Teaching Approaches - linneameadportfolio.weebly.com€¦ · Web viewThe classroom environment has many books relating to art, colours, painting, drawing and creating in visual

My philosophy:

Children develop “cognitively, linguistically, socially, emotionally, physically and creatively”

(PBS Parents, 2014). To support this growth and development, my personal teaching and

learning philosophy provides children with opportunities to use their imagination, critical

thinking and problem solving skills and develop cultural awareness. Freedom to make

choices about the materials used and creativity through dance, drama, music, media and

visual arts, will enable them to make sense of their world (ACARA, 2013). Engagement in

the arts will occur as individual and group activities, hands on engagement, and through

connections with other curriculum areas including literacy, science and mathematics.

“Learning in the Arts, involves making and responding” (ACARA, 2011, p. 5), which is

provided through my four lesson plans designed to encourage children to explore the arts,

using their senses. Learning will be supported with both product and process based learning

to provide children with opportunities to learn and be creative within new skills.

Unit Rationale:

This Unit of work is designed for a Foundation class of 20 students. Two students in the

class have some difficulty engaging with some classroom learning; however work well when

supported with visual, creative learning.

Students are learning about shapes in maths, and through exploration of The Arts, make

connections between learning areas. The classroom environment has many books relating

to art, colours, painting, drawing and creating in visual arts; and paintings, posters and tools

used such as paintbrushes, paints, pencils and crayons, also displayed in the classroom,

enabling students to consider other viewpoints and develop critical thinking skills.

Opportunities for scaffolding is supported through hands-on activities, whole and small

group work, and individually.

Formative and informal assessment will be used to determine what a student already

knows; knowledge developed throughout the unit of work; how well a student engages with

learning and activities; continually checking for student understanding throughout all

lessons, and ensuring learning outcomes are achieved.

Mead_Linnea_s237572_ECL217 Assignment_ 2 Semester_1_2014 Page 1

LESSON 1:

Learning Outcomes/Objectives:

ACAVAM106-Explore ideas, experiences, observations and imagination to create visual

artworks (ACARA, 2013).

ACAVAM108-Create and display artworks to communicate ideas to an audience (ACARA,

2013)

Rationale:

This lesson/unit of work follows student’s engagement in a fairy-tales unit, where they were

painting castles. A number of students were not familiar with names of paint colours they

were using. This was a good opportunity for students to engage in and connect their

current experiences in colours and painting, with visual arts.

Methodology:

Students are introduced to the unit by connecting colours through a story. This learning

experience will engage students in group work; sharing of information and knowledge;

followed by individual work to cement knowledge of colours learnt in this lesson.

Time Introduction (Set):Teaching Approaches

1.30pm

-

1.35pm

Students advised of lesson outcomes/objectives:- Teacher to learn what students already

know- Engage with an art story- Work in groups to find/draw pictures

ONLY using the 3 colours, red, yellow and blue

- Begin colouring their own colour wheel

Whole class seated on the floor, facing the teacher

Time Main Content: Teaching Approaches

1.35pm-

1.40pm

1.40pm

Lesson begins with story – (Wiesner, 2010).

Students discuss colours used in the story, to Whole class sharing of


Lesson Plan: 1 Connecting colours-Part 1

-1.45pm

1.45pm-1.55pm

1.55pm-

2.00pm

2.00pm-

2.05pm

2.05pm-

2.15pm

identify 3 colours for this lesson, that are used in art:- red, yellow and blue.

Using a “Y” chart on a large sheet of cardboard, students work in groups of 5 at each table, to locate objects in red, yellow and blue in magazines. Students, who are unable to locate objects in these specific colours, may draw what they already know. Students are given 1 minute to collect their 3 coloured pencils and be seated at their desks ready to begin

Students spend 5 minutes walking around and exploring other groups’ discoveries.

Whole class then discuss what groups have found, discussing why students chose some objects

Discuss with whole class the special/unique quality of these 3 colours and why they are called “primary” colours

QUESTIONS:- Why might each of the 3 colours – red,

yellow and blue, be special/unique

- These 3 colours have a special name. Does anyone know what this special name is?

COLOUR WHEEL COLOURING IN Students work independently, to colour in

their own colour wheel using only the colours red, yellow and blue

-STEP 1: Students write their name on the back of their colour wheel

-STEP 2: Students colour:-the number 1 triangle, YELLOW-the number 3 triangle, RED-the number 5 triangle, BLUE-STEP 3: Students to colour in colour wheel neatlyEnsure students understand the

process/requirements of the colour wheel through questioning e.g.

Q. what is the first thing you need to do?Q. What colour will you use in triangle number 1Q. What colour will you use in triangle number 3Q. What colour will you use in triangle number 5

information-Show students red, yellow and blue samples-Can students name the colours?

Use a teacher created sample to explain the process

Students work in groups of 4-5

Clarify student understanding of procedure

Teacher hands out; glue sticks and scissors

Whole class sharing/discussion

A. These colours cannot be made by mixing two other colours (Trowbridge, 2013).

A. Primary (main; only one of)

Use teacher cardboard template to model process/positioning of colours

Display a pre-coloured wheel with yellow, red and blue, through the IWB to show to students while colouring in


2.15pm-

2.16pm

ANY QUESTIONS?

Time Conclusion:Teaching Approaches

2.16pm-

2.20pm

Students are given 1 minutes to:- pack up pencils- place colour wheels on teachers desk- be seated quietly on the floor in front of the

teacher Students share something they have learnt in

the lesson Questions:

- What colours did we talk about today?- What name was given to the 3 colours

that made them special?

-Advise students of the next art lesson, which will look at more colours

EXTENTION ACTIVITIES:1. Students who complete their colouring in can

cut out the names of the colours, and stick it on the coloured triangle

2. If all students complete tasks before end of lesson and time permits, students can play a whole class game based on colours:

Red, red, red – touch your headBlue-touch your shoeGreen – look really meanPink-give a winkWhite – take a biteBrown-touch the groundPurple – draw a circleYellow – say helloBlack – touch your backGrey – shout “hooray”

Red, Yellow, Blue

Primary

RESOURCES


3

5

1

Yellow Red Blue

Teacher colour wheel template + 20 colour wheel templates Teacher RED YELLOW BLUE “Y” POSTER template + 4 student templates Interactive whiteboard + USB with Colour wheel; Primary colours Printed copies of the primary colours used Magazines Students’ pencil cases Variety of colours used in the extension song 20 of each colour name – red, yellow, blue Laptop/computer Scissors + glue sticks Book – “Max & Art” Magazines

SAFETY CONSIDERATIONS/MATERIALS

ASSESSMENT

REFLECTION

Was lesson content fun and engaging? Did students meet expected lesson outcomes? Was lesson content relevant to learning? How could the outcomes have been achieved better?

LESSON 2:



artworks (ACARA, 2013).

ACAVAM107-Use and experiment with different materials, techniques, technologies and

processes to make artworks.

Rationale:

This lesson extends previous learning, however further focuses on colours made from

mixing the first lessons colours together to create new colours. As a pre-assessment of

what students already know, it has been determined through questioning, that students are

unaware of how new colours can be made from red, yellow and blue.

Engagement in mixing colours together will attempt to show what students have learnt –

that no other colours mixed together, make red, yellow or blue. Students explore

combinations of paint to visually express their experiences. The aim of this lesson is also for


Ensure students respect each other’s personal space when engaging in activities/games Classroom safety procedures to be followed when using hazardous items e.g. scissors

Students will be assessed formatively and informally, on their contribution/participation to whole class discussion and questioning

Ability to follow guided instructions e.g. positioning of name and colours Ability to identify correct selection of colours

students to reach a new level of understanding and knowledge- that purple, green and

orange can be made by mixing primary colours.

Methodology:

Students engage in group work, sharing of information and knowledge, and individual

critical thinking activities with hands on explorations of mixing colours. Assessment

throughout this lesson, will determine who makes connections with the new colours that

can be made by mixing two colours together from the first lesson.


1.30pm

-

1.33pm

Students advised that the lesson will talk more about colours used in art and to see what students know about colours

Whole class reflection on previous lesson through questions:

Q. What can students remember from the previous lesson?

Q. What colours did we learn about?

Q. Can anyone remember what was special about them?

Q. What word did we use to describe those colours?

Whole class seated on the floor, facing the teacher

Time Main Content:Teaching Approaches

1.33pm

-

1.40pm

Lesson begins with sharing a story (Morris, 2000).

Advise students the learning and discussion will explore 3 new colours that can be made from red, yellow, and blue.

Advise students they will be given 3 colours from the previous lesson, to experiment with mixing and making new colours.

QUESTIONS:

1. How might students use the paint to mix colours and can they make the 3 new lesson colours?

ANY QUESTIONS FROM STUDENTS?

PRACTICAL EXERCISE:

(Use printed copies of these 3 colours, to refer to throughout as well)

Students:


Lesson Plan 2 Connecting colours-Part 2

1.40pm-1.55pm

1.55pm-1.56pm1.56pm-2.00pm

2.00pm-2.08pm

2.08pm-2.10pm

2.10pm-2.15pm

Students must wait for teacher instruction before touching/mixing paints

Inform students they can experiment with mixing 2 colours, and then trying 3 colours

Each table is given two large sheets of card for experimentation.

Each student has:

- 3 containers with a small amount of red, yellow and blue paint;

- 3 plastic spoons;- a small container of water;

(Advise students they have 15 minutes to experiment)

Students wander around tables to see what other colours their peers have made

Students regroup on the floor in front of the teacher to discuss what they have discovered, and recorded on the whiteboard to compare results

Students advised they will be given a worksheet, to mix ONLY the colours listed, to see if these colours are the same or similar to what they created

Students begin by writing their name on worksheets

When directed to do so, students place a small amount of the two colours according to number 1 on their worksheets, onto an area of a paper plate. Using their finger, students mix the two colours, and paint the colour they have made, into shape number 1.

Repeat with number 2 & 3 on worksheets

Students clean up paint/work areas

Students colour in the remainder of their colour wheel using pencils following the guide:

- Number 2 = orange- Number 4 = purple- Number 6 = green

Using coloured dots that are the same as the two paint colours students used, students stick them on the

1. use spoons or their fingers to select small amounts of paint

2. do not mix different coloured spoons in with another colours

3. use water container to clean fingers after each paint mixing experiment, and before selecting new colours

4. mix colours on their white card using their finger

Some students may make connections from the first lessons 3 colours-that red, yellow & blue, create this lessons new colours – orange, purple, and green

(See “Mixing Paints Worksheet” at end of lesson plan)

Students work individually to explore/mix colours.

Students put worksheets on benches to dry

Teacher issues students with their colour wheels from


2

46

Orange

PurpleGreen

colour they made e.g. show example to students

- Stick a red and yellow dot, on the orange triangle.

- Stick a yellow and blue dot, on the green triangle

- Stick a blue and red dot, on the purple triangle

EXTENSION ACTIVITIES: – students can stick the remaining colour names on the correct colours, or continue colouring previous lessons colours if not already completed.

previous lesson

Use IWB to show a completed colour wheel, and the colour positions


2.15pm

-

2.20pm

Discuss with students, the new colours made, and how many colours it took to make each one.

Students learn that mixing two colours to make orange; green; purple is called “secondary” (break down the word with second to assist with understanding) “a color created by mixing two primary colors together” (Trowbridge, 2013).

Advise students of next lesson which will look at how many of these colours can be used in art and painting

RESOURCES



Orange PurpleGreen

IWB + USB with programs+ colour wheel 20xcolour names – green, orange, purple 20x3 pots of red, yellow and blue paint 20 paintbrushes 20+ sheets blotting/towelling paper 20x3 plastic spoons 20 containers of water 20 small paper plates 40x blue dots 40x yellow dots 40x red dots Pencils – in lessons colours Newspaper/paper for tables Paint smocks

Ensure students follow safety guidelines when using paintbrushes, paints and other materials such as scissors

Students who need support in reading/understanding may work together with a partner

ASSESSMENT

REFLECTION


Listening skills Participation in activities & discussion Knowledge of colours and combinations Ability to make connections between colours and colour combinations Did students understand the requirements of lesson content? Were students engaged in the activity? Were materials selected relevant to support student discovery and learning? How could learning be modified/improved to provide further critical thinking skills?

LESSON 2 WORKSHEET

My name is:

__________________________________

The colours I mixed together make:

=

=

=

Can you make any other colours?


Red Yellow

Red

YellowBlue

Blue

1

2

3

LESSON 3:


ACAVAR109-Respond to visual artworks and consider where and why people make visual

artworks. Students identify how colours, lines and shape are used in artwork of others;

and begin to describe and interpret representations in a selection of artworks such as

styles and techniques and how the artworks make them feel in response to the artists’

intentions.

ACAMUR083-Respond to music and consider where and why people make music, starting

with Australian music, including music of Aboriginal and Torres Strait Islander peoples, to

describe form or mood of pieces of music.

Rationale:

Lesson three begins to connect art with music, exploring how different sounds and forms

can impact on the mood of pieces of music connected with creating art. Students also

explore various artworks to critically think about what makes art and why people make

visual artworks (ACARA, 2013). It also develops understanding in students of how colours

can be considered warm or cool, and enables students to determine how colours personally

affect them.

Students learn how music and sounds can work in combination to alter how an artist paints

and create artworks; how they make them feel and how each person may experience

different meaning and mood.

Methodology:

The third lesson provides students with an opportunity to experience and interpret

movement to music according to how each piece makes them feel. It aims to develop

imagination in students as if they were creating artworks. Students then use lines and


shape to draw their own designs on paper while listening to music, with their eyes closed, in

an attempt to express how each music piece can determine the outcome of their art.


1.30pm-1.35pm

Spend a few minutes recounting what has been learnt over the last few lessons.

Students contribute 1 thing they have learnt.

Students advised that the lesson will explore how music can help people paint, and how colours can be described as warm or cool colours.

Whole class seated on the floor, in a circle, facing the teacher


1.35pm-1.40pm

1.40pm-1.55pm

1.55pm

-

2.00pm

Students listen to a story relating to colours and feelings (Seuss, 1996).

Students view artworks to determine whether they think they are art

Why? Why not? Does a painting need to be a real picture, real objects to be a painting? Why? Why not?

Draw students attention to images 8-10

What can students see in these Do students know what this type of art is

called? What might it mean?

Question: If you were feeling sad; happy; angry--- what sort of picture would you paint? What colour/s would you use? (for each emotion) What colours make students feel? E.g. blue-cold; red-hot

What about if you were to paint while listening to music? Do you think it would change how you paint?

That’s what Kandinsky did –

LET’S EXPERIMENT:

Show students ONLY slides 1-9

Abstract

When people paint abstract art, they paint what they feel (their emotions – relate it to their library visit speaking about feelings), often in colours that mean something to them

Show students Publisher presentation from slide 10


Lesson Plan 3: Connecting art and music: Part 3

2.00pm-2.02pm

2.02pm-2.05pm

2.05pm-2.10pm

2.10pm-2.15pm

Discuss how using music, can alter how we feel, modelling to students through movement E.g. calm, floaty music might make us move in a certain way; loud, fast music might make us move with quick or angry emotions.

Using 5 different styles of music, students experiment with music, moving around the classroom according to how the music makes them feel

Connecting 6 pieces of music to art/drawing, students experiment with pencils and paper, to attempt to draw how music and sounds can impact on their art.

Students close their eyes and think about how the music makes them feel. Stop each sample of music to ask students how they felt-what would they draw e.g. squiggly lines; swirls like the waves; shapes.

1. Students receive a large sheet of colouring paper, divided into 6 areas, numbered 1-6.

2. Students write their name at the top of the paper.

3. Students hold a coloured pencil, and when the music starts, they draw in designated box connecting the music to how they feel. When the music stops, they change colours and wait for the next piece of music.

Students wander around tables to view/compare the designs of their peers, discussing how they felt.

Students attempt to “feel” how the music makes them move

Students close their eyes while drawing

Allow a minimum of 5 seconds for students to change colours


2.15pm-2.20pm

Students regroup on the floor in front of the teacher to recount on what they have learnt this lesson.

Advise students they can create their own abstract art during the next lesson.

EXTENSION ACTIVITIES:

Students can further work on their colour wheel if not completed, or think about the design they might like to use for their next lesson

Resources


IWB + USB with “artworks and music” presentation CD with a selection of music – Australian content and Aboriginal and Torres Strait Islander Peoples CD player Large sheets of paper Pencils


ASSESSMENT

REFLECTION Was lesson content relevant and engaging? Did students meet all desired learning outcomes? How could lesson content be modified or extended further? Was music and artwork relevant to the task and student competencies?

LESSON 4:



artworks and design. Students consider viewpoints – forms and elements, such as what

colours are used; how is the colour used, and why it might be used. Students also identify

and use visual conventions in their artworks after investigating art from other times, such

as abstract art.

ACAVAM108-Create and display artworks to communicate ideas to an audience. Students

decide how to display their artwork to share their ideas.

Rationale:

The final lesson in this unit further connects art and music, with students completing their

own abstract art. Students have a free choice concerning the number of colours they use in

their designs, however it is a requirement of the lesson that students connect with and use

a minimum of three colours of their choice. The end process of creating a piece of abstract

art, aims to demonstrate students’ learning over the unit of work. This also completes the

informal assessment conducted by the teacher relating to group and individual student

work.


Movement within the classroom – music and movement activity can be taken outside-weather permitting

Ensure music used is relevant to Australia and Aboriginal and Torres Strait Islander Peoples Ensure all cultures and students demonstrate respect throughout the lesson Students are assessed informally on their ability to make the connection between music and art.

Some students who are not exposed to movement and music may experience some difficulties initially.

Students assessed on their listening skills and following instructions

Students will put into practice, abstract art by using shapes and lines in their artwork, using

paints. Student learning will be supported with a variety of sounds and music, to connect

their learning with authentic environments.

Methodology:

This final lesson involves students in authentic learning, when engaging them in abstract art,

supported with sounds and music.


1.30pm-1.35pm

Spend a few minutes recounting what has been learnt over the last few lessons.

Recount the meaning of abstract

Students advised that the lesson will involve them creating their own abstract art using shapes.

Whole class seated on the floor, in a circle, facing the teacher


1.40pm-1.45pm

1.45pm-1.47pm

1.47pm-2.10pm

2.10pm-2.18pm

Students listen to a story relating to Kandinsky and his art

Students view a brief YouTube presentation of the book, to demonstrate how Kandinsky heard and represented sounds in his artwork

http://www.youtube.com/watch?v=_E0AxcBeK3k

Students have a choice of using circles or other shapes to recreate their own piece of abstract art. Once completed, shapes will be cut out and stuck onto card

Students are given 20 minutes to complete their artwork

Students issued with large sheets of paper

Students write their name on the back of their paper

Using lead/coloured pencils, students roughly draw their shapes or designs, followed by filling in their designs with crayons

Students need to use a minimum of 3 colours in their artwork

(Rosenstock, 2014).

Rosenstock, B. (2014, February 21).

Use artwork sample of Kandinsky’s circles from lesson 4

Have music playing to assist students in creating their art


Lesson Plan 4: Connecting art and music: Final


Once complete, students use scissors to cut out shapes, to stick back together in an abstract design of their choice.


2.18pm-2.20pm

Completed artworks will be framed and displayed in the classroom – students shown how to create frames.

Students regroup to recount what they have learnt over the unit.

Resources


ASSESSMENT

REFLECTION

Did students engage with the final project? How could this project have been better designed? How can the unit content be extended into future lessons to support learning? What artists are in the community that could work with students to further develop their

knowledge and understanding in abstract art?


20 x sheets of A3 Art paper 20 x sheets of Card for gluing abstract painting on Artworks presentation IWB + USB Crayons Coloured pencils Scissors Glue Frame paper Staples + staplers Artwork to demonstrate to students how to design, and cut out their creations to stick back

together as an abstract piece

Safe use of scissors and other materials such as glue Students requiring moderated learning/support can work with another student/SSO

Students will assess their own artwork by saying what they liked best about it

REFERENCES:

ACARA see Australian Curriculum, Assessment and Reporting Authority

Australian Curriculum, Assessment and Reporting Authority. (2011). Shape of the Australian

Curriculum: The Arts. Retrieved from

http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_T

he_Arts_-_Compressed.pdf

Australian Curriculum, Assessment and Reporting Authority. (2013). The Arts. Retrieved

from http://www.acara.edu.au/arts.html

Edwards, L. (2014). The Creative Arts: A Process Approach for Teachers and Children. (5th

ed.). Essex: Pearson Education.

Morris, J. (2000). The Most Colourful Frog in the World. Australia: Scholastic Press.

PBS Parents. (2014). Sensory Play and Early Childhood Development. Retrieved from

http://www.pbs.org/parents/child-development/sensory-play/

Rosenstock, B. (2014). The Noisy Paint Box: The Colors and Sounds of Kandinsky’s Abstract

Art. United States: Knopf.

Rosenstock, B. (2014, February 21). The Noisy Paint Box [Video file]. Retrieved from


Seuss, Dr. (1996). My Many Coloured Days. New York: Knopf.

Teaching Ideas. (2014). Primary and secondary colours. Retrieved from http://www.teachingideas.co.uk

Trowbridge, C. (2013). Create Your Own Colour Wheel. Retrieved from http://www.teachkidsart.net/create-your-own-color-wheel-2/

Wiesner, D. (2010). Art & Max. New York: Clarion Press.


http://www.teachkidsart.net/create-your-own-color-wheel-2/

http://www.teachingideas.co.uk/


http://www.pbs.org/parents/child-development/sensory-play/

http://www.acara.edu.au/arts.html

http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_The_Arts_-_Compressed.pdf

http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_The_Arts_-_Compressed.pdf


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Teaching Approaches - linneameadportfolio.weebly.com€¦ · Web viewThe classroom environment has many books relating to art, colours, painting, drawing and creating in visual