may refer to Visual Arts Critique Cards. Invite two or three students to share how a visual choice communicates identity, a feeling, a value or an idea.

6. 40–45 minutes – Plenary and formative check Return to the plenary and reflection slides. Students hold up or point to one feature they used, then complete the sentence on their worksheet: “My ______ communicates ______ because ______.” Collect worksheets or check them as students leave. Preview that the next lesson will develop a more intentional abstract portrait connected to personal identity and ideas.

Resources

• the introduction, artist, activity and plenary slide deck
• the abstract portrait exploration sheet
• Supplied Sandra Silberzweig artwork references
• Supplied Matariki art references
• Soft pastels or oil pastels
• Cartridge or drawing paper
• Pencils, erasers and black markers
• Visual vocabulary card: colour, line, shape, pattern, facial features, symbol, mood and identity
• Dyslexia-friendly information card about the artist
• Board or display space for sharing examples

Assessment

• Observe discussion and questioning for students’ ability to identify at least three features of the artist’s style and connect visual choices with feelings or ideas.
• Review pastel explorations for experimentation with line, shape, pattern, facial features and colour, including at least two techniques.
• Use the written or oral explanation to assess whether students can explain how one visual choice communicates meaning.

Differentiation

• Provide a visual vocabulary card, short readable information cards, large-print materials, clear sans-serif font, audio or teacher read-aloud, and text-to-speech access.
• Model each step visually and verbally. Offer pre-drawn face templates, a limited choice of colour combinations, and a step-by-step technique strip.
• Allow paired discussion, scribing, speech-to-text, or an oral response instead of extended writing. Seat students where demonstrations and references are easy to see.
• Support EAL learners with image-based vocabulary, gestures, sentence starters and partner rehearsal. Extend confident students by asking them to layer symbols or patterns and justify how these communicate identity or a value.