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 How to Create an Effective PYP Art Lesson Plan 3.0 Fairview Visual Arts Scope & Sequence Level Creche Phase 1 • enjoy experiencing artworks • show curiosity and ask questions about artworks PRINTMAKING/STAMPING CUT, TEAR, PASTE MAKING CLAY MODELS LINES MATERIALS: OIL PASTELS TEMPERA PAINTS Phase 2 • investigate the purposes of artwork from different times, places and a range of cultures including their own • sharpen their powers of Observation ORIGAMI COLOURS – PRIMARY, WARM, COOL SHAPES DRAWING MATERIALS: OIL PASTELS TEMPERA PAINTS Responding Recep • enjoy experiencing artworks • show curiosity and ask questions about artworks PRINTMAKING/STAMPING CUT, TEAR, PASTE MAKING CLAY MODELS LINES MATERIALS: OIL PASTELS TEMPERA PAINTS • investigate the purposes of artwork from different times, places and a range of cultures including their own • sharpen their powers of Observation ORIGAMI COLOURS – PRIMARY, WARM, COOL SHAPES DRAWING MATERIALS: OIL PASTELS TEMPERA PAINTS Phase 3 • Compare, contrast and categorize artworks from a range of cultures, places and times • use their knowledge and experiences to make informed interpretations of artworks Phase 4 N/A TEXTURE PRINTMAKING/STAMPING CUT, TEAR, PASTE MAKING CLAY MODELS ORIGAMI COLOURS – PRIMARY, WARM, COOL SHAPES DRAWING RECYCLED ART • Compare, contrast and categorize artworks from a range of cultures, places and times • use their knowledge and experiences to make informed interpretations of artworks TEXTURE PRINTMAKING/STAMPING CUT, TEAR, PASTE MAKING CLAY MODELS ORIGAMI COLOURS – PRIMARY, WARM, COOL N/A How to Create an Effective PYP Art Lesson Plan 3.0 SHAPES DRAWING RECYCLED ART PYP 1 - 2 • enjoy experiencing artworks • show curiosity and ask questions about artworks • describe what they notice about an artwork • identify the materials and processes used in the creation of an artwork • investigate the purposes of artwork from different times, places and a range of cultures including their own • sharpen their powers of observation • identify the formal elements of an artwork • Compare, contrast and categorize artworks from a range of cultures, places and times • identify and consider the contexts in which artworks were made COLOURS – PRIMARY, WARM, AND COOL COLOURS – SECONDARY BASIC DRAWING CONTOUR DRAWING COLOURS – SECONDARY BASIC DRAWING CONTOUR DRAWING COMPOSITION COLLAGE COLOURS – PRIMARY, SECONDARY, COOL, WARM BASIC DRAWING CONTOUR DRAWING TONES AND VALUE COMPOSITION RECYCLED ART • use appropriate terminology to discuss artwork • describe similarities and differences between artworks • become an engaged and responsive audience for a variety of art forms. • use their knowledge and experiences to make informed interpretations of artworks • reflect on their own and others’ creative processes to inform their thinking • use relevant and insightful questions to extend their understanding MATERIALS: OIL PASTELS WATERCOLOUR PENCILS PYP 3 - 4 • identify the materials and processes used in the creation of an artwork • express opinions about an artwork • create artwork in response to a variety of stimuli. • make personal connections to artworks • communicate their initial responses to an artwork in visual, oral or physical modes PATTERNS PRINTMAKING/STAMPING PATTERNS PRINTMAKING/STAMPING SHADES AND TONES SPACE BASIC PAINTING BEADING (CRAFT) MONOCHROME PAINTING TEXTURE PATTERNS PRINTMAKING/STAMPING SHADES AND TONES SPACE • Explain the cultural and historical perspectives of an artwork • understand the role and relevance of visual arts in society • understand the role and relevance of visual arts in society • reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities How to Create an Effective PYP Art Lesson Plan 3.0 SHADES AND TONES SPACE BASIC PAINTING CARICATURE STENCIL PYP 5 - 6 MATERIALS: SOFT PASTELS/CHALK OIL PASTELS WATERCOLOUR PENCILS • create artwork in response to a variety of stimuli. • analyse the relationships within an artwork and construct meanings MASK-MAKING METAL SCULPTURE RECYCLED ART SKETCH CHARCOAL DRAWING MIXED MEDIA MATERIALS: SOFT WIRES Creche Creating • engage with, and enjoy a variety of visual arts experiences • analyse the relationships within an artwork and construct meaning. • participates in individual and collaborative creative FIGURE DRAWING COMPOSITION MATERIALS: PASTA, BEADS, ETC • use appropriate terminology to discuss artwork • describe similarities and differences between artworks • become an engaged and responsive audience for a variety of art forms. • identify the stages of their own and others’ creative processes MASK-MAKING METAL SCULPTURE PRINTMAKING PAINTING RECYCLED ART SKETCH CHARCOAL DRAWING • identify, plan and make specific choices of materials, tools and processes • sharpen their powers of observation BASIC PAINTING CREATE LOGO RECYCLED ART MIXED MEDIA • reflect on their own and others’ creative processes to inform their thinking • recognize that different audiences respond in different ways to artworks • provide constructive criticism when responding to artwork. • reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities • critique and make informed judgments about artworks. COSTUME DESIGN SKETCH PAINTING MIXED MEDIA POSTER/BANNER MAKING • compare, contrast and categorize artworks from a range of cultures, places and times • use their knowledge and experiences to make informed interpretations of artworks N/A How to Create an Effective PYP Art Lesson Plan 3.0 Recep PYP 1 -2 PYP 3 - 4 PYP 5 -6 experiences. • engage with, and enjoy a variety of visual arts experiences • analyse the relationships within an artwork and construct meaning. • participates in individual and collaborative creative experiences. • select tools, materials and processes for specific purposes • create artwork in response to a variety of stimuli. • realize that their art work has meaning. • identify the stages of their own and others’ creative processes. • consider their audience when creating artwork. • combine different formal elements to create a specific effect • use their imagination and experiences to inform their art making • use a range of strategies to solve problems during the creative process. • develop an awareness of their personal preferences. • show awareness of the affective power of visual arts. • Identify factors to be considered when displaying an • identify, plan and make specific choices of materials, tools and processes • sharpen their powers of observation • compare, contrast and categorize artworks from a range of cultures, places and times • use their knowledge and experiences to make informed interpretations of artworks N/A • identify, plan and make specific choices of materials, tools and processes • demonstrate control of tools, materials and processes • identify and consider the contexts in which artworks were made • use their knowledge and experiences to make informed interpretations of artworks • explain the cultural and historical perspectives of an artwork • demonstrate control of tools, materials and processes • make predictions, experiment, and anticipate possible outcomes • combine a variety of formal elements to communicate ideas, feelings and/or experiences • reflect on their own and others’ creative processes to inform their thinking • recognize that different audiences respond in different ways to artworks • understand the role and relevance of visual arts in society • reflect on the factors that influence personal reactions to artwork • make predictions, experiment, and anticipate possible outcomes • combine a variety of formal • reflect on their own and others’ creative processes to inform their thinking • use relevant and insightful • reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities How to Create an Effective PYP Art Lesson Plan 3.0 artwork. • participate in individual and collaborative creative experiences elements to communicate ideas, feelings and/or experiences • identify the stages of their own and others’ creative processes • consider their audience when creating artwork. questions to extend their understanding • provide constructive criticism when responding to artwork. • critique and make informed judgments about PYP CONCEPTS IN VISUAL ARTS PYP CONCEPTS Why have you chosen that material/tool? How can you show yourself feeling angry/ sad/happy/ frightened? Why do you think this piece of art has been made? How has new media influenced artistic practices? How does art help us celebrate? What do the colours and shapes remind you of? How does someone’s culture influence the work they produce? Who do you need to speak to and involve in this project, why? Which materials do you think can be recycled into art, why? Are these materials the best ones for your task, why? What makes an interesting design? 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 2 3 4 5 6 7 8 9 10 11 12 Aims should be clearly stated in ONE statement. Objectives should be written specific for the particular lesson – skills, techniques to learn. Each lesson should have at least ONE or more PYP Concepts. Applicable Learner Profiles or Attitudes to be applied throughout the lesson. Each lesson should have Kate Murdoch’s Inquiry Cycle – Tuning in, Finding out, Sorting out, Going Further, Conclude. Teacher’s or students’ instructions are clearly stated in the instructions column. Suggest differentiated activities based on learner’s style, interest, level of understanding, and others. Variation of activities for active learning. Be precise with time duration for each activity. Additional remarks or teacher’s comments if necessary. State clearly the tools needed for each lesson, so that it is easier for teachers to check materials for each lesson before hand. Integrate with individual UI according to respective campuses, if possible. YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO 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) Aim: Learners will identify the materials and processes used in the creation of an artwork. Teacher: Ms Grace 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, Time duration Strategies for: Teacher/ Student activity (if possible) individual, peers, etc.) Teacher shows the children 1. Tuning in examples of botanical Groups of 3 or more 5 mins illustrations to show the need for accurate observation. Teacher demonstrates methods to draw a line of object chosen. (contour drawing) 2. Finding out 50 mins 3. Sorting out Students could experiment with paper collage techniques to compose designs based on plant forms. http://artsmarts4kids.blogspot.c om/2007/11/henri-matisse- Students can be grouped with different starter activities: puzzles, manipulative materials, others. Think, pair, share. Students may need guide from teacher to position the composition. Groups of 3 & rotate when each group has finished their tasks. Students could also use printing techniques to print a variety of patterns and textures and use these papers in their collage work. Students organise where shapes and other visual information will be placed on the paper thinking about size and relationship of shape. 10 mins Differentiation (form, materials, groups, names) How to Create an Effective PYP Art Lesson Plan 3.0 born-in-1869-began-his.html 4. Going further 10 mins Making connections with things around us. How can you show yourself feeling angry/sad/happy/ frightened? 5. Conclusion / reflection Students record their 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-instructionbeta.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
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