This document outlines the expectations and tasks for a Year 5 drawing unit focused on Indonesian art and culture. Students will learn about the elements of art, complete observational and imaginative drawing exercises. They will research Indonesian beliefs, puppetry, batik textiles, and design characters for Wayang puppet plays. Students will create shadow puppets and masks, develop stories, and perform with their puppets. The unit aims to teach visual art skills while exposing students to Indonesian cultural traditions.

1. Year 5 Drawing Unit

2. Art class expectations
Put
Put your labelled artwork in the appropriate location
(tub, folio or dry rack)
Clean up Clean up after yourself.
Look
Look after your visual diary. It normally stays in the
class tub.
Bring
Bring your iPad and pencil case with pencils, rubber,
sharpener, scissor etc.
• Be punctual, well mannered and be organised
• Cooperative, considerate and respect others
• Be open-minded to learning something new.
• Listen carefully to instructions
• Wear a smock to protect your uniform.
• Use tools and equipment carefully and
respectfully.
• Handle all artwork with care
• Ask questions, seek advice from teacher if
unsure

3. Visual diary
◦ Make sure your name and class are visible on
the front cover!
◦ Distribute hand outs of elements and
principles of Art and stick them in on the first
double pages in the front.
◦ Look at the image of The Design Process.
How does that work for art?
◦ Create a title page, write “Drawing Folio” at
the top of the page.
◦ Divide the space underneath in four squares
(to make drawings in)

4. Task 1:
Describing the
Elements of Art.
◦ “The elements of art are building
blocks”
1a. What does that mean? Discuss
in table group, write down your
answer on A2 sheet.
1b.Write on the same sheet the
name of each Art element. Describe
the image of each element by
using adjectives: for example:
◦ Line: wavy, straight, dotted
spiralling…
◦ Do the same for: Shape; Form;
Space; Texture; Value and Color.
1c. Discuss the A2 sheets answers
in class.

5. Task 2: Drawing exercises:
on the title page of the
Drawing Folio
◦ Divide the title page in four squares. There are 3 objects on the table.
◦ Exercise 1: Drawing from memory: study 1 object on the table, then cover
it and draw it as good as you can using a lead pencil and make clear lines.
◦ Exercise 2: Drawing from observation. Sketch a different object on the
table from observation. Use a lead pencil, draw lightly at first.
◦ Exercise 3: Imaginative drawing: Listen to the text fragment read out by
the teacher and draw the story with a fine liner. This is called an illustration.

6. The whole day
you are using
different sides
of your brain.
Which side do
you use for
drawing?

7. RIGHT
BRAIN
EXERCISE:
DO IN
PAIRS

8. Exercise 4: Right brain drawing exercises:
watch video and choose 1 or 2 exercises you like to try.
Vase/Face exercise & monster version Blind contour drawing

9. more right brain exercises
Upside down drawing Negative space drawing

10. Task 3: Observational Drawing
◦ Recap last lesson: what do you remember about art elements and what drawing exercises did you
practice?
◦ Create a page with the heading “Observational Drawing”.
◦ Follow the steps for observational drawing:
◦ 1. Observe object and determine what shape it has (in what box would it fit?, is it symmetrical, is it a
geometrical shape?
◦ 2. lightly sketch the overall shape on your page (no details)
◦ 3. Look trough eye lashes and detect where the darkest and lightest areas are to see tone. Add some
shading using parallel hatching. Your object will look more 3D!
◦ 4. Look at the details of the object: texture, pattern, decorations. Refine your drawing by adding
details.
◦ Task 3: Make 3 observational drawings of Indonesian artefacts on the table. (10 minutes per
drawing). Use the following materials: lead pencil, charcoal and black ink (use water to create tones)

11. Thinking about your artistic goals
◦ At the start of this term each student will write a statement about their goals as artists for the
semester. You have to address the following questions:
◦ What technique or skill you would like to learn this semester? What challenges may you need to
overcome to gain this skill?
◦ What style of art do you hope to develop over the semester? E.g. abstract, realist. How could
you incorporate this into your artwork this semester?
◦ What do you look forward to achieving in Art this semester?
◦ You can email your statement to your teacher.

12. SEE, THINK,
WONDER
INDONESIAN
CULTURE
.Discuss: Country in South East Asia, consisting of group of
Islands (17508!!!) What is the capital of Indonesia?
Indonesia lies on the equator. What is the weather like?
Has Indonesia been in the news lately, in regard to natural
disasters?

13. Task 4: Finding
out about
Indonesia. Make
a group poster
about the
following topics.
◦ 1. Belief plays an important role in Indonesian
life. Mention and describe briefly the 4 main
beliefs in Indonesia.
◦ 2. People in Indonesia share stories in
performances. What are their stories about or
influenced by?
◦ 3. They use puppets, masks and music in their
performances. Describe/ find images of the
following Indonesian words: “Gamalan”,
“Dalang”, “Wayang”.
◦ 4. Drawing plays an important role in textile
design. Find out what “Batik” is. (image and
description)
◦ Present your findings on a poster. Add the
names of the students.

14. Indonesian artforms
◦ Architecture: wooden houses on poles, temples
◦ Sculpture: wood and stone carving
◦ Textiles: Indonesian Batik; patterns are created on fabric using
hot wax, then the fabric is dyed and finally the wax is ironed
out.
◦ Theatre: Puppet theatre: shadow puppets (wayang kulit) and
rod puppets (wayang golek). Human theatre: People wearing
big masks and dancing to music.
◦ What stories are told? Storyteller = Dalang. Oldest stories about
Ramayana (Hindu) are told through performances, in artworks
to teach people about good and evil.
◦ Music: percussion groups making Gamalan music:
different instruments; drum, gongs, flute, chimes.

15. Theatre performances
◦ Wayang Wong = human theatre (mask= Topeng)
◦ Wayang Golek = wooden rod puppet play
◦ Wayang Kulit = shadow puppet play behind a screen

16. Character types in stories
Performances are telling stories about good and bad, about right and wrong. They teach a lesson. In the story
of Diwali (festival of light) you can see the faces of the characters have different colours and expressions. Watch
video’s about characters of Wayang Golek (rod puppets)
Hanuman (monkey general) white, monkeyface, tail, brave
Sita and Rama (princess and prince) gold, very pretty, wealthy
Ravana (Demon King) red face, powerful and mean

17. Task 5: Character design for puppet
◦ Design Process:
◦ Research images of two different characters you would
like to make a puppet for. Look at Indonesian
examples.
◦ Types: royal/god, hero, warrior, wise person, victim,
servant, evil etc.
◦ Focus on the body shape (human or animal), facial
expression, characteristics, colours.
◦ Make two detailed sketches of the different characters.
Show the head from the side and the body from the
front. Feet from the side. Add detail in face and
clothing.
◦ You will choose one character to perform with a group

18. Task 6: Creating the
Wayang Kulit puppet
(from marionette set, use split-pen’s, feet
point same way, add own cardboard
head

19. Task 7: Dress the puppet using
Batik designs and embellish (gold
doylee)

20. TASK 8: STORY
TELLING
Form a group of 5-6 and discuss the characters.
Make up a story (with a message)and develop a
performance. Think of using props etc.

21. Extension Task:
Create a 3D Wayang Wong
Mask
◦ Work in pairs
◦ Design a Wayang Wong mask
◦ Think about the symbolic colour, shapes, decorations
◦ Use premade paper mâché face mask
◦ Paint it in the preferred base colour
◦ Decorate the mask with paint pens and add
embellishments