Lesson 6: Aboriginal Wandjina Artworks
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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.
Australian Curriculum alignment
The Arts > Visual Arts > Years 3 and 4 > 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 representationsElaborationsresearc...
The Arts > Visual Arts > Years 3 and 4 > 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...
The Arts > Visual Arts > Years 5 and 6 > ACAVAM114
Explore ideas and practices used by artists, including practices of Aboriginal and Torres Strait Islander artists, to represent different views, beliefs and opinionsElaborationsselecting and manipulat...
The Arts > Visual Arts > Years 5 and 6 > ACAVAR117
Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander artworksElaborati...
Humanities and Social Sciences > HASS > Year 3 > Knowledge and Understanding > History > ACHASSK062
The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local areaElaborationsliasing with Community to identify original language groups of Aboriginal or T...
Humanities and Social Sciences > HASS > Year 4 > Knowledge and Understanding > History > 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)Elaborationsmapping ...
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Changed the video link and adjusted the lesson to suit current cultural and spiritual attitudes.
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