The Arts · Year 5

Active learning ideas

Exploring Symbols in Everyday Life

Active learning helps students grasp symbolism because abstract concepts become concrete when they connect symbols to their own lives and experiences. By manipulating objects and discussing ideas, students move from passive observation to active interpretation, which builds confidence in analyzing visual metaphors.

• ACARA Content Descriptions
• AC9AVA5C01
• AC9AVA5D01

• 20–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Formal Debate
• 30 min · Whole Class

Formal Debate: The Meaning of the Object

Present a contemporary sculpture made of recycled materials (e.g., a work by Lin Onus or Fiona Hall). Divide the class into groups to argue for different interpretations of what the materials symbolize, using visual evidence to support their claims.

What symbols do we see in our daily lives (e.g., road signs, emojis)?

Facilitation Tip

During Structured Debate: The Meaning of the Object, assign clear roles (e.g., presenter, questioner, note-taker) to keep all students engaged and accountable.

What to look for

Provide students with three common symbols (e.g., a recycling symbol, a heart emoji, a stop sign). Ask them to write one sentence for each explaining what it represents and why it is effective.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 02

• Inquiry Circle
• 50 min · Small Groups

Inquiry Circle: Personal Totems

Students bring in or draw an 'everyday object' that represents a part of their family history or a personal value. In small groups, they arrange these objects into a 'class monument' and write a collective statement about the shared identity it represents.

How can a simple shape or image stand for a bigger idea?

Facilitation Tip

For Collaborative Investigation: Personal Totems, provide a quiet workspace with art materials and a list of possible themes to guide students who feel stuck.

What to look for

Present students with an image of a contemporary artwork that uses strong symbolism. Ask: 'What objects or images do you see? What do you think the artist is trying to communicate with these symbols? How does the context of the artwork influence its meaning?'

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: Symbol Swapping

Students draw a symbol for 'peace.' They then swap with a partner who must try to change the meaning of that symbol by adding one more object or changing its environment (e.g., putting a dove in a cage). They discuss how the context changed the message.

What symbol could you create to represent your favourite hobby or a feeling?

Facilitation Tip

In Think-Pair-Share: Symbol Swapping, set a strict 60-second timer for sharing to maintain momentum and prevent over-talking.

What to look for

During the creation of their personal symbol, circulate and ask students: 'What idea or feeling does your symbol represent? Why did you choose this specific shape or image? How will someone who sees it understand your message?'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach symbolism by starting with familiar objects before introducing abstract ideas. Avoid overwhelming students with too many new symbols at once. Use open-ended questions to guide their thinking, such as, 'What do you notice first? What might this represent to someone else?' Research shows that students need repeated exposure to symbols in different contexts to build fluency in interpretation.

Successful learning looks like students confidently sharing multiple interpretations of symbols and explaining their choices when creating their own. They should demonstrate curiosity about why artists select specific objects and how context shapes meaning.

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Watch Out for These Misconceptions

• During Think-Pair-Share: Symbol Swapping, watch for students who insist their interpretation is the only correct one.

  Use the structured sharing time to highlight that different perspectives are valid. After pairs share, ask: 'Did any pair have a different idea? How does that change how we see the symbol?' This reinforces that meaning is constructed through discussion.

• During Collaborative Investigation: Personal Totems, watch for students who dismiss their own symbols as 'not artistic enough.'

  Remind students that symbols don’t need to look realistic to be meaningful. Ask them to explain their choice step-by-step, focusing on the idea behind it rather than the execution. This helps them see value in their own creative decisions.

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Methods used in this brief

• Formal Debate
• Inquiry Circle
• Think-Pair-Share