How to Create an Effective PYP Art Lesson Plan 3.

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How to Create an Effective PYP Art Lesson Plan 3.0
How to Create an Effective PYP Art Lesson Plan 3.0
Fairview Visual Arts Scope & Sequence
Level Phase 1
Creche • enjoy experiencing artworks
• show curiosity and ask
questions about artworks
PRINTMAKING/STAMPING
CUT, TEAR, PASTE
MAKING CLAY MODELS
LINES
MATERIALS:
OIL PASTELS
TEMPERA PAINTS
Responding
Recep • enjoy experiencing artworks
• show curiosity and ask
questions about artworks
PRINTMAKING/STAMPING
CUT, TEAR, PASTE
MAKING CLAY MODELS
LINES
MATERIALS:
OIL PASTELS
TEMPERA PAINTS
Phase 2 Phase 3 Phase 4
• investigate the purposes • Compare, contrast and N/A
of artwork from different categorize artworks from a
times, places and a range of range of cultures, places and
cultures including their own times
• sharpen their powers of • use their knowledge and
Observation experiences to make
informed interpretations of
ORIGAMI artworks
COLOURS – PRIMARY, WARM,
COOL TEXTURE
SHAPES DRAWING PRINTMAKING/STAMPING
CUT, TEAR, PASTE
MATERIALS: MAKING CLAY MODELS
OIL PASTELS ORIGAMI
TEMPERA PAINTS COLOURS – PRIMARY,
WARM, COOL
SHAPES DRAWING
RECYCLED ART
• investigate the purposes • Compare, contrast and N/A
of artwork from different categorize artworks from a
times, places and a range of range of cultures, places and
cultures including their own times
• sharpen their powers of • use their knowledge and
Observation experiences to make
informed interpretations of
ORIGAMI artworks
COLOURS – PRIMARY, WARM, TEXTURE
COOL PRINTMAKING/STAMPING
SHAPES DRAWING CUT, TEAR, PASTE
MAKING CLAY MODELS
MATERIALS: ORIGAMI
OIL PASTELS COLOURS – PRIMARY,
TEMPERA PAINTS WARM, COOL
How to Create an Effective PYP Art Lesson Plan 3.0
PYP 1 - 2 • enjoy experiencing artworks
• show curiosity and ask
questions about artworks
• describe what they notice
about an artwork
• identify the materials and
processes used in the
creation of an artwork
COLOURS – PRIMARY, WARM,
AND COOL
COLOURS – SECONDARY
BASIC DRAWING
CONTOUR DRAWING
MATERIALS:
OIL PASTELS
WATERCOLOUR PENCILS
PYP 3 - 4 • identify the materials and
processes used in the creation
of an artwork
• express opinions about an
artwork
• create artwork in response
to
a variety of stimuli.
• make personal connections
to artworks
• communicate their initial
responses to an artwork in
visual, oral or physical modes
PATTERNS
PRINTMAKING/STAMPING
• investigate the purposes
of artwork from different
times, places and a range of
cultures including their own
• sharpen their powers of
observation
• identify the formal elements
of an artwork
COLOURS – SECONDARY
BASIC DRAWING
CONTOUR DRAWING
COMPOSITION
COLLAGE
• use appropriate terminology
to discuss artwork
• describe similarities and
differences between
artworks
• become an engaged and
responsive audience for a
variety of art forms.
PATTERNS
PRINTMAKING/STAMPING
SHADES AND TONES
SPACE
BASIC PAINTING
BEADING (CRAFT)
MONOCHROME PAINTING
SHAPES DRAWING
RECYCLED ART
• Compare, contrast and • Explain the cultural and
categorize artworks from a historical perspectives of an
range of cultures, places and artwork
times • understand the role and
• identify and consider the relevance of visual arts in
contexts in which artworks society
were made
COLOURS – PRIMARY,
SECONDARY, COOL, WARM
BASIC DRAWING
CONTOUR DRAWING
TONES AND VALUE
COMPOSITION
RECYCLED ART
• use their knowledge and • understand the role and
experiences to make relevance of visual arts in
informed interpretations of society
artworks • reflect throughout the
• reflect on their own and creative process to challenge
others’ creative processes to their thinking and enact new
inform their thinking and unusual possibilities
• use relevant and insightful
questions to extend their
understanding
TEXTURE
PATTERNS
PRINTMAKING/STAMPING
SHADES AND TONES
SPACE
How to Create an Effective PYP Art Lesson Plan 3.0

SHADES AND TONES FIGURE DRAWING BASIC PAINTING

SPACE COMPOSITION CREATE LOGO
BASIC PAINTING RECYCLED ART
CARICATURE MATERIALS: MIXED MEDIA
STENCIL PASTA, BEADS, ETC

MATERIALS:
SOFT PASTELS/CHALK
OIL PASTELS
WATERCOLOUR PENCILS
PYP 5 - 6 • create artwork in response • use appropriate terminology • reflect on their own and • reflect throughout the
to a variety of stimuli. to discuss artwork others’ creative processes to creative process to challenge
• analyse the relationships • describe similarities and inform their thinking their thinking and enact new
within an artwork and differences between • recognize that different and unusual possibilities
construct meanings artworks audiences respond in • critique and make informed
• become an engaged and different ways to artworks judgments about artworks.
MASK-MAKING responsive audience for a • provide constructive
METAL SCULPTURE variety of art forms. criticism when responding
RECYCLED ART • identify the stages of their to artwork.
SKETCH own and others’ creative
CHARCOAL DRAWING processes COSTUME DESIGN
MIXED MEDIA SKETCH
MASK-MAKING PAINTING
MATERIALS: METAL SCULPTURE MIXED MEDIA
SOFT WIRES PRINTMAKING POSTER/BANNER MAKING
PAINTING
RECYCLED ART
SKETCH
CHARCOAL DRAWING

Creche • engage with, and enjoy
a variety of visual arts
experiences
• analyse the relationships
Creating
within an artwork and
construct meaning.
• participates in individual and
collaborative creative
• identify, plan and make
specific choices of materials,
tools and processes
• sharpen their powers of
observation
• compare, contrast and N/A
categorize artworks from a
range of cultures, places and
times
• use their knowledge and
experiences to make
informed interpretations of
artworks
How to Create an Effective PYP Art Lesson Plan 3.0

experiences.
Recep • engage with, and enjoy
a variety of visual arts
experiences
• analyse the relationships
within an artwork and
construct meaning.
• participates in individual and
collaborative creative
experiences.
• identify, plan and make
specific choices of materials,
tools and processes
• sharpen their powers of
observation
• compare, contrast and N/A
categorize artworks from a
range of cultures, places and
times
• use their knowledge and
experiences to make
informed interpretations of
artworks

PYP 1 -2 • select tools, materials
and processes for specific
purposes
• create artwork in response
to a variety of stimuli.
• realize that their art work
has meaning.
• identify the stages of their
own and others’ creative
processes.
• consider their audience
when creating artwork.
PYP 3 - 4 • combine different formal
elements to create a specific
effect
• use their imagination and
experiences to inform their
art making
• use a range of strategies to
solve problems during the
creative process.
• develop an awareness of
their personal preferences.
PYP 5 -6 • show awareness of the
affective power of visual arts.
• Identify factors to be
considered when displaying an
• identify, plan and make
specific choices of materials,
tools and processes
• demonstrate control of
tools, materials and processes
• demonstrate control of
tools, materials and processes
• make predictions,
experiment, and anticipate
possible outcomes
• combine a variety of formal
elements to communicate
ideas, feelings and/or
experiences
• make predictions,
experiment, and anticipate
possible outcomes
• combine a variety of formal
• identify and consider the
contexts in which artworks
were made
• use their knowledge and
experiences to make
informed interpretations of
artworks
• reflect on their own and
others’ creative processes to
inform their thinking
• recognize that different
audiences respond in
different ways to artworks
• reflect on their own and
others’ creative processes to
inform their thinking
• use relevant and insightful
• explain the cultural and
historical perspectives of an
artwork
• understand the role and
relevance of visual arts in
society
• reflect on the factors that
influence personal reactions
to artwork
• reflect throughout the
creative process to challenge
their thinking and enact new
and unusual possibilities
How to Create an Effective PYP Art Lesson Plan 3.0

artwork. elements to communicate
• participate in individual and ideas, feelings and/or
collaborative creative experiences
experiences • identify the stages of their
own and others’ creative
processes
• consider their audience
when creating artwork.
questions to extend their • critique and make informed
understanding judgments about
• provide constructive
criticism when responding
to artwork.

PYP CONCEPTS IN VISUAL ARTS

PYP Why have you How can you Why do you How has How does art How does Who do you need to Are these materials the
CONCEPTS chosen that show think this new media help us someone’s speak to and involve best ones for your task,
material/tool? yourself piece influenced celebrate? culture in this project, why? why?
feeling of art has artistic What do the influence the Which materials What makes an
angry/ been made? practices? colours and work they do you think interesting
sad/happy/ shapes remind produce? can be recycled design?
frightened? you of? into art, why?
How to Create an Effective PYP Art Lesson Plan 3.0
How to Create an Effective PYP Art Lesson Plan 3.0
How to Create an Effective PYP Art Lesson Plan 3.0

Scheme Of Work for 2nd Quarter Sem 1

Creche/Reception

 Learners will investigate the purposes of artwork from different times, places and a range of cultures including their own.
 Learners will show curiosity and ask questions about artworks.
 Learners will participate in individual and collaborative creative experiences.

PYP 1 & 2

 Learners will be able to select tools, materials and processes for specific purposes
 Learners will create artwork in response to a variety of stimuli.
 Learners will realize that their art work has meaning.
 Learners will identify the stages of their own and others’ creative processes.

PYP 3 & 4

 Learners will identify the materials and processes used in the creation of an artwork.
 Learners will express opinions about an artwork
 Learners will create artwork in response to a variety of stimuli.
 Learners will make personal connections to artworks.
 Learners will use their imagination and experiences to inform their art making.

PYP 5 & 6

 Learners will create artwork in response to a variety of stimuli.

 Learners will analyse the relationships within an artwork and construct meanings.
 Learners will show awareness of the affective power of visual arts.
How to Create an Effective PYP Art Lesson Plan 3.0

Criteria for Writing an Art Lesson Plan

No Criteria
1 Aims should be clearly stated in ONE statement. YES / NO
2 Objectives should be written specific for the particular lesson – skills, techniques to learn. YES / NO
3 Each lesson should have at least ONE or more PYP Concepts. YES / NO
4 Applicable Learner Profiles or Attitudes to be applied throughout the lesson. YES / NO
5 Each lesson should have Kate Murdoch’s Inquiry Cycle – Tuning in, Finding out, Sorting out, Going Further, Conclude. YES / NO
6 Teacher’s or students’ instructions are clearly stated in the instructions column. YES / NO
7 Suggest differentiated activities based on learner’s style, interest, level of understanding, and others. YES / NO
8 Variation of activities for active learning. YES / NO
9 Be precise with time duration for each activity. YES / NO
10 Additional remarks or teacher’s comments if necessary. YES / NO
11 State clearly the tools needed for each lesson, so that it is easier for teachers to check materials for each lesson before YES / NO
hand.
12 Integrate with individual UI according to respective campuses, if possible. YES / NO
How to Create an Effective PYP Art Lesson Plan 3.0

SAMPLE TEMPLATE LESSON PLAN

Title/Theme: Paper Collage Lesson: 2 (2 Periods – PYP 2) Teacher: Ms Grace
Aim: Learners will identify the materials and processes used in the creation of an artwork.

Objectives: At the end of the lesson, students will be able to:

 record from first-hand observation and explore ideas for a design
 represent observations and ideas, and design and make a paper collage
PYP Concepts: Form, Connection Learner Profiles/Attributes: Risk taker, Communicator
Integration with UI Type of Activity (group, Differentiation (form, materials, groups,
Time duration Strategies for: Teacher/ Student activity
(if possible) individual, peers, etc.) names)
1. Tuning in Teacher shows the children
examples of botanical Groups of 3 or more Students can be grouped with different
5 mins illustrations to show the need for starter activities: puzzles, manipulative
accurate observation. materials, others.

Teacher demonstrates methods

to draw a line of object chosen.
(contour drawing) Students may need guide from teacher
Think, pair, share.
2. Finding out to position the composition.
Students organise where shapes
10 mins
and other visual information will
be placed on the paper thinking
about size and relationship of
shape.

Students could experiment with Students could also use printing

Groups of 3 & rotate
paper collage techniques to when each group has techniques to print a variety of patterns
3. Sorting out
50 mins compose designs based on plant finished their tasks. and textures and use these papers in
forms. their collage work.
http://artsmarts4kids.blogspot.c
om/2007/11/henri-matisse-
How to Create an Effective PYP Art Lesson Plan 3.0

born-in-1869-began-his.html

Making connections with things

4. Going further
around us.
10 mins
How can you show yourself
feeling angry/sad/happy/
frightened?
5. Conclusion / Students record their reflection
reflection in their sketch books or folder.
5 mins

Teacher's
Additional
comments
(reflection)

Materials and tools needed: coloured papers, scissors, glue, leaves, paint.
How to Create an Effective PYP Art Lesson Plan 3.0

According to the Curriculum Guide, the process of responding provides students with opportunities to respond to their own and other artists’ works
and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. The creating strand provides
opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey. Hence, all PYP 3-6 students should
have an A4 size sketch book. Objective of having a sketch book is for students to

 become increasingly independent in the realization of the creative process

 select, research and develop an idea or theme for an artwork
 develop an awareness of their personal preference
 works as documentation for students’ progress & development
 record own findings and reflection each week

The sketch book can also become their portfolio, where all their work is compiled & documented.

Resources & References:

Key Stage I, II http://webarchive.nationalarchives.gov.uk/20101119131802/http://www.standards.dcsf.gov.uk/

www.ibo.org
http://www.nicurriculum.org.uk/microsite/the_arts/art/keystage_1/using_the_visual_elements.asp
Making PYP Happen
Art Scope & Sequence
Curriculum Guide
Fairview Schools POI

Other Art Resources:

http://www.firstpalette.com/
http://dickblick.com
http://kinderart.com

http://kidsartists.blogspot.com/search/label/textile

http://artsedge.kennedy-center.org/educators/how-to/arts-integration-beta/why-arts-integration-beta/why-connections-beta/differentiated-instruction-
beta.aspx
How to Create an Effective PYP Art Lesson Plan 3.0

http://www.accessart.org.uk/

http://childrentakethelead.wordpress.com/

http://www.scoop.it/t/exploring-visual-arts?page=2

http://www.artsconnect.com.au/artists/illustrators/laraallport.htm

http://spoonful.com/crafts

http://www.mychandlerschools.org/Page/12166