Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Tune In: Recapping the role of art in the Commonwealth Games

20 minutes

Find Out: Discovering traditional art practices

30 minutes

Take Action: Creating an artwork inspired by research

5 minutes

Reflection

Learning intentions

Students will:

explore traditional art forms of Commonwealth countries
create artworks in a variety of styles to represent Commonwealth countries.

Success criteria

Students can:

identify traditional art styles and elements
apply knowledge to create a representational artwork that conveys a story.

Tune In: Recapping the role of art in the Commonwealth Games

Teacher note: This lesson builds on concepts from the previous lesson (Designing for Champions), where students explored the role of art at the Commonwealth Games and the artwork of Aboriginal and Torres Strait Islander artist Chern’ee Sutton. If you haven’t delivered this yet, we’d recommend starting there.

Step 1

Begin the lesson with a class discussion recapping the concepts explored in Lesson 5. Ask students the following questions to help jog their memories and check for understanding:

What role does visual art play in the Commonwealth Games?
In the previous lesson, we studied the artwork of Aboriginal and Torres Strait Islander artist Chern’ee Sutton. What was her painting about? What symbols and elements did she include to help tell a story?
What do we already know about the Commonwealth Games? What don’t we know?

Step 2

Leading on from the previous question (What don’t we know about the Commonwealth Games?), ask students if they know how many countries participate in the Games and whether they can list some of them.

Step 3

Display the Commonwealth Map. Highlight that there are 74 nations and territories that compete in the Commonwealth Games. Invite students to look at the map closely and match the capital cities with the list of countries in the right-hand corner (this could be jigsawed by continent or completed in pairs/small groups, or, if short on time, you could just go through a couple together as a class).

Find Out: Discovering traditional art practices

Step 1

Display the Traditional Art Practices of Commonwealth Countries Visual Explainer on the whiteboard. Read and discuss the information on each slide to familiarise students with the traditional art practices of the 4 countries featured:

Samoa
India
South Africa
Malta

Step 2

In pairs or small groups, students should select 1 of the countries featured in the presentation to research and complete the table in the Student Worksheet. You can use the example below to demonstrate how much information they should aim to include.

Example

Country	Australia
Art style	Art made by Aboriginal and Torres Strait Islander peoples (Indigenous Australian art).
Artistic methods	Indigenous Australian art encompasses various styles and techniques, including dot painting, cross-hatching and use of natural pigments. It often depicts Dreamtime stories, ancestral beings and connections to the land.
What years did this country participate in the Commonwealth Games?	Australia has been participating in the Commonwealth Games since its inception in 1930.
List the names of popular athletes who competed for their country	Cathy Freeman (sprinting) Nova Peris-Kneebone (field hockey) Lionel Rose (boxing)
Other information For example, how many gold medals have been won? Which sports do they usually succeed in? Which athletes have an inspiring story?	Cathy Freeman is one of Australia's most celebrated athletes. She competed in the Commonwealth Games multiple times, winning gold in the 400 metres at both the 1990 and 1994 Commonwealth Games. Freeman went on to win Olympic gold in the 400 metres at the Sydney 2000 Olympics, becoming an iconic figure in Australian sports history. Nova Peris-Kneebone is an Olympic gold medalist and former Commonwealth Games competitor. She represented Australia in field hockey at the 1990 Commonwealth Games, winning a gold medal. Peris-Kneebone later transitioned to athletics and became the first Indigenous Australian to win an Olympic gold medal as part of the Australian women's hockey team at the 1996 Atlanta Olympics.

How could the above information be shared as an artwork? Draw or write down your ideas.

In a small group, we could create a mural inspired by the artwork of Aboriginal and Torres Strait Islander peoples. The mural could feature vibrant colours, traditional symbols and depictions of famous athletes in action. Each section of the mural could represent a different aspect of Australia's participation in the Commonwealth Games, such as historical milestones, notable athletes and sports where Australia excels.

Step 3

Before students begin their research, explain that they will be using their findings to inspire the creation of an artwork. Highlight that the artwork they create should showcase key information about the country’s participation in the Games, as well as traditional art practices attributed to that country. Draw attention to the final row in the table in the Student Worksheet, where there’s space for students to brainstorm their ideas using simple sketches or dot points.

Step 4

Once students have completed their research, and if time permits, invite students to share their creative ideas with another group or individual to gain feedback on their proposed artwork and how they intend to communicate key information about their chosen country.

Take Action: Creating an artwork inspired by research

Step 1

Ask students to gather the materials they will need to create their artwork, ensuring they have everything they need to use the style and techniques they have identified through their research. If time permits, you may want to demonstrate how to achieve specific patterns and textures (intricate linework), or use unfamiliar materials (inks or fine liners) or processes (using rules for geometrical shapes and symmetry) to gain the desired effect.

Step 2

Invite students to share their completed artwork in small groups. Encourage them to discuss key artistic features, as well as representations of their research findings. Display the pieces of art somewhere prominent in the classroom or around the school for others to view and learn from.

Reflection

To wrap up the lesson, facilitate a class discussion for students to reflect on what they’ve learnt. Use the questions below to prompt their thinking:

Looking at your artwork, how effectively do you think you represented both the country's participation in the Commonwealth Games and its traditional art practices?
What is the difference between cultural sharing and cultural appropriation?
How do you think showcasing your artwork in the classroom or around the school can contribute to promoting cultural understanding and appreciation?

Colours of the Commonwealth

Go to

Summary

Learning intentions

Students will:

Success criteria

Students can:

Lesson Guides and Printables

Lesson Details

Skills

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

Additional Info

Related Professional Learning

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