PowerPoint Presentation

Australian Animals

Creative Arts & DesignDesigned by Robyn Scott

1

2

Click on the pointer to goBack OR Forward to the First Slide

Beginning OR End Resources Slide

Navigation Slide 3

NavigationYou will need to read this so you dont get lost on your journey

3

Together, you and your team embark on a journey to find, and return the Australian animals to the zoo.

4IntroductionYou and your team of Zoologists have been given the job of finding the animals, and building new enclosures at the zoo to keep them safe.

You and your team have found, the zebras, the elephants, the tigers, and the lions, but you are having difficulty finding the Australian animals.

The animals have escaped from the Zoo.

But wait, where do the Australian animals live ?

4

YOUR GOAL IS TO.

Find the Australian animals, and build new enclosures at the zoo to keep them safe. To find them you will need to research, and document Australian animals, and their habitat. Where do they live? What do they eat?

Use the documents to make a journal about Australian animals.

5Task

You will need to refer to your journal to investigate the construction of the new animal enclosures.

5

Process: ResearcherLearning Outcomes: Building secure relationships with one and the more familiareducators (1). Communicating their needs for comfort and assistance (1). Responding to suggestions and ideas from others (1 & 2). Showing interest in other children and being part of thegroup (2). Engaging in enjoyable, reciprocal interactions using verbal/nonverbal language (2 & 5).You and your team of Zoologists will need to work in Groups of Three.Click on the Resources Tab to research information. STEP 1: Its time to find the Australian animals, and return them to the zoo. To find them you will need to research and document information, including their habitat, and what they look like. STEP 2: To help find the Australian animals make a journal using the information you have gathered.

Include pictures and photographs. STEP 3: Now the animals have been found its time to research the building of the new enclosures to keep them safe.

Look at your journal of Australian animals to find out what the animal enclosures should look like, and what could be used to build them.

6

7

http://www.youtube.com/watch?v=iygkpxzbVt8Kookaburra Sits in the Old Gum Tree

7

Process : DesignerSTEP 4: Working co-operatively with your fellow Zoologists draw plans for building the new enclosures.

Incorporate all elements of a safe animal enclosure in your design.

8

Click on the Kangaroo to get a copy of a planning tool to help you and your team document the journey, and remain focused.

Click on the resources tab to research facts and information.

STEP 5: Brainstorm ideas, and thoughts as a whole group, to determine the design and the resources needed to build the new enclosures.

8

Process: BuilderSTEP 6: Now its time to build the new animal enclosures. You will need to use your plans to help you. 9 Remember to build sturdy enclosures so the animals cant escape.

9

http://www.environment.nsw.gov.au/animals/KangaroosAndWallabies.htmhttp://australian-animals.net/bilby.htmhttp://www.environment.nsw.gov.au/animals/Wombats.htmhttp://www.environment.nsw.gov.au/animals/Echidnas.htmhttp://www.environment.nsw.gov.au/animals/TheEmu.htmhttp://www.environment.nsw.gov.au/animals/ThePlatypus.htmhttp://www.proserpineecotours.com.au/crocs.htmhttp://www.environment.nsw.gov.au/animals/TheKoala.htmhttp://www.environment.nsw.gov.au/animals/TheDingo.htmhttp://www.environment.nsw.gov.au/animals/TheWedgetailedEagle.htmhttp://www.environment.nsw.gov.au/animals/GlossyBlackCockatoos.htmhttp://www.environment.nsw.gov.au/animals/TheLaughingKookaburra.htmhttp://www.environment.nsw.gov.au/animals/Lyrebirds.htmA variety of painting media, brushes, and tools, clay, plaster of Paris, play dough, wire, pipe cleaners, and tools for creating 3 D media spatulas, scrapers, sponges to wet down clay, rolling pins, and cutters.Drop sheets, protective clothing, cleaning cloths, and containers of water placed nearby for rinsing, and cleaning brushes, and other painting, and art tools.

Black fine tip markers, and butchers paper for designing and drawing building blueprints / plans.

A variety of pencils, crayons, textas, paper, scissors, cardboard, tape, staplers, glue for journal / book making.

Observational, resource drawing journals used as a resource to investigate the building of the new animal enclosures.

Australian childrens songs, and music, storybooks, maps of Australia, posters reference books depicting Australian animals, and their habitat.

Guest speakers such as Parks Ranger/ Wildlife Warrior to visit and discuss Australian animals, and their habitat.

Visit to the library to obtain Australian animal related resources.

Visit to the zoo to research Australian animals.

Pictures of Australian animals.

CamerasResources

Internet Hyperlinks

http://www.environment.nsw.gov.au/animals/KangaroosAndWallabies.htmhttp://australian-animals.net/bilby.htmhttp://www.environment.nsw.gov.au/animals/Wombats.htm

http://www.environment.nsw.gov.au/animals/Echidnas.htmhttp://www.environment.nsw.gov.au/animals/TheEmu.htmhttp://australian-animals.net/plat.htmhttp://www.environment.nsw.gov.au/animals/ThePlatypus.htm

http://www.divethereef.com/guides/AboutCrocs.aspttp://www.proserpineecotours.com.au/crocs.htmhttp://www.environment.nsw.gov.au/animals/TheKoala.htmhttp://www.ozanimals.com/wildlife/Bird/Cockatoos.htmlhttp://www.environment.nsw.gov.au/animals/TheLaughingKookaburra.htm

10

11ConclusionYou and your fellow Zoologists have succeeded on your journey, and all of the animals are now safe in their new enclosures at the zoo. Be sure to share your animal journal and experiences with your peers.Congratulations on a job well done!Hang on a minute!!!!!

How many kangaroos returned to the zoo?

What happened to the giraffe?

11

12Evaluation

Produce artwork that communicates ideas. Understand that digital media and software programs can be used as tools in art making. Talk about what they are required to do and how they will carry out the task. Demonstrate the ability to use research to support tasks, and to describe this process. Be critically reflective by talking about how they made their artwork, their choices and reasons. Discuss anxieties and difficulties faced with the topic and activities.Use the selected technology and tools effectively to create artwork and 3 D media. Develop their ideas using creative art processes, such as improvising, designing and constructing. Use collaborative, group and individual problem solving processes. Engage in preparatory work demonstrating the development of the ideaShow confidence in their ability to use the techniques and skills they have learnedUnderstand the process involved in the activity

Upon completion of this task, children will be able to:Explore modelling materials using hands, or simple tools to shape, cut roll, join and imprint the media. Recognise the different art forms in the visual arts.Understand how visual art is present in our lives, and is created for many different reasons. (GWACC, 1998) Displaying children's artwork including 3 D creations, validates the effort and creativity of the children. Talk to children about the artwork on display, discuss the elements of art and how the artist has usedthese in their artwork. (Kohl & Solga, 1997)

12Evaluation

The Web quest project, will be linked to creative movement where the children will have the opportunity to express themselves and experiment with creative movement. Popular Australian childrens songs, such as Kookaburra sits on the Old Gum Tree, and Give Me a Home Amongst the Gum Trees will be sung and accompanied with creative movement. This music will be related to the topic and will provide opportunity for self expression, defining body awareness and enjoyment. The Creative Art and Design Web quest project is anchored in Creative Arts and Design, and Technology and Enterprise. It has been designed for children from Prep 1st Grade, with the assistance of a Narrator. It is envisaged it will be accomplished over a 3-4 week period.

The Web quest will be introduced during group reading / discussion time. An Australian storybook, such as Koala Lou will be read to the children, accompanied by a koala puppet. The children will be introduced to the concept of native animals and begin to identify native animals familiar to them.

Commencing

13

14The creative classroom offers a wide range of art materials, painting, clay, play dough, and tools to manipulate, and explore, which develops childrens imaginations, and helps children discover new ways to process information. (Reyner, 2011)

The variety of art materials, and recycled objects that children can use in art provide new and different experiences for children, as they introduce new problems to solve, and new challenges to creative thinking. Art tools provide children with pre-writing experiences, as they grasp tools that later help them hold a pencil for writing. (Reyner, 2011)

Children can experiment with wood, paper, cardboard, plastic, wire, metal, plaster, clay, and textiles to create objects such as sculptures, textured collages, puppets, masks, and models. (Russell-Bowie, 2009)

Children can learn to model, carve, and construct three dimensional sculptures in response to a story poem, piece of music or a picture, or they can be inspired by their own imagination to create a fantastic spaceship or alien, plant or vehicle. (Pelo, 2007)

To support creativity in an inclusive classroom educators:

Provide a variety of tools for creative expression and demonstrate how to use them.Ask what if? questions, and provide open ended activities, and experiences in solving problems.Pair together children with different strengths and interests.The Creative Classroom

15Children have different learning styles. Effective educators discuss concepts, write information, draw illustrations, and allow children to manipulate materials to ensure all kinds of learners are catered for. (Prince, 2008) Children who are commencing reading, will benefit by turning the Web quest narrator on while children who able to read could benefit form turning the Web quest narrator off. Children who are computer literate can be paired with children who are not as confident using computers to support and scaffold learning throughout the web quest. Children with visual impairments should be seated in the best possible position for viewing the educators visual aids and demonstrations. Educators need to provide opportunities and experiences for children with visual impairments to gain understanding through auditory, tactile, and kinaesthetic interpretation.

For optimum learning children with challenging behaviours should be seated close to the educator to avoid disruptions. Reinforce and question, to help with childrens understanding, and to ensure children with challenging behaviours are engaged. Plan experiences that cater to children's interests. Invite children with challenging behaviours to become involved by allowing them to assist with demonstrating, set up, and packing away. Show genuine interest through questions, suggestions and ideas, such as, have you thought of........., have you tried... relating to the experience.Children with visual disability may have difficulty using crayons to draw a picture that is pleasing to the eye, but can create a textured collage that is pleasant to touch. Teach basic makaton signs to the group to facilitate communication with children with hearing impairments. (Prince, 2008) Drawing and writing support expression and communication for children with hearing impairments. Picture books can be utilised to encourage children with hearing impairments to become involved in creative experiences. Children who have difficulty with manual dexterity should be provided with thick stubby painting implements and tools, and stubby crayons and pencils for drawing. Catering for Diverse Needs

15

16(Pelo, 2007)Documenting childrens experiences as well as current projects children and educators may be exploring, involves educators listening, observing, taking notes and photographs, audio tapes, video tapes, as well as collecting samples of childrens work which enables critical reflection by educators. Documentation provides opportunities for educators to revisit children's learning experiences.(Millikan, 2003)DocumentationThe Inquiry CycleThe cycle repeats again as children participate in the planned experiences

1717When investigating children's thoughtsWhat was the motivation in becoming involved?What are you eager to know about in the childrens play ?What are the children curious / interested in ? Did the children use their imaginations and creativity ?Did the children become involved in experimentation, risk taking, and flexibility ?Did the children express their artistic ideas curiosities, and discoveries ?What knowledge do the children have ?Did the children demonstrate independent decision making ?How are the children building and extending on each others ideas and perspectives ?Is there a lack of consistency in the childrens thinking ? Are there loosely formed ideas that need to be further developed ?What do you want to learn more about, after watching and listening to the children ?

Document details.

Who was involved ?Name of the experience - sand play, play dough, collage, drama, block areaMaterials , resources used ? Setting indoors, outdoors, home corner, art areaDocument childrens conversationsListen to children talkingTape record childrens conversationsDocument / tape record childrens interactions, sharing, turn taking, discussions Collect evidence of childrens workMake copies of childrens work for display, portfolios, to share with family..Take photos of children's creations, drawing or writing. Set up a display. Ensure pen and paper are easily accessible for documenting - Carry sticky notes in a pocket, wear a pen on a cord around the neck Ensure staff work together in compiling documentation, taking notes.Others may observe something you have missed.

When planning experiences to extend children's interests think about.The aesthetics of the environment, both indoor and outdoor, lighting, visual aids, posters, tactile resources and materials, what does the setting say to you? Is it inviting,? supportive of children?Relate interests to stories, children's experiences, and knowledge, incorporate childrens interests into group discussions., and experiences. Ask the children their opinion, enquire about thoughts, Ask open ended questions, show genuine interest, Props, challenging games, resources, and materials, to inspire childrens imagination and creativity. Cameras, and audio equipment for children to record interests, experiences, projects that challenge. Join the children in the experienceDiscuss visual elementscolour, line, detailsInvite the children to use art media to develop and extend their thinking, facilitate through discussions, open ended questions, resources such as books, photos, picturesShow children you value their work by framing it and hanging it on the wall. Post a notice in the studio area informing parent's of childrens interests..

Step1: Observechildrens play and interactions

Step 3: Plan experiences to extend and maintain childrens interests and curiositiesStep 2: Investigatechildrens thinking to interpret the meaning of their play.

Planning Template(Pelo, 2007)

18Effective evaluation of children's learning in art incorporates a range of strategies collected over time, and in various situations, and locations. Educators use these strategies to analyse childrens understanding, the knowledge, and experience gained by children from planned explorations in the area of art and design, and links to other curriculum areas.

Strategies include copies of childrens portfolios, photos, recordings, observations, documentation of discussions and interactions with children, and amongst children, childrens quotes, and samples / copies of artwork, and explorations such as collage.

Evaluation of children's learning in art includes analysing:

Links to other curriculum areas.Childrens understanding of the elements of art and design.Childrens confidence in the use and abilities of different art media.The use of the language of art in responding to art experiences and when making evaluations of artwork. The use of number and space in art such as when planning and building a box construction.The correct use of tools for specific art forms.Knowledge in relation to different lighting effects, and storage of art materialsAbility to incorporate cultural perspectives into designs and creations.

Evaluation provides useful information to educators, and parents about the teaching program, and childrens understanding of planned experiences, and areas of learning. Evaluation is used to plan experiences that challenge, and extend childrens knowledge, and provide optimal learning outcomes for children. Evaluating Development in Art

Outcome 1: Children have a strong sense of identityDemonstrated when:Children display confidence, and independence in exploring technology, and art media.Children and educators use collaborative approaches to learning about technology, art and design.Peer, and educators interactions scaffold learning.Art work depicts childrens emotional state.

Outcome 2: Children are connected with and contribute to their worldDemonstrated when:Children actively participate in creative experiences.Children explore books, art, and cultural tools.Children discuss Australian animals and their habitat. Children understand how visual art is present in our lives, and is created for many different reasons. Children develop their ideas using creative art processes, such as improvising, designing and constructing.

Outcome 4: Children are involved and confident learnersDemonstrated when:Children use art media to experiment, create, problem solve, enquire, and investigate. Children use art media to connect with maths, science, and literacy.Children use technology such as computers to connect with creativity, art and design.Children resource their own learning through the use of technologies, natural, and processed materials.Children resource using computers and books and use this information to create a journal of animals recognition of the different art forms in the visual arts.Children use the selected technology and tools effectively to create using the chosen media.

Outcome 5: Children are effective communicatorsDemonstrated when:Children discuss the various uses of technology, art media, and tools.Children depict symbols, and patterns in the design of the construction plans, animal journals and artwork.Children express their ideas through art media. Children interact verbally and non-verbally in groups of three to complete tasks.Children use collaborative, group and individual problem solving processes. . (DEEWR,2009)

Connections to the Early Years Learning Framework

19

Before commencing, plan how the resources and materials will be set up and cleared away. Encourage the children to assist with the setting up and packing away, washing of tools, cleaning of tables..

Ensure resources are accessible to children.

Surfaces need to be covered to avoid stains when using clay.

Children need to rinse their hands in a bucket of water before washing hands thoroughly in the sink, after using clay.

Be aware of the skills children have developed, and what skills need to be developed further.

Demonstrate to children how to use spatulas, scrapers, sponges to wet down the clay, rolling pins, and cutters to ensure children understand safety issues.

Demonstrate and model techniques, such as how to put paint on a brush, how to mix paints, how to knead clay, the correct way to use a stapler

Ensure the artwork has the childs name before commencing, and an area where the artwork can be left set up

PreparationReflective Practice

Reflective practice enables educators to decide what worked, and didnt, and supports decision making when planning experiences for children. Questions which support reflective practice include:

What could be changed to ensure the environment is inclusive to all children?What could be added to the environment to stimulate children's curiosity and exploration? Did the questions I use stimulate children's thinking?Did the children have enough time to complete artwork? Were there too many instructions?What could have been done better?

so that children can return to them. (Russell-Bowie 2009)

21Teachers ResourcesStorybooks, maps of Australia, posters, reference booksdepicting Australian animals, and their habitat.Koala lou. Edward the emu.Wombat goes walkabout. Australian childrens songs, and music.Home amongst the gum tree lyricsHome amongst the gum tree videoKookaburra sits in the old gum tree lyricsKookaburra sits in the old gum tree videoOld man Emu lyricsOld man Emu videoChildrens resource planning tool Assessment 2: Web Quest Planner.Inquiry Cycle.Planning Template.Learning Outcomes - Evaluation Checklist.Childrens evaluation tool.

Teacher to click on and read the hyperlinked resources below: Modelling clay animalsHow to model clay animals

21

22Student and Teacher Evaluation ToolsStudent Evaluation ToolsTeacher Evaluation ToolsAustralian animal journal3 D models.Group discussionsArtwork displaysPhotographsBuilding plansUse of the selected technology and tools. effectively to create artwork and 3 D media. The creation of artwork, including 3 D media that communicates ideas. Recognition of Australian animals, what they eat, and their habitat. Evaluation document.

Photographs.Anecdotal notes.Audio footage. Classroom display.Observations of children participating in the expereinces.Samples of artwork. Childrens 3 D models.Observations of children exploring modelling materials using hands, and tools to shape, cut roll, join and imprint the media. Assessing childrens understanding of how:Visual art is present in our lives, and is created for many different reasons. Digital media and software programs can be used as tools in art making. Assessing and observing how children demonstrate the ability to use research to support tasks, and the ability to describe this process. Discussion relating to knowledge of Australian animals, what they look like, what they eat, and their habitat.

23Australian Government Department of Education, employment and Workplace Relations (2009). Belonging, Being and Becoming: the early years learning framework for Australia. Canberra: Commonwealth of Australia.

Big Rod. (2007) Give me a home amongst the gum trees. Retrieved 21/7/2011 from http://www.youtube.com/watch?v=h85hqvskiCw.

Curriculum Council of Western Australia (1998). Curriculum Framework. Osborne Park: Curriculum Council of Western Australia.

Fox, M. (2010) Koala lou. Australia: Penguin Aust.

Knowles, S. (1990) Edward the emu. Australia: Harper Collins.

Kolbe, U. (2005). It's not a bird yet: the drama of drawing. Byron Bay, NSW: Peppinot Press.

Kohl, M & Solga, K. (1997). Discovering Great Artists: hands-on art for children in the styles of the great masters. Bellingham WA: Bright Ring Publishing.

Videopro10.( 2006) Kookaburra sits in the old gum tree.(Video file). Retrieved14/7/2011 from http://www.youtube.com/watch?v=iygkpxzbVt.8References

23

References ContinuedMorpurgo, M. (1999) Wombat goes walkabout. Australia: Harper Collins.

OzPix (2010). Old man emu John Williamson. Retrieved 16/7/2011 http://youtu.be/dgBv4mDr6AY

Reyner, A. (2011). Art and Creativity In Early Childhood Education: How art impacts learning. Retrieved: 24-6-2011, from http://artandcreativity.blogspot.com/.

Rose, L (nd) How do you make an animal out of clay? Retrieved 25/7/2011 from http://wiki.answers.com/Q/How_do_you_make_a_animal_out_of_clay#ixzz1VTLykAQo

Russell-Bowie, D. (2009). MMADD about the arts : An introduction to primary arts education. (2nd ed.). Frenchs Forest, NSW: Pearson Education.

Pelo, A. (2007). The Language of Art: Inquiry based studio practices in early childhood settings. St. Paul: Redleaf Press.

Prince, E. (2008). Art is Fundamental: Teaching the elements and principles of art in elementary school. Chicago Illinois: Zephyr Press.

24