The Arts · Year 7

Active learning ideas

Symbolism in Still Life

Active learning works for this topic because students need to move beyond passive observation of objects to actively construct meaning. Discussing, debating, and investigating together helps them see that symbolism is not fixed but shaped by cultural context and personal experience.

• ACARA Content Descriptions
• AC9AVA8D01
• AC9AVA8R01

• 25–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Formal Debate
• 40 min · Small Groups

Formal Debate: The Meaning of the Object

Display a single, mysterious object (e.g., an old key or a cracked mirror). Divide the class into groups, each assigned a different 'perspective' (e.g., a historian, a poet, a child), and have them debate what the object symbolizes from that viewpoint.

Explain how an inanimate object tells a story about a person who is not present.

Facilitation Tip

During the Structured Debate, assign clear roles (e.g., cultural historian, artist, skeptic) to encourage diverse perspectives and ensure all students participate.

What to look for

Provide students with an image of a still life artwork. Ask them to identify two objects and write one sentence explaining what each object might symbolize and why. Collect these to check for understanding of symbolic interpretation.

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

Activity 02

• Inquiry Circle
• 50 min · Small Groups

Inquiry Circle: Cultural Symbol Hunt

Students work in groups to research how a specific object (like a bird or a bowl) is used in different cultural art traditions, including Indigenous Australian art and Asian art, presenting their findings as a visual 'map' of meanings.

Analyze the cultural meanings attached to common household items.

Facilitation Tip

In the Cultural Symbol Hunt, limit the search to 10 minutes and provide a checklist to keep students focused on key themes like time, hard work, or identity.

What to look for

Present a common object, like a worn-out shoe or a specific type of fruit. Ask students: 'What story could this object tell about its owner?' and 'Could this object have different meanings for people from different cultural backgrounds? Why?' Facilitate a class discussion to gauge their grasp of object narratives and cultural context.

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

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: The Symbolic Self

Students choose three items from their bags or pockets that represent a part of their personality. They explain their choices to a partner, who then suggests one additional object that could represent the student based on what they've learned about them.

Predict how lighting affects the symbolic weight of an object.

Facilitation Tip

Use the Think-Pair-Share to first give students a quiet minute to jot down ideas before pairing them up, ensuring introverted students have time to formulate thoughts.

What to look for

Show students three different lighting setups for the same still life arrangement. Ask them to vote or write down which lighting setup they believe adds the most 'symbolic weight' to a central object and briefly explain their choice. This assesses their understanding of lighting's impact on mood and meaning.

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

A few notes on teaching this unit

Approach this topic by starting with concrete objects students know well, then gradually introducing cultural and historical contexts. Avoid telling students what objects symbolize; instead, guide them to discover multiple interpretations through discussion and evidence. Research shows that when students generate their own meanings first, they engage more deeply with alternative viewpoints.

Successful learning looks like students confidently discussing why objects might symbolize different ideas and considering how context changes meaning. They should start to connect visual elements to abstract concepts and cultural stories.

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Watch Out for These Misconceptions

• During the Structured Debate, watch for students assuming symbols have one fixed meaning everyone knows.

  Prompt students to reference specific cultural or personal contexts when explaining their interpretations, using examples from the debate materials to shift away from fixed meanings.

• During the Collaborative Investigation: Cultural Symbol Hunt, watch for students treating still life as purely about accurate drawing.

  Have students describe the story or meaning they think each object suggests before focusing on its visual qualities, using the hunt checklist to guide their discussion.

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Methods used in this brief

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