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    Self-Portrait Lesson

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    api-333476717
    This document provides a summary of 3 art lessons for pre-primary students. The first lesson introduces self-portraits, the second involves student interviews, and the third explores symmetry in portrait paintings. Key points covered include using different art elements, building self-identity, asking and answering questions, and understanding facial symmetry. Evaluations note the range of student abilities and need for further lessons on symmetry.

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    Self-Portrait Lesson

    Uploaded by

    api-333476717
    89 views6 pages
    This document provides a summary of 3 art lessons for pre-primary students. The first lesson introduces self-portraits, the second involves student interviews, and the third explores symmetry in portrait paintings. Key points covered include using different art elements, building self-identity, asking and answering questions, and understanding facial symmetry. Evaluations note the range of student abilities and need for further lessons on symmetry.

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    This document provides a summary of 3 art lessons for pre-primary students. The first lesson introduces self-portraits, the second involves student interviews, and the third explores symmetry in portrait paintings. Key points covered include using different art elements, building self-identity, asking and answering questions, and understanding facial symmetry. Evaluations note the range of student abilities and need for further lessons on symmetry.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    89 views6 pages

    Self-Portrait Lesson

    Uploaded by

    api-333476717
    This document provides a summary of 3 art lessons for pre-primary students. The first lesson introduces self-portraits, the second involves student interviews, and the third explores symmetry in portrait paintings. Key points covered include using different art elements, building self-identity, asking and answering questions, and understanding facial symmetry. Evaluations note the range of student abilities and need for further lessons on symmetry.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 6

    Self-Portraits (lesson 1)

    Day: Friday Date: 02/02/2018 Time: throughout the day Class: Pre-Primary

    Subject: Visual Arts & Health Topic: Self-Portraits

    Students’ Prior Knowledge and Experience:


    This is the first week of the year and this activity is designed to gain a better understanding of the children and find out what they
    already know.

    SCSA Outcomes: Student Evaluation:


    -Visual Arts: Exploration of, and experimentation with, the visual art Anecdotal notes to record students dialogue and
    elements of shape, colour, line and texture (ACAVAM106) responses to focus questions.
    -Visual Arts: Development of artistic skills through experimentation
    with: shape (familiar shapes; simple 2D shapes), colour (primary
    colours, secondary colours), line (curved, straight, wavy, zigzag),
    texture (familiar objects) to create artwork (ACAVAM107) Learning Intentions:
    -Health: The different parts of the body and where they are located -Name and attempt to draw basic facial features
    (ACPPS002) -Recognise that our features are unique and different to
    other peoples
    W.A.L.T: -Practice using different artistic skills such as colour, shape
    Today we are learning about the features of our faces and exploring and line
    different elements of art. -Demonstrate correct pencil grip

    Preparation and Resources:


    -Paper -Drying rack
    -Paint -Brushes
    -Mirror -Camera
    Table or easel set up alongside resources in a quiet space outside. This will be an individual activity.

    Learning Experiences:
    Timing:
    Introduction- ask child to look at their face in the mirror and tell me what they can see. What do you see when you
    5-10 mins look in the mirror? Discuss each feature and encourage child to touch them and describe what they are like. Discuss
    how they are different from my features.

    Body- invite child to use the paint and brushes to draw a picture of themselves. Guide the child with focus questions:
    10-20 mins -What shape is your face?
    -What colour is your skin/eyes/hair?
    -Where do your ears/nose go?
    -Can you add cheeks/eyebrows/eyelashes?

    5 mins Closure- Photograph each child. Encourage them to try a crazy move or pull a funny face.

    Transition- ask children to hang their portraits on the drying rack (with assistance) and invite the next child to start
    the activity.
    Children’s Interviews (lesson 2)

    Day: Thursday & Friday Date: 8-9th February Time: 10:00am Class: Pre-Primary

    Subject: Identity Topic: Children’s Interviews

    Students’ Prior Knowledge and Experience:


    This purpose of this lesson is to get to know each child and build an understanding of their individual interests, likes and dislikes.

    SCSA Outcomes: Student Evaluation:


    -HASS: Pose and respond to questions about the familiar Record answers to interview questions.
    (WAHASS02)
    -HASS: Explore a range of sources (e.g. observations, interviews,
    W.A.L.T:
    photographs, print texts, digital sources) (WAHASS03)
    Today we are learning how to listen and respond to
    -English: Listen to and respond orally to texts and to the
    questions about ourselves.
    communication of others in informal and structured classroom
    situations (ACELY1646)
    Learning Intentions:
    -English: Use interaction skills including listening while others speak,
    - Listen and respond to questions
    using appropriate voice levels, articulation and body language,
    - Develop confident self-identities
    gestures and eye contact (ACELY1784)
    -Health: Personal and social skills to interact with others: expressing
    needs, wants and feelings, active listening, self-discipline
    (ACPPS004)

    EYLF Outcomes:
    1.3: Children develop knowledgeable and confident self-identities
    51: Children interact verbally and non-verbally with others for a
    range of purposes

    Preparation and Resources:


    -17 interview question sheets
    -pen
    -clipboard
    -interview each child individually in a quite space in the classroom or outdoors. Make the space inviting/comfortable using
    beanbag or cushions.

    Timing: Learning Experiences:

    5 mins Introduction- Invite each child to sit in a quite, comfortable space. Ask if they have ever seen an interview on TV
    before? Explain that I will be asking some questions to get to know all about them. (Ask if they are OK with this).

    10 mins Body – Ask each interview question. Allow enough wait time for children to answer each question. Provide my own
    personal examples if children are unsure how to answer a question.

    2 mins Conclusion – Explain to children that their interviews will be displayed in the classroom alongside their self-
    portraits so that everyone can learn a bit more about who they are.

    Lesson Evaluation:

    -Children were quite excited to sit down for an ‘interview’. Most children were happy to tell me about themselves but others
    needed more prompting.
    -Many were unsure about what they wanted to be when they were older. Most only thought about when they were an older
    child (not an adult) and answered with things like ‘be able to cross the monkey bars’ or ‘be able to skip rope’.
    Interview Questions

    What is your full name?

    How old are you?

    Who is in your family?

    Tell me about your favourite thing to do at school?

    Tell me about your favourite food?

    Tell me about your favourite colour?

    Tell me about what you want to do when you’re older?

    Who do you like to play with?

    What do you like to play?

    What are you good at?

    What would you like to get better at?


    Symmetry Portrait Paintings (lesson 3)

    Day: Friday Date: 16th February 2018 Time: throughout the day Class: Pre-Primary

    Subject: Maths and Visual Art Topic: Symmetry in Portrait Paintings

    Students’ Prior Knowledge and Experience:


    In a previous lesson, children have looked in a mirror to draw self-portraits. We have discussed facial features and how everyone
    looks different. Children have been exposed to repeating patterns and a symmetry provocation was set up but children were
    uninterested.

    SCSA Outcomes: Student Evaluation:


    Maths: Patterns and Algebra: Copy, continue and create patterns with Painting is symmetrical to the photograph
    objects and drawings (ACMNA005) Anecdotal notes to record speech if needed.
    Visual Arts: Exploration of, and experimentation with, the visual art
    elements of shape, colour, line and texture (ACAVAM106)

    EYLF Outcomes:
    1.3: Children develop knowledgeable and confident self-identities. Learning Intentions:
    2.1: Children respond to diversity with respect -To understand that one half of the face is symmetrical
    5.4: Children begin to understand how symbols and pattern systems to the other
    work

    Preparation and Resources:


    -A4 photos of children’s faces cut in half
    -A3 paper (glue photo on to one side)
    -Paint and brushes
    -Pencils
    -Easel
    Timing: Learning Experiences:
    Introduction – Ask two children at a time to start the activity. Show each child the picture of half their faces.
    Discuss what they notice and what they think is missing on the other side. How do they know?

    Body – Ask each child to have a go at drawing the other side of their face. When they are ready, they can add paint
    to their portraits.

    Conclusion – Discuss how the painted side of the face looks the same as the photograph side of the face. Introduce
    the word ‘line of symmetry’ that separates the two halves.

    Lesson Evaluation:
    -This lesson highlighted the wide range of abilities in the classroom
    -About half of the children were unsure how to draw symmetrically along the line of symmetry. Many drew a whole new nose
    next to the half nose in their photo.
    -A lot found it difficult to line up their features with the same distance as the other side.
    -A lot of prompting needed to encourage children to look in the mirror and realise that one side of their face was the same
    (symmetrical) to the other side. Further lessons are needed in this area.

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