t1 Y6 2021 Creative Arts

Wonder | Year 6 | Creative Arts Term Two The Arrival Shaun Tan
Building Learning Power Duration and Date

VISION – With compassionate hearts Serve others - Heart- Reach Out Term 2, 2021 10 weeks
1 hour per week
Teacher:
Action: Character: Integration:
 Collaborate (learn with  I am compassionate  PBL: reflecting on
and from others)  I care students’ behaviour
 Listen respectfully and  I am generous  Christian Studies,
with empathy  I can learn well with Chapel, Devotion;
 Respect fellow learners others modelling
and teachers  I am empathetic  Christ Virtues Program
 Help others to learn.  I am kind
 I am respectful
Unit Overview Background (Stage Statement)

In Visual Arts, students will develop knowledge, skills and understanding in making artworks Students make artworks for a variety of audiences using different forms and techniques to
informed by their investigations of the world as subject matter, use of expressive forms, and convey meaning and represent the likeness of things in the world. They discuss artworks in
consideration of the audience for their works. They will develop in appreciating their own terms of how subject matter is used and represented, artists’ intention and audience
artworks and those of others, recognising the roles of artists, audiences and how the world can interpretation and make reasoned judgements about these artworks.
be interpreted.
Students sing, play and move to a range of music, both as individuals and in group situations,
Students will learn about the language of art and how to describe artist’s works. They shall study demonstrating an understanding of musical concepts. They organise musical ideas into
four main areas: colour, line, pattern and tone. compositions, using notation systems to record these ideas. Students listen to a range of familiar
and unfamiliar music with a sense of understanding, appreciation and discrimination.
Christian Focus Students use movement, voice and the elements of drama to sustain dramatic roles in a range
of contexts. They devise and perform a range of drama forms for audiences. Students interpret a
Students will begin to understand that God has blessed us with many talents and gifts that we range of drama experiences by making, performing and appreciating drama.
can use to; glorify His creation, create a positive and vibrant classroom to work in and to create
gifts to encourage others. Students perform dances from a range of contexts demonstrating movement and expressive
qualities appropriate to the dance. They explore, refine and organise movement to convey
meaning to an audience. They recognise and discuss how dance has various artistic and cultural
contexts.
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 1
Outcomes Assessment Overview
Creative Arts K-6 Assessment for:
› CA-VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the  Discussion
world Eye art work
Assessment as:
› CA-VAS3.2 Makes artworks for different audiences assembling materials in a variety of ways  Work samples
› CA-VAS3.3 Acknowledges that audiences respond in different ways to artworks and that there  Student artworks
are different opinions about the value of artworks
› CA-VAS3.4 Communicates about the ways in which subject matter is represented in artworks Assessment of:
 Creation and appreciation of artwork
Content Teaching, learning and assessment Resources
VAS3.1 Learning Sequence 1: Introduction (Weeks 1 and 2) Art’s a ball
 Uses different artistic
concepts (eg colour, Learning Intention (WALT): 1. A colored completed example for
tone, light, scale, A Ball About Me your reference, inspired by graffiti style
abstract), and explores After introducing the novel Boy Overboard students look at graffiti style patterns and art. Using line, colour, illustrations, words and symbols doodling,
how symbols may be students create a graffiti style art work inside the shape of a soccer ball. The Ball About Me reflecting their likes ideas and feelings. Students are using a ball point pen and marker pens
used in their encouraged to be as imaginative as they can with words, lines colours and graffiti inspired lines, shapes and doodles. 2. Soccer ball templates with the word
Resource pack including templates has been uploaded to share point (Term 2 creative arts resources). prompts in each hexagon
interpretation of
(both US and UK/Aus/NZ spelling
selected subject matter
Zendangle Soccer Ball templates are included
3. A blank soccer ball template is
included for those who want to
freestyle it
4. A soccer ball bookmark template for
early finishers
5. Two doodle ball art activities for
early finishers - explore abstract
pattern, color and shape
6. ‘A Ball About Me’ Garland for
Discuss the use of line in art and shading in art and the effect and impact. Look at the art of zendangle. Discuss the different shapes and lines, students to decorate, cut out and
similarities with graffiti style art. assemble (2 letters per page)
Using the tutorial how to draw a soccer ball (Uploaded to sharepint Term 2 creative art resources) students complete the directed drawing activity
Then once the soccer ball has been drawn in pencil students trace over with black marker. Students then complete the sections of the soccer ball 1. Good quality paper/card stock for
zendangle style. printing activity templates
3. Marker pens, colored pencils, ball
Working towards: point pen or fine liners for detail
Students complete zendangle art work on template provided 4. Scissors
5. String / ribbon / pegs if you would like
to make a garland / peg up the soccer
Working beyond:
balls
Students complete soccer ball using above tutorial add line and shading to create 3D effect. Alternatively students could create
6. You could also lamimate the soccer
their own ball ie tennis ball netball rugby league ball etc balls and hang them from the ceiling
Resources uploaded to share point
Learning sequence 2 It’s In The Eyes

Week 3
The Arrival by Shaun Tan
Experiment with line in art. Look at the style and work of Shaun Tan in his book The Arrival.
Lead pencil, erasers, black line
BLP: Collaborate (learn with and from others), Help others to learn, I can learn well with others. markers
A4 Paper
After introducing the The Arrival By Shaun Tan. Discuss the style and colours used by the illustrator Shaun Tan. Black backing/mounting paper
Coloured pencils
Look at Shaun Tan’s character in the book “The Arrival”
As a man prepares to tell the tale of his experiences with the giants, Shaun Tan focuses on the man’s eyes—allowing us to “zoom in” to the
memory. Students will use this connection to practice our drawing skills with shading. You’ll find many interesting photos of a close-up of eyes
online. Students draw an eye but with a cross-hatching technique that is largely free of outlines. Perhaps colored pencils are a good medium for
this?
Use an A4 piece of paper and coloured pencils. The eye should take up most of your page as it is the focal point
Below are some examples of the eyes my students created in this activity. Some students will find a new direction their art skills can take them.
Eye drawn using "outline" and shading--not cross-hatching.
How about taking the assignment to the metaphorical level like Shaun Tan? What is inside your soul?
The eyes are the mirrors . . .
Power point surrealism / Rene
Magritte (share point Term 2
resources Creative Arts)
Learning Sequence 3
Lead pencil, erasers
Black line markers
Week 4 – The False Mirror A4 paper black mounting paper
Create individual surrealistic eyes inspired from René Magritte’s Coloured pencils
painting, “The False Mirror”, with colour pencil and watercolor.
WALT
● Students will learn about surrealism
● Students will use their own creativity to draw a surrealistic image
● Art history will be explored through learning about René Magritte C:\Users\elisa.leray\OneDrive -
Students will learn how to create surrealistic eyes by making their own individual Lakes Grammar - An Anglican
creations. School\Downloads\SurrealEye.p
df
Detailed lesson notes and resources including power point presentation have been uploaded to share point Creative Arts Term 2 Resources
Working towards:
 Print picture out for less able students to use as a guide. Assist with writing component
Working beyond:
 Students work to add more detail.
BLP: Collaborate (learn with and from others).
Learning sequence 4 - week 5 Surreal Imaginary creatures

VAS3.1 https://www.tate.org.uk/kids/explore/
 Uses different artistic what-is/surrealism
concepts (eg colour,
tone, light, scale, In the strange, new city, each household has its own ‘companion animal’. Ask children to create their own imaginary creatures. This can be done
by taking elements of existing creatures and blending them into a whole. (Shaun Tan used this approach to help him create the traveller’s https://www.teachkidsart.net/categor
abstract), and explores y/lessons/lessons-by-
companion, which he described as mouse-like, dog-like, tadpole-like; even shark-like!) Students look at the images in Tan’s work in the The
how symbols may be style/surrealism/
Arrival and compare to the work of Salvador Dali in the elephants. Using the information gained from examining Tan’s images and Dali’s works
used in their students create their own surreal companion animal.
interpretation of
selected subject matter
VAS3.2
 Discusses the
conditions and Students sketch surreal animals travelling companions. Outline in black marker. Resources uploaded to
requirements of sharepoint
artworks that are made Lead pencil, eraser
for particular purposes, A4 paper Black mounting paper
sites or events and how Black marker
those conditions and
requirements can affect
how they might go https://artprep.weebly.com/dali-
about their own long-legged-birds.html
artmaking.
VAS3.4
 Identifies and describes
the properties of
different forms,
materials and
techniques in artworks In this activity, students use drawings in the book to create trading cards. They’ll need to use their
and comments on how
these are employed in
imagination, pay close attention to detail, and use summary writing skills to create the trading card.
the representation of
subject matter.
BLP: Collaborate (learn with and from others), Help others to learn, I can learn well with others, Respect fellow learners and
teachers.
Working towards:
 Provide an example artwork for students to base their artwork on.
Working beyond:
Students appreciate and assess others artworks. Create own trading card
Learning Sequence 4: Dali elephants
Learning Intention (WALT):

Students watch video about Salvador Dali Get surreal with Salvador dali. Teacher instructs how to draw the elephant in these 6 simple steps!
Discuss talked about the Indian elephants and how they are adorned with fine linens and jewels! We talked about the endangered elephants  Resources uploaded on
species. Ours were sketched out on watercolor paper. Consider considered ways to shade our elephants using our pencils- which was a great Sharepoint
review of the gray scale and finding different values to make an object more 3-D. Outline in black marker.
Use watercolor paints for the background.  https://www.youtube.com/w
Discuss Dali’s creatures with those of Shaun Tan in the arrival. Compare their own art works to previous art works Traveling companion activity atch?v=_ST52WsmUIM

 https://www.youtube.com/w
atch?v=fOoFCV4gAP0
lead pencil
art paper
black line marker
watercolour
black mounting paper
 BLP: Collaborate (learn with and from others), Help others to learn, I can learn well with others, Listen respectfully and
with empathy.
Working towards:
Working beyond:

VAS3.1  Black markers
 Uses different artistic Learning Sequence 5  Led pencil
concepts (eg colour,  Coloured markers black
tone, light, scale,  Sureal landscapes markers
abstract), and explores  Look at and discuss the city landscaoe in The Arrival, what aspects make this a surreal setting. Discuss knowledge gained from previous  Rulers
how symbols may be lessons as to what surrealism means. What aspects of Shaun’s city are surreal.  scissors
used in their  Look at the sureal landscape of Dali’s Persistence of memory. Discuss the features and aspects of the painting

interpretation of  Pencils, coloured pencils,

selected subject matter.  oil pastel.
 Students watch you tube tutorial and create persistence of memory Art works  Dali resources uploaded to
VAS3.2  Lesson notes uploaded on share point share pint
 Examines a range of   Persistence of memory art
concepts and their  https://www.youtube.com/watch?v=skLm6PSVY7Q appreciation and
relationships to selected assessment
forms and experiments  Sharepoint
with such things as the
 A3 art paper
expressive use of
colour in painting or
drawing, the abstract Students complete Persistence of Memory art appreciation and assessment activity
Fast finishers complete part of collaborative Persistence of Memory poster
and/or monumental
qualities of sculpture,
the sequencing of
events in a video, digital
work or cartoon, the use
of found objects and
other objects in an
installation or sculptural
work.
VAS3.1 Learning Sequence 6: Artist Study (Week 9&10)  Pencils, coloured pencils,
 Closely observes oil pastel.
details of things in the Learning Intention (WALT):  Picasso resources
world and seeks to Interpret famous artworks and understand the reasons behind why they were designed. uploaded to share point
make artworks about
these using various BLP: Collaborate (learn with and from others), Respect fellow learners and teachers.
techniques such as
proportion, perspective,  Pablo Picasso
composition,  Students review paintings by Pablo Picasso
foreshortening.  Watch virtual tour
 Uses different artistic  https://www.youtube.com/watch?v=oOOY6GbV9Ks&feature=youtu.be
concepts (eg colour,
 Picasso POwerpoint uploaded to share point
tone, light, scale,
abstract), and explores 
how symbols may be  Ask students to comment on their observations of Picasso’s paintings, particularly portaits and cubist .
used in their  Introduce Picassos guernicaBLP)
interpretation of  Ask students to think about how the picture was created. What mediums were used? Discuss the colours used in the
selected subject matter paintings. Identify images, share background of painting
 Complete art appreciation activities and challenge uploaded to share point .
VAS3.3
 Talks about and

writes about the
meaning of
artworks
recognising how
artworks, can be
valued in different
ways by
themselves as
audience  Ask students to choose which Picasso painting they connect with and explain why. Are there any similarities or connection
members, and by with Tad Carpenters cover illustration of wonder ? Can they explain any connections that Picassos Paintings or periods
others • identifies may have with Auggie.
some of the
 Assessment challenge - Students will attempt to reproduce an artwork of their choice from Picasso. Students will use
reasons why
pencil, coloured pencil and oil pastel as they choose.
artworks are made
(eg the artist’s
personal interest
Working towards:
and experience, a
 Students create artwork with a partner.
work
 Assist with basic sketch and then have student finish artwork.
commissioned for a
site, a work made
Working beyond:
to commemorate
 Students use rubric created in previous learning sequence to appreciate a number of artworks.
an event in a
community).
develop an
Drama Term One
understanding of Throughout the term students will work on readers theatre script based on the novel wonder. They wiil be ready to perform at the
character through end of the term ( readers script uploaded to Sharepoint) Lesson notes and worksheets
voice and movement Throughout the study of wonder students will participate in Wonder Drama Circle activities (Sharepoint) uploaded to sharepoint
and extend their Students will Study the lyrics of
understanding and Natali Marchant’s Wonder and respond to (see lesson notes on share point creative arts term one )
use of situation, Green days When September ends (lesson note and worksheets on Share point creative arts term one )
focus, tension, space Christine Agulireas Beautiful (lesson note and worksheets on Share point creative arts term one
and time
 extend their
understanding and
use language and
ideas to create
dramatic action and
consider mood and
atmosphere in
performance
 use conventions of
story and other
devices such as
dramatic symbol to
communicate
meaning and shape
and sustain drama for
audiences
 explore meaning and
interpretation, forms
and elements
including voice,
movement, situation,
space and time, and
tension as they make
and respond to
drama.
Evaluation & Notes

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Wonder | Year 6 | Creative Arts Term Two The Arrival Shaun Tan

Building Learning Power Duration and Date

1 hour per week

Unit Overview Background (Stage Statement)

Resources uploaded to share point

Learning sequence 2 It’s In The Eyes

Look at Shaun Tan’s character in the book “The Arrival”

Eye drawn using "outline" and shading--not cross-hatching.

BLP: Collaborate (learn with and from others).

Learning sequence 4 - week 5 Surreal Imaginary creatures

Learning Sequence 4: Dali elephants

Learning Intention (WALT):

 Talks about and

Evaluation & Notes

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