​

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). 

​

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.

 

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

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.    

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:

 

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

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

 

·            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

·            Pens

·            Lead pencil

·            Colour Pencils

·            Paints

·            Oil pastels 

·            A4 Paper

 

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.

 

 

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

 

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}} 

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. 

 

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

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

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

General Capabilities:

 

 

Any props that students require

 

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. 

 

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.

 

 
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?

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. 

 

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

 

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

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

 

 

 

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. 

In year 3 students: