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Lesson 1: Aboriginal Dot Painting

Click here for link to Grade 5  lesson plan.

Teacher notes:

Dot paintings can vary from very fine marks neatly arranged on a page, to large dotting in an array of colours. Sometimes these merge into lines or wide areas of connected dots with a 'stippled' effect.  The defining criterion is the technique used -  repeated imprints of a 'stick' like item such as the end of a paintbrush or dotting stick, which results in clear dot marks on the canvas. Acrylic paint is the more commonly used for dot paintings.  Often this paint is highly textured with a raised surface or flat.  Some of the most proficient dot work is done by using well mixed acrylic paint with a high thickness, which dries with a raised appearance. Dots range from very fine work, created using think sticks, to much larger dots (up to 4cm diameter). The patterns may be very neat or they may be very wild and unstructured. The latter type are usually very expressionist in their style.

 

There are several theories as to how they originated:

1) People were so concerned that others may be able to understand the sacred parts of their stories. Drawing a painting in the sand was 'safe' as it was smoothed away afterwards, but the permanence of acrylic paint raised concern about inappropriately revealing secret information in the future. As a result, 'overdotting' was a technique developed to 'obscure' the sacred information underneath it. The works of Galya Pwerle and Johnny Warangkula shown beneath demonstrate this. This practice has generally fallen away as most westerners do not understand the iconography in aboriginal art anyway.

 

2) Educational sand drawings carried out by people in the Central Desert were made up of line and dot work. The dotting style of Aboriginal artists from this area evolved from their sand drawings as they began to translate their stories to canvas. 

 

3) The land itself is the subject matter for many Aboriginal artworks. This is often completely studded with 'dot like stones, spinifex plants, flowers and distant trees.' The theory is that the dotted appearance of the land inspired its representation in dot patterns.  

 

(Kate Owen Gallery 2014)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Galya Pwerle's overdotting technique. An item/symbol is first painted (above), then the overdotting technique is used to 'disguise' the iconography (right).

Lesson overview:

This lesson has been designed for grade 5, due to the intricate nature of the work. I have in my own teaching experience seen dot painting taught to grade 3 and 4 students and I do believe it could be used across the curriculum as the technique, number and type of dots and pattern could be very easily simplified or extended for different year levels. However, I chose for this particular lesson plan to make it an upper primary activity as my concern is that the significance of aboriginal art can be somewhat lost if not taught appropriately in primary settings. It is an area of art with a strong history and great significance to aboriginal culture. To truly convey the meaning and the kind of sensitivity it deserves, I believe this area of art could be best taught to older children. The lesson aims to provide students with a context for analysing and responding to famous aboriginal dot painting works, and then creating their own, using a similar technique to that they have observed.  

Resources:

Cyclone Tracey by Rover Thomas (National Gallery of Australia 2010).

 

Cyclone Tracey is a painting by Kukatja/Wangkajunga artist, Rover Thomas. It is an articulation of the cyclone and winds carrying sand and dust to the centre. Questions could be posed to students such as '

 

 

'This is an excellent resource for the Responding strand in the 5-6 and 7-8 year bands in the visual arts curriculum, especially for those content descriptions that refer to students responding to the artworks of Australian artists, particularly Aboriginal artists, and considering the broader cultural context and significance of their work' (National Gallery of Australia 2010).

This painting would therefore be used to stimulate discussion and analysis in the classroom. Students would be asked to consider the elements of the work (use of pattern, repitition, colour), while also analysing the meaning of the painting.

The painting links to the Cross-Curriculum Priority 'Aboriginal and Torres Strait Islander Histories and Cultures' in the AusVELS curriculum. It particulary addresses the organising ideas:

  • Aboriginal and Torres Strait Islander people have unique belief systems and are spiritually connected to the land, sea, sky and waterways.

  • Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander people locally and globally (as Rover Thomas has been named one of the greatest artists in Australia).

(VCAA 2014).

On the right is a screenshot of a video resource which would be used in the lesson to explain the background of the Cyclone Tracey painting to students after they have discussed it. Click on the image to be directed to the original video clip. 

Below are a series of further images to be utilised to stimulate discussion during the class regarding use of colour, line, pattern, repitition, as well as aboriginal culture:

Johnny Warangkula Tjupurulla's 'Waterdreaming'

*Overdotting technique.

(Kate Owen Gallery 2014).

 

Galya Pwerle

*Overdotting technique

(Kate Owen Gallery 2014).

 

 

Walangkura Napanangka's Tjintjintjin

(Kate Owen Gallery 2014).

 

 

Kaapa Tjampitjinpa's 'Watunuma' (Flying Ant Dreaming)

The double bars represent the ancestral Flying Ant's wings and the concentric circles refer to the ant's resting places (homes).

(Aboriginal Artists Australia 2007).

Uta Uta Tjangala's 'Yumari.'

(Aboriginal Artists Australia 2007).

Further teaching aides:

The image on the left is an example of a template that could be provided to lower level ability students/special needs students who require extra scaffolding and support for their painting. This kind of template would also be useful if undertaking the dot painting activity in an early years classroom. 

Source: Pinterest.com.

The image below is a screenshot of a key to some of the symbols or 'inconography' used in aboriginal artwork. This may be displayed in the classroom on the IWB or as a printout to assist students in the development of their paintings. Click on the image to be redirected to the website with the full list of symbols.

(Kate Owen Gallery 2014).

References

Edsitement 2014, 'Australian Aboriginal Art and Storytelling', retrieved 1 September 2014, <http://edsitement.neh.gov/lesson-plan/australian-aboriginal-art-and-storytelling#sect-activities>

 

National Gallery of Victoria 2010, 'Aboriginal and Torres Strait Islander Art: The Kimberley Gallery', retrieved 1 September 2014, <http://artsearch.nga.gov.au/Detail.cfm?IRN=148012>

 

Aboriginal Artists Australia 2007, ‘Papanya Collection’, National Museum Australia, retrieved 2 September 2014, <http://www.nma.gov.au/collections/highlights/papunya-collection>

 

Kate Owen Gallery 2014, ‘Aboriginal Dot Paintings and Their Origin’, retrieved 1 September 2014, < http://www.kateowengallery.com/page/aboriginal-dot-painting.aspx>

 

VCAA 2014, ‘Aboriginal and Torres Strait Islander Histories and Cultures’, retrieved 2 September 2014, <http://ausvels.vcaa.vic.edu.au/CrossCurriculumPriorities/Aboriginal-and-Torres-Strait-Islander-histories-and-cultures>

 

VCAA 2014, 'Level 5', retrieved 2 September 2014, <http://ausvels.vcaa.vic.edu.au/Level5>

© 2014 Monique Coventry Proudly created with Wix.com

Background image sourced online via Google Images.

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