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 Arts
Making:
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.
Music
MUES1.1 – 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
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
/week/ topic
Time
Teaching Approaches
How will I implement?
Objective
Term 2 –
W2
Reflections
40 mins
2
mins
1. Read the story of “About mum”. Teacher
discussed the parts of the book. ( title and
the author.)
3
mins
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?
Children to make
something
special for
Mother’s day on
May 10.
20
mins
3
mins
1 min
3. Activity time:
Teacher explains the activity arts craft for
the Mother’s day.
- Hand print with finger print doodle
- card
- bookmark
Enhances
children
creativity.
Resources
Assessment
Book – About
Mums
Children
know the
purpose of
making the
various art
crafts like the
card,
bookmark
and
handprint of
flower.
Paint (red,
blue, green,
purple)
Coloured
pencil
Mother’s day
card
Sample:
Mother’s day
card.
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.
Inside of the
card
Hand print
The children
were able to
choose the
colour of the
handprint
they like.
8
Ways
QTS
1.6
2.2
2.6
3.6
Evaluation
/Register
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 –
W3
40 mins
2
mins
30
mins
2
mins
2
mins
2
mins
This activity will continue next week the
sticking of the pot and bookmark.
All the activity
must be finished:
1. This is the continuation of the last lesson.
Children
will
write
message
inside in the
card.
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.
Flower pot will
have a doodle
finger print.
Book – About
Some Mums
by
Paint (yellow
blue, red
green,)
Coloured
pencil
Mother’s day
card
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.
The children
were able to
copy the
greetings to
be place
inside in the
card.
Children
enjoyed in
the finger
print doodle
activity.
1.6
2.2
2.6
3.6
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.
4/5/15
5/5/15
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 –
W4
40 mins
2
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.
15
mins
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.
When
Goldilocks
went to the
house of bear
Children will
learn how to act
and can retell the
story.
Paddle pop
stick
Children mask
will be display in
the classroom.
The children
can locate
the capital
letters in the
sentence.
Crayons
Sample:
Mask
The children
will learn how
to make the
mask of
goldilocks
and can use
to retell the
story.
Enhances
children
creativity and
imagination.
1.6
2.2
2.6
3.6
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
5. Watch the video clip of Goldilocks and the
three bears from the Youtube:
http://www.youtube.com/watch?v=Oawd3r_glc
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
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
-explores the
qualities of
Term 2 –
W5
40 mins
15
mins
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
5
mins
8. Students help pack up all the art supplies
9. At the conclusion of the lesson children put
their finish mask for class picture taking
2
mins
1. Teacher will ask if they know the story of
“Wombat stew “.
2
mins
2. Show the big storybook and name the
parts of the book.
15
mins
5
mins
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.
1.6
2.2
2.6
3.6
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
-What did platypus, emu, blue lizard, and
echidna, koala, put in the pot?
-What happened at the end of the story?
to be put in the
display area.
chanting the
lyrics.
Sample:
13
mins
3
mins
And, the
children
were not
able to
finish the
colouring of
“Wombat
stew soup”
due to there
is no
enough time
allotted.
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
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
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
21/5/15
Term 2 –
W6
40 mins
2
mins
1. The teacher introduces the new book on
We’re Going on a Bear Hunt. Ask children
if they know the story.
2
mins
2. Show the big book story. Teacher reviews
the parts of the book. (title, author )
13
mins
3. Teacher reads the story.
-Explains the use of space in the sentence.
-Ask the children to pinpoint the space
5
mins
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.
We’re Going
on a Bear
Hunt Book
-Paper
-Children enjoy
the singing of
this song
-Crayola
Children will
be familiar
with the
capital
letters,
spaces, full
stops and
spaces.
-Wiggly eyes
-Instructions to
make the
origami please
see attached
file.
Sample:
origami bear
Children
joined in
singing the
song.
1.6
2.2
2.6
3.6
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
-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?
12
mins
5. Activity time:
-Make an easy origami bear.
-Teacher will explain the steps in making
the origami
- Colour the origami bear
4
mins
6. Teacher sings the songs with the children
around the room.
2
mins
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.
26/5/15
Sample works of the children:
1. Mother’s day card and hand print
2. Goldilocks and the Three bears mask
3. Bear origami