Finalizing & Reflecting

Unit Context

• Unit: Creating with Hermannsberg Potters (Lesson 8 of 8)
• Duration: 90 minutes
• Class size: 14 students
• Year Level: 9
• Subject: Art and Design

---

Learning Objectives

Aligned with the Australian Curriculum: The Arts: Visual Arts (Year 9):

• AC9AVA8D02: Reflect on ways artists respond to influences to inform their own visual arts practice.
• AC9AVA8C02: Select and manipulate visual conventions, processes and materials to create artworks representing ideas, perspectives or meaning.
• AC9ADAFP01: Share artworks with audiences, presenting ideas and processes clearly.

Students will:

• Finalize and prepare their ceramic pots for presentation.
• Reflect thoughtfully on their creative process including design choices and technical skills used.
• Communicate their reflections and present their pot to peers effectively, either individually or collaboratively.

---

WALT

We Are Learning To:

• Reflect critically on our pottery process and the choices we made.
• Present our finished pots confidently to the class, explaining our artistic decisions.

---

Success Criteria

Students can:

• Share clear and specific reflections about their creative journey and technique exploration.
• Present their pot articulately to the class or in a small group.
• Listen and provide positive, constructive feedback to peers during presentations.

---

Differentiation Strategies

• Allow students prone to anxiety to present in pairs or small groups.
• Provide sentence starters/prompts and visual reflection sheets for students requiring scaffolding.
• Use dyslexia-friendly fonts and formatting on all written reflection supports (clear fonts, colour contrasts, ample spacing).
• Encourage alternative forms of expression for reflections (audio recording, video, annotated photos of their pot).
• Offer additional one-to-one presenter coaching or rehearsal if needed.

---

Materials & Resources

• Completed ceramic pots
• Reflection prompts handout (dyslexia-friendly format)
• Visual display area for pots
• Presentation checklist for peer feedback
• Timer for presentation pacing

---

Lesson Breakdown (90 Minutes)

Time	Activity	Details
0-10 min	Warm-up & Set-up	Class gathers; teacher explains lesson goals and success criteria using WALT. Quick discussion on the value of reflection and presentation in art. Form presentation pairs/groups based on comfort.
10-30 min	Final Pot Touch-ups	Students use this time to add last details or clean their pots under teacher supervision, ensuring readiness for presentation. Teacher circulates offering feedback and support.
30-60 min	Presentations	Each student or group presents their pot to the class. They explain:

• Design inspiration and choices
• Techniques and processes used (e.g., coil techniques, glazing)
• Challenges faced and solutions found
  Teacher and students use positive language and ask guiding questions (e.g., "What made you choose this shape?" or "How did you feel about the glazing process?") Support pairs/groups that may need it. | | 60-75 min | Reflection Writing or Recording | Students individually or with support complete their reflection sheet or use tech (audio/video) to express what they learned about pottery and themselves as artists. Prompts guide reflections on emotion, skill development, and cultural significance of Hermannsberg art practices. | | 75-85 min | Gallery Walk & Peer Feedback | Display all pots and reflections. Students circulate, observing others' work and leaving positive feedback on sticky notes or via a digital platform (if available). Encourage respectful and specific comments relating to technique and creativity. | | 85-90 min | Wrap-up & Teacher Summary | Whole class shares insights about the journey, what was learnt about ceramics and Indigenous influences, and how reflection impacts future art practice. Teacher highlights successes and encourages continued creativity beyond the unit. |

---

Assessment & Reflection

• Formative Assessment: Observation of presentations focusing on clarity, understanding of their process, and ability to engage audience; peer feedback contributions.
• Reflection Portfolio: Completed reflection sheets/audio/video recordings collected as evidence of metacognitive awareness and personal growth in art practice.
• Use success criteria checklist during presentations for self and teacher assessment.

---

Teacher’s Tips to Engage and Support

• Use conversational teaching to elicit deep reflection—ask open-ended questions and encourage storytelling about students’ experiences.
• Inject enthusiasm and celebrate uniqueness of each pot to foster pride and confidence.
• Incorporate humour and positive affirmations throughout to reduce presentation anxiety and build a supportive classroom culture.
• Remember to honour the cultural significance of Hermannsberg Potters as part of the reflection, embedding respect for First Nations art practices.

---

By closely following ACARA standards for Year 9 Visual Arts and the learning objectives of the unit, this lesson will culminate the pottery project with meaningful student reflection and communication skills, tailored to their diversity and embracing approachable, enjoyable art learning .