Visual Arts · 4th Class

Active learning ideas

Symbolism in Art

Active learning works because symbolism in art is best understood through observation, discussion, and creation. Students need to see symbols in real artworks, debate their meanings, and connect them to their own lives to grasp how symbols communicate beyond words.

• NCCA Curriculum Specifications
• NCCA: Primary - Visual Awareness
• NCCA: Primary - Drawing

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Gallery Walk
• 35 min · Pairs

Gallery Walk: Symbol Hunt

Display 10-12 printed artworks from Irish, Egyptian, and other cultures around the room. Students walk in pairs, noting symbols and possible meanings on clipboards. Regroup to share findings on a class chart.

Analyze how symbols convey complex meanings in artworks.

Facilitation Tip

In the Personal Symbol Journal, ask students to sketch one symbol daily and write a sentence about its meaning, building a habit of looking for symbols everywhere.

What to look for

Provide students with a printed image of an artwork containing clear symbols. Ask them to write down: 1) One symbol they see in the artwork. 2) What they think that symbol represents. 3) Whether they think it is a universal or culturally specific symbol, and why.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 02

• Jigsaw
• 25 min · Pairs

Pairs Debate: Symbol Meanings

Provide cards with ambiguous symbols like a tree or wave from different cultures. Pairs discuss and record two possible interpretations, then swap with another pair to compare and refine ideas.

Differentiate between universal and culturally specific symbols in art.

What to look for

During a class discussion, present students with pairs of symbols (e.g., an olive branch and a Celtic knot). Ask them to hold up a green card if they believe both are universal symbols, or a red card if they believe at least one is culturally specific. Follow up with a brief explanation from volunteers.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 03

• Jigsaw
• 45 min · Small Groups

Small Groups: Symbolic Storyboard

Groups select a theme like friendship, draw a three-panel storyboard using symbols from class examples, and present to explain choices. Include one Irish symbol per board.

Interpret the symbolic meaning of elements within a given artwork.

What to look for

Display two artworks side-by-side, one with a clear universal symbol (e.g., a peace sign) and another with a culturally specific symbol (e.g., a specific religious icon). Ask: 'How do these symbols communicate different kinds of messages? What makes one easier for everyone to understand than the other?'

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 04

• Jigsaw
• 20 min · Individual

Individual: Personal Symbol Journal

Students reflect on a personal idea like family, sketch a new symbol inspired by class examples, and write one sentence explaining its meaning.

Analyze how symbols convey complex meanings in artworks.

What to look for

Provide students with a printed image of an artwork containing clear symbols. Ask them to write down: 1) One symbol they see in the artwork. 2) What they think that symbol represents. 3) Whether they think it is a universal or culturally specific symbol, and why.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

A few notes on teaching this unit

Teachers should approach this topic by starting with symbols students already know, like traffic signs or emojis, before moving to historical artworks. Avoid overwhelming students with too many symbols at once. Research shows that students learn best when they connect symbols to their own experiences, so encourage comparisons between classroom symbols and those in artworks.

Students will confidently identify symbols in artworks, explain their meanings with evidence, and recognize that symbols change across cultures and time periods. They will also create their own symbolic artworks and justify their choices.

---

Watch Out for These Misconceptions

• During the Gallery Walk, watch for students who assume a symbol has the same meaning everywhere. Redirect them by pointing to two artworks with the same symbol but different contexts, asking, 'How does the setting change what this might mean?'

  During the Pairs Debate, provide pairs with symbol cards from different cultures. Ask them to compare interpretations and decide which symbol is more universal, explaining their reasoning.

• During the Small Groups Symbolic Storyboard, watch for students who think symbols only appear in old art. Bring their attention to modern examples like street art or logos, asking, 'Where else do you see symbols like this today?'

  During the Individual Personal Symbol Journal, ask students to include at least one modern symbol in their sketches, prompting them to see symbols in their daily lives.

• During the Pairs Debate, watch for students who insist their interpretation is the only correct one. Remind them to use evidence from the artwork and ask, 'Does anyone see it differently? Why?'

  After the Small Groups Symbolic Storyboard, have groups present their stories and ask the class to share alternative interpretations, reinforcing that multiple meanings are possible.

---

Methods used in this brief

• Gallery Walk
• Jigsaw