learning experience
inclusive
lesson
plan
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"If someone sees something very different in this image than you do, what might that tell us about their way of thinking, feeling, or experiencing the world? How could we learn from those differences rather than judging them?"
This Rorschach-inspired lesson has been selected as it directly aligns with multiple Year 9 Visual Arts content descriptors from ACARA (2022), particularly content descriptor AC9AVA10E01 by investigating how artists across cultures and contexts develop personal expression to represent and challenge ideas about perception and meaning. Students will analyze how Hermann Rorschach and contemporary artists like Andy Warhol, Mark Wallinger and Filipe dos Santos have used inkblot techniques to explore subjectivity, examining how these artists' lived experiences and cultural contexts influenced their approaches to representing diverse perspectives.
The lesson's emphasis on dialogic pedagogy through interactive questioning (Lin, 2011) and its support for learner agency by validating diverse identities (Hempel-Jorgensen, 2015) ensures all students can engage meaningfully with personal expression and cultural understanding, ultimately fostering a classroom culture that honors difference and promotes equity through shared creative exploration.
The lesson supports content descriptor AC9AVA10D01 through experimentation with visual conventions and materials, allowing students to investigate the technical processes of inkblot creation while exploring multiple interpretations of the same stimulus—directly addressing the elaboration of "using a diverse range of media to express different interpretations of the one topic." It builds on prior knowledge of printmaking and encourages experimentation with mixed media techniques, drawing inspiration from the Japanese art process of Hirameki. Students will document their investigations through reflective questioning such as "What happens when I change the symmetry?" and "How does my personal experience influence what I see?" fulfilling the requirement for evaluating visual art processes in portfolios or journals.
Most significantly, the lesson addresses content descriptor AC9AVA10D02 by encouraging students to reflect on how their own culture, family, and personal experiences influence their interpretations, while investigating how artists use visual arts practice to explore and represent personal experiences safely and respectfully. This choice is grounded in understanding that schools often structure learning based on perceived abilities, creating systemic barriers that negatively impact students' sense of belonging (Sherwood & Kattari, 2021).
The lesson serves a dual purpose: teaching all students about diverse ways of perceiving the world while being inherently adaptable for students with disabilities. By centering the lesson around inkblot interpretation—where there are no "right" answers—this approach validates diverse ways of seeing while challenging normative assumptions about perception and ability. Students learn that sensory, cognitive, and neurodivergent differences are not deficits but alternative ways of experiencing and interpreting the world, fostering empathy and dismantling ableist attitudes.
Simultaneously, the lesson's flexible structure accommodates diverse learning needs: students with limited verbal communication can respond using visual choice boards or gesture, those with fine motor differences can work with adaptive materials, and students with sensory processing differences can engage through their preferred modalities. This dual approach directly supports inclusive pedagogy that adapts to individual working styles rather than ability levels (Kraft, 2001; Alton-Lee, 2003), creating authentic opportunities for disability awareness education while ensuring meaningful participation for all learners.
"I have a childhood memory of taking the Rorschach test and it made a lasting impression. The inkblots in the test are ambiguous and open to interpretation…. It’s true that the test is often associated with psychological analysis and assessment... However, the use of the Rorschach test in art can be a way to invite self-reflection and exploration of the self in a more personal and artistic context"
- Artist Liz Tran (ArtPlugged Magazine, 2023).
Liz Tran; "Heirloom", 2022.
Mixed media fiber collage installation.
(Morton Fine Art)
teaching resources
Australian Curriculum: Inclusive Edication Planner for combinations of adjustments to learning experiences or assessment tasks
Why modify classroom space?
The unique environment of an open space art room has potential to cultivate a classroom culture of inquiry based on the idea that learning is a social praxis where students can learn from each other as part of a ‘Community of Practice Model’ (Mattsson, 2011). Gross and Coker (2024) emphasize the importance of adjusting classroom layouts to foster a sense of belonging and collaboration.
Classroom adjustments for disabled students may include selecting appropriate locations for learning and assessment activities, ensuring suitable furniture, resources, and equipment are available, and providing adequate supervision to support student needs Queensland Curriculum & Assessment Authority. (2014).
Seating arrangements should also be planned to maximise visibility, audibility, and physical access to learning materials, opportunities, and peer or adult support.
Why offer worked examples and assessment opportunities?
Providing worked examples is important in planning and presenting inclusive lesson plans because they model the steps needed to complete a task, making learning more accessible for all students—especially those with disabilities, learning difficulties, or limited prior knowledge. Worked examples reduce cognitive load, clarify expectations, and support diverse learners by breaking down complex processes into manageable parts. This scaffolding promotes confidence, independence, and equitable access to learning. The Department of Education’s (2020) Inclusive Education Policy underscores the importance of monitoring student progress to ensure equitable outcomes across diverse socio-economic, cultural, and academic backgrounds. It calls for accessible learning environments and targeted support during key transitions to enable full participation, including for students with disabilities. The lesson guide and complementary activities align with this policy and Standard 5 of Professional Practice (AITSL, 2017), offering tools for tracking progress and providing personalised feedback.
This approach reflects Schön’s (1983) concept of reflective practice and is reinforced by Rooney and Boud (2019), promoting student self-awareness and engagement. Embedding self-reflection within assessment fosters self-monitoring, deeper understanding, and improved learning outcomes through reflective teaching strategies.
IDEAS OF ADAPTATIONS TO THIS LEARNING EXPERIENCE:
Adapting this Rorschach-inspired art activity for disabled school students ensures equitable access to creative expression while promoting inclusion. These adaptations support the core message of the activity: diverse perspectives are valid and valuable. By making the process accessible, you're not only supporting creative expression but also reinforcing inclusive classroom culture. Here are practical, inclusive adaptations tailored to students with a range of physical, sensory, and cognitive needs:
For Students with Physical Disabilities (e.g., limited mobility or motor control):
Adaptive Materials & Tools:
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Use larger paper formats and easy-grip tools (e.g., foam brushes, stamp rollers, textured sponges).
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Provide assistive devices such as mouth sticks, head wands, or adjustable easels.
Collaborative Inkblot Creation:
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Allow students to direct a peer or teacher aide to apply paint and fold the paper.
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Use a printmaking press or flat weight if folding is difficult.
Digital Option:
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Offer a digital inkblot activity using touchscreen apps (like Procreate or Adobe Fresco), with voice or stylus input.
For Students with Visual Impairments:
Tactile Inkblots:
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Use textured materials (e.g., sand, fabric paint, puff paint) to create raised images they can explore by touch.
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Provide verbal or audio descriptions of classmates’ inkblots and interpretations.
Emphasis on Sensory Interpretation:
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Let students describe what the image feels like to them rather than what it looks like- encouraging diverse sensory perspectives.
For Students with Intellectual or Cognitive Disabilities:
Clear Structure:
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Break the activity into step-by-step visuals and provide pre-made inkblots to interpret, before making their own.
Use of Prompts:
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Provide guiding questions like:
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“What shape does this remind you of?”
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“Can you make up a story about this shape?”
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Reduce Language Load:
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Allow students to point to pictures or symbols, or use AAC (Augmentative and Alternative Communication) tools to share their ideas.
For Students with Hearing Impairments:
Visual Instructions:
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Use written instructions, diagrams, or signed videos to explain the process.
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Allow peer collaboration or buddy systems for discussion.
Visual Emphasis:
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Focus on visual storytelling or gesture-based interpretations of inkblots (e.g., acting out what they see).
Universal Design for Learning (UDL) Tips:
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Multiple Means of Engagement: Offer choices—students can make, interpret, or describe inkblots depending on their comfort and abilities.
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Multiple Means of Expression: Allow responses through drawing, speech, writing, gestures, or digital formats.
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Multiple Means of Representation: Use visual, tactile, and auditory supports to explain the activity.