Monster Buildings

Term: 3 Year: 2014

Haileybury Brighton’s Year 1 student’s explored and researched two-dimensional artworks by Pop Artist James Rizzi to develop their understanding of the ways Colour , Shape and Line feature in his Pop Art paintings. They considered emotions and the Art Elements when creating a series of Monster Buildings.

Unit: Monster Buildings 
Year Levels: Year 1
AusVELS level: 1
Duration of Unit: 4 weeks  
Term: 1
Year: 2014

Learning Focus from AusVels Level 1

Students explore and research two-dimensional artworks by Pop Artist James Rizzi to develop their understanding of the ways Colour , Shape and Line feature in his Pop Art paintings.  They use iPad technology to research the artist and his artworks, then explore and expand their understanding of the ways images and common shapes such as rectangles, squares, circles and triangles in buildings can be manipulated to create imaginary monsters.  

Students apply this knowledge and research to create design drawings in their Visual Diaries.  They experiment with water-soluble Oil Pastels. Students then create a series of authentic Monster Buildings displaying emotions such as joy, anger, silliness, sadness, happiness, fearsomeness.  

They refine their drawings using black oil pastel to outline and highlight shapes. They use scissors to cut out each building before arranging their series into a composition. They investigate overlapping to create the concept of depth.

Students present their finished art works to peers and explain what their Monster Buildings are thinking or doing. 

Unit Learning Focus:


 1. Colour, Line and Shape Elements of Art

2. “Overlapping” to create depth and Perspective

3. Water-soluble Oil Pastel as a picture making medium 


Students move from brainstorm and discussion to iPad research and imagery, to design and experimentation with the media to creating an authentic artwork.  

Unit Assessment Standards Level 1:

Creating and making

Students are assessed on:

1. Their ability to arrange and make choices about ways of using the arts elements of Line, Colour and Shape to depict Monster buildings with personality.

2. Their skill in using the water-soluble oil pastel effectively,

3. Their use of outline and overlapping techniques to highlight the monster buildings and create the feeling of a city of monsters

4. Their ability to plan and explore ideas in the visual diary and use the iPad as a research tool.

5. Their contribution to brainstorm sessions and class discussions

6. The presentation of their arts work to peers.

7. Their ability to support opinions about their own and others’ use of arts elements, principles, skills, techniques, and  processes.

8. Their use of appropriate Art language.

Teaching & Learning Activities

Creating & Making

Students make and share visual arts works that communicate observations, personal ideas, feelings and experiences. They explore and, with guidance, use a variety of arts elements (on their own or in combination), skills, techniques and processes, media, materials, equipment and technologies in a range of arts forms. They talk about aspects of their own arts works, and arts works and events in their community.

Resources and Materials

Cover paper
A3 Cartridge Paper
Water Soluble Oil Pastels
Craft glue

Assessment Tools

Assessment Rubric
Recorded Presentation


Students work at their own pace and level

Link with other domains

Technology: Students use iPad technology throughout the unit for research

Language: Students maintain learn and use Art Terms and use art metalanguage in all discussions.

History: Students research an artist from a different period and look at how his artwork reflects the elements of art, emotions, feelings.

Cross Curricular Priorities

Link with Personal, Social and Physical Domain

Students are encouraged to support and complement each other, to build trust, to appreciate similarities and differences, to listen to peers.

Students  are expected to communicate effectively, develop positive thinking habits and coping skills, work cooperatively, have self-control, and be able to resolve conflicts thoughtfully They take responsibility and support others.