KLA : Creative Arts Topic: Making arts craft from the book Stage : Early stage Duration: 5 weeks(April 27- May 29, 2015)

Overview:

In the Visual Arts the students develop knowledge and understanding, skills, values and attitudes in Making and Appreciating by engaging with the concepts of artists, artworks, the audience and world.In Making:

- Provides the students with opportunities to make artworks about different investigations of the world

- It uses the exploration of different techniques and the use of tools to provide valuable ways to understand how the artworks are made

- Encourages the development of fine motor skills in young children

In Appreciating:- Provide the students to look at, talk about, read about and write about, artists and artworks

- Students can learn how artists work and how they develop creative and innovative ideas for their works

Outcomes :

Visual ArtsMaking: VAES1.1 – Makes simple pictures and other kinds of artworks about things and experiences. VAES1.2 - Experiments with a range of media in selected forms.

Appreciating : VAES1.3 – Recognises some of the qualities of different artworks and begins to realise that artists make artworks. VAES1.4 – Communicates their ideas about pictures and other kinds of artworks.

MusicMUES1.1 – Participates in simple, singing, playing and moving activities, demonstrating an awareness of musical concepts

Resources : Creative Arts K-6 Syllabus, templates –see separate file

Outcomes Teaching focus

Students will learn

Term /week/ topic

Time Teaching ApproachesHow will I implement?

Objective Resources Assessment 8 Ways

QTS Evaluation /Register

VAES1.1- explores significant events in their life in artmaking such as birthdays, parades, celebrations, fetes holiday, festivals

VAES1.2-explores the qualities of different drawing media and tools such as graphite(lead) and colour pencils, fibre tip pens, crayons, brushes, sticks and computer applications in drawing

-uses scissors to cut regular and irregular shapes from papers and cardboards and assembles these in variety of ways by overlapping, repeating, layering patterns, gluing and sticking

Term 2 – W2Reflections

40 mins

2 mins

3 mins

20 mins

3 mins

1 min

1. Read the story of “About mum”. Teacher discussed the parts of the book. ( title and the author.)

2. Teachers question:-Why mums are special?-Do we help mum at home?-Can you say something special about your mum?-Does your mum play sport?-What is your mum’s favourite colour?

3. Activity time:Teacher explains the activity arts craft for the Mother’s day.- Hand print with finger print doodle- card- bookmark

5. Teacher assisted in the hand print area while the other students are doing their Mother’s day card.

6. Students will put their Mothers card in the tray.

Children to make something special for Mother’s day on May 10.

Enhances children creativity.

Book – About Mums

Paint (red, blue, green, purple)

Coloured pencil

Mother’s day card

Sample:Mother’s day card.

Inside of the card

Hand print

Children know the purpose of making the various art crafts like the card, bookmark and handprint of flower.

The children were able to choose the colour of the handprint they like.

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Children were excited to make something special for their mums on Mother’s day.

They enjoyed doing the handprints for their hands. Also, they had the option to choose the colour they want.

28/4/15

VAES1.1- explores significant events in their life in artmaking such as birthdays, parades, celebrations, fetes holiday, festivals

VAES1.2-explores the qualities of different drawing media and tools such as graphite(lead) and colour pencils, fibre tip pens, crayons, brushes, sticks and computer applications in drawing

- explores the quality of paints, recognising qualities such as transparency and opacity and uses brushes and other tools, eg sponges, rollers, scrapers to apply paint to different surfaces to create textures, patterns, areas

Term 2 – W340 mins

2 mins

30 mins

2 mins

2 mins

2 mins

This activity will continue next week the sticking of the pot and bookmark.

1. This is the continuation of the last lesson.

2. Read the story of Some Mums. Discussed the parts of the book (title and author).

3. Activity time:-Distribute the unfinished Mothers card to the children.Children had written a message inside in the card.-Children colour the flower pot-Children will finish the doodle print of the petals of the flower.-Children will finish the Mother’s day card-Children will colour the bookmark(doodle finger printing was done with four children at a time)

4. Teacher will check the arts craft for Mother’s day.

5. All finish crafts will be distributed on May 8 before they go home.

All the activity must be finished:

Children will write message inside in the card.

Flower pot will have a doodle finger print.

The children know the arts and craft they made is for their special mum.

Children will finish all the art works and ready for the distribution on 8 May.

Book – About Some Mums by

Paint (yellow blue, red green,)

Coloured pencil

Mother’s day card

The children were able to copy the greetings to be place inside in the card.

Children enjoyed in the finger print doodle activity.

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The Mother’s day card and the handprints were distributed to the children. All the children were able to finish the activity.

The arts crafts for Mother’s day were distributed on May 8, 2015.

4/5/155/5/15

of colours

-uses scissors to cut regular and irregular shapes from papers and cardboards and assembles these in variety of ways by overlapping, repeating, layering patterns, gluing and sticking.

VAES1.1-investigates stories and the features of fantasy and imaginative characters derived from their experience, imaginings, artworks, cartoons, illustrated books and other books, video films and video games

VAES1.2- uses scissors to cut regular and irregular shapes from papers and cardboards and assembles

Term 2 – W440 mins

2 mins

15 mins

1. The teacher will ask the children what is their favourite story. Teacher will share her favourite story.

2. Show the big story book to the children and name the parts of the book.

3. Read the story of Goldilocks and the three bears. Ask the children to pinpoint the capital letters in the page of the book. Ask the children to participate in repeating phrases like too hot, too cold.

4. Question time for the story:-Who are the characters of the story?-What is the name of the story?-How many bowls of porridge where on the table?-How many chairs did Goldilocks sit on?-How many beds did Goldilocks sleep in?-Who had the biggest bed?- Why did the baby bear cried?-What happened to Goldilocks at the end of the story?

The children learn to locate the capital letter that is used at the start of the sentence.

Children will learn how to act and can retell the story.

Children mask will be display in the classroom.

When Goldilocks went to the house of bear

Crayons

Paddle pop stick

Sample:Mask

The children can locate the capital letters in the sentence.

The children will learn how to make the mask of goldilocks and can use to retell the story.

Enhances children creativity and imagination.

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Children enjoyed the story and he making of the Goldilocks and bear masks.

They still bit confused in locating the capital letters in the sentence.

11/5/15

these in variety of ways by overlapping, repeating, layering patterns, gluing and sticking

MUES1.1-performs simple speech rhymes and songs maintaining a sense of beat and rhythm based on nursery rhymes, children’s games and playground chants

15mins

5 mins

5. Watch the video clip of Goldilocks and the three bears from the Youtube:

http://www.youtube.com/watch?v=Oawd3r_glc

6. Activity time: ARTS -Distribute to the children, template masks of the characters. -Ask the children to colour the mask (children will be given one set of the mask - Put paddle pop stick at the back for easy

8. Students help pack up all the art supplies9. At the conclusion of the lesson children put

their finish mask for class picture taking

VAES1.1investigates stories and the features of fantasy and imaginative characters derived from their experience, imaginings, artworks, cartoons, illustrated books and other books, video films and video games

VAES1.2-explores the qualities of

Term 2 – W540 mins

2 mins

2 mins

15 mins

5 mins

1. Teacher will ask if they know the story of “Wombat stew “.

2. Show the big storybook and name the parts of the book.

3. The teacher reads the story.While reading the story, children will make the soup as stated in the story.The teacher explains the use of capital letter at the start of the sentence and the use of space.

4. Teachers questions:-What is the story all about?-What are the animals in the story?-Who catches the wombat?-What will the Dingo do with the wombat?-What is a billabong?-Who is the first animal who approaches the dingo?

Children will learn the Australian animals. They will learn the new word billabong.

The children can identify the capital letters to be used at the start of the sentence. They will know the use of spaces between words too.

Children joined in the discussion and the soup pot

Wombat Stew by

Oil pastel

Template for the soup pot and the vegetables.

Plastic insects, butterfly, cellophane, tissue paper, ladle, pompoms, pipe cleaners, big bowl

The children learn the different Australian animals.

They will learn the meaning of billabong.

Children understand the use of capital letters in the sentences.

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The children learn the meaning of billabong and can identify the Australian animals.They can identify the capital letters in the story and the spaces.

Children enjoyed in making the soup as the story goes on and

different drawing media and tools such as graphite(lead) and colour pencils, fibre tip pens, crayons, brushes, sticks and computer applications in drawing

MUES1.1-performs simple speech rhymes and songs maintaining a sense of beat and rhythm based on nursery rhymes, children’s games and playground chants

13 mins

3 mins

-What did platypus, emu, blue lizard, and echidna, koala, put in the pot?-What happened at the end of the story?

5. Activity time:-Distribute the worksheet to make a soup pot.- Colour and cut out the soup pot

7. Teacher recaps the story. Pack up time

to be put in the display area.

Sample:

chanting the lyrics.

And, the children were not able to finish the colouring of “Wombat stew soup” due to there is no enough time allotted.

21/5/15

VAES1.1investigates stories and the features of fantasy and imaginative characters derived from their experience, imaginings, artworks, cartoons, illustrated books and other books, video films and video games

Term 2 – W640 mins

2 mins

2 mins

13 mins

5 mins

1. The teacher introduces the new book on We’re Going on a Bear Hunt. Ask children if they know the story.

2. Show the big book story. Teacher reviews the parts of the book. (title, author )

3. Teacher reads the story.-Explains the use of space in the sentence.-Ask the children to pinpoint the space

4. Teachers question?-Who is going in the bear hunt story?-How does the bear in the story feel?-What does the bear thinks when he walks in moonlight and along the beach?-Would you hide from the bear? What would you do?

Children will able to show the use of spaces in the sentences.

-Children enjoy the singing of this song

We’re Going on a Bear Hunt Book

-Paper

-Crayola

-Wiggly eyes

-Instructions to make the origami please see attached file.

Sample:origami bear

Children will be familiar with the capital letters, spaces, full stops and spaces.

Children joined in singing the song.

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The children were able to identify the spaces and full stop in the sentences. And, they can recognize the capital letters too.They like repeating the lyrics of the song.

MUES1.1-performs simple speech rhymes and songs maintaining a sense of beat and rhythm based on nursery rhymes, children’s games and playground chants

12 mins

4 mins

2 mins

-What sound would you make on your bear hunt?-What happened at the end of the story?-Would you like to make our own bear hunt in the school?

5. Activity time:-Make an easy origami bear.-Teacher will explain the steps in making the origami- Colour the origami bear

6. Teacher sings the songs with the children around the room.

7. Pack up time. Children display their own origami bear

Some children find it hard in following the origami bear.The children show their work to the various classes.

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Sample works of the children:

1. Mother’s day card and hand print

2. Goldilocks and the Three bears mask

3. Bear origami