The Arts · Foundation

Active learning ideas

Art from Different Times

Active learning works well for this topic because young students grasp art history best when they see, touch, and compare real examples side by side. Moving beyond books to hands-on sorting, drawing, and discussion builds memory and curiosity about how art changes over time.

• ACARA Content Descriptions
• AC9AVAFR01

• 20–40 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Four Corners
• 20 min · Pairs

Pairs: Old vs New Painting Match

Provide pairs with images of one historical painting and one modern artwork on similar themes, like animals or family. Students list three similarities and three differences in colour, lines, and subjects on a shared chart. Pairs present one key finding to the class.

Compare a painting from long ago to a painting made recently.

Facilitation Tip

During Old vs New Painting Match, circulate and prompt pairs with: 'What do you notice first about the colours in your pair?'

What to look for

Show students two contrasting artworks, one historical and one modern. Ask them to point to one difference they notice and say one word to describe each artwork (e.g., 'old,' 'bright').

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 02

• Four Corners
• 30 min · Small Groups

Small Groups: Art Time Detectives

Give groups laminated cards of five artworks from different eras. They sequence them from oldest to newest based on clues like tools or clothing depicted, then discuss what each reveals about past people. Groups share inferences with the class.

Explain what an old artwork might tell us about the people who made it.

Facilitation Tip

During Art Time Detectives, remind groups to point to evidence in the images when explaining their conclusions about time periods.

What to look for

Present an Indigenous Australian rock art image. Ask: 'What do you see in this picture? What do you think the people who painted this were trying to show us about their lives?' Record student ideas.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 03

• Four Corners
• 40 min · Whole Class

Whole Class: Future Art Visions

After comparisons, lead a class brainstorm on how art might change with technology or environments. Students draw their prediction of a future painting, then gallery walk to view and describe peers' works.

Predict how art might change in the future.

Facilitation Tip

During Future Art Visions, model how to turn vague ideas into clear visual statements by asking, 'How will your artwork show that it is from the future?'

What to look for

Give each student a drawing of a simple object (e.g., a house). Ask them to draw it again, but this time in the style of an artwork from a specific historical period (e.g., cave painting style). They can add one label explaining their choice.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 04

• Four Corners
• 25 min · Individual

Individual: My Art Timeline

Each student selects one old and one new artwork image, glues them on paper, and draws a line connecting to their own future art idea. They label what changed and why.

Compare a painting from long ago to a painting made recently.

Facilitation Tip

For My Art Timeline, provide tracing paper for students who need support aligning their modern drawing to the historical style.

What to look for

Show students two contrasting artworks, one historical and one modern. Ask them to point to one difference they notice and say one word to describe each artwork (e.g., 'old,' 'bright').

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

A few notes on teaching this unit

Teachers approach this topic by balancing openness with structure. Avoid over-correcting creative choices, but do provide clear examples of historical styles and techniques. Research shows that guided observation followed by independent comparison helps students retain new knowledge. Keep discussions focused on visible evidence rather than assumptions about the past.

Successful learning looks like students talking about art with specific vocabulary, noticing differences in style and subject matter, and sharing their ideas with peers. They should connect past and present art through clear comparisons and personal reflections.

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Watch Out for These Misconceptions

• During Old vs New Painting Match, watch for students labeling all old art as 'simple' or 'ugly' without noticing patterns or techniques.

  Prompt pairs to trace or sketch one element from their old artwork to see the detail and intention behind the style. Ask them to share what they discovered with another pair.

• During Art Time Detectives, watch for students assuming all Indigenous art is the same or all cave paintings come from the same place.

  Give each group a world map and ask them to place their artworks geographically. Then have them present one unique detail from their region's art that no other group has.

• During Future Art Visions, watch for students drawing futuristic technology without connecting to past art themes.

  Before they draw, ask each student to name one theme from their historical artwork and explain how their future version will keep or change that theme.

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Methods used in this brief

• Four Corners