Presenting Our Art: Artist StatementsActivities & Teaching Strategies
Articulating their creative choices helps Year 1 students develop confidence in their artistic voice and deepen their understanding of their own work. Active speaking and listening tasks make abstract ideas concrete, turning personal reflections into shared learning moments.
Learning Objectives
- 1Explain the main idea or story behind their own artwork.
- 2Justify the choice of materials and techniques used in their artwork.
- 3Analyze and articulate what they are most proud of in their artwork and why.
Want a complete lesson plan with these objectives? Generate a Mission →
Pair Share: Buddy Statements
Pair students and give each 2 minutes to present their artwork to their partner using sentence starters like 'My picture shows...' and 'I chose this colour because...'. Partners ask one question, then switch. Circulate to model clear explanations.
Prepare & details
Explain the story or idea behind your chosen artwork.
Facilitation Tip: During Pair Share: Buddy Statements, model how to ask gentle questions like 'What made you choose this colour?' to encourage detail.
Setup: One chair at the front, class facing it
Materials: Character research brief, Question preparation worksheet, Optional: simple costume/prop
Small Group: Gallery Critique
Display artworks around the room. In small groups, students visit three pieces, listen to the artist's 30-second statement, then share one positive comment. Rotate stations every 5 minutes.
Prepare & details
Justify the materials and techniques you used to create your piece.
Facilitation Tip: In Small Group: Gallery Critique, provide sentence stems on cards so students can practise justifying their choices before presenting.
Setup: One chair at the front, class facing it
Materials: Character research brief, Question preparation worksheet, Optional: simple costume/prop
Whole Class: Artist Circle
Form a circle with artworks in the centre. Each child shares a one-minute statement prompted by key questions. Class claps for favourites and notes shared ideas on a group chart.
Prepare & details
Analyze what you are most proud of in your artwork and why.
Facilitation Tip: In Whole Class: Artist Circle, use a talking stick or soft toy to signal whose turn it is to speak, helping students take turns respectfully.
Setup: One chair at the front, class facing it
Materials: Character research brief, Question preparation worksheet, Optional: simple costume/prop
Individual: Voice Recorder Practice
Provide voice recorders or tablets. Students rehearse their statement alone twice, listening back to improve clarity. Share best version with a teacher for feedback.
Prepare & details
Explain the story or idea behind your chosen artwork.
Facilitation Tip: For Individual: Voice Recorder Practice, play a short clip of a child describing a toy to model tone and clarity before they record their own.
Setup: One chair at the front, class facing it
Materials: Character research brief, Question preparation worksheet, Optional: simple costume/prop
Teaching This Topic
This topic benefits from a gradual release model: teachers first model clear, concise statements, then scaffold peer feedback, and finally allow independent reflection. Avoid correcting every small mistake; instead, focus on progress in articulating ideas. Research shows that oral rehearsal before writing strengthens metacognitive skills in young learners.
What to Expect
Successful learning looks like students explaining their artwork with clear connections between their process and their intentions, using simple vocabulary and gestures to support their talking. They listen to peers, ask questions, and revise their statements based on feedback and reflection.
These activities are a starting point. A full mission is the experience.
- Complete facilitation script with teacher dialogue
- Printable student materials, ready for class
- Differentiation strategies for every learner
Watch Out for These Misconceptions
Common MisconceptionDuring Pair Share: Buddy Statements, watch for students who simply describe what they drew without explaining why.
What to Teach Instead
Prompt them to ask 'Why did you pick red for the background?' and model answering 'I used red because it makes me feel excited, like a birthday party'.
Common MisconceptionDuring Small Group: Gallery Critique, watch for students who say 'It’s nice' without giving reasons.
What to Teach Instead
Provide sentence starters like 'I like the way you used _____ because _____' and ask them to complete it before sharing their opinion.
Common MisconceptionDuring Whole Class: Artist Circle, watch for students who repeat the same phrase like 'I like my picture' without adding new information.
What to Teach Instead
Gently redirect with 'Tell us one thing you tried out today or one part you are proud of and why'.
Assessment Ideas
After Pair Share: Buddy Statements, circulate and listen for students using 'because' to explain choices, noting who can connect materials or colours to feelings or memories.
During Small Group: Gallery Critique, collect the sentence starter worksheets and highlight examples where students justified their favourite part with a reason in the 'because' section.
After Whole Class: Artist Circle, review the small cards to see if students used one symbol and one word that clearly represent their artwork’s idea and favourite part.
Extensions & Scaffolding
- Challenge: Ask students to create a second version of their artwork after reflecting on their statement, using feedback from peers to guide changes.
- Scaffolding: Provide picture symbols or emoji cards to help students choose words that describe feelings or techniques.
- Deeper exploration: Invite students to imagine their artwork in a different setting and describe how the change would affect its meaning.
Key Vocabulary
| Artist Statement | A short written or spoken explanation about an artwork, including the artist's ideas, inspiration, and process. |
| Idea | The main thought or concept the artist wanted to share or explore with their artwork. |
| Process | The steps and methods an artist uses to create their artwork, including the materials and techniques. |
| Materials | The physical substances an artist uses to make their artwork, such as paint, clay, paper, or pencils. |
| Technique | The specific way an artist uses tools and materials to create effects in their artwork, like drawing, painting, or collage. |
Suggested Methodologies
More in Review and Exhibition
Refining Our Masterpieces
Students select one or two favourite artworks from the year and make improvements based on feedback and self-reflection.
2 methodologies
The Class Gallery Exhibition
Preparing and exhibiting final works. Students practice talking about their own art and the work of others.
2 methodologies
Reflecting on Our Artistic Journey
Students reflect on their growth as artists throughout the year, identifying new skills learned and favourite projects.
2 methodologies
Ready to teach Presenting Our Art: Artist Statements?
Generate a full mission with everything you need
Generate a Mission