Shaping My Story

Overview

Lesson 2 of 3 in Voices in Abstract Colour. Students use Sandra Silberzweig-inspired pastel techniques to plan and begin a self-portrait or symbolic portrait that communicates an aspect of their identity, values or aspirations, connected to the inquiry: “Find Your Voice, Shape Your Story, Share It With the World.”

Learning intentions

• WALT use bold outlines, overlapping shapes, expressive colour, patterns and symbols to communicate an idea.
• WALT make purposeful visual choices about our identity, values or aspirations.
• WALT explain the intended message behind our artwork.
• WALT share ideas and respond constructively to feedback.

Success criteria

• I can identify the message or story behind my artwork.
• I can use at least three Silberzweig-inspired techniques.
• I can make purposeful choices about colour, pattern and symbols.
• I can respond constructively to feedback and use it to improve my plan.

Curriculum links

• Visual Arts – Developing Practical Knowledge: explore line, shape, colour, pattern, composition and pastel techniques.
• Visual Arts – Developing Ideas: generate, select and develop ideas in response to personal experiences and the Term 3 inquiry.
• Visual Arts – Communicating and Presenting: communicate meaning through a planned visual artwork and discuss artistic choices.
• Visual Arts – Understanding the Arts in Context: respond to the expressive, abstract portrait approach of Sandra Silberzweig while using cultural symbols respectfully.
• Key competencies: thinking; managing self; relating to others; participating and contributing.

Lesson structure (45 minutes)

1. 0–5 minutes – Reconnect and hook Open with the opening question and artist examples. Ask: “How can colour and shape tell us something about a person without using words?” Briefly revisit the previous lesson’s exploration of expressive colour and introduce today’s focus: shaping a personal story.

2. 5–12 minutes – Demonstrate techniques and choices Use the technique demonstration slides to show a simple portrait or symbolic composition. Model bold, uneven outlines; overlapping geometric and organic shapes; contrasting or expressive colours; repeated patterns; and meaningful symbols. Emphasise that students may choose a self-portrait, collage-style design or symbol-based composition. Explain that Matariki or other cultural symbols should only be used when understood and treated respectfully.

3. 12–18 minutes – Plan the message Distribute the identity artwork planning sheet. Students choose one aspect of identity, a value or an aspiration and complete a quick plan: “My artwork is about…”, “I want the viewer to feel or understand…”, “My symbols could show…”, and “My colour and pattern choices will…” Students may draw, label, dictate their ideas orally or use speech-to-text.

4. 18–32 minutes – Begin the artwork Students begin their portrait on pastel paper, starting with a large composition and bold outlines before adding shapes, colour and pattern. Keep the numbered artwork steps visible. Circulate and conference briefly with students: “What is your message?” and “Which technique is helping communicate it?” Remind students to work boldly rather than aiming for realistic detail.

5. 32–39 minutes – Partner share and feedback In pairs, students place their work where both can see it and take turns explaining the intended message. Use the Visual Arts Critique Cards to support kind, specific feedback. Each partner gives one observation, one connection to the message and one helpful suggestion, using language such as “I notice…”, “This makes me think…” and “You could make the message clearer by…”

6. 39–43 minutes – Respond and refine Students record or sketch one change they will make next lesson on the reflection and next-step section. They may strengthen an outline, adjust a colour contrast, add a pattern or clarify a symbol. Invite two or three students to share how feedback influenced their next step.

7. 43–45 minutes – Pack up and preview Use the reflection and preview slide for a quick verbal exit: “My artwork communicates…” and “Next lesson I will…” Students place unfinished work and planning sheets in the class storage area, clean pastel materials and check the floor and tables.

Resources

• the introduction, demonstration, activity and reflection slide deck
• the identity artwork planning sheet
• the Visual Arts Critique Cards
• A4 or A3 pastel paper
• Soft pastels or oil pastels
• Pencils, erasers and black markers
• Visual exemplars of abstract and symbolic portraits
• Table coverings, wipes and storage folders
• Optional headphones or device for audio instructions and speech-to-text

Assessment

• Observe planning conversations and check that each student can state an intended message, identity connection, value or aspiration.
• During studio work, note whether students use at least three techniques and make purposeful choices about colour, pattern, shape and symbols.
• Listen to partner feedback and review the recorded next step for evidence that students can respond constructively and plan an improvement.

Differentiation

• Offer a choice of self-portrait, collage-style design or symbol-based composition. Provide visual exemplars, colour swatches, a symbol bank and a clearly numbered process.
• Support learners with a planning frame, reduced choices, peer support, chunked instructions and teacher conferencing. Allow oral planning, scribing or speech-to-text.
• For dyslexia-friendly access, use a clear sans-serif font, minimal copying, short spoken instructions, visual step cards, audio directions and opportunities to explain ideas verbally.
• Extend confident students by layering symbols or combining contrasting colours and patterns to communicate more than one perspective or feeling. Encourage them to make the composition guide the viewer’s eye.