Teaching Sequence

Work through this resource material in the following sequence:

	Activating Prior Knowledge - Clarifying Terminology
10 minutes	Part B: What Is Your Favourite Artwork?
40 minutes	Part C: Planning Your Artwork
50 minutes	Part D: Creating A Dream Car And Entering The Competition
10 minutes	Reflection

Preparation:

Invite students to think about an artwork that they love or that is important to them and to find a version of this artwork online. They should then save the image to their desktop and insert the image into the centre of an A4 word document, leaving enough space around the edges to make some notes. Students should also add the image source to the page.

If students are uncertain about what artwork they want to choose, you could direct them to the following sites or provide a range of art books from the library for students to choose from:

Colossal - https://www.thisiscolossal.com/
WikiArt - https://www.wikiart.org/

Part A: Activating Prior Knowledge - Clarifying Terminology

Step 1.

Begin the lesson by distributing one of the Art Terminology Questions to each student, ensuring that each question has been distributed at least once. Invite students to move around the classroom and to take turns answering each other's questions. Each student needs to record three answers to their question.

Step 2.

Once complete, invite the students to come together to share their answers, recording them on the board. Suggested answers below:

What are visual conventions?
Suggested answer: Visual conventions are the combinations of components and approaches, such as elements, design principles, composition and style. These are the tools that artists use to help convey meaning and create atheistic value.
What are techniques?
Suggested answer: The method with which an artist uses technical skills or materials to achieve a finished product. Examples of techniques include painting, drawing, sculpture, printmaking, computer art, graffiti, paper craft and pottery.
What are materials?
Suggested answer: The substances or materials used in the creation of a work of art. Examples include paint, pencils, crayons, chalk, pens, paper, canvas, porcelain, cement, cloth and graphic art software.
What are technologies?
Suggested answer: The equipment that you use to create your art, for example, brushes, tools, etc.
What are art making processes?
Suggested answer: The processes involved in making and creating art, including inspiration, refining and playing around with ideas including your materials and techniques, preparing your materials, creating your artwork and then reflecting on your finished artwork.

Part B: What Is Your Favourite Artwork?

Step 1.

Begin this lesson by inviting students to work independently to reflect on why they chose the artwork they did. Students could use the following questions (also available on the Student Worksheet):

Which artwork did you choose? Who is the artist?
Why did you choose this artwork?
What message or meaning is evident in this artwork?

Once complete, invite students to team up with a classmate to share their artwork and their answers to these questions.

You could also invite some volunteers to share their artworks with the class.

Step 2.

Now explain to students that they will be comparing their artwork to another artwork. Provide students with one of the following artworks, selecting one that is different to their own in technique and visual conventions:

Students should compare their own artwork with one of these. Students can use the following questions to guide their analysis (also available on the Student Worksheet). Students should record their responses on the Student Worksheet with additional notes around the edges of both artworks:

Compare the differences in visual art conventions between the two artworks.
Compare the differences between materials, techniques, technologies and art making processes used by the artists of these two artworks.
What moods or emotions do these artworks create and how do they do it? How do they compare?

Student can work in pairs to discuss their ideas and share what they think about their own and their partner's artworks.

Once complete, you could invite students to share their ideas with the class and engage students in a class discussion around what they found out. Consider the following questions:

What styles of art did you observe? What other visual conventions did you observe?
What types of materials, techniques, technologies and art making processes did you find?
Which artworks created an emotional response in you? What was the emotional response and how was it created?
Which artworks did you like the most and why?
What was the most interesting or surprising thing you observed about these artworks?

Part C: Planning Your Artwork

Step 1.

Explain to students that they are now going to plan an artwork in the style of one of the two artworks they analysed in Step 2. Explain that this artwork needs to be of a dream car that is delivering a message. Students could choose a message that is important to them or choose from one of the ones below:

Young people can change the world.
Our environment, our future.
Love makes the world go round.
The more we share, the more we have.
Peace begins with a smile.
Impossible is just an opinion.

It is important for students to understand that the car they create doesn’t have to be a feasible car; instead, it can be a car of their imagination that can look however they want it to look and do whatever you want it to do, in the context of this lesson.

Explain to students that they will need to create a painting or drawing of their dream car which will be submitted to the Toyota Dream Car Art Contest.

Spend a few moments discussing the process of submitting their artworks and the prizes that might be won.

You could also work with students to view some of the previous year’s finalists to the Toyota Dream Car Art Contest. As you view these artworks, invite students to consider:

What do you notice about these cars?
What materials, techniques, technologies and art making processes have been used?
What messages have the artists of these dream cars conveyed?
Do these artworks convey a mood? If so, what mood and how has this been achieved?

Step 2.

You can now invite students to dream up some ideas on how their car could convey the message they chose. Students can record some ideas about the features of their dream car and how they want their dream car to look. They could then think of some ways a dream car could help to convey this message, considering the following (also available on the Student Worksheet):

What features will your car have to convey your message?
Will your dream car be like a conventional car that drives on roads, or will it float, swim, sail, balance, bounce, burrow or transform into something else?
How will you convey your message in your artwork?
Do you want people to have an emotional response to your artwork? How will you achieve this?
What visual conventions do you want to convey in your artwork?

As part of this planning process, students need to think back to the two artworks they analysed earlier (their favourite artwork and the one assigned to them): Which of these style/techniques will they use in their dream car?

Step 3.

Allow students time to plan their artworks, reminding students to think creatively and to dream big!

Part D: Creating A Dream Car And Entering The Competition

Step 1.

Explain the following contest rules for creating your dream car:

You must create your dream car artwork by yourself (no working with a friend or in a group).
Your dream car must be hand-created using things like pencils, pens/markers, crayons, paints, etc. It can’t be made using collage or a computer/digital device.
It must be drawn on an A3 piece of paper (or smaller). You might like to use this Toyota Dream Car Drawing Template.
Find the contest entry information here (including dates, prizes and full terms and conditions).

Step 2.

Invite each student to create a draft version of their dream car. Give students a set amount of time to create their draft and emphasise that perfection is not important at this stage: instead it is more important to have fun and to create the car of your dreams that will help you do the job of your dreams!

This dream car can include some of the features written on the board from the class brainstorm, or students can think up features that are entirely new!

Depending on time, you could also encourage students to experiment with different colouring or painting techniques and mediums, such as:

Techniques - pointillism, hatching, blending, patterns, perspective or shading.
Mediums – pencils, marker pens, acrylic paints, watercolour paints or pencils, crayons, pastels, etc.

Step 3.

Once students have created their drafts, invite them to share them with a classmate and to offer feedback. Use the following tips during the feedback process:

Step 4.

Once feedback has been provided, invite students to create the final version of their dream car on A3 paper, incorporating feedback where necessary.

Step 5.

As part of their entry, students are required to write a statement in response to the following: “Please explain the idea behind ‘Your Dream Car’ artwork”.

Ask students to create a draft version of their response, ensuring that they focus on being clear and brief and that they have explained what their car will do and how it will do it.

Again, invite students to share their statements with another student to seek feedback, and to check spelling and grammar.

Finally, have students scan or take a clear photograph of each entry and submit all entries using the online entry form.

Important! Students (or yourself) will need to hang onto their artworks after entering in order to be eligible to win prizes and have their artwork showcased.

Reflection

Invite students to work independently to answer the following questions (also available on the Student Worksheet):

How well did I convey my message in my artwork?
How successfully did I manage to create my artwork in the style of the other artist? How successful was I at applying their techniques, technologies, materials and art making processes?
If I could change anything about the process of creating this artwork, what would it be?
What part of my dream car do I like the most and why? What are its best features?
What part of my artwork am I most proud of? (Think of technique, choice of medium, colours, etc.)
What was hardest for me in this lesson?
How did I overcome this challenge?

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Toyota Dream Car Art Contest - One Dream Car in the Style of Another

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