Activity Introduction

Quick summary: Students explore how artists are inspired by places in nature. Students begin by investigating what ‘inspiration’ means, and how being inspired can lead us to create art and/or take action. Students explore the sources of inspiration for other artists, and then think of a place in nature that is special to them and that can inspire them to make art. Students will then create a watercolour drawing of their special place in nature, and will share their artwork with classmates, reflecting on the way artworks can share messages about caring for our environment.

Faber-Castell has long understood the importance of creativity to all people, especially to young people. It is also continuously searching for environmentally friendly processes and high-quality materials to enhance children’s creative experience throughout every development phase. For more information about Faber-Castell, click here.

 

Learning intentions:

  • Students will understand that places in nature can inspire us to make art.
  • Students will understand that artworks can convey messages that they want to share.

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 3 & 4 Visual Arts

  • Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
  • Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
  • Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)

Year 4 HASS

  • The importance of environments, including natural vegetation, to animals and people (ACHASSK088)

Syllabus outcomes: VAS2.2, GE2-1, GE2-2, GE2-3.

General capabilities: Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.2.

Relevant parts of Year 3 & 4 Visual Arts achievement standards: Students plan and make artworks that communicate ideas.

Relevant parts of Year 4 HASS achievement standards: Students identify the interconnections between components of the environment and between people and the environment.

Topic: Sustainability.

Unit of work: Creative Sustainability – Year 3 & 4.

Time required: 60 mins.

Level of teacher scaffolding: Medium – facilitate class discussion, oversee self-portrait planning and creation.

Resources required: Student Worksheets – one copy per student. Watercolour pencils, paper, brushes. Watercolour Techniques HandoutArt Inspiration Planning QuestionsArt Inspiration Flashcards. Nature Inspiration Flashcards. NOTE: Print both sets of flashcards and cut each flashcard in half and glue the questions to the back of the corresponding image.

Keywords: Environment, places, inspiration.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher preparation

Learning intentions:

  • Students will understand that places in nature can inspire us to make art.
  • Students will understand that artworks can convey messages that they want to share.

Success criteria:

  • Students describe what inspiration is.
  • Students explain three places in nature that are important to them and why.
  • Students use a range of watercolour drawing techniques.

Teacher content information: Sustainability describes the ability to keep going at the same rate and in the same (or better) condition as before. In order for our world to be able to sustain us, as well as the generations to come, we need to change. It’s time to think differently – and more creatively – about sustainability and the future of our planet.

Creativity and approaching challenges in a creative way has traditionally been seen as a natural gift, but in fact it can be grown just like a muscle. Creativity is like any other skill. It can be learned and developed – especially

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Student Worksheet

Thought starter: Who inspires you?

Where does inspiration come from?

Interview three or four of your classmates using the following questions. Write answers in the spaces provided in the table.

Student 1.

What is one way you have been inspired?
What action did being inspired make you want to take?

Student 2.

What is one way you have been inspired?
What action did being inspired make you want to take?

 

Student 3.

What is one way you have been inspired?
What action did being inspired make you want to take?

 

Student 4.

What is one way you have been inspired?
What action did being inspired make you want to take?

Inspired words

What is the special place in nature that you have chosen and why is it so special to you? 

Begin by describing a place in nature that is special to you:

 

 

Now try to describe why is this place special to you:

 

 

You now need to think up five key words that

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