This visual arts lesson focuses on graffiti tagging and having students use line, shape, and color to express emotions abstractly and in their tag designs. Students will experiment with art materials to create draft tags and then finalize their tags, explaining their creative process. The lesson aims to help students understand how art can interpret emotions differently based on social, cultural, and historical contexts.

1. LESSON:- Visual Arts Lesson 2
Date: 11/10/17 Term: 4 Week: 10 Year Level: 5/6
Time/length: 45 minutes Learning area focus: Visual arts - Graffiti tagging
Context:
Last week the lesson focused on the elements of line and shape. This lesson is a continuation from that with an additional focus on colour. It was noted that
student’s had needed the time to experiment with differing materials and ways these materials can effectively produce line. The students each produced a
draft. To assist with the structure we have allowed for experimentation again for this lesson. The students are to use their previously designed drafts to
create a final product - graffitti tag.
Individual learning considerations:
With some students identified as EAL/D or with low literacy levels, the rationale of students’ artwork will be verbal to allow all to express their thought
process as best as possible. Students who are not confident in their speaking skills will be offered the opportunity to tell a friend, who will share with the
group.
Content Descriptions:
Develop and apply techniques and processes when making their artworks (ACAVAM115)
Plan the display of artworks to enhance their meaning for an audience (ACAVAM116)
Lesson outcomes/Learning intentions:
- Understand that art is interpreted
differently - social, cultural and historical
contexts
- Experiment with elements of line, shape
and colour
- Express meaning behind artwork
- Students are to understand the similar
ways of expressing an emotion visually
and therefore have common ground for
communicating ideas in a visual form.
Reflection
- Students are to provide feedback on each
others tag - reflect off other’s
Indicators: Howwill you knowthe students have understood the concepts specified in your
learning intentions?
- Students will demonstrate precision skills in drawing lines by either drawing solid,
uninterrupted lines, even spacing between straight and curved lines, freehand straight lines,
step-by-step design planning.
- Students will use elements from their drafts on graffiti tag drafts using the elements of line,
shape and colour and texture (if applicable) to create their final piece
- Students articulate and provide rationale behind their tag
Howwill you make the activity physical verbal and visual
- Students are to physically draw using the art utensils provided and visually reflect on their own
and other artists work. Verbally the students to orally present their rational about the reasoning
behind the concepts and design they used and how audience may perceive it.
Assessment for/as/oflearning:
- Assessment will primarily be through the student’s artwork, with emphasis on their verbal

2. - See the view from the creators side and
audiences
rationale and thought processes.
TEACHING AND LEARNING ACTIONS
Timing
10 mins
20 minutes
10 minutes
Warm Up/ Introduce skills (line,shape and colour)
Students are to discuss how emotions feel and therefore how they look when
drawn. The students brainstorm a range of emotions which are written up on the
whiteboard. Next, three distinctly different emotions are chosen: anger, calmness
and excitement. Students are asked to take three pages and a selection of art
materials of their choosing. They are to represent anger on one page, calmness on
the next and excitement on the remaining page.
Importantly, when representing how these emotions feel, they must not draw
anything pictorial - no pictures of angry faces or calm beach scenes - just abstract
lines, shapes and colours. In other words, the students are going to have to rely on
elements of the visual language to convey feeling. They are encouraged to work
quickly and when time is up they are to spread the artwork on the floor in groups
around the sign naming emotion. Students are to notice the difference and the
qualities of those grouped around the signs. Students will also be required to
communicate their thinking processes behind their art pieces.
Body -
Complete their tags using the previously learnt skills, ideas and understandings.
Students are to produce a final design which experiments with colour, shape and
line
Cool down
Students are then expected to take turns to share their graffiti tags with others,
explaining their creative process in doing so (oral rationale). Other students will
also have an opportunity to provide feedback and share what they like and
appreciate about it.
Resources/Teachers notes
Art supplies:
- Coloured pencils
- Crayons
- Textas
- Blank sheets of A4/A3 paper or cardboard