Lesson Plan
Lesson 6: Aboriginal Wandjina Artworks
A 60 minute lesson in which students will understand the history and traditional techniques of Aboriginal Wandjina artworks.
Preparation
Warning: Aboriginal and Torres Strait Islander peoples should be aware that some of the content in this lesson may contain images or names of people who have since passed away.Equipment
- Art and craft supplies
Lesson Plan
Tuning In
- Students watch and listen to the Who Paintin’ Dis Wandjina? & Director Interview with Taryne Laffar video on YouTube. At the end of the video, ask the students:
- What is the importance of the Wandjina to the Worowa, Wunumbal, and Ngarinyin peoples? What do they represent?
- Who is allowed to paint the Wandjina?
- Do you think the graffiti artist was wrong to paint the Wandjina? Why?
Teacher Instruction
- Display and discuss slides 30-33 of the An Introduction to Aboriginal Art PowerPoint. Ensure that the students understand:
- the significance of Wandjina artworks to the Australian Aboriginal peoples
- the traditional meaning of Wandjina artworks and some of their common features
- who is allowed to paint Wandjina artworks today.
- Use the content of the PowerPoint to record any new information on the Wandjina artworks poster from the earlier lesson.
- Display slide 34. As a class, discuss why the Aboriginal peoples traditionally referred to the Wandjina artworks as ‘gods of falling water’. Brainstorm and list any other known ancient cultures who had ‘gods’ to explain natural phenomenon.
Guided/Independent Learning
- Display slide 35 and explain the Wandjina artworks activity to the students.
- Ask the students to think of a natural phenomenon that they appreciate and imagine a ‘god’ that may have created it. On a blank sheet of art paper, ask the students to create a silhouette artwork using paint, charcoal or crayons of their imaginary ‘god’ in a similar style to the Wandjina artworks. It is important to use the style of art only, the students should not reproduce a Wandjina for cultural and spiritual reasons. Monitor and support the students as they complete the activity.
Wrapping Up
- Once the students have finished, gather together as a class to share artworks. Provide the students with an opportunity to explain their imaginary ‘god’ and what it represents.
Differentiation
Extending Students
- Encourage more capable students to research ancient cultures and their 'gods' and present their findings to the class.
Supporting Students
- Allow less confident students to work in a group with the teacher or teacher aide to collectively decide on a natural phenomenon for their artwork.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
NSW Curriculum alignment
- HT2-1
Identifies celebrations and commemorations of significance in Australia and the world
- HT2-2
Describes and explains how significant individuals, groups and events contributed to changes in the local community over time
- HT2-4
Describes and explains effects of British colonisation in Australia
- VAS2.3
Acknowledges that artists make artworks for different reasons and that various interpretations are possible.
- VAS3.4
Communicates about the ways in which subject matter is represented in artworks.
Victorian Curriculum alignment
- VCAVAE025
Explore ideas and artworks from different cultures and times as inspiration to create visual artworks
- VCAVAR028
Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures, including artworks by Aboriginal and Torres Strait Islander peoples
- VCAVAE025
Explore ideas and artworks from different cultures and times as inspiration to create visual artworks
- VCAVAR028
Identify and discuss how ideas are expressed in artworks from a range of places, times and cultures, including artworks by Aboriginal and Torres Strait Islander peoples
- VCAVAE029
Explore visual arts practices as inspiration to create artworks that express different ideas and beliefs
- VCAVAR032
Identify and describe how ideas are expressed in artworks by comparing artworks from different contemporary, historical and cultural contexts, including artworks by Aboriginal and Torres Strait Island...
- VCAVAE029
Explore visual arts practices as inspiration to create artworks that express different ideas and beliefs
- VCAVAR032
Identify and describe how ideas are expressed in artworks by comparing artworks from different contemporary, historical and cultural contexts, including artworks by Aboriginal and Torres Strait Island...
- VCHHK072
The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area
- VCHHK072
The significance of Country and Place to Aboriginal and Torres Strait Islander peoples who belong to a local area
Australian Curriculum alignment
- ACAVAM110
Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations
- ACAVAR113
Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Str...
- ACAVAM114
Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinions
- ACAVAR117
Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworks
- ACHASSK062
The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area
- ACHASSK083
The diversity of Australia's first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies)
Comments & Reviews
Write a review to help other teachers and parents like yourself. If you would like to request a change (Changes & Updates) to this resource, or report an error, simply select the corresponding tab above.
Resource Updates
-
Changed the video link and adjusted the lesson to suit current cultural and spiritual attitudes.
Change by Kristian 4th Apr
Request a change
Would you like something changed or customized on this resource? While our team makes every effort to complete change requests, we can't guarantee that every change will be completed.
You must be logged in to request a change. Sign up now!
Report an Error
You must be logged in to report an error. Sign up now!
Help
Are you having trouble downloading or viewing this resource? Please try the following steps:
- Check that you are logged in to your account
- Check that you have a paid subscription
- Check that you have installed Adobe Reader (download here)
If you are still having difficulty, please visit the Teach Starter Help Desk or contact us.
Contact us
Hey Teach Starter,
Just wanted to let you know your video link is broken (the video has been taken down) for this story.
Thanks
Comment by Rhiannon Day on April 5, 2019 at 8:49 am
Hi Rhiannon,
Thanks for pointing this out. I have replaced the video with another one and adjusted the content of the lesson to suit.
If there is anything else I can assist you with, please don’t hesitate to contact me.
Official comment by Kristian on April 5, 2019 at 9:40 am