Creating and Making
Learning Opportunity Two: Creating and Making
In light of completing the previous lesson with a focus on the artist and author Jeannie Baker, as well as her picture book Window,
students will have the opportunity to create an artwork in relation to Window and Jeannie Baker's work. Students will complete a collage of what their dream view from their own bedroom window would be. Students will be able to make their collage using particular techniques similar to Jeannie Baker, including incorporating natural materials into the collage.
The intended participants for this learning experience will be primary school children who are in the year level of 3 and 4.
The AusVELS standard that will be used as part of this learning opportunity comes from level 4, as part of the ‘creating and making’ standard. ‘Students create and present works in a range of arts forms that communicate experiences, ideas, concepts, and observations. They show evidence of arts knowledge when planning arts works for different purposes and audiences’ (VCAA, 2012).
At the end of this learning experience, students will have achieved the following learning objectives:
-Illustrate the required skills and techniques of being able to create a collage.
-Produce a collage involving a high level of creativity through the use of a range of materials.
The required resources that will be used in this lesson are: A4 pieces of cardboard paper, each student’s art book,
pieces of paper of different colours, grey lead pencils, glue, natural materials, i.e. grass, bark, sand.
The activities that will be undertaken are:
Whole class discussion: Teacher reminds students about the previous lesson, with a focus on Jeannie Baker, including her picture book, Window. Students will be asked to recall how Jeannie Baker is able to create her illustrations, with the answer being through collages. Again, teacher reinforces the learning of the class by asking particular students to say what materials Jeannie uses as part of her collages, which includes a large range of natural and artificial materials.
Draft design of collage: In their art books, on a new page, students will individually draw a draft design of their collage using grey lead pencil. They are going to be creating a collage of what their dream view would be when looking out their bedroom window, which may include a beach, a lake, mountains, paddock full of animals, etc. Students may include an outline of a basic window as part of their collage. As part of their draft, students will plan what materials are going to be used in the different parts of their collage.
Explanation of rubric: Teacher will explain that the students will be assessed on their collage against a rubric. Teacher will go through each category that is going to be assessed, in order for children to understand what they need to do in order to achieve a good mark.
Collection of natural materials: The whole class will go outside, where they will have time to collect natural materials that will be used in their collage. This may include grass, sand, dirt, bark, etc. Students should not need large amounts of these materials.
Creation of collage: Students will come back to the classroom and begin work on creating their collages, which will be conducted on A4 cardboard paper. As well as natural materials, there will be different coloured pieces of paper that will be used on each student’s collage.
The assessment of students will be conducted by:
-Rubric: teacher will have a rubric that will be used to mark each student’s collage. There will be four categories that will be
the focus of the rubric including: design, creativity, time and effort and the quality of construction. The rubric is an effective way of being able to indicate the performance of each student within the art class.
+PDF attached contains the above information as well as the Assessment Rubric.
In light of completing the previous lesson with a focus on the artist and author Jeannie Baker, as well as her picture book Window,
students will have the opportunity to create an artwork in relation to Window and Jeannie Baker's work. Students will complete a collage of what their dream view from their own bedroom window would be. Students will be able to make their collage using particular techniques similar to Jeannie Baker, including incorporating natural materials into the collage.
The intended participants for this learning experience will be primary school children who are in the year level of 3 and 4.
The AusVELS standard that will be used as part of this learning opportunity comes from level 4, as part of the ‘creating and making’ standard. ‘Students create and present works in a range of arts forms that communicate experiences, ideas, concepts, and observations. They show evidence of arts knowledge when planning arts works for different purposes and audiences’ (VCAA, 2012).
At the end of this learning experience, students will have achieved the following learning objectives:
-Illustrate the required skills and techniques of being able to create a collage.
-Produce a collage involving a high level of creativity through the use of a range of materials.
The required resources that will be used in this lesson are: A4 pieces of cardboard paper, each student’s art book,
pieces of paper of different colours, grey lead pencils, glue, natural materials, i.e. grass, bark, sand.
The activities that will be undertaken are:
Whole class discussion: Teacher reminds students about the previous lesson, with a focus on Jeannie Baker, including her picture book, Window. Students will be asked to recall how Jeannie Baker is able to create her illustrations, with the answer being through collages. Again, teacher reinforces the learning of the class by asking particular students to say what materials Jeannie uses as part of her collages, which includes a large range of natural and artificial materials.
Draft design of collage: In their art books, on a new page, students will individually draw a draft design of their collage using grey lead pencil. They are going to be creating a collage of what their dream view would be when looking out their bedroom window, which may include a beach, a lake, mountains, paddock full of animals, etc. Students may include an outline of a basic window as part of their collage. As part of their draft, students will plan what materials are going to be used in the different parts of their collage.
Explanation of rubric: Teacher will explain that the students will be assessed on their collage against a rubric. Teacher will go through each category that is going to be assessed, in order for children to understand what they need to do in order to achieve a good mark.
Collection of natural materials: The whole class will go outside, where they will have time to collect natural materials that will be used in their collage. This may include grass, sand, dirt, bark, etc. Students should not need large amounts of these materials.
Creation of collage: Students will come back to the classroom and begin work on creating their collages, which will be conducted on A4 cardboard paper. As well as natural materials, there will be different coloured pieces of paper that will be used on each student’s collage.
The assessment of students will be conducted by:
-Rubric: teacher will have a rubric that will be used to mark each student’s collage. There will be four categories that will be
the focus of the rubric including: design, creativity, time and effort and the quality of construction. The rubric is an effective way of being able to indicate the performance of each student within the art class.
+PDF attached contains the above information as well as the Assessment Rubric.
Learning Opportunity Four: Creating and Making
In this learning opportunity, students will discuss the meaning behind the picture book Mirror, in that all families are a mirror of each other in the way they care and love one another. This will allow students to create a poster representing their family, involving each family member, words to describe the family and other concepts to represent the family. Students will then work in pairs to assess the work of their peers through the use of a simple rubric.
The intended participants for this learning experience will be primary school children who are in the year level of grade 3 and 4.
The AusVELS standard that will be incorporated into this lesson is as part of the ‘creating and making’ strand which is ‘at Level 4, students create and present works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings’ (VCAA, 2012).
Students will achieve the following learning objectives during the course of the learning opportunity:
-Describe the meaning behind picture books through having a detailed focus on the illustrations.
-Construct a high quality poster, exhibiting a well-developed level of art creativity.
The required resources that will be required as part of this lesson will be: Mirror by Jeannie Baker, A2 poster paper, a range of art resources;
paint, textas, crayons, pastels, coloured paper, foam shapes, coloured craft sticks, coloured pom poms, feathers and pipe cleaners, etc. paint brushes, scissors, glue, art books, 'Peer assessments of posters' handouts.
The activities that will be undertaken are:
Discussion of Mirror: Class will gather as a whole where the teacher will remind students of the story of Mirror. Teacher will ask students how the illustrations explained to us about particular concepts of family. This includes t it shows that even though the two families are different in their lifestyle, clothes they wear, environment they are a part of, etc., they are the same. This is through the love of the families, in that they look after each other, they love each other and are always there for one another. This is why the book is called Mirror: the families are a mirror of one another (Baker, n.d.).
Information about the poster task: Students will be instructed that for today they are going to be representing
their whole family on poster paper. On the poster, it is required that the family surname will be placed on the poster, each family member will be included, 3 words also have to be included on the poster which describe each student’s family, and the students then have free range of what else they are going to include as part of their family poster. The teacher will ask the students to say some words that they might draw on their poster, including love, fun, happy, etc.
Creation of family poster: It will be up to each student what type of materials will be used to create the poster, with a number of different
materials available to use. The students will have the rest of the lesson to complete their poster. Students will be reminded that it is the creative minds of individuals, expecting each poster to be different to the rest of the class.
Peer assessment: Students will be split up into groups of three, where they will be given three different student’s posters to assess. Each student will have the ‘Peer assessments of posters’ handout, which will allow the students to assess the work of their peers. Each student will complete the handout, cut the page into each assessment and then will be given to the student whose poster was assessed. Teacher will go through each point with the class before they begin the poster to ensure the whole class understands what is required as part of the task.
Students will be assessed through: Peer assessment: students will work in groups to assess the posters of three different students. They will use the peer assessments of poster’ handout to be able to assess the poster. Once completed, the students will hand the peer assessments back to the students whose posters they assessed. The use of peer assessment allows for the students to work as a team through the use of communication as well as developing responding skills. Peer assessment also allows for the students to learn what they need to improve on their work next time they are required to complete an activity of similar nature.
+PDF attached contains the above information as well as the 'Peer assessments of posters' handout.