Stage 1 Creative & Practical Arts Visual Arts Wet and Dry Environments

Subject Matter- Wet & Dry Environments Forms: Drawing, Painting, Diorama Unit Duration: Weeks 2-10

Foundation Statement
Students make artworks representing both real and imagined situations exploring a range of techniques and media. They discuss qualities of artworks such as subject matter and technique, recognising that artists create artworks for different audiences. Students sing, play and move to music, demonstrating an awareness of their own capability in using voice and other sound sources. They organise sounds into simple structures and begin representing creative ideas symbolically. Students listen to, and identify, simple features of music and make judgements about musical effectiveness and preference. Students explore and convey stories, events and feelings through roles and they work collaboratively to communicate and express feelings about the action of the drama. They experience and respond to a range of drama forms and elements by making, performing and appreciating drama.

Outcomes and Indicators

Making VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things investigates details of objects and other living things e.g. deserts, animals, wet and dry environments talks about significant features and relationships of objects, referring to such things as shapes, materials, proportion and colour in their artwork. VAS1.2 Uses the forms to make artworks according to varying requirements experiments with different drawing media including oil pastels, paint and crayons to create particular effects in an attempt to capture likenesses of things explores various printmaking techniques e.g. etching through paint to create visual effect emphasises particular features suited to the purpose of artmaking e.g. contrast in shapes, textures and colours. MUS1.1 Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts. Sings songs developing a sense of beat, pitch, tone colour and structure Plays music using body percussion, percussion instruments and self-made sound sources to explore the concepts of duration, dynamics, tone colour and structure DRAS1.2 Conveys story, depicts events and expresses feelings by using the elements of drama and the expressive skills of movement and voice. creates and adapts stories for enactment expresses feelings and other responses when depicting an event, eg the feelings associated with the importance of taking care of the environment

Week
Weeks 26

Resources
- Desert backdrop (ph/c on cardboard) - Shoe box - Rocks - Crepe Paper - Sand - Paint - Cactus template (2 per student, ph/c on cardboard) -PVA glue -Toothpicks -Echidna template (2 per student, ph/c on cardboard)

Learning Experience
- Prior to lesson: Ask students to bring in a shoe box. -Introduce the topic of dry environments by visiting Skwirk http://www.skwirk.com.au/content/upload/Kiddie s/HSIE/main.swf - Re-emphasise key words such as hot, dry, sunny, sandy, humid, stony etc. - Discuss the different animals that live in Australian dry habitats such as the kangaroo, echidna, dingo and goanna. - Communicate to children that they will be creating a dry habitat diorama of a desert. - Begin with explaining the colours that represent hot environments such as orange, yellow, red etc. - Display the desert backdrop and talk about the colours that may be used to decorate it. - Students then roll up yellow crepe paper balls to cover the sun and green to cover the cactus. - Using PVA glue students then paste sand onto the sandy dunes and the bottom of the backdrop. - Students then mix some blue paint with water and paint the sky in a light water colour. -Students are then to decorate their cacti templates. Each student is to receive two and you may choose to paint them or decorate with oil pastels or crepe paper balls. - Present template of echidna and explain that students will be given 4 toothpicks and paste them down first, then they will rip up pieces of brown paper (or white paper coloured brown) and cover the echidna, also securing the toothpicks into place.

- Students then roll up a large crepe paper ball to stick the echidna onto in order to stand it up in the diorama. - Students then cut their backdrop accordingly to fit into their shoebox. - Once backdrops are in, students cover the bottom of their shoebox with sand and rocks and place standing cacti and echidna into them.

Week
7-10

Resources
- Paint - Paintbrush - A4 cardboard - Sea Creature - Images

Learning Experience
Under the Sea Painting -Introduce the topic of wet environments by visiting Skwirk http://www.skwirk.com.au/content/upload/Kiddies /HSIE/main.swf - Re-emphasise key words such as water, ocean, swamp, sea, lake, ponds etc - Talk about the animals that live in wet habitats such as the fish, turtles, frogs, crabs etc. - Explain that the next focus theme for art is going to be 'Under the Sea'. - Talk about the different sea creatures that are often found in seas, and display pictures of these creatures. - Explain to students that they will be creating an

'under the sea' painting. Students can create darker and lighter shades of blue with paint to cover a sheet of cardboard. - Using the back of their paint brush they are to etch out drawings of different sea creatures of their choice. Have a range of images on display to assist them.
- Paper plates - Paint - Paintbrush - Crepe paper - 1/2 sheet of green paper per students

- Paint - Paintbrush - Cardboard - Oil pastels - Pencil - Image

Tortoise Art - Allow students to create different shades of green and brown paint and use it to paint the shell of the tortoise. - Student can draw up the head, feet and tail of the tortoise on half a sheet of green coloured paper. They can draw the eyes and face as they like. - While waiting for the paint to dry, students can roll up pieces of crepe paper balls to decorate the shell with. - Once dry, students paste on the crepe paper balls, head, feet and tail and can add their own individual final details. Seahorse Art - Display image above showing steps of how to draw a seahorse. - Model out how to draw a seahorse and allow students to follow on. - Once complete, students can use oil pastels to decorate their seahorse. - Mix in blue paint with some water and allow children to lightly brush over their work with the paint. They may also choose to etch out waves in the water with the back of their paintbrush.

Music Discuss the term habitat and brainstorm the habitats of the different animals that live in wet and dry environments Play I Got a Habitat by the Bumblemen on Youtube Children then choose to experiment with different body percussions or instruments to identity the beat of the song Other good stimulus on Youtube include: - 'This Little Earth is all I've Got- Environmental Song' - ' I am the Earth Lyrics'

Drama Discuss the term 'pollution' with the students and ask them what they think the word might mean Ask students to brainstorm the ways humans may pollute the environment and ways in which pollution can be prevented In groups, students are to write a short script for a commercial encouraging people to take care of the environment The script must include details of the setting, characters and dialogue Students must them perform the 'commercial' in front of their peers.