As an initial step to artistic storytelling, students were encouraged to express their voice through visual art.
After learning how Yayoi Kusama created art with dots and repetition, students created patterned backgrounds on black paper using metallic coloured markers. This activity helped students see how simple marks can transform a space into something expressive.
Building on this, students used foam shapes to create layered artworks. Students carefully placed and traced foam shapes onto paper to layer shapes into butterflies, helicopters, trains, trees, and flowers. They then used cotton buds to create dots of different colours inside 2D shapes. In replicating this layering technique, students practised composition skills while exploring Kusama’s famous dot style.
After that, we looked at different 2D shapes and how they can come together to make art. I saw rocketships, trucks, butterflies, trains and houses. I chose to do the rocket because I thought it was the easiest to make.
Once I chose to do the butterfly, I had to use foam shapes to create the butterfly. I had to trace carefully around the shapes. I didn’t want my shapes to touch each other on the paper; otherwise, it would make it hard to cut out later on. I used two half-circles for the wings, one rectangle for the body, one circle for the head and two thin rectangles for the antennas.
he first thing I had to do was get a black piece of paper and then put lots and lots of little dots on it. I had to use a metallic markers to make the dots and then I connected our dots in different ways to make our background.
We used cotton tips to make lots of dots like Yayoi Kasuma does in her artwork. I found it hard to use the cotton tip because to make the perfect dot, you had to keep the cotton tip straight.
Finally, I used a black sharpie to outline each shape so that our shape stood out more. Once I had done that, I cut out each shape and assembled and glued it onto the background. My picture was of a castle, a house and a tree. I wanted to fill up my page instead on making one thing
Throughout the process, students made connections between their art and the stories and patterns found in different cultures. By exploring different tools, telling personal stories, and sharing the meaning behind their artistic choices, Room 11 students developed an understanding of how art can communicate who we are and can share interests with others. In completing their art, students presented their creations to classmates, explaining the reasoning behind their colour choices and the 2D shapes they used. They shared their imaginative designs, including castles, butterflies, rocket ships, helicopters, and simple trees based on the images that they related to
I chose a butterfly because I like butterflies because they are pretty. Their wings are soft and they are like little scales, but you can’t touch them.
I chose the helicopter because my grandad used to fly aeroplanes and the helicopter reminded me of him.
I chose the boat because I like going fishing with my cousins and Dad.
“It costs nothing to be kind” is a philosophy I live by, both in and out of the classroom. Students are encouraged to adopt this mindset, embracing kindness in all aspects of their lives.
Reading for enjoyment is just as important as reading with purpose. Sharing my passion for books with students is one of the highlights of my teaching, seeing them discover the magic of stories and imagination.
While my love for reading runs deep, my true passion lies in solving mathematical problems. The clarity that maths gives—it’s either right or wrong, and students can immediately identify where they’ve gone astray. This passion for numbers translates into a dynamic classroom where students tackle problems with confidence and curiosity.
Every child deserves a safe space where they feel empowered to take risks in their learning, even when they’re unsure of the answer. There’s nothing more rewarding than witnessing the “lightbulb” moments when students grasp new concepts and exclaim, “Oh, that’s easy now!”
Maintaining a healthy work-life balance is important to me, and I encourage my students to value their well-being, both physically and mentally. This balance nurtures resilience and a positive outlook.
Just as I admire the beauty of a sunset at the end of a long day, I deeply value the growth in every student. Watching them evolve, gain confidence, and thrive in their learning journey is one of my greatest joys in teaching.
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