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How to Create an Effective PYP Art Lesson Plan 3.

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How to Create an Effective PYP Art Lesson Plan 3.0
How to Create an Effective PYP Art Lesson Plan 3.0

Fairview Visual Arts Scope & Sequence


Level Phase 1 Phase 2 Phase 3 Phase 4
Creche • enjoy experiencing artworks • investigate the purposes • Compare, contrast and N/A
• show curiosity and ask of artwork from different categorize artworks from a
questions about artworks times, places and a range of range of cultures, places and
cultures including their own times
PRINTMAKING/STAMPING • sharpen their powers of • use their knowledge and
CUT, TEAR, PASTE Observation experiences to make
MAKING CLAY MODELS informed interpretations of
LINES ORIGAMI artworks
COLOURS – PRIMARY, WARM,
MATERIALS: COOL TEXTURE
OIL PASTELS SHAPES DRAWING PRINTMAKING/STAMPING
TEMPERA PAINTS CUT, TEAR, PASTE
MATERIALS: MAKING CLAY MODELS
OIL PASTELS ORIGAMI
TEMPERA PAINTS COLOURS – PRIMARY,
WARM, COOL
SHAPES DRAWING
Responding
RECYCLED ART

Recep • enjoy experiencing artworks • investigate the purposes • Compare, contrast and N/A
• show curiosity and ask of artwork from different categorize artworks from a
questions about artworks times, places and a range of range of cultures, places and
cultures including their own times
PRINTMAKING/STAMPING • sharpen their powers of • use their knowledge and
CUT, TEAR, PASTE Observation experiences to make
MAKING CLAY MODELS informed interpretations of
LINES ORIGAMI artworks
COLOURS – PRIMARY, WARM, TEXTURE
MATERIALS: COOL PRINTMAKING/STAMPING
OIL PASTELS SHAPES DRAWING CUT, TEAR, PASTE
TEMPERA PAINTS MAKING CLAY MODELS
MATERIALS: ORIGAMI
OIL PASTELS COLOURS – PRIMARY,
TEMPERA PAINTS WARM, COOL
How to Create an Effective PYP Art Lesson Plan 3.0

SHAPES DRAWING
RECYCLED ART

PYP 1 - 2 • enjoy experiencing artworks • investigate the purposes • Compare, contrast and • Explain the cultural and
• show curiosity and ask of artwork from different categorize artworks from a historical perspectives of an
questions about artworks times, places and a range of range of cultures, places and artwork
• describe what they notice cultures including their own times • understand the role and
about an artwork • sharpen their powers of • identify and consider the relevance of visual arts in
• identify the materials and observation contexts in which artworks society
processes used in the • identify the formal elements were made
creation of an artwork of an artwork

COLOURS – PRIMARY, WARM, COLOURS – SECONDARY COLOURS – PRIMARY,


AND COOL BASIC DRAWING SECONDARY, COOL, WARM
COLOURS – SECONDARY CONTOUR DRAWING BASIC DRAWING
BASIC DRAWING COMPOSITION CONTOUR DRAWING
CONTOUR DRAWING COLLAGE TONES AND VALUE
COMPOSITION
MATERIALS: RECYCLED ART
OIL PASTELS
WATERCOLOUR PENCILS

PYP 3 - 4 • identify the materials and • use appropriate terminology • use their knowledge and • understand the role and
processes used in the creation to discuss artwork experiences to make relevance of visual arts in
of an artwork • describe similarities and informed interpretations of society
• express opinions about an differences between artworks • reflect throughout the
artwork artworks • reflect on their own and creative process to challenge
• create artwork in response • become an engaged and others’ creative processes to their thinking and enact new
to responsive audience for a inform their thinking and unusual possibilities
a variety of stimuli. variety of art forms. • use relevant and insightful
• make personal connections questions to extend their
to artworks PATTERNS understanding
• communicate their initial PRINTMAKING/STAMPING
responses to an artwork in SHADES AND TONES TEXTURE
visual, oral or physical modes SPACE PATTERNS
BASIC PAINTING PRINTMAKING/STAMPING
PATTERNS BEADING (CRAFT) SHADES AND TONES
PRINTMAKING/STAMPING MONOCHROME PAINTING SPACE
How to Create an Effective PYP Art Lesson Plan 3.0

SHADES AND TONES FIGURE DRAWING BASIC PAINTING


SPACE COMPOSITION CREATE LOGO
BASIC PAINTING RECYCLED ART
CARICATURE MATERIALS: MIXED MEDIA
STENCIL PASTA, BEADS, ETC

MATERIALS:
SOFT PASTELS/CHALK
OIL PASTELS
WATERCOLOUR PENCILS
PYP 5 - 6 • create artwork in response • use appropriate terminology • reflect on their own and • reflect throughout the
to a variety of stimuli. to discuss artwork others’ creative processes to creative process to challenge
• analyse the relationships • describe similarities and inform their thinking their thinking and enact new
within an artwork and differences between • recognize that different and unusual possibilities
construct meanings artworks audiences respond in • critique and make informed
• become an engaged and different ways to artworks judgments about artworks.
MASK-MAKING responsive audience for a • provide constructive
METAL SCULPTURE variety of art forms. criticism when responding
RECYCLED ART • identify the stages of their to artwork.
SKETCH own and others’ creative
CHARCOAL DRAWING processes COSTUME DESIGN
MIXED MEDIA SKETCH
MASK-MAKING PAINTING
MATERIALS: METAL SCULPTURE MIXED MEDIA
SOFT WIRES PRINTMAKING POSTER/BANNER MAKING
PAINTING
RECYCLED ART
SKETCH
CHARCOAL DRAWING

Creche • engage with, and enjoy • identify, plan and make • compare, contrast and N/A
a variety of visual arts specific choices of materials, categorize artworks from a
experiences tools and processes range of cultures, places and
• analyse the relationships • sharpen their powers of times
Creating
within an artwork and observation • use their knowledge and
construct meaning. experiences to make
• participates in individual and informed interpretations of
collaborative creative artworks
How to Create an Effective PYP Art Lesson Plan 3.0

experiences.
Recep • engage with, and enjoy • identify, plan and make • compare, contrast and N/A
a variety of visual arts specific choices of materials, categorize artworks from a
experiences tools and processes range of cultures, places and
• analyse the relationships • sharpen their powers of times
within an artwork and observation • use their knowledge and
construct meaning. experiences to make
• participates in individual and informed interpretations of
collaborative creative artworks
experiences.

PYP 1 -2 • select tools, materials • identify, plan and make • identify and consider the • explain the cultural and
and processes for specific specific choices of materials, contexts in which artworks historical perspectives of an
purposes tools and processes were made artwork
• create artwork in response • demonstrate control of • use their knowledge and
to a variety of stimuli. tools, materials and processes experiences to make
• realize that their art work informed interpretations of
has meaning. artworks
• identify the stages of their
own and others’ creative
processes.
• consider their audience
when creating artwork.
PYP 3 - 4 • combine different formal • demonstrate control of • reflect on their own and • understand the role and
elements to create a specific tools, materials and processes others’ creative processes to relevance of visual arts in
effect • make predictions, inform their thinking society
• use their imagination and experiment, and anticipate • recognize that different • reflect on the factors that
experiences to inform their possible outcomes audiences respond in influence personal reactions
art making • combine a variety of formal different ways to artworks to artwork
• use a range of strategies to elements to communicate
solve problems during the ideas, feelings and/or
creative process. experiences
• develop an awareness of
their personal preferences.
PYP 5 -6 • show awareness of the • make predictions, • reflect on their own and • reflect throughout the
affective power of visual arts. experiment, and anticipate others’ creative processes to creative process to challenge
• Identify factors to be possible outcomes inform their thinking their thinking and enact new
considered when displaying an • combine a variety of formal • use relevant and insightful and unusual possibilities
How to Create an Effective PYP Art Lesson Plan 3.0

artwork. elements to communicate questions to extend their • critique and make informed
• participate in individual and ideas, feelings and/or understanding judgments about
collaborative creative experiences • provide constructive
experiences • identify the stages of their criticism when responding
own and others’ creative to artwork.
processes
• consider their audience
when creating artwork.

PYP CONCEPTS IN VISUAL ARTS


PYP Why have you How can you Why do you How has How does art How does Who do you need to Are these materials the
CONCEPTS chosen that show think this new media help us someone’s speak to and involve best ones for your task,
material/tool? yourself piece influenced celebrate? culture in this project, why? why?
feeling of art has artistic What do the influence the Which materials What makes an
angry/ been made? practices? colours and work they do you think interesting
sad/happy/ shapes remind produce? can be recycled design?
frightened? you of? into art, why?
How to Create an Effective PYP Art Lesson Plan 3.0
How to Create an Effective PYP Art Lesson Plan 3.0
How to Create an Effective PYP Art Lesson Plan 3.0

Scheme Of Work for 2nd Quarter Sem 1


Creche/Reception

 Learners will investigate the purposes of artwork from different times, places and a range of cultures including their own.
 Learners will show curiosity and ask questions about artworks.
 Learners will participate in individual and collaborative creative experiences.

PYP 1 & 2

 Learners will be able to select tools, materials and processes for specific purposes
 Learners will create artwork in response to a variety of stimuli.
 Learners will realize that their art work has meaning.
 Learners will identify the stages of their own and others’ creative processes.

PYP 3 & 4

 Learners will identify the materials and processes used in the creation of an artwork.
 Learners will express opinions about an artwork
 Learners will create artwork in response to a variety of stimuli.
 Learners will make personal connections to artworks.
 Learners will use their imagination and experiences to inform their art making.

PYP 5 & 6

 Learners will create artwork in response to a variety of stimuli.


 Learners will analyse the relationships within an artwork and construct meanings.
 Learners will show awareness of the affective power of visual arts.
How to Create an Effective PYP Art Lesson Plan 3.0

Criteria for Writing an Art Lesson Plan


No Criteria
1 Aims should be clearly stated in ONE statement. YES / NO
2 Objectives should be written specific for the particular lesson – skills, techniques to learn. YES / NO
3 Each lesson should have at least ONE or more PYP Concepts. YES / NO
4 Applicable Learner Profiles or Attitudes to be applied throughout the lesson. YES / NO
5 Each lesson should have Kate Murdoch’s Inquiry Cycle – Tuning in, Finding out, Sorting out, Going Further, Conclude. YES / NO
6 Teacher’s or students’ instructions are clearly stated in the instructions column. YES / NO
7 Suggest differentiated activities based on learner’s style, interest, level of understanding, and others. YES / NO
8 Variation of activities for active learning. YES / NO
9 Be precise with time duration for each activity. YES / NO
10 Additional remarks or teacher’s comments if necessary. YES / NO
11 State clearly the tools needed for each lesson, so that it is easier for teachers to check materials for each lesson before YES / NO
hand.
12 Integrate with individual UI according to respective campuses, if possible. YES / NO
How to Create an Effective PYP Art Lesson Plan 3.0

SAMPLE TEMPLATE LESSON PLAN


Title/Theme: Paper Collage Lesson: 2 (2 Periods – PYP 2) Teacher: Ms Grace
Aim: Learners will identify the materials and processes used in the creation of an artwork.

Objectives: At the end of the lesson, students will be able to:


 record from first-hand observation and explore ideas for a design
 represent observations and ideas, and design and make a paper collage
PYP Concepts: Form, Connection Learner Profiles/Attributes: Risk taker, Communicator
Integration with UI Type of Activity (group, Differentiation (form, materials, groups,
Time duration Strategies for: Teacher/ Student activity
(if possible) individual, peers, etc.) names)
1. Tuning in Teacher shows the children
examples of botanical Groups of 3 or more Students can be grouped with different
5 mins illustrations to show the need for starter activities: puzzles, manipulative
accurate observation. materials, others.

Teacher demonstrates methods


to draw a line of object chosen.
(contour drawing) Students may need guide from teacher
Think, pair, share.
2. Finding out to position the composition.
Students organise where shapes
10 mins
and other visual information will
be placed on the paper thinking
about size and relationship of
shape.

Students could experiment with Students could also use printing


Groups of 3 & rotate
paper collage techniques to when each group has techniques to print a variety of patterns
3. Sorting out
50 mins compose designs based on plant finished their tasks. and textures and use these papers in
forms. their collage work.
http://artsmarts4kids.blogspot.c
om/2007/11/henri-matisse-
How to Create an Effective PYP Art Lesson Plan 3.0

born-in-1869-began-his.html

Making connections with things


4. Going further
around us.
10 mins
How can you show yourself
feeling angry/sad/happy/
frightened?
5. Conclusion / Students record their reflection
reflection in their sketch books or folder.
5 mins

Teacher's
Additional
comments
(reflection)

Materials and tools needed: coloured papers, scissors, glue, leaves, paint.
How to Create an Effective PYP Art Lesson Plan 3.0

According to the Curriculum Guide, the process of responding provides students with opportunities to respond to their own and other artists’ works
and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. The creating strand provides
opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey. Hence, all PYP 3-6 students should
have an A4 size sketch book. Objective of having a sketch book is for students to

 become increasingly independent in the realization of the creative process


 select, research and develop an idea or theme for an artwork
 develop an awareness of their personal preference
 works as documentation for students’ progress & development
 record own findings and reflection each week

The sketch book can also become their portfolio, where all their work is compiled & documented.

Resources & References:

Key Stage I, II http://webarchive.nationalarchives.gov.uk/20101119131802/http://www.standards.dcsf.gov.uk/


www.ibo.org
http://www.nicurriculum.org.uk/microsite/the_arts/art/keystage_1/using_the_visual_elements.asp
Making PYP Happen
Art Scope & Sequence
Curriculum Guide
Fairview Schools POI

Other Art Resources:

http://www.firstpalette.com/
http://dickblick.com
http://kinderart.com

http://kidsartists.blogspot.com/search/label/textile

http://artsedge.kennedy-center.org/educators/how-to/arts-integration-beta/why-arts-integration-beta/why-connections-beta/differentiated-instruction-
beta.aspx
How to Create an Effective PYP Art Lesson Plan 3.0

http://www.accessart.org.uk/

http://childrentakethelead.wordpress.com/

http://www.scoop.it/t/exploring-visual-arts?page=2

http://www.artsconnect.com.au/artists/illustrators/laraallport.htm

http://spoonful.com/crafts

http://www.mychandlerschools.org/Page/12166