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In year 3 English students have been creating their own narratives under the theme 'In Australia'.

English content descriptor:
Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle ACELT1601

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This Arts resource provides teachers with an insight to how authentic arts learning can be integrated with learning from other learning areas.

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This resource will provide you with activities required and links to curriculum.

The following arts learning experiences integrate with the Year 3 English Unit, In Australia. This unit provides students with opportunities to create imaginative texts based on characters, settings and events from students own and other cultures using visual features (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2020). By integrating English with the Arts allows a depth in understanding of semiotics (Roy, Baker & Hamilton, 2019, p.265).

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This resource has been planned, designed and created with great consideration of students learning. The authentic activities enable student’s to grow as both makers and responders of the Arts.

This resource is based on child-centred teaching as they work individually and collaboratively throughout the 3 activities.

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Learning in the Arts in Year 3 builds on the knowledge learnt from the previous band Foundation – Year 2. Students are engaged in activities through purposeful and creative art, engaging collaboratively and individually with class mates and teachers. Students are fostering a sense of being and developing their connection and contributions to the world they live in.

In year 3 students:

Explore meaning and interpretation, elements and forms, and social and cultural contexts

Make personal evaluations of theirs and others artworks

Build on their understanding of the role of the artist and the audience

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Activity 1 – Create a front cover for the student’s narrative

Overview

This activity is designed to allow students to express and communicate content. Content refers to the subject matter and the underlying meanings of the art, in this case, the subject matter and underlying meanings of the student’s narrative (Roy, Baker & Hamilton, 2019, p. 222). The students are demonstrating key visual art forms throughout this activity and the elements of line and colour. This activity is to be completed individually however pair work has been incorporated for the research task.

Learning Area: English

Content descriptor: Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle ACELT1601

Elaborations:

Drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation

Innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel

General Capabilities:

Critical and Creative Thinking

Intellectual Understanding

Literacy

Leaning Area: The Arts – Visual Art

Content descriptors and Elaborations:
Use materials, techniques and processes to explore visual conventions when making artworks ACAVAM111

practising a variety of techniques and use various technologies to find different ways of interpreting a theme and/or subject matter, for example, making a simple animation or storybook

Present artworks and describe how they have used visual conventions to represent their ideas ACAVAM112

comparing the visual conventions in artworks made for specific purposes, for example, how the artist represents an idea to show the audience a particular viewpoint

General Capabilities:

Critical and Creative Thinking

Personal and social

Information and Communication Technology

Literacy

Learning objectives

·            Illustrate a front cover for the already constructed narrative

·            Create artwork with visual detail and conventions such as line, shape, colour and texture to develop an individual approach to their narrative and the theme ‘In Australia’

·            Select colours that will enhance the features of the front cover

Equipment required:

·            Pens

·            Lead pencil

·            Colour Pencils

·            Paints

·            Oil pastels

·            A4 Paper

Instructions

Explain the importance of the front cover of a book. The book becomes more meaningful. Featuring illustrations on the front cover as it conveys the animal’s personality.

1.        Students have been shown examples of narrative. The Very Calm Koala is the example. Show students’ exemplar and discuss – How does this koala make you feel? Does it make anyone feel differently? What features have been painted? Describe the colours used. Describe the texture. What makes the fur look like that?

2.        In pairs students are to research book covers to gather inspiration that can be used for their own book covers – This can be from books in the library, classroom, internet access – Explore artworks from different cultures to use as inspiration. Students need to consider viewpoints – meanings and interpretations. Looking at line, shapes, colour, texture.

3.        Incorporating the information gathered from the research students are to complete 3 potential sketches that connect to the character they are depicting.

4.        Complete a final sketch of the main character – develop details about the main character and incorporate information about the character. How can you incorporate that the koala is happy? Does the Koala have fur or hair? How can you represent that in your illustration?

5.        Add colour – this can be with paint, pencils, texts, pastels – consider colour schemes – warm/cold/tones/shades. Allow students to explore colours. Provide a colour wheel.

Reminders for students:

Remind the students that book covers require

·            Clear title

·            Authors name

·            illustration/s that reflect the books theme – the main character they depicted in their narrative

·            Eye catching

To conclude

Allow the students to put their books together with the front cover attached.

Place students in groups of 3 to discuss the front cover and how it connects to the narrative. Why did they choose that animal for their narrative? What elements of art have the students used? Are they happy with the final product? Is there anything they would change? Does anyone have any helpful hints for next time?

An examplar
This image was retrieved from https://sailahlane.com

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Activity 2 – Freeze Frame

Overview
This activity is designed to create and shape drama by combining elements to express personal ideas, feelings and experiences. Students are able to practise drama using interpretive and technical skills, present drama to familiar audiences, using drama techniques, skills and processes and respond to drama and describe initial impressions and personal interpretations, using drama elements and languages.

Learning Area: English

Content descriptor: Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle ACELT1601

Elaborations:

Drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation

Innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel

General Capabilities:

Critical and Creative Thinking

Intellectual Understanding

Literacy

Leaning Area: The Arts – Drama

Content descriptor and Elaborations:

Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place ACADRM032

Varying their facial expressions and movements to create roles and situations

Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama ACADRM033

Performing their improvised sections of process drama and playbuilding

Considering viewpoints – evaluations: For example – How well did you collaborate to make drama? What worked best in the drama?

General Capabilities:

Literacy

Personal and social

Critical and creative thinking

Learning Objectives:

Work in groups of 6

Explore ideas through roles and situations using elements of drama and the principles of stories to shape improvisations to communicate their intentions as drama makers

Use their own body to create dramatic action

Perform for an audience

Equipment required:

Any props that students require

Instructions:

Place the students in a drama circle (students to be seated in a circle with you in the middle) to explain a freeze frame. Students create an image using their bodies with no movement.

1. Divide the class into groups of 6. Each group to practice a freeze frame of a different scene from each of their books and then present it to the rest of the class as the audience.

2. Students are able to use props in their freeze frame

3. Involve discussion during the practice to help students gain perspectives as a performer and a audience member. As a performer: What do you want the audience to know? How can you create that for the audience? As an audience: How would you feel viewing that?

Elements of drama incorporated:

Body and space

Contrast

Symbol

Time

Space

Mood

Tip: https://www.youtube.com/watch?v=fIueLbP7NOI
This video gives an explanation of freeze frames. It also shows students how to be in the freeze frame.

Reminders for students:

Remember audience manners

Use of performance space

Students give positive oral responses as an audience to the freeze frames with prompting from the teacher. For example, Could we tell what the scene was? Did it look like the picture in the book?

To conclude:

Once students have all performed, return back to the groups of 6 and begin reflection on the freeze frames. Discuss if the elements of drama were incorporated into their freeze frames? If any other elements could have been incorporated? Would you have done it differently?

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Activity 3 – Toontasic 3D Ipad app

Media Arts

Overview

The activity is designed for students to make their narratives into a 3D version. This app allows students to draw, animate and narrate their own characters, create their own settings and record their voice to tell the story. Students are able to delve into creative and critical thinking and participate and experiment the digital world that surrounds them.

Learning Area: English

Content descriptor: Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle ACELT1601

Elaborations:

Drawing on literary texts read, viewed and listened to for inspiration and ideas, appropriating language to create mood and characterisation

Innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel

General Capabilities:

Critical and Creative Thinking

Intellectual Understanding

Literacy

Leaning Area: The Arts – Media Arts

Content descriptor and Elaborations:
Investigate and devise representations of people in their community, including themselves, through settings, ideas and story structure in images, sounds and text ACAMAM058

Creating a sequence of images, sounds and text or a combination of these to clearly establish the beginning, middle and end of a story or event

Considering viewpoints – forms and elements: For example – What images will I use and in what order?

Use media technologies to create time and space through the manipulation of images, sounds and text to tell stories ACAMAM059

Experimenting with ways of formatting and laying out a story using available software and appropriate text conventions for a front page news story

General Capabilities:

Literacy

Critical and Creative thinking

Intellectual Understanding

Numeracy

Information and Communication Technology

Learning objectives:

Create a digital version of their narrative using Toontastic 3D on the IPad

Extend their understanding of structure, intent, character and settings

Use composition, sound and technologies to incorporate recordings of their voices

Equipment required:

IPad

App: Toontastic 3D

Students narrative

Instructions:

1. Show students a pre made short story, projected on the overhead. Discuss what was the beginning, the middle and the end? Was the settings and characters the same as in the narrative? Was the story line the same as the narrative?

2. Give students an insight into how to use the app to create. 1. Pick short story. 2. Start with beginning. 3. If students don’t want to create their own settings and characters they can use the pre made settings and characters and adapt that to their narrative with the voice over. 4. Record narrative throughout

3. Let students start by viewing some other Toontastic creations in the ideal lab section on the app

4. When ready students can start to create their short story. Students use text, colour and images to provide meaning for the audience.

Reminders for students:

Use the written narrative for the theme and idea

Use colour schemes – warm/cold/tones/shades

Continue to explore until you are happy with the final product

To conclude:

Once completed students are able to share their creation. In groups of 2 students become the audience, by viewing and listening to the others short story. This can allow for discussion and peer teaching as students may show others how to do certain things.

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✅Toontastic by Google: make a 3D video cartoon in minutes

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Australian, Curriculum Assessment and Reporting Authority. (2020). Drama. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/drama/

Australian Curriculum, Assessment and Reporting Authority. (2020). Visual Arts. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/visual-arts/

Australian Curriculum, Assessment and Reporting Authority. (2020). Media Arts. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/media-arts/

Drama Resource. (2019). Freeze Frames. Retrieved from https://dramaresource.com/freeze-frames/

Roy, D., Baker, W., & Hamilton, A. (2019). Teaching The Arts Early Childhood and Primary Education (3rd ed). Cambridge, United Kingdom.: Cambridge University Press