This document outlines the curriculum and tasks for a Year 5 drawing unit focused on communication through stories. It includes expectations for art class, an introduction to Leonardo da Vinci's drawing skills, and a series of warm-up and observational drawing exercises. Students will then research masks from Asian countries and design their own character mask with cultural details to construct and decorate in the following lessons. The unit aims to develop students' drawing skills through observational techniques and cultural learning.

1. Year 5
Drawing Unit
◦ Concept:
communication
through stories
◦ ?

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. Leonardo da Vinci could draw
◦ He made technical drawings,, anatomy drawings, portraits and he could draw with
both hands (=ambi dextrous)
◦ Mindmap on board: what information about drawing can you add?
◦ Materials, techniques, styles, terminology, artists……

4. Task 1: Warm up
◦ Create a title page in your visual diary labeled: Drawing Unit.
Use a 2B pencil
◦ Task 1a: Drawing from observation: select an object from
the table and draw it while you are looking at it.
◦ Task 1b: Drawing from memory: now draw the same object
without looking at it, cover the first drawing as well.

5. Task 2:
warm up
your brain.
Which side
do you use
for drawing?

6. ACTIVITY WITH
A PARTNER

7. Task 2: Right brain drawing exercises: watch
video(Betty Edwards drawing exercise) https://www.youtube.com/watch?v=cOh4eIEjqvY
Choose 1 or 2 exercises you like to try.
Vase/Face exercise & monster version Blind contour drawing

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

9. Artistic goals
◦ Write a statement about your goals as an artist for this
semester. Address the following questions:
◦ What technique or skill you would like to learn this semester in
the Drawing Unit and Design Unit?
◦ 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.

10. Building blocks
◦ Discuss slide 9: Elements of Art:
◦ “The elements of art are building blocks”
◦ What does that mean? Discuss in table
group.
◦ Exercise: Listen to instructions from the
teacher and create a drawing in which you
use the art elements as building blocks.
◦ Annotate the elements you used in the
drawing.
◦ Stick down the “Elements and Principles of
Art” hand outs in visual diary.

11. Task 3: Observational Drawing
◦ Recap last lesson: art elements and what drawing exercises did you practice?
◦ Create a page with the heading “Observational Drawing”.
◦ Follow the steps for observational drawing:
◦ A. Observe object and determine what shape it has (in what box would it fit?, is it
symmetrical, is it a geometrical shape?
◦ B. lightly sketch the overall shape on your page (no details)
◦ C. 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!
◦ D. 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) Drawings are assessed.

12. Asian
performances
◦ Have you been in Asia?
◦ What country have you
visited?
◦ Have you seen a
performance?
◦ What was it like?
◦ Was there music, dance,
puppet play…..
◦ Watch video about masks
around the world on STL

13. Masks in Asia
◦ Many Asian countries have distinct
masks of their own, but you can see
many similarities in masks from
neighboring areas. Asian masks are
typically used for spiritual, cultural and
decorative purposes.
◦ Many countries wear masks for tribal
rites, religious celebrations and
theatrical performances. Masks can
depict human faces, mythical creatures,
animals, represent deities (gods) or
demons.

14. Task 4: Poster about masks in an Asian
country
Choose one country in Asia and
research information about their
performances. You can choose
from Indonesia, China, Korea and
Japan.
What is the name for a
performance with masks in this
country?
When did this type of
performance happen?
What stories are told in the
performance or what is the
performance about?
How are the different characters
expressed? (what does the face
look like, expression, colour)
Find some images of masks and
which character they represent.
Present the poster with your
group in front of the class. (peer
assessment)

15. Theatre performances
◦ Video Dalang: Kathy Foley: wayang Kulit:
puppet characters
◦ Indonesian: Wayang Wong Masks =
human theatre (mask= Topeng)
◦ Chinese: Peking Opera mask
◦ Korean: Hahoe tal masks
◦ Japanese: Kagura masks

16. Task 5:
Character design for Asian mask
◦ Design Process: research and design
◦ Research inspiring images for your mask
design. Look at Asian examples and include
cultural details.
◦ Types: royal/god, hero, warrior, wise person,
victim, servant, evil etc.
◦ Focus on the face shape (human or animal),
expression, characteristics, colours.
◦ Make two detailed sketches of your character.
Show the head from the front and the side

17. Task 6A Constructing
the mask
◦ Use the paper maché base mask as a starting
point.
◦ Add cardboard shapes and adjust the mask
with paper maché. Use your sketches as a
guide. Check positions of eyes, mouth etc.
on your face.
◦ Label your work and let dry.

18. Task 6B:
Decorating the mask
◦ Have a good look at the details of your
example images and your design
◦ Next lesson: paint a base colour and let
dry before adding more colours.
◦ Add details and decorations.
◦ Check: Have you included any cultural
details?

19. Task 7:story illustration
◦ Discuss library book with Asian story and
illustration. (Diwali)
◦ Watch short video about Diwali
◦ Students select a scene from Diwali and
create illustration using colouring pencils,
texters and black fineliner.