From The NEW Expanded Creative Arts Handbook by D.Russell-Bowie, N.Norman, V.Madsen and N.
Graham, published by Karibuni Press; ©D.Russell-Bowie 1
Pizza Hut and Healthy Snacks May be sung as Rounds
MUSIC
Task
To add different dynamic levels to different sections of the song.
To learn to clap the beat and rhythm of the song.
To sing the song as a two-part round.
Lead Up
Learn to sing the song using different actions to represent each of the fast food
places mentioned.
Collect the logos of each of the three fast food outlets.
Activities
Dynamics
Select different dynamic levels for each phrase, eg.
A Pizza Hut = Medium (mezzo forte)
Kentucky Fried Chicken = Soft (piano)
McDonalds = Loud (forte)
Using the logos and a different dynamic level, written on three cards, have children
match the dynamic level with each logo, and use these to indicate how loudly or softly
the rest of the class should sing each line of the song.
Duration (Beat / Rhythm)
Have the class form a circle. Draw an imaginary line dividing the circle in half. As they
sing the song, have the children on one side of the circle clap the beat, and the children
on the other side of the circle clap the rhythm of the song.
Now have them walk to the beat around the circle, (anti-clockwise), changing from
clapping the beat (or rhythm) as they cross the imaginary line.
Structure
When children can confidently sing the song, have them divide into two sections and
sing the song as a round in two parts.
Have them create their own 'food' song to this tune and add actions. Encourage them
to use healthy foods in their song!
Resources
Logos for McDonalds, Kentucky Fried Chicken and the Pizza Hut.
Cards with different dynamic levels marked on them
Cassette of song
From The NEW Expanded Creative Arts Handbook by D.Russell-Bowie, N.Norman, V.Madsen and N.
Graham, published by Karibuni Press; ©D.Russell-Bowie 2
DRAMA
Task
To use basic elements to make drama.
Lead Up
View various commercials advertising KFC, McDonalds, Pizza Hut etc.
Activities
Children are to write a new script, design different props, supply appropriate costumes,
etc. and redesign a NEW commercial for eating healthy food, using elements of drama
seen in the viewed commercials.
Rehearse, and, if possible, video results.
Resources
Video clips of food commercials
VCR
Video Camera
VISUAL ARTS
Task
To use images from everyday commercial illustrations, advertisements and symbols to
create art.
Lead Up
After brainstorming about food outlets the students are familiar with, recognise which
are most known and why. Discuss what commercial art components are adopted to sell
this outlet, eg. symbol awareness in magazines, on television, billboards, brochures and
packaging, etc.
Activities
Tessellation
Examples of food outlet packaging and advertising are collected and analysed.
Students recreate that logo on paper via direct drawing or create their own logo for a
different food.
By reducing or enlarging the symbol by hand or on the photocopier students repeat the
pattern across the page until it is completely filled. Tessellation, or overlapping, may
be techniques utilised to gain the most effective presentation. The repetitiveness can
be interpreted as mass production.
From The NEW Expanded Creative Arts Handbook by D.Russell-Bowie, N.Norman, V.Madsen and N.
Graham, published by Karibuni Press; ©D.Russell-Bowie 3
All lettering, symbols and colours, should be included, though simplified if necessary.
Completed works can be coloured appropriately (with crayon, texta, pencil or paint) or
the scene can be distorted by purposely selecting opposite colours on the colour wheel,
from those of the original logo.
Note: Andy Warhol's (1930-1987) work as a pop artist is great for stimulation.
3D Replicas
Have children develop and advertise three-dimensional replicas of the healthy food
products.
Resources
Paper, paint, textas, crayons
Rulers
Advertisements and / or packaging of food outlets and healthy food products.