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Assessment 2:
Lesson Plan and associated resource

LEARNING AREA: The Arts - Visual Art YEAR LEVEL: Year 5

LESSON TOPIC: Visual Arts - Clay print, markings and pattern making LENGTH of LESSON: 60 minutes DATE: 5th May 2013

LEARNING OUTCOMES
Queensland Essential Learnings
The Arts Ways of Working Create and shape arts works by organising arts elements to express personal and community values, beliefs and observations Respond to art works by identifying and interpreting the influences of social, cultural and historical contexts, using art elements and languages Visual Arts Texture creates contrasts and patterns using lines, rubbings and markings

The Australian Curriculum


The Aboriginal and Torres Strait Islander priority provides opportunities for all learners to deepen their knowledge of Australia by engaging with the worlds oldest continuous living cultures. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia.

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English Identify aspects of literacy texts that convey details or information about particular social, cultural and historical contexts (ACLET1608)

Queensland Syllabus - Aboriginal and Torres Strait Islander Languages


Beginner Aboriginal and Torres Strait Islander people express relationships with country, place, sea, and sky through songs, dances and stories Aboriginal and Torres Strait Islander peoples express their relationship with the natural environment (for example, seasons, stars, reef, rivers, waterholes, flora and fauna) through language Exchange of stories/storytelling is fundamental to the continuity of connections in the community

LESSON OBJECTIVES
By the end of this lesson, students will have an opportunity to demonstrate their ability to:

1. Create a story that can be told through visual text (visual art) that reflects upon Indigenous culture/ones personal experience 2. Use prior knowledge to plan a piece of Indigenous art work that alines with the culture and values of the Indigenous people 3. Collect artifacts and objects (especially from the environment) that relate to indigenous culture and can be used to imprint a moldable substance 4. Create a piece of art work that represents the culture, values and beliefs of the Indigenous community 5. Respond to their own and others art works in terms of the social, cultural and historical images they portray

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RESOURCES AND CLASSROOM ORGANISATION


Modelling clay (air dry) Clay tools/recycled cooking utensils/plastic spoons etc... Students own artifacts collected from home/school yard/park Newspaper for desks Examples of indigenous print and art work/engravings Indigenous art work around the room

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Lesson Preparation
Divide the clay into even pieces for each student Create a dry undercover space outside for the clay to set once each student has finished creating their art work Lay newspaper down on the tables to keep them clean Have tools set out on the tables for each student to access Hang up examples of indigenous carvings and art work

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STUDENTS PRIOR KNOWLEDGE


This lesson would be situated a few weeks to half way into a term. For some students the lesson will relate to home life and their own cultural background. Students have been learning about:

Aboriginal story telling Meanings attached to art work Aboriginal history and events Indigenous lifestyle In a previous lesson the students were informed about collecting artifacts and natural resources from home or in the park that they can use to imprint on the clay; an activity to involve the rest of the family at home (they will also be given a opportunity in class to collect resources from around the school grounds)

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LESSON PROCEDURE
Motivation
The students will be motivated by the clay (wrapped in glad wrap to keep it moist) on the tables around them. Who doesnt want to play with clay? As the students enter the class have them sit on the floor for instructions of the art lesson before being allowed to find a piece of clay at a table

Procedure
Introduction 1. Usher students into the room and ask them to sit on the floor in front of your chair 2. Ask the students if anyone has brought in artifacts from home that they were asked to bring from the last lesson 3. As students raise their hand, point to them and ask them to share what the have brought in 4. Students share their ideas and resources

Time

10 minutes

5. Advise the students, today we are going to be using these resources to make a piece of art work that tells a story. The story will be focussing on Indigenous culture and history and it is up to you to tell a story either of your own, or about something from Indigenous communities. 6. Advise the students that they will be working with clay (the clay does not need to be a specific shape, they use their imagination to create a piece of art that tells a story) 7. Show the students the tools that are supplied for them to use to add texture to their piece of clay 8. Demonstrate how to use the tools on a piece of demonstration clay 9. Outline and demonstrate examples of how to press the different environmental resources (leaves, sticks, dirt etc...) into the clay to create a pattern/print 10. Point to the poster wall next to you that has a number of Indigenous carvings and story telling images that are great examples of meaningful story telling

EDFD268 Spencer Castle 11. Run through the different symbols and some of their meanings to give the students an idea of the types of things they can include in their stories and also how those symbols are drawn/created 12. Advise students that they now have a short amount of time to pick a few items from the play ground that they think would be effective to use for their story

Engaging students visually artistic minds

10 minutes

13. Ask the leaders in class for the week to line up at the door and for the rest of the students to line up behind them (choose boys or girls to go first) 14. Take students outside into the play ground/school grounds/oval to collect resources to print their clay with 15. Blow a whistle to gather students back into one area and ask the class to form the same lines behind the leaders 16. Walk back to the class room 30 minutes Lesson Explanation 17. Ask the students to sit down in front of a piece of clay with their environmental resources they have collected on the desk in front of them 18. If well behaved while collecting resources, thank them and praise them for remembering the school rules 19. The first table with their hands on their heads ready to listen will be able to start their art work first 20. Give the students 1 minute of quiet thinking time to think about what they could do their story on (hands must remain on heads) 21. After the 1 minute the group who were quickest to be ready to listen are instructed to start their art work, shortly after, the other groups are instructed to start also 22. Remind students that there are examples on the board and ideas of symbols that they are more than welcome to look at 23. Float around the room and get an idea of what the students are thinking. Pose questions such as: 1. What symbols are you using in your story? 2. What is your story about? 3. What resources did you collect?

EDFD268 4. How are you going to tell your story? 5. How does it relate to Indigenous culture and community?

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24. When noise levels are beyond productive use a clap, clap, sh, sh strategy and have the children repeat this to alert them to the fact that there is too much noise in the room 25. As it gets close to pack up time, warn the students that they have 2 minutes before they need to stop their work 26. When 2 minutes is up use the clap, clap, sh, sh approach to gain the students attention and ask them to stop what they are doing 27. Ask the students to place all of their environmental resources into a bucket and place all of their tools into a separate bucket with water in it, wash their hands at the sinks and then sit down on the carpet

Conclusion

10 minutes

28. Ask students to stand up and form one single file line. Explain that this line is a snake and the leader is going to weave his/her way through the tables and everyone must follow him/her and view everyones art work (the snake must finish on the carpet sitting down) 29. Once children are sitting back down on the carpet hold up 2 pieces of art work and have the students who created them come out the front and share their thoughts with the class, allow the audience to ask these students 1 question each about their work 30. Congratulate everyone on their amazing abilities and efforts, their deep thinking into the meaning behind their story and positives on their behaviour during the lesson

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DIFFERENTIATION OF LEARNING
The lesson caters for diverse learning needs in the following ways:

Indigenous learners Students are able to familiarise themselves with the content and feel comfortable in the learning environment that depicts images and meaningful depictions of themselves, their families and their communities.

Diverse language needs Students from non-english speaking back grounds are not singled out as the Indigenous language is something new to many students in the class. These students are able to feel included as the examples are demonstrated and can be understood through action/gesture demonstration. The task is hands on and involves minimal speaking and/or writing, rather ones imagination Students are required to create a piece of art that tells a story through imagery and symbols, this requires minimal literacy concepts, allowing students an opportunity to show their understanding in a non bias context

High achievers Students who are motivated in this task and finish early can develop further understandings by creating a dot/finger painting that includes the symbols learnt during the lesson These students can be granted with a reward to discuss with the class their art work first Students can be challenged by writing their story out using words and symbols in place for the key words e.g. I went for a walk and saw some emu tracks (insert the symbol for emu tracks where the words are).

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ASSESSMENT OF LEARNING
Formative As the students share their story and describe their art work, what they are trying to portray and the meaning behind the symbols/imprints/carvings the teacher can gauge the level of the students understanding about Indigenous story telling

Summative Students will be assessed on their ability to create a meaningful story portrayed through Indigenous symbolic language that represents Indigenous culture and history. Each individual student will be awarded either sound development or further development required in terms of their ability to tell a story through Indigenous symbolic language, the background and culture of the people and the history of the communities.

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Reference List
http://www.qsa.qld.edu.au/downloads/p_10/qcar_el_arts_yr5.pdf

http://www.australiancurriculum.edu.au/English/Cross-Curriculum-Priorities#Aboriginal-and-Torres-Strait-Islander-histories-and-cultures

http://www.qsa.qld.edu.au/downloads/p_10/atsi_languages_P-10_syll.pdf

EDFD268

Spencer Castle

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