Six-pointed star template for planning a unit of inquiry
STEPS TO SUPPORT
INVENTIVE THINKING
AND IMAGINATIVE
RESPONSES

ARTS CONCEPTS &
UNDERSTANDINGS
Arts, concepts and
understandings
GOALS &
MOTIVATIONS
REFLECT & RESPOND
OPPORTUNITIES
ASPECTS OF
THE TOPIC TO
BE EXPLORED.
INTEGRATION
POSSIBILITIES.
CULTURAL
REFERENCES
MAKING:
PROCESSES &
SKILLS
Copyright © Cengage Learning Australia Pty Limited 2011
Unit of inquiry Plan for Emotional kaleidoscope using the
six-pointed star template
1. Brainstorming list of emotions
2. Exploring and describing how different
emotions feel.
3. Review examples of masks and discuss
how they express emotion using
exaggerated expression and particular
colours and shapes.
1. Emotions can be expressed
by the use of the arts
languages.
2. Careful observation required to
create caricatures and express
emotions with body language.
3. Exaggeration and simplification
underpin caricatures.
4. Emotions can be emphasised by
using particular colours, shapes and
lines.
5. Masks are used in different
cultures for rituals and festivities.
They are also used in the theatre.
6. Exaggeration for clarity and
visibility.
Vocab: caricature, tableau, visual
language.
ARTS CONCEPTS &
UNDERSTANDINGS
STEPS TO SUPPORT
INVENTIVE
THINKING AND
IMAGINATIVE
RESPONSES
Arts, concepts and
understandings
GOALS &
MOTIVATIONS
Children can develop emotional
intelligence by exploring emotions in
artistic contexts.
A whole field of artwork is based on
the aesthetic principle that artworks
should make an emotional connection
with the audience. Children should
explore some of these.
Masks are a good way of encouraging
children to participate in drama
activities and explore the
transformative power of the mask.
1. Review abstract
drawings of how emotions
feel and make observations
about how line colour,
texture and shapes can
express and communicate
emotions.
2. Review masks and
discuss why they are
successful.
3. Use a checklist to
identify dramatic features
of the role-playing
scenarios.

Feelings, facial expressions,
body language, mask-making
to represent feelings, tragedy
and comedy masks as symbols
of theatre – origins in ancient
Greek theatre, reasons for
masks in theatre, using the arts
languages to express feelings
emotions, role of the tableau
MAKING:
PROCESSES &
SKILLS
REFLECT & RESPOND
OPPORTUNITIES
CULTURAL
REFERENCES
Comedy and Tragedy masks from
ancient Greeks – now the symbols
for drama and often seen in theatres.
Images:
1. mosaic from Hadrian’s Villa (5
BC) depicting Tragedy and
Comedy.
2. Contemporary theatre masks.
3. Caricatures.
1. Make abstract drawings of how emotions feel.
2. Draw caricatures of facial expressions for different
emotions.
3. Make mask for an emotion using principles of the visual
language.
4. Make group tableaux for each emotion using body language
and masks to capture a group expression of the emotion.
5. Role-play scenarios that encapsulate emotional expression.
I just got the news.
Skills:
1. Mask making using corrugated card, hot glue and split pins.
2. Effective use of body language using visual dynamics.
Differences between solo and group creations.
3. Structure of a scenario, allocation of roles, use of the
Copyright
Cengage
Learning
Australiaoptions
Pty Limited
2011
‘stage’,©
being
mindful
of the audience,
of using
pantomime, speaking parts (people and environmental
sounds), actors standing for inanimate objects (being a door).
Planning a Unit of Inquiry
Aspects of the topic to be explored. Integration possibilities
Steps to support inventive thinking and Imaginative responses
Arts concepts & understandings
Goals & motivations
Making: processes & skills
Cultural references
Reflect and respond Opportunities
Copyright © Cengage Learning Australia Pty Limited 2011