Celebrating Harmony Week: Everyone belongs

This lesson is an ideal opportunity to celebrate Harmony Week. Harmony Week is a time to celebrate Australian multiculturalism and the successful integration of migrants into our community. The central message is "Everyone Belongs," fostering inclusiveness, respect, and a sense of belonging for all Australians, regardless of cultural or linguistic background.

Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: The impact prediction

25 minutes

Find Out: Decoding diverse visions

35 minutes

Take Action: The collective quilt of harmony

Learning intentions

We are learning to analyse how visual artworks communicate ideas of harmony and inclusion.
We are learning to create visual artworks that effectively express personal and collective understandings of inclusion and belonging.
We are learning to understand and visually represent the concept of 'Country' and explore Indigenous Australian perspectives on community and belonging.

Success criteria

I can identify and explain visual strategies used by artists to convey themes of harmony and inclusion in artworks.
I can plan and produce a visual artwork component that symbolically represents my interpretation of inclusion, contributing to a cohesive collaborative piece.
I can demonstrate an understanding of Indigenous Australian perspectives on 'Country' and community through my artwork, incorporating relevant visual elements or symbols.

Learning activities

🌍 Making it matter

Use imagination and story to warm up abstract knowledge and make the curriculum matter.

Alright, Year 9, listen up. My name is Dr. Aris Thorne, and I'm from the 'Future Forged Communities' initiative. We’ve been tasked with designing the central public art installation for the new city precinct—a space meant to bring together people from all walks of life. We're talking about a highly diverse population, with varying backgrounds, languages, and experiences. The council wants something that doesn't just look good but actively fosters a sense of belonging and shared identity. It needs to be a beacon of harmony.

The problem? We've received some early design proposals, and honestly, they're… generic. They lack soul. They don't speak to the true essence of inclusion. The risk is that this central piece, meant to unite, could end up feeling alienating or forgettable. We have a rapidly approaching deadline for concept approval, and the future of the entire precinct's atmosphere hinges on this artwork.

This isn't just about pretty pictures; it's about social cohesion and community well-being. Your artistic vision, your unique perspective on what true harmony looks like, is critically needed. You are the next generation of visual communicators, and frankly, you understand the nuances of diverse voices better than anyone. I need you to help us conceptualise a visual language that genuinely resonates with everyone. Without a powerful, inclusive artistic statement, this space could just be another collection of buildings, rather than a living, breathing testament to what a diverse community can be.

🎯 Why this matters

This narrative creates a "need to know" by positioning students as crucial design consultants for a significant public art project, directly linking to the need to plan and develop visual artworks that communicate complex ideas, concepts and meaning (AC9AVA8C02) and analyse how artists communicate meaning and influence audiences (AC9AVA8E01). It also emphasizes the importance of understanding and respecting diverse cultural perspectives, including Indigenous Australian understandings of place and belonging.

💡 Tune In: The impact prediction

Step 1

Teacher displays three diverse images of public art or community murals (e.g., abstract, figurative, text-based, from different cultural contexts) that aim to promote community or social messages. Number them clearly 1, 2, 3.

Step 2

Students are asked to privately predict which of the three artworks they believe is most effective at promoting feelings of inclusion and belonging within its community, and which is least effective. They write down their predictions and a brief reason (1-2 sentences) for each on a scrap piece of paper.

Step 3

Teacher then asks students to stand up if they predicted image 1 was most effective, then sit. Repeat for image 2, then image 3. This allows a quick visual poll.

Step 4

Teacher facilitates a brief discussion asking a few students to share their reasoning for their 'most effective' prediction, prompting them to identify specific visual elements that informed their choice.

🔍 Find Out: Decoding diverse visions

Step 1

Teacher explains that artists use various visual elements and principles to convey complex ideas like harmony and inclusion. Introduce key concepts:

Symbolism: Objects or images representing abstract ideas (e.g., a dove for peace, a handshake for unity).
Colour Psychology: How colours evoke emotions or cultural meanings (e.g., warm colours for comfort, cool colours for calm; diverse skin tones).
Composition: Arrangement of elements to create balance, unity, or focus (e.g., figures arranged in a circle, interlocking shapes).
Representation: How different groups of people are depicted, ensuring diversity and avoiding stereotypes.

Connection to Country: Exploring the Indigenous Australian concept of 'Country' as a holistic relationship between people, land, sea, sky, and all living things, which underpins identity, belonging, and community. Visual storytelling in Indigenous cultures often represents this deep connection through specific motifs, symbols, and techniques.

Step 2

Teacher presents 2-3 new examples of visual artworks (could be paintings, sculptures, digital art, or murals) that powerfully communicate themes of harmony or inclusion.

One example should clearly show diverse representation, another strong symbolism, and a third compelling composition. A fourth example should be an Indigenous Australian artwork that powerfully communicates themes of belonging, community, or connection to Country, such as a traditional dot painting, bark painting, or contemporary Indigenous artwork that tells a story.

Step 3

For each artwork, the teacher models an analysis, demonstrating how to identify and interpret the artist's choices. For example:

"In this mural, notice the use of vibrant, contrasting colours. How might this reflect the idea of many different people coming together? The figures are arranged in a circular composition, suggesting community and equality. The different patterns on their clothing could symbolise various cultural backgrounds, yet they are all holding hands, creating a sense of unity."

"This Indigenous Australian painting uses specific symbols like concentric circles (representing campsites or gathering places) and animal tracks to tell a story about shared responsibilities and connection to the land. The earthy colour palette reflects the natural environment of their Country, conveying a deep sense of belonging and continuity. The composition guides the viewer through the narrative, demonstrating how visual storytelling is integral to maintaining cultural knowledge and community bonds."

Step 4

Students, in pairs, analyse one of the remaining example artworks using the discussed concepts. They discuss what specific visual choices the artist made (symbolism, colour, composition, representation) and how these choices contribute to the artwork's message of harmony or inclusion. Pairs should also discuss the Indigenous Australian artwork, focusing on how the concept of 'Country' is visually communicated and how it represents community and belonging.

Step 5

Pairs share their observations with the class, with the teacher providing feedback and clarifying any misconceptions about visual analysis and the communication of complex ideas. This includes reinforcing respectful engagement with Indigenous Australian art forms and the concept of 'Country'.

✨ Take Action: The collective quilt of harmony

Step 1

Teacher introduces the main project: The "Collective Quilt of Harmony." Each student will design and create one hexagonal panel that visually represents their individual understanding of harmony and inclusion. These individual panels will then be tessellated to form a large, unified artwork for the school.

Step 2

Teacher provides each student with a pre-cut hexagonal template (e.g., A4 card or stiff paper). Explain that the challenge is to create a design that is personally meaningful but can also visually connect with other hexagons. Encourage students to think about:

What does harmony feel or look like?
What symbols represent inclusion to them?
How can colour convey a message of unity and diversity?
How will their design contribute to a larger whole?

* Considering Indigenous Australian perspectives: How can you visually represent a sense of belonging to a place, or 'Country', in a way that is respectful and meaningful? What symbols or motifs from Indigenous Australian cultures (research independently and respectfully, or draw from provided resources) could inform your understanding of community and connection to land?

Step 3

Students brainstorm initial ideas, sketching rough concepts on scrap paper. They consider incorporating symbols, abstract patterns, colour palettes, and textures. Teacher circulates, offering guidance and prompting students to consider how their design will visually link to others while retaining its unique message. Students exploring Indigenous Australian themes should be guided to do so respectfully, focusing on conveying a sense of connection to Country rather than appropriating specific cultural motifs without understanding or permission. Resources on Indigenous Australian visual arts and storytelling traditions will be provided.

Step 4

Students begin creating their individual hexagonal artworks. Provide a range of materials such as coloured pencils, markers, pastels, collage materials (magazines, coloured paper), and paints. Emphasise experimentation and the use of at least two different visual art techniques. Students may choose to incorporate elements inspired by Indigenous Australian visual storytelling, focusing on patterns, symbols, and colours that represent connection to land, community, or shared experiences, always with an emphasis on respectful representation and understanding.

Step 5

As students work, teacher encourages them to reflect on their choices: "Why did you choose that colour? What does that symbol represent in the context of inclusion? How does your design relate to the idea of a collective artwork?" Students are also encouraged to consider how their panel will contribute to the overall message of unity when combined with others. Students who have incorporated elements related to 'Country' or Indigenous Australian perspectives should be encouraged to articulate how their panel contributes to a broader understanding of belonging and community within the school context.

🌱 Story of Change: The Welcoming Art Project

The Welcoming Australia Art Project partners with artists and communities across the nation to create vibrant public murals and installations. Their initiatives actively engage people from diverse cultural backgrounds in the collaborative art-making process, transforming public spaces into tangible symbols of inclusion and belonging, fostering greater social cohesion and understanding between neighbours. This aligns with the broader Australian narrative of reconciliation and the recognition of Indigenous Australians as the First Peoples of this land, whose deep connection to Country has shaped communities for millennia.

Assessment opportunities

Observation: Monitor student participation in discussions, especially during the "Tune In" and "Find Out" activities, noting their ability to articulate ideas about inclusion in art. Observe students' engagement with and respectful consideration of Indigenous Australian perspectives on 'Country' and community.
Visual Diary/Sketchbook Check: Review initial design sketches and brainstorming for the "Collective Quilt of Harmony" for evidence of conceptual development and reflection on themes. Assess the incorporation of diverse perspectives, including Indigenous Australian concepts of belonging and connection to Country, if chosen by the student.
Formative Feedback: Provide in-progress feedback on students' hexagonal panel designs, assessing their use of visual elements to communicate harmony and inclusion. Provide feedback on the respectful and thoughtful integration of Indigenous Australian concepts or visual language into their artwork, where applicable.
Self-Assessment: Students could use the success criteria to reflect on their own artwork's effectiveness before submission. Students should consider how their artwork reflects their understanding of diverse forms of belonging, including Indigenous Australian perspectives on 'Country' and community.

Differentiation

Support:
- Provide a bank of common symbols related to harmony and inclusion for students who struggle with initial ideation. Provide a curated list of resources and respectful introductory materials on Indigenous Australian art and the concept of 'Country' to support students in understanding these perspectives.
- Offer pre-printed outlines or templates for students to colour and add details to, reducing the drawing burden.
- Pair students with stronger visual literacy for collaborative brainstorming and peer support during the 'Find Out' analysis.
Extension:
- Challenge students to research and incorporate symbols or artistic styles from a specific culture related to harmony or community, ensuring respectful representation. Challenge students to research and respectfully incorporate visual elements or concepts from a specific Indigenous Australian nation's art traditions (e.g., specific patterns, colours, or storytelling techniques) to represent their understanding of 'Country' and community, ensuring appropriate attribution and acknowledgement.
- Encourage students to create their hexagonal panel using a more complex mixed-media approach, integrating more intricate textures or layering techniques.
- Literacy Extension: Students write a short artist statement (100-150 words) accompanying their hexagonal panel, explaining their artistic choices, the symbols they used, and how their piece contributes to the overall theme of harmony and inclusion within the collective quilt. Students writing artist statements should be encouraged to explain how their artwork represents their understanding of belonging, whether it is personal, communal, or related to 'Country', and how they have respectfully engaged with any Indigenous Australian inspired elements.

Where to next

This lesson can lead into further exploration of art as social commentary, public art and urban design, or a deeper dive into specific art movements that address social justice and diversity. Students could also explore digital art tools for creating collaborative installations or investigate careers in community art and design. Further learning could include exploring the role of art in the reconciliation process, examining contemporary Indigenous Australian artists and their contributions to global visual culture, and understanding the diverse expressions of connection to Country across different Indigenous language groups.

Key vocabulary

Harmony: A pleasing arrangement of parts; in art, often refers to a sense of visual agreement, balance, and cohesion.
Inclusion: The practice or policy of providing equal access to opportunities and resources for people who might otherwise be excluded or marginalised.
Belonging: The feeling of being accepted and having a rightful place within a group, community, or society.
Symbolism: The use of symbols to represent ideas or qualities.
Colour Psychology: The study of how different colours and colour palettes can influence human behaviour, emotion, and perception.
Composition: The arrangement of visual elements within an artwork.
Representation: How different people, ideas, or things are depicted in art, often focusing on accuracy and diversity.
Diversity: The practice or quality of including or involving people from a range of different social and ethnic backgrounds and of different genders, sexual orientations, etc.
Collective: Done by people acting as a group.
Tessellated: Fitted together in a mosaic pattern without gaps or overlaps.
Country: In Indigenous Australian cultures, refers to the land, sea, sky, and all living things, and the deep spiritual, cultural, and social connections and responsibilities people have to it. It encompasses identity, belonging, and community.
Visual Storytelling: The practice of conveying narratives and cultural knowledge through images, symbols, patterns, and artistic techniques, prevalent in Indigenous Australian art.

This lesson was created by Thea + CoolPlus AI

The Harmony Canvas: Visual Voices of Inclusion

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Summary

Learning intentions

Success criteria

Lesson Guides and Printables

Lesson Details

Prior Knowledge

Skills Required

Curriculum Mapping

Resources Required

UN Sustainable Development Goals

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