How to Create an Effective PYP Art Lesson Plan 3 · PDF fileHow to Create an Effective PYP Art Lesson Plan 3.0 SHAPES DRAWING RECYCLED ART PYP 1 - 2 • enjoy experiencing artworks

How to Create an Effective PYP Art Lesson Plan 3.0



Fairview Visual Arts Scope & Sequence

Level Phase 1 Phase 2 Phase 3 Phase 4

Responding

Creche • enjoy experiencing artworks • show curiosity and ask questions about artworks PRINTMAKING/STAMPING CUT, TEAR, PASTE MAKING CLAY MODELS LINES MATERIALS: OIL PASTELS TEMPERA PAINTS

• investigate the purposes of artwork from different times, places and a range of cultures including their own • sharpen their powers of Observation ORIGAMI COLOURS – PRIMARY, WARM, COOL SHAPES DRAWING MATERIALS: OIL PASTELS TEMPERA PAINTS

• Compare, contrast and categorize artworks from a range of cultures, places and times • use their knowledge and experiences to make informed interpretations of artworks TEXTURE PRINTMAKING/STAMPING CUT, TEAR, PASTE MAKING CLAY MODELS ORIGAMI COLOURS – PRIMARY, WARM, COOL SHAPES DRAWING RECYCLED ART

N/A

Recep • enjoy experiencing artworks • show curiosity and ask questions about artworks PRINTMAKING/STAMPING CUT, TEAR, PASTE MAKING CLAY MODELS LINES MATERIALS: OIL PASTELS TEMPERA PAINTS

• investigate the purposes of artwork from different times, places and a range of cultures including their own • sharpen their powers of Observation ORIGAMI COLOURS – PRIMARY, WARM, COOL SHAPES DRAWING MATERIALS: OIL PASTELS TEMPERA PAINTS

• Compare, contrast and categorize artworks from a range of cultures, places and times • use their knowledge and experiences to make informed interpretations of artworks TEXTURE PRINTMAKING/STAMPING CUT, TEAR, PASTE MAKING CLAY MODELS ORIGAMI COLOURS – PRIMARY, WARM, COOL

N/A


SHAPES DRAWING RECYCLED ART

PYP 1 - 2 • enjoy experiencing artworks • show curiosity and ask questions about artworks • describe what they notice about an artwork • identify the materials and processes used in the creation of an artwork COLOURS – PRIMARY, WARM, AND COOL COLOURS – SECONDARY BASIC DRAWING CONTOUR DRAWING MATERIALS: OIL PASTELS WATERCOLOUR PENCILS

• investigate the purposes of artwork from different times, places and a range of cultures including their own • sharpen their powers of observation • identify the formal elements of an artwork COLOURS – SECONDARY BASIC DRAWING CONTOUR DRAWING COMPOSITION COLLAGE

• Compare, contrast and categorize artworks from a range of cultures, places and times • identify and consider the contexts in which artworks were made COLOURS – PRIMARY, SECONDARY, COOL, WARM BASIC DRAWING CONTOUR DRAWING TONES AND VALUE COMPOSITION RECYCLED ART

• Explain the cultural and historical perspectives of an artwork • understand the role and relevance of visual arts in society

PYP 3 - 4 • identify the materials and processes used in the creation of an artwork • express opinions about an artwork • create artwork in response to a variety of stimuli. • make personal connections to artworks • communicate their initial responses to an artwork in visual, oral or physical modes PATTERNS PRINTMAKING/STAMPING

• use appropriate terminology to discuss artwork • describe similarities and differences between artworks • become an engaged and responsive audience for a variety of art forms. PATTERNS PRINTMAKING/STAMPING SHADES AND TONES SPACE BASIC PAINTING BEADING (CRAFT) MONOCHROME PAINTING

• use their knowledge and experiences to make informed interpretations of artworks • reflect on their own and others’ creative processes to inform their thinking • use relevant and insightful questions to extend their understanding TEXTURE PATTERNS PRINTMAKING/STAMPING SHADES AND TONES SPACE

• understand the role and relevance of visual arts in society • reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities


SHADES AND TONES SPACE BASIC PAINTING CARICATURE STENCIL MATERIALS: SOFT PASTELS/CHALK OIL PASTELS WATERCOLOUR PENCILS

FIGURE DRAWING COMPOSITION MATERIALS: PASTA, BEADS, ETC

BASIC PAINTING CREATE LOGO RECYCLED ART MIXED MEDIA

PYP 5 - 6 • create artwork in response to a variety of stimuli. • analyse the relationships within an artwork and construct meanings MASK-MAKING METAL SCULPTURE RECYCLED ART SKETCH CHARCOAL DRAWING MIXED MEDIA MATERIALS: SOFT WIRES

• use appropriate terminology to discuss artwork • describe similarities and differences between artworks • become an engaged and responsive audience for a variety of art forms. • identify the stages of their own and others’ creative processes MASK-MAKING METAL SCULPTURE PRINTMAKING PAINTING RECYCLED ART SKETCH CHARCOAL DRAWING

• reflect on their own and others’ creative processes to inform their thinking • recognize that different audiences respond in different ways to artworks • provide constructive criticism when responding to artwork. COSTUME DESIGN SKETCH PAINTING MIXED MEDIA POSTER/BANNER MAKING

• reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities • critique and make informed judgments about artworks.

Creating

Creche • engage with, and enjoy a variety of visual arts experiences • analyse the relationships within an artwork and construct meaning. • participates in individual and collaborative creative

• identify, plan and make specific choices of materials, tools and processes • sharpen their powers of observation

• compare, contrast and categorize artworks from a range of cultures, places and times • use their knowledge and experiences to make informed interpretations of artworks

N/A


experiences.

Recep • engage with, and enjoy a variety of visual arts experiences • analyse the relationships within an artwork and construct meaning. • participates in individual and collaborative creative experiences.

• identify, plan and make specific choices of materials, tools and processes • sharpen their powers of observation

• compare, contrast and categorize artworks from a range of cultures, places and times • use their knowledge and experiences to make informed interpretations of artworks

N/A

PYP 1 -2 • select tools, materials and processes for specific purposes • create artwork in response to a variety of stimuli. • realize that their art work has meaning. • identify the stages of their own and others’ creative processes. • consider their audience when creating artwork.

• identify, plan and make specific choices of materials, tools and processes • demonstrate control of tools, materials and processes

• identify and consider the contexts in which artworks were made • use their knowledge and experiences to make informed interpretations of artworks

• explain the cultural and historical perspectives of an artwork

PYP 3 - 4 • combine different formal elements to create a specific effect • use their imagination and experiences to inform their art making • use a range of strategies to solve problems during the creative process. • develop an awareness of their personal preferences.

• demonstrate control of tools, materials and processes • make predictions, experiment, and anticipate possible outcomes • combine a variety of formal elements to communicate ideas, feelings and/or experiences

• reflect on their own and others’ creative processes to inform their thinking • recognize that different audiences respond in different ways to artworks

• understand the role and relevance of visual arts in society • reflect on the factors that influence personal reactions to artwork

PYP 5 -6 • show awareness of the affective power of visual arts. • Identify factors to be considered when displaying an

• make predictions, experiment, and anticipate possible outcomes • combine a variety of formal

• reflect on their own and others’ creative processes to inform their thinking • use relevant and insightful

• reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities


artwork. • participate in individual and collaborative creative experiences

elements to communicate ideas, feelings and/or experiences • identify the stages of their own and others’ creative processes • consider their audience when creating artwork.

questions to extend their understanding • provide constructive criticism when responding to artwork.

• critique and make informed judgments about

PYP CONCEPTS IN VISUAL ARTS

PYP CONCEPTS

Why have you chosen that material/tool?

How can you show yourself feeling angry/ sad/happy/ frightened?

Why do you think this piece of art has been made?

How has new media influenced artistic practices?

How does art help us celebrate? What do the colours and shapes remind you of?

How does someone’s culture influence the work they produce?

Who do you need to speak to and involve in this project, why? Which materials do you think can be recycled into art, why?

Are these materials the best ones for your task, why? What makes an interesting design?




Scheme Of Work for 2nd Quarter Sem 1

Creche/Reception

Learners will investigate the purposes of artwork from different times, places and a range of cultures including their own.

Learners will show curiosity and ask questions about artworks.

Learners will participate in individual and collaborative creative experiences.

PYP 1 & 2

Learners will be able to select tools, materials and processes for specific purposes

Learners will create artwork in response to a variety of stimuli.

Learners will realize that their art work has meaning.

Learners will identify the stages of their own and others’ creative processes.

PYP 3 & 4

Learners will identify the materials and processes used in the creation of an artwork.

Learners will express opinions about an artwork


Learners will make personal connections to artworks.

Learners will use their imagination and experiences to inform their art making.

PYP 5 & 6


Learners will analyse the relationships within an artwork and construct meanings.

Learners will show awareness of the affective power of visual arts.


Criteria for Writing an Art Lesson Plan

No Criteria

1 Aims should be clearly stated in ONE statement. YES / NO

2 Objectives should be written specific for the particular lesson – skills, techniques to learn. YES / NO

3 Each lesson should have at least ONE or more PYP Concepts. YES / NO

4 Applicable Learner Profiles or Attitudes to be applied throughout the lesson. YES / NO

5 Each lesson should have Kate Murdoch’s Inquiry Cycle – Tuning in, Finding out, Sorting out, Going Further, Conclude. YES / NO

6 Teacher’s or students’ instructions are clearly stated in the instructions column. YES / NO

7 Suggest differentiated activities based on learner’s style, interest, level of understanding, and others. YES / NO

8 Variation of activities for active learning. YES / NO

9 Be precise with time duration for each activity. YES / NO

10 Additional remarks or teacher’s comments if necessary. YES / NO

11 State clearly the tools needed for each lesson, so that it is easier for teachers to check materials for each lesson before hand.

YES / NO

12 Integrate with individual UI according to respective campuses, if possible. YES / NO


SAMPLE TEMPLATE LESSON PLAN

Title/Theme: Paper Collage Lesson: 2 (2 Periods – PYP 2) Teacher: Ms Grace

Aim: Learners will identify the materials and processes used in the creation of an artwork.

Objectives: At the end of the lesson, students will be able to:

record from first-hand observation and explore ideas for a design

represent observations and ideas, and design and make a paper collage

PYP Concepts: Form, Connection Learner Profiles/Attributes: Risk taker, Communicator

Time duration Strategies for: Integration with UI

(if possible) Teacher/ Student activity

Type of Activity (group, individual, peers, etc.)

Differentiation (form, materials, groups, names)

5 mins

1. Tuning in

Teacher shows the children

examples of botanical

illustrations to show the need for

accurate observation.

Groups of 3 or more

Students can be grouped with different starter activities: puzzles, manipulative materials, others.

10 mins

2. Finding out

Teacher demonstrates methods

to draw a line of object chosen.

(contour drawing)

Students organise where shapes

and other visual information will

be placed on the paper thinking

about size and relationship of

shape.

Think, pair, share.

Students may need guide from teacher to position the composition.

50 mins 3. Sorting out

Students could also use printing

techniques to print a variety of patterns

and textures and use these papers in

their collage work.

Students could experiment with

paper collage techniques to

compose designs based on plant

forms.

http://artsmarts4kids.blogspot.c

om/2007/11/henri-matisse-

Groups of 3 & rotate when each group has finished their tasks.

http://artsmarts4kids.blogspot.com/2007/11/henri-matisse-born-in-1869-began-his.html



born-in-1869-began-his.html

10 mins

4. Going further

Making connections with things

around us.

How can you show yourself feeling angry/sad/happy/ frightened?

5 mins

5. Conclusion / reflection

Students record their reflection in their sketch books or folder.

Teacher's Additional comments (reflection)

Materials and tools needed: coloured papers, scissors, glue, leaves, paint.



According to the Curriculum Guide, the process of responding provides students with opportunities to respond to their own and other artists’ works

and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. The creating strand provides

opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey. Hence, all PYP 3-6 students should

have an A4 size sketch book. Objective of having a sketch book is for students to

become increasingly independent in the realization of the creative process

select, research and develop an idea or theme for an artwork

develop an awareness of their personal preference

works as documentation for students’ progress & development

record own findings and reflection each week

The sketch book can also become their portfolio, where all their work is compiled & documented.

Resources & References:

Key Stage I, II http://webarchive.nationalarchives.gov.uk/20101119131802/http://www.standards.dcsf.gov.uk/

www.ibo.org

http://www.nicurriculum.org.uk/microsite/the_arts/art/keystage_1/using_the_visual_elements.asp

Making PYP Happen

Art Scope & Sequence

Curriculum Guide

Fairview Schools POI

Other Art Resources:

http://www.firstpalette.com/

http://dickblick.com

http://kinderart.com

http://kidsartists.blogspot.com/search/label/textile

http://artsedge.kennedy-center.org/educators/how-to/arts-integration-beta/why-arts-integration-beta/why-connections-beta/differentiated-instruction-

beta.aspx

http://www.ibo.org/

http://www.nicurriculum.org.uk/microsite/the_arts/art/keystage_1/using_the_visual_elements.asp

http://www.firstpalette.com/

http://dickblick.com/

http://kinderart.com/

http://kidsartists.blogspot.com/search/label/textile

http://artsedge.kennedy-center.org/educators/how-to/arts-integration-beta/why-arts-integration-beta/why-connections-beta/differentiated-instruction-beta.aspx

http://artsedge.kennedy-center.org/educators/how-to/arts-integration-beta/why-arts-integration-beta/why-connections-beta/differentiated-instruction-beta.aspx


http://www.accessart.org.uk/

http://childrentakethelead.wordpress.com/

http://www.scoop.it/t/exploring-visual-arts?page=2

http://www.artsconnect.com.au/artists/illustrators/laraallport.htm

http://spoonful.com/crafts

http://www.mychandlerschools.org/Page/12166

http://www.accessart.org.uk/

http://childrentakethelead.wordpress.com/

http://www.scoop.it/t/exploring-visual-arts?page=2

http://www.artsconnect.com.au/artists/illustrators/laraallport.htm

http://spoonful.com/crafts

http://www.mychandlerschools.org/Page/12166

Documents

How to Create an Effective PYP Art Lesson Plan 3 · PDF fileHow to Create an Effective PYP Art Lesson Plan 3.0 SHAPES DRAWING RECYCLED ART PYP 1 - 2 • enjoy experiencing artworks