Aboriginal: dreamtime narratives.

My interest in brightly colored aboriginal Tjukurpa or dreamtime dot-paintings inspired me to create a lesson for my seventh and eighth grade students. The total lesson took approximately eight forty-five minute class periods to complete. Only a few students who took particular care needed additional time. The lesson consisted of an introduction, which included the vocabulary and history of aboriginal dot-painting, and teaching the dot-painting technique.

Objectives

Students will:

1. Learn the location of Australia, its history, culture, and traditions of the aboriginal people;

2. Design a symmetrical aboriginal dreamtime dot-painting using the Tjukurpa or dreamtime symbols to tell a story;

3. Create a symmetrical pattern that depicts rhythm and motion through the use of repetition; and

4. Gain a better understanding of positive and negative space, through the use of the principles of design, repetition, pattern, and rhythm.

Materials

* tempera paint (white, black, and primary colors)

* paint pallets

* small paintbrushes 

* paper towels

* water containers

* black 8 x 8" (20 x 20 cm) construction paper

* pencils

* erasers

* rough draft paper/scrap paper

* construction paper scraps (for practice)

* 9 x 9" (23 x 23 cm) colored construction paper

Guiding Practice

I began my introduction by posing questions concerning the origin of aboriginal art, the people, and their customs. This discussion led to integrating geography, history, culture, and customs of aboriginal dot painting. My goal was to link their existing knowledge to the new information I was sharing with them.

The class looked at prints of aboriginal art, and I explained that the paintings told a story and were an expression of a special event in the lives of the aboriginal people. Everyone received a key of symbols from the dreamtime dot-paintings. Through the artist's use of symbols, each painting's illustrations told a story that could be deciphered.

I reviewed a few of the key vocabulary words before explaining how to combine the dreamtime symbols in a symmetrical design to create a story. Students worked on designing a rough draft, arranging the dreamtime symbols in a pattern depicting rhythm and motion.

I demonstrated how to use the opposite end of a paintbrush or the tip of a pencil to make the dots on the painting. The process worked best by dotting the paper with the end of a small paintbrush no more then three times before wiping the end and applying more paint. The students practiced drawing a dreamtime symbol on a small scrap piece of paper before they painted on their final paper. This was a helpful tool that allowed students to acquire the skill in dot-painting before beginning their project. I found that students who frequently rushed through projects benefited most from this practice. I was pleasantly surprised when the majority of students took great care and painted very neatly. While students worked, I played Australian aboriginal music; there were times when the whole class would settle into long periods of silence while intently concentrating on their work.

Assessment

I used two methods to assess students' work. First, I permitted them to share their artwork with their peers during a class period. I guided students to explain the story behind their art. I also used this opportunity for closure of the lesson. Second, I took advantage of an opportunity to display the paintings in an art exhibition that was held at our local public library. Our class went on a short field trip to view their own artwork as well as a collection from other middle schools in our area. Everyone was pleased and we all learned a lot from this experience. I accomplished my objectives and felt that the outcome of the lesson was successful and educational both for my students and myself.

WEB LINKS

www.aboriginalart.com.au www.aboriginalaustralia.com

NATIONAL STANDARD

Students select and use the qualities of structures and functions of art to improve communication of their ideas.

Vocabulary

Aboriginal-of or relating to the native people of Australia.

Negative space--the space surrounding the object (positive space).

Pattern--an orderly sequence consisting of a number of repeated or complementary elements.

Rhythm--a pattern produced by a repeating design or object.

Repetition--repeating of a pattern.

Movement--rhythmic quality created through repetition of pattern.

Dreamtime/Tjukurpa--Aboriginal creation story explaining the past, present, and future of the aboriginal people.

Dot-painting--Aboriginal style used to create pictures that tell a story full of life and movement.

Ann R. Christensen is an art teacher at Lake Hazel Middle School in Boise, Idaho. [e-mail]