African Animal Junk Modelling – Year 3 (Mr Kelvin Wilkins)
Key Learning Objectives
- I can explore a wide range of media and materials, tools and techniques to create
artworks and model the real world through the arts.
- I can create, design, devise and compose their individual and collective work
-To evaluate and appreciate their own work and the work of others.
- To work positively and co-operatively.
Part One
Review/Revisit
Review the junk models that we have recently made by looking at photographs of them.
Ask the children a series of questions by shaking a dice, e.g. Explain a problem you
overcame, describe a part that you were proud of, share something you like about
somebody else’s model.
Introduction
Explain that we will be doing some junk modelling linked to our Africa week topic. Ask the
children what animals they know that come from Africa. Explain that people often go on
safari and show a slideshow of photographs (no copyright issues!)
On individual whiteboards with their talking partner, children to write a list of the variety
of animals that they saw. Show them a list of a wider variety of African animals.
Investigation
Put the children into groups of 4 and put the junk out onto the tables. Briefly discuss the
origin of the junk and the process of ‘re-using’. Give the children the time to examine the
various junk in relation to African animals and decide which animal they intend to model.
Have a selection of photos on the table for the children to take as confirmation of their
chosen animal.
Allow each group to select some of the junk that they intend to use and take it to their
working table.
Designing
Bring the children back together and model making a plan of an African animal.
Each group to plan their animal by sketching their ideas/building without attachment.
(Opportunity to interview the groups of children over break time, questioning which animals
they chose and why or looking at their plans?)
Part Two
Redesigning
Children rotate around the tables with one elective remaining to explain their plan. This
allows the children to magpie ideas for their own design. Upon return, children have a
short time to devise their own plan.
Making
Children begin the junk modelling process.
Reviewing
When complete, groups to review their own model as a whole class by re-shaking the dice
with the questions. Allow feedback from other groups.
(Opportunity to interview the groups of children over dinner time, questioning the
effectiveness of their models)
--------------------------------------------------------------------------------------------------Purpose
Having completed a topic on scrap art earlier in the year on robots, the children are now
set the challenge to refine and develop their skills by creating a scrap art model for an
African animal, directly linked to the Africa week that the whole school are taking part in.
After an initial introduction into African animals, as a group the children will be given the
opportunity to select an African animal in relation to the junk that is available,
demonstrating independence in selection. They will be given a short time to plan, by looking
at the different components of junk to see how they can manipulate it to suit the
different parts of the animal. What can they use to make the tusks of the elephant or the
long neck of the giraffe? As some of the animals share similar features (tusks,
striped/spotten fur etc) the children will be encouraged to look at each others plans which
will provide valuable discussion, peer questioning and the chance to reflect and redesign.
The actual making of the model will be wholly child-led. As the children work towards the
groups desired outcome, they will be encouraged to defer from the plan as they will
undoubtedly encounter problems that need to be addressed.
Upon completion, the children will review their product and share their thoughts on the
products of other groups.
The success of this lesson is not measured on the completed product, nor is it measured on
the closeness to their design. The success of the lesson will be the children’s ability to
work reflectively and progressively using wide range of media and materials, tools and
techniques. Regardless of the aesthetic success of the model, the children will have been
looking in detail at the different parts of an animal, analysing their shapes, sizes, textures,
colours and much more. This will undoubtedly help their understanding of body and form in
a fun, innovative and practical way.
The Arts Learning Objectives from the New Primary Curriculum
(achieved objectives in bold)
1. Essential knowledge
Children should build secure knowledge of the following:
a.
b.
c.
d.
e.
how creative ideas can be developed in response to different stimuli and imaginative thinking
how different art forms communicate and evoke moods, thoughts and ideas
that designing, creating and performing require discipline, control, technique and practice
how and why people from different times and cultures have used the arts to express ideas and communicate meaning
that accepted forms and conventions can give structure and purpose to artistic works but can be adapted and changed.
2. Key skills
These are the skills that children need to learn to make progress:
a.
b.
c.
d.
e.
explore, investigate and experiment from a range of stimuli and starting points, roles, techniques, approaches,
materials and media (i)
create, design, devise, compose and choreograph their individual and collective work
improvise, rehearse and refine in order to improve their capability and the quality of their artworks
present, display and perform for a range of audiences, to develop and communicate their ideas and evoke responses
use arts-specific vocabulary to respond to, evaluate, explain, analyse, question and critique their own and other
people’s artistic works.
3. Cross-curricular studies
This area of learning should provide opportunities for:
a.
b.
c.
children to develop and apply their literacy, numeracy and ICT skills
personal, emotional and social development
enhancing children's understanding of the arts through making links to other areas of learning and to wider issues of
interest and importance.
4. Breadth of learning
a. In studying the arts children should:
1.
2.
3.
4.
5.
learn how the arts are created and enjoyed (i) today, how they have changed over time, and the contribution they make to our
lives and culture
explore how the arts are used and valued in different cultures and traditions
learn how to combine art forms imaginatively and in complementary and enhancing ways
be introduced to the appropriate language of the arts
perform and exhibit for a range of audiences, and work with artists in and beyond the classroom.
b. In studying art, children should:
1.
2.
be involved in design, craftwork and fine art on a variety of scales, working in two and three dimensions and using ICT
(i) to explore line, shape, form, colour, texture and pattern
develop their understanding through visits to galleries and exhibitions
5. Curriculum progression
The overall breadth of learning should be used when planning curriculum progression. Children should be taught:
Understanding the arts - across the area of learning
Early
E1. To explore a wide range of media and materials, tools and techniques to create artworks (i), improvise and depict
imagined worlds, and model the real world through the arts
E2. To explore movement skills and create movement patterns in response to stimuli (i)
E3. To use role play and imaginative play to engage and empathise with characters, situations and events from known stories and
stories they create together
E4. To sing songs and make music with expression and control (i)
E5. To listen and observe carefully, taking account of simple instructions (i)
E6. To experiment with designs, shapes, colours and sounds (i), explore and record ideas using ICT where appropriate
Middle
M1. To use their senses and the world around them to stimulate and develop imaginative ideas that inform their creative
work
M2. To explore how the arts can evoke and express feelings and ideas, and how combining the arts can enhance this
M3. To describe and interpret their own work and the creative work of others
M4. To explore alternative approaches to develop and refine performances and communications, working in a variety of
digital forms (i) when appropriate
M5. About the role of the arts (i) in their life, their locality and wider society
Later
L1. To work individually and with others to use each art form by itself and in combination to create and to perform for
different audiences
L2. About the diverse roles of the arts within the cultures of their locality and the wider world
L3. To select and use appropriate ICT tools and techniques to develop and refine their ideas across the arts
L4. To evaluate and appreciate their own work and the work of others
Understanding the arts - art and design
Middle
M6. To explore and refine a range of techniques, materials, processes and media, including digital media, to draw, sculpt,
model, design, paint and print
M7. To design and create images and artefacts, expressing ideas for clearly defined purposes
Later
L5. To investigate, explore and record(i) information, to appreciate aesthetic qualities and generate imaginative ideas
L6. To design and create images and artefacts by selecting, developing and refining techniques and using a range of
materials and media ideas.