Brolgas
Fields of Poppies
Claude Monet (1840-1926)
Poppies 1873 Oil on canvas H. 50; W.65 cm |
Poppy Field, 1890 by Vincent Van Gogh
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My Pinterest page - full of great ideas that I find on the web as well as some Derrinallum P-12 College student artwork.
Prep/1
Years 2/3/4/5/6
- Cut up image - coloured in and reassembled. (Provided.)
- Colouring pages. See my Pinterest page. Also some provided. (Colour theory knowledge.)
- Mandalas......do google search.
Could be combined with Picasso Head (link below). Symmetry Thaumatrope Tesselations.
4/5/6
Instructions provided with an example.
Useful resources and ideas.
NGA Kids zone has multiple interactive art activities.
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AUSVels.
Prep to Year 4 – Laying the foundations
From Prep to Year 4, students begin to explore content and contexts relating to specific arts disciplines as well as creative, aesthetic and kinaesthetic perspectives. In these years they focus on making and inquiring. New multimedia approaches to the arts offer a model for cross- and interdisciplinary practical activities suited to these years.
At this stage, students’ observations are primarily concrete and students use their perceptions and realities as their inquiry framework. It is important to offer opportunities for students to reflect on, monitor and plan their thinking and making. Arts learning, where good thinking dispositions are modelled, valued and supported, assists the bridging of thinking from the concrete to abstract dimensions. Students should be able to explain something new after a discussion or practical exploratory session, and talk about changes in their own thinking, performance or making, giving reasons for their actions and explaining and demonstrating their organisation of ideas. Students begin to recognise, appreciate and value ways that others think, act and solve problems differently.
Students use a broad range of traditional, ‘new media’ and multidisciplinary forms and materials to improvise, design and make works in many two-dimensional, three-dimensional, digital and performance forms. Through making works that select and combine arts elements, principles and conventions, students develop a range of cognitive, motor, cross-discipline and discipline-specific techniques and understandings.
http://ausvels.vcaa.vic.edu.au/The-Arts/Overview/Stages-of-learning
From Prep to Year 4, students begin to explore content and contexts relating to specific arts disciplines as well as creative, aesthetic and kinaesthetic perspectives. In these years they focus on making and inquiring. New multimedia approaches to the arts offer a model for cross- and interdisciplinary practical activities suited to these years.
At this stage, students’ observations are primarily concrete and students use their perceptions and realities as their inquiry framework. It is important to offer opportunities for students to reflect on, monitor and plan their thinking and making. Arts learning, where good thinking dispositions are modelled, valued and supported, assists the bridging of thinking from the concrete to abstract dimensions. Students should be able to explain something new after a discussion or practical exploratory session, and talk about changes in their own thinking, performance or making, giving reasons for their actions and explaining and demonstrating their organisation of ideas. Students begin to recognise, appreciate and value ways that others think, act and solve problems differently.
Students use a broad range of traditional, ‘new media’ and multidisciplinary forms and materials to improvise, design and make works in many two-dimensional, three-dimensional, digital and performance forms. Through making works that select and combine arts elements, principles and conventions, students develop a range of cognitive, motor, cross-discipline and discipline-specific techniques and understandings.
http://ausvels.vcaa.vic.edu.au/The-Arts/Overview/Stages-of-learning
Portfolio covers.
The first task all primary students complete is a cover for their classroom portfolios.
Hands are cut on folded paper - one with thumb on fold and the other with little finger on fold. These are the spine of the portfolio. A name is added to the front. In ICT classes, students have explored font styles and discovered outlines and spacing and size of letters in Publisher. These are printed and coloured in. The rest of their design is free choice.
Hands are cut on folded paper - one with thumb on fold and the other with little finger on fold. These are the spine of the portfolio. A name is added to the front. In ICT classes, students have explored font styles and discovered outlines and spacing and size of letters in Publisher. These are printed and coloured in. The rest of their design is free choice.
Prep/1 Art.
Students at this level use a variety of arts elements (on their own or in combination), skills, techniques and processes, media, materials, equipment and technologies in a range of arts forms. They talk about aspects of their own arts works, and arts works and events in their community.
2/3/4 Art.
Students at this level use a variety of arts elements (on their own or in combination), skills, techniques and processes, media, materials, equipment and technologies in a range of arts forms. They talk about aspects of their own arts works, and arts works and events in their community.
Years 5 to 8 – Building breadth and depth
During Years 5 to 8 students broaden and deepen their understanding of arts disciplines as an area of human activity across cultural, historical, and technical traditions. They are usually engaged by, and respond with enthusiasm to, social and experiential learning that provides opportunities to explore aesthetic qualities. Such engagement fosters personal expression, critical and creative thinking, and communication skills.
As they progress through this stage of learning, students increasingly understand the advantages of using a range of problem-solving strategies when considering options to make considered choices about arts ideas and ways of communicating meanings and messages. They develop awareness of the role that emotions, motivation, technical skills and beliefs play in exploration and production, and can describe how others in their society and other cultures have different perspectives, values and solutions to problems. Arts learning at this stage should provide opportunities for students to plan, monitor, analyse and evaluate their perceptions, ideas and solutions through reflecting on the effectiveness of their thinking strategies and output, and how they might make productive changes.
Students are beginning to adopt a critical and analytic stance. They can make connections between traditional, experimental, technological and contemporary arts forms – developing an understanding of the elements, principles, conventions and processes that may be applied in a range of contexts. Classroom activities should be creatively and cognitively demanding and build on the intensity of student interest in experiences.
http://ausvels.vcaa.vic.edu.au/The-Arts/Overview/Stages-of-learning
During Years 5 to 8 students broaden and deepen their understanding of arts disciplines as an area of human activity across cultural, historical, and technical traditions. They are usually engaged by, and respond with enthusiasm to, social and experiential learning that provides opportunities to explore aesthetic qualities. Such engagement fosters personal expression, critical and creative thinking, and communication skills.
As they progress through this stage of learning, students increasingly understand the advantages of using a range of problem-solving strategies when considering options to make considered choices about arts ideas and ways of communicating meanings and messages. They develop awareness of the role that emotions, motivation, technical skills and beliefs play in exploration and production, and can describe how others in their society and other cultures have different perspectives, values and solutions to problems. Arts learning at this stage should provide opportunities for students to plan, monitor, analyse and evaluate their perceptions, ideas and solutions through reflecting on the effectiveness of their thinking strategies and output, and how they might make productive changes.
Students are beginning to adopt a critical and analytic stance. They can make connections between traditional, experimental, technological and contemporary arts forms – developing an understanding of the elements, principles, conventions and processes that may be applied in a range of contexts. Classroom activities should be creatively and cognitively demanding and build on the intensity of student interest in experiences.
http://ausvels.vcaa.vic.edu.au/The-Arts/Overview/Stages-of-learning