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Stage 1 Creative Arts-Term 2

Outcomes and Indicators

Making VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things - talks about significant features and relationships of objects, referring to such things as shapes, materials, proportion and colour in their artwork. VAS1.2 Uses the forms to make artworks according to varying requirements -thinks about how they can interpret the teachers requirements for art making -experiments with the properties of different drawing, paint media and tools to depict an artworks that reflects a particular culture.
MUS1.1- Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts. - sings, experiments with different percussion and musical instruments to represent different modes of transport. DRAS1.1- Takes on roles in drama to explore familiar and imagined situations. -Creates different ways to dramatise a range of roles and situations adapted from their imagination and everyday experiences.

Students in Stage 1 will: Learn to:

- explore different kinds of subject matter and concepts in their making of artworks - make different kinds of artworks including paintings, drawings, sculptures, photography, digital artworks and videos - appreciate art from another culture.

Learn about:

-the diversity of kinds of things that are made as art (e.g. paintings, drawings, sculptures, photographs) -who audiences are, what they do and where they look at art -the purpose of art in a particular culture

Teachers of Stage 1 students will:

-provide opportunities for students to talk and write about their artworks, as well as those made by other members of the class -provide opportunities for students to closely observe the characteristics of interesting things and experiences through books, drawing and photography. -extend students opportunities with different media, tools and techniques and assist them, through demonstration and experimentation, to capture likeliness -extend students opportunities to imitate accurately


Sequence of Learning Experiences

Mothers day card Create a card for mother's day using a variety of materials to decorate the card. Place a photo of each student on the card. On the front cover get students to either write or cut and paste words, that represent qualities of their motherfor example-loving, caring, dedicated and funny. Explore different types of transport Brainstorm the different modes of transport as a whole class. Discuss each mode of transport with students, gaining information about what they know. Discuss the categories of transport i.e. land, air, water. Write student ideas on the board. Students create a list of transport types in their workbooks. Create different types of transport. Get students to make a fire fighter and fire truck. 1) Students draw and cut out a square from red cardboard for the truck. 2) Draw and cut out circles out of another coloured piece of paper for wheels. 3) Colour the fire fighter and ladder 4) Assemble the pieces together on a piece of coloured paper. Use oil pastels for the effect of water. Model of transport Decide a particular mode of transport and the specifications of your vehicle. Consider its purpose, who/what it will carry, where it needs to travel, making it safe as well as functional. Generate ideas for the design. Try looking at existing vehicles for ideas. Complete a plan on paper or use computer software, to create the design. Collect materials and decide which are appropriate. Decide on a final design to develop, considering available materials. Label the different areas on the model and the types of materials used to make the model. After students have made their model, they can show the class, present their model and explain its features and their




functions. Get students to self evaluate their model, its design and specifications. 8-9 Different types of transport used to travel to school Learn to sing the song 'How did you travel to school?' Explore different ways of dramatising the modes of transport mentioned in the song. For example- car: unlock door; open door; sit down; close door; seatbelt; key in ignition; foot on clutch/accelerator etc. Experiment with different instruments which represent different modes of transport, mentioned in the song 'how did you travel to school'. For example-Select the instrument to represent a car. Differentiation

Extra assistance: Get students to work in pairs or in mixed

ability groups. Provide extra examples of models that they can create. Talk about what materials will work and why.

Extension activity:
Explore the statement: "Cars are the most convenient form of transport. Two groups must support this statement and two groups must oppose this statement. Each group should discuss and document their arguments on the Butchers paper provided. Allow students enough time to discuss their ideas. Ask the groups to combine into two larger groups; support and opposition. Come together as a class. Have groups share their arguments with the class.

Show students some sample advertisements and discuss the layout (title, slogan etc). Students in pairs create their own individual advertisement that persuades an audience that a particular mode of transport is the most efficient.

Encourage students to look at the magazines provided to gain ideas for their persuasive advertisement.

Resources Art paper, A3 paper, A4 cardboard, musical instruments, lyrics to the song- how did you travel to school, computer software, oil pastels, scissors, coloured pencils, PVA glue, buttons, Cardboard, Materials to use for the model-Paddle pop sticks, Plastic wheels, Straws, skewers, hot glue guns, other recyclable materials, Scissors, photos and water colour paint.