Topic/Theme Duration Class

Visual Arts Planner Level 3 NZ Bird Collage 2 weeks Whole class Assess
Achievement Objectives Students will: Learning Intentions Students are learning to:
PK: Explore some art-making conventions,
applying knowledge of elements and selected Blend and mix paint colours to closely match the colours of a
principles through the use of materials and NZ bird.
processes
DI: Develop and revisit visual ideas, in response
to a variety of motivations, observation, and
imagination, supported by the study of
artists’ works.
CI: Describe the ideas their own and others’
Talk about the way we blended colours.
objects and images communicate.
UC: Investigate the purpose of objects and
Share ideas about when the work might have been made,
images from past and present cultures and
why the artist might have made the work and why it is
identify the contexts in which they were or are
valuable
made, viewed, and valued.
Teaching and Learning Focus:
Elements: Process: Media / Materials:
Line Tone Texture Colour Form Drawing Painting Printmaking Construction Pencil Pastel Crayon Dye
Shape Space Pattern Collage Modelling Papier Mache Mixed Media Clay Paint Fabric Paper
Principles: Fabric and Fibre Design and Graphics Cardboard Natural materials
Balance Harmony Contrast Rhythm Time-based (Video, Photography, computer-generated) Recycled materials
Tension Unity Repetition
Individual Group
Contexts:
NZ Maori Pacific European Other cultures
Resources / Equipment. Key Competencies are addressed when students:
Thinking Make decisions about the colours they will use
A3 paper, photos of birds for each student. Relating to others Work together to decide what colours they will need.
Understanding signs, symbols & text
Paint - various colors, paint brushes.
Managing self Complete their section of the jigsaw to a high standard
PVA glue, scissors,
Participating and Contributing Join in the discussion about the artwork
Teaching and Learning Sequence:

Motivation
We have been learning about NZ birds for inquiry.

Planning
Students begin by choosing a picture of a NZ bird and looking at it very closely. Ask students to think about what colours thay
can see ( not just red and blue but shades of red/blue)
Students to make a list of what colours they need to paint.

Before Beginning Colour/Painting

Ask students for any prior knowledge of paint.
Talk about the organization and management issues e.g. setting up tables with newspaper, organizing the pastels. etc.
Show examples of completed paint segments and talk about how the plaint has been blended to create shades and tones.
Give out paper pieces and discuss how they could proceed: by looking at and picture the different colours and and then
slowly building up the colour.
Talk about starting with light colours first and working towards the darker colours.
Discuss some of the problems they might encounter e.g. smudging their work and how these issues might be overcome.

Exploring Media
Students to start painting. Teacher to roam and supervise.
Remind students to start with light colours and gradually add darker colours to build up a rich layer of pastel.
Teacher uses examples from the students to show good practice.

Making the Artwork

Teacher to explain how to cut painted paper to start collaging feathers.
Explain how students can look at the pictures of the birds and the shape of feathers (rounded/pointy/long/slim) as well as
layering the paper.
Students begin to cut and past feathers.
Again teacher uses examples from the students to show good practice. Work through to completion.

Sharing
Encourage students to discuss how they used pastel in their part of the jigsaw- what did they find difficult? What could they
do better? What have they learned about using pastel?

Evaluation
Students can talk about the patterns and symbols used in their work as well as the sentences they chose to include.

Method:
Assessment Evidence:
Self Peer Teacher