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Subject: Art

Class: P2.2-2.7

Unit: 7; Lets Go On! Make it with Colours (c)

Topic: Patterns

Date: 31/10/16 4/11/16

Time: 1000hrs-1430hrs

Prior Knowledge
Students should already know:
1. The colour wheel; primary, complementary, warm and cool colours
2. Patterns are created with arrangements of motifs
3. Most elements of designs are used to create patterns
Instructional Objectives
By the end of the lesson, students should be able to:
1. See how threads and cardboard can be made into a stamp & thinking out of the box!
2. Generate solutions when encountering trouble in the midst of making own stamps
3. Discuss how colours can portray different moods

Lesson Development
Introduction OR Pre-activity


Settle down and explain

house rules + game rules

House Rules:
1) Write your name, class and date on the
back of your papers
2) Be silent and listen attentively to the
3) Keep workspace clean and tidy
4) No running around
5) Share ideas and kindness
6) Try your best and remember to have
Game Rules:
-No screaming and shouting in class
-Travel to and fro from Classroom to the
Art room in an orderly manner
-Bags placed neatly outside Art room and
pencil cases ready
-Listen attentively to instructions and
during lessons

Rationale (optional)
Establishing of routines
and expectations.

Students will be able to

know and fulfill their
responsibilities in the
subsequent lesson.
Through this, the teacher
could cultivate this habit
within the students.


Remind them of naming themselves as

1,2,3, 5 & 5

Overview of Lessons

1st Lesson: Introduction to Patterns and

recap on primary colours

Prior knowledge:
Instructional activities
based on students past
knowledge or

2nd Lesson: Build motif as stencil

3rd Lesson: Stencil building and
transferring onto A3 Paper
4th Lesson: Complete wrapping paper!

Recap from past lesson:

// What are patterns?

What can be used to create patterns? Dots, lines, colours and shapes.
Patterns can be found in Nature and our
surroundings. Even on our belongings!
They are often used symbolically to
represent many things: people, beliefs,
the natural world, history, tradition
// Part one of creating motifs with strings
// A feature in a decoration or design
(A flower motif in a wallpaper)
// Demos + Examples from last lesson:
motif building from a dot, a line or a
// Refresher of colour wheel again
-Primary colours
-Secondary colours
-Complementary colours
-Warm & Cool colours
// Examples of coloured stamp on paper
(last lessons examples)

Sneak Peek of Agenda

over 4 weeks will allow
students to understand
what to expect and what
they are working
towards to.
Recap of lesson: This
will help the students to
recall what they have
learnt in the previous

Combining past 2
lessons contents/main
points; the marriage of
colours and motifs so the
students can see a bigger
picture of the flow of the
lessons and understand
the bigger ideas of


Lesson Development OR Main






Register No 8, 15, 22 and 30 to
help Miss Lim distribute artworks
All the No. 1s and 4s to come to
the front, quietly & in an orderly
manner to collect materials; Plate
of glue, Brushes and Strings
What is the first thing you should
do when you receive your board?


Video; the visual demo of

what we are doing in the next
20 mins; translating drawings
into stamp with strings and

Start creating and making

stamp; online timer onscreen

Closure and Consolidation OR PostActivity



Is your work quiet, noisy, happy,
sad or calm? (imagine with your
colour choices)
When I look at my artwork, can I
see how elements and principles
have been applied?
What problem solving skills did I
apply to my difficulties just now?
Instructions: No. 3s to help Miss Lim to
collect all papers from your groups


By showing the students

a visual step by step,
they will then
understand where they
are working towards to.
To reinforce on the first
house rule to write
name, class and date on

Briefly summarise todays lesson

regarding the handons and students
responses, show them last slide and what
to expect the last 2 lessons.
Reflections (Choose 1 aspect of the lesson to reflect on positive or negative one. It can be
written in point form not more than 1 page)
1. What happened? (What did my students do? What did I do?)
2. Why? (Why did I think things happened this way? Why did I choose to act the way I
3. So what? (What have I learnt from this?)
4. Now what? (What do I want to remember to think about in a similar situation? How do I
want to act in future?)

NOTE: General guidelines for a double-period lesson about 5 pages, excluding references and
worksheets/resources (Times New Roman, font size 12)
2015, NIE, Office of Teacher Education (OTE), Practicum
*8mins for to and fro Art Room