LS1_G4_CA-VA_3D_LESSON_PLAN
Job bag: LS1_G4_CA_VA_3D Week: of 10
Subject: Life Skills Grade: 4 Term: 1
Study area: Creative Arts-Visual Art Duration 2hr 30min Date:
Topic: Topic 2: Create in 3D
Topic 3: Visual literacy
Sub-topic: Topic 2: Create in 3D, self and Content: Create in 3D, self and others:
others. Skills and techniques:
Topic 3: Visual literacy, texture earthenware clay.
and contrast Art elements: texture,
shape / form used in own
models of human figure.
Design principles: use and
naming of contrast, e.g. in
shape and size components
of own model.
Spatial awareness: conscious
use of space, e.g. front, back
and sides of model to be
completed.
Appropriate use of tools.
Visual literacy:
Observe and discuss visual
stimuli in photographs and in
real objects to identify and
name all art elements in
images of the human body in
action.
Observe and discuss visual
stimuli in photographs and in
real objects to identify and
name contrast in images of
the human body in action.
Apply learning to own work.
Link with Grade 3: modelling of clay / play Concepts: Art elements: texture, shape / form
prior dough figures. used in own models of human figure
knowledge: Design Principle - use and naming of
contrast, e.g. in shapes and sizes of
components of own model.
Link with Art elements in Term 3 of Grade Skills: Explore contrast in images of the
future 4 – lines, shape and colours. human body in action.
knowledge: Design principles of contrast and Explore and discover the possibilities
proportion in images of the of clay as a medium for imaginative
natural world (Term 4). expression.
Experimenting with and development
of line, shape, texture and pattern in
low relief.
Explore some of the essential
characteristics of three-dimensional
work.
Specific Aims: Develop creative, expressive and innovative individuals.
Develop skills such as self-awareness, problem-solving, interpersonal relations,
leadership, decision-making and effective communication.
Provide learners with exposure to experiences and basic skills in dance, drama, music
and visual arts including arts literacy and appreciation.
Enrichment: Two or more figures can be made Inclusivity: Clay figure can have simple
adding colour and texture to features and basic contrast and
create contrast. proportion.
Teaching steps: Learning steps:
Introduction – Visual Literacy Introduction – Visual Literacy
Use small statues / figurines of human bodies 10 Learners complete the activities on the 10
in action (or pictures thereof) to: min worksheet min
Reinforce art elements
Reinforce design principles
Guide learners through the process of
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LS1_G4_CA-VA_3D_LESSON_PLAN
completing the worksheet.
Main Activity – Create in 3D Main Activity – Create in 3D
(Before the lesson) The teacher sets up the 10 90
workstations placing newspaper, clay, min min
container of water and clay tools on the
learners’ desks.
The teacher makes and shows learners
samples of the product made prior to the
lesson.
Teacher takes the learners through the Learners pay attention to the teacher’s
process of producing the artwork step by step explanations and demonstrations and
using the instruction sheet, at each step complete each step to the best of their
explaining and demonstrating thereafter abilities.
moving between learners in the class lending
assistance where necessary.
Presentation
Teacher instructs learners to place their Presentation
completed artworks in the centre of their Learners place their completed artworks in
workstations. the centre of their workstations.
Assessment and cleaning processes Assessment and cleaning processes
Assessment 10 Assessment 20
Teacher hands out rubric, explains it to min Learners go through the rubric while the min
learners and instructs them to assess teacher explains and then assess themselves.
themselves. Learners ensure they have pasted their
Teacher ensures all learners have pasted their rubrics in their workbooks and selected
rubrics in their workbooks and collects a few learners hand in their products for the
products to keep as samples. teacher to keep as samples.
Cleaning of the art class
Cleaning of the art class Learners return borrowed items and pack up
Teacher instructs learners to pack away all art all art supplies according to the teacher’s
materials and ensures that all items are instruction. Learners clean up any spills /
returned and packed correctly. Teacher gets messes.
learners to assist with cleaning the floor,
tables and chairs where there have been spills
/ messes.
Assessment Informal Form of Design and Assessment Rubric
strategy: assessment: Make tool:
Recommended A4 drawing paper
resources: Pencil
Canister with clean water
Placemat for each learner
Newspaper
An old hand towel
Presentation plate, board or recycled product to create a base for the product to stand
on
Earthenware clay, river clay or play dough as a last resort
Earthenware clay tools (these are the correct tools to use. But you can be creative in
substituting the tools with ordinary household products, e.g. dishwashing sponges,
forks, butter knives, wool, old toothbrushes, smooth glass bottles, toothpicks, etc.)
Reflection:
HOD input:
Teacher HOD signature:
signature:
Web addresses [Link]
used in this of-the-week-a-great-lesson-plan-for-understanding-clay-and-the-human-figure
lesson: [Link]
[Link]
[Link]
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LS1_G4_CA-VA_3D_LESSON_PLAN
