Dawn's Portfolio

Eskimo's Barbecue

Overview of Lesson Package

Age Group:

10 years old | Primary 4

Classroom Size:

40 students to 1 teacher

Location:

Artroom

Students are sitted in 8 groups of 5s.

A leader has been appointed in each group on the previous lesson.

Each group is also numbered from 1 to 8.

Schedule:

1 lesson per week x 2 weeks

Week 1 Drawing Lesson is denoted in

Week 2 Colouring Lesson is denoted in

Time for each lesson:

45 mins of lesson time + 15 mins of class movement & housekeeping

Overview:

Drawing and colouring in crayons

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Lesson Design

Seeing:

Considerations

Children from 9 years old are able to identify and differentiate visual

in relation to the

qualities, and gather information from visuals and what they see.

Learning Outcomes:

Thereby, teacher brings in photographs of barbecue food as visual references for the students to refer to and interpret into their own visual images.

Expressing:

Children at 9 years old are also ready to share ideas and experiences in artworks and through artmaking. Henceforth, the teacher asks the students to recall what they saw and ate during the past barbecues they been too and encourages them to draw freely one food choice in their artwork. Students find art more fun when they are allowed to personalise their work. If they copy directly from the teacher, then no thinking is involved and we will not be able to assess their understanding of the combination of shapes to form an object.

Appreciating:

After finishing drawing, the children are keen to colour. At this age, they are ready to discuss artworks using basic art vocabulary (elements of art). Thereby, the lesson aims to level up their colour consciousness by relating to their personal reactions towards the difference in feeling between warm and cool. The children are asked to think of themselves as the eskimo in the cold place. Then, they are questioned on what kind of colours will they associate with the cold that they are experiencing? Teacher follows up by introducing the cool colours and ask the students to show the cold feeling on the colours of their clothing.

Vice versa the teacher asks them when it becomes too cold for the eskimo, what would they include to provide some warmth? The children may think of fire or hot food. They are asked to name the warm colours. Teacher introduces the warm colours and asks the students to show the warm colours in the fire and food. This art discussion with the teacher engages students in an exciting journey of thinking and talking about their new visual environment.

Week 1 Lesson Details

Prerequisite Knowledge:

Elements of Art (Geometric & Organic Shapes)

New Knowledge,

Students acquire:

Competency & Skill:

- 21st Century Competency: Critical and Inventive Thinking

- Skill to draw more complex objects using EOA Shapes.

New Art Vocabulary:

Students learn the definition and application of:

- Proportion to draw well-balanced objects.

Lesson Objectives:

At the end of the lesson, students should be able to:

- Observe the shapes in the objects around them.

- See and appreciate the use of shapes to draw (eskimo and food).

- Express and apply art processes involving shapes effectively & creatively.

Teaching Pedagogy:

Teacher exposition (presentation) and demonstration (modeling the use of a new media / art making technique)

Instructional Resources:

Prepare by teacher:

- 1 piece of majong paper (for drawing demonstration)

- 1 big blot of blue tag (hold majong paper onto the whiteboard)

- 43 pieces of A4 drawing papers with printed assessment rubrics.

- 1 set of lecture slides

- Phone camera (to document art-making process for exhibition)

- Laptop, projector & remote controller

Prepare by each student:

- Pencil, eraser & sharpener


Week 1 Lesson Plan

Time	Activity / Assessment for Learning	Rationale	Resources
5	Get class to settle down:	[Skillful Teacher	Name list,
mins	- Bring class to artroom.	Move: Routine]	Marker,
	- IT Representative set up laptop.	Get all the things	Drawing papers,
	- Teacher sticks majong paper on whiteboard (demonstration).	ready at the start	Laptop,
	- Teacher distributes drawing papers.	of the lesson.	Majong paper,
	- Students write name, class, index number and date.		Blue tag
	- Students to face blank page when they are done.
	- Teacher checks for absentee(s).
----------------------------------------------------------------------------------------------------------------------------------------------------
	Lesson Recap:	[Skillful Teacher	PowerPoint
	Elements of Art (Geometric & Organic Shapes)	Move: Routine]	Slides 1 - 4
		To recap on	(recap quickly)
	1. What is the definition of a shape?	students' prior
	Keywords (Knowledge):	knowledge and
	- Outline of object	link them to the new
	- 2 ends of a line meet and connects	knowledge of each.
		lesson. After getting
	2. What are the 2 different types of shape?	the response from
	Keywords (Knowledge):	the students, draw
	- Geometric shape	the egg yolk & egg
	- Organic shape	white beside
		the egg photo to
	3. What are the shapes that make up this egg white and yolk?	help all students	Marker
	Keywords (Knowledge):	to visualise	(draw egg on
	- Egg yolk = circle = geometric shape	the shapes in the	the board &
	- Egg white = curly shape = organic shape	real object.	mention each
			shape used)
	[Credit: http://voices.yahoo.com/image/447546/index.html?cat=5]

Time	Activity / Assessment for Learning	Rationale	Resources
5	Main Lesson:	[Skillful Teacher
mins	1. Gather attention:	Move: Attention]
	- All students to turn their chairs to face the front.	Being able to focus
	- Check that all students are paying attention before	shows they are
	. starting lesson - "Eyes on me"	ready for lesson.

	2. Introduce lesson topic, objectives & media:	Food is a familiar	PowerPoint
	- Announce lesson topic: Eskimo's Barbecue.	topic that serves	Slides 5 - 7
	- Whoever loves to eat barbecue food, put up your hand [hook]	to integrate	(touch & go)
	- Mention lesson objectives: EOA Shapes.	the function of art
	- Flash line drawing & colour rendered examples.	in students’ lives
	- Mention media used: pencil & crayons.	and excite them in
		the learning.

	Identify combination of shapes that make up each object:	[Skillful Teacher	PowerPoint
	3. Draw eskimo:	Move: Clarity]	Slides 8 - 9
	Keywords on proportions (Knowledge):	Present information	(Empasise -
	- Eskimo's head takes up one-third of the paper.	through the use of	teach & demo
	- Eskimo's body takes up another one-third of the paper.	explanatory device	on majong
	- Use a pencil, divide paper into one-thirds.	- Modelling	paper with
	- Erase all unneccessary lines after finished drawing.	Thinking Aloud.	pink crayon)

	Keywords on shapes (Knowledge):	Students learn by
	- Head = Circle	listening to the thought
	- Legs = Rectangle with curved corners.	process that goes
	- Arms = Bent rectangle	through teacher's mind
	- Shoes = Semi-circles	as she demonstrates
		the drawing process.
	Encourage students to invent and think freely:
	- Imagine yourself as the eskimo. You can choose the gender
	. & add any feature of yourself. Example, a mole or spectacles.

5	4. Draw food:	Food references	PowerPoint
mins	Keywords on proportions (Knowledge):	show only 1 food to	Slides 10 - 18
	- Draw only 1 big food.	keep students focused.	(Empasize -
	- If you put many food on 1 grill, they will look small.		teach & demo
	- It'll be hard to see them clearly after you colour them.		on majong
			paper with
	Encourage students to invent and think freely:	Contributing of ideas	orange crayon)
	- Recall the most mouth watering food in the past barbecues.	excites students
	- Those who have not been to barbecues can refer to the	and develops a sense
	. photos and choose what they most wish to eat.	of ownership.

	Keywords on shapes (Knowledge):	Step by step
	- Show the process of changing basic shape into actual object.	transformation
		process helps students identify the combination of shapes that make up an object.

	5. Explain criteria for success:	[Skillful Teacher	PowerPoint
	- Go through expert grading level with regards to drawing.	Move: Assessment]	Slide 19
		This is an	(Empasise
	What does the teacher look out for in a drawing?	assessment of	on the key
	Personal Response	learning. Students	points.)
	"Convey some original ideas and experiences using	are briefed on
	images that show some personal thought."	how they will be
	Eskimo drawing shows creativity. He/she shows an	assessed so that
	interesting appearance and/or personality.	they know what
		they are required
	Control and Use of Media	to show to hit the
	"Show good control in the use of the media (pencil)."	highest mark tier.
	No unwanted lines or embossed marks on the paper.
	Student drew lightly and mistakes are easy to erase.	Ask students to refer
		to the assessment
	Aesthetics Qualities	criteria that is printed
	"Use and explore a variety of art element (shapes) with	behind their
	success in artmaking."	drawing paper as
	Eskimo and food are drawn proportionately.	teacher explains.

Time	Activity / Assessment for Learning	Rationale	Resources
30	Assessed Activity:	A proportionately	PowerPoint
mins	- State expectation: Finish drawing by the end of this lesson	drawn work is	Slide 20
	- Reason: Teacher would return with feedback on next lesson.	half the success	(touch & go)
	Will learn to colour next lesson.	achieved. The other
	- Loop PowerPoint slides for students to recap and refer.	half depends on
	- Walk around to check and give immediate feedback.	their colouring
		next week. This
		lesson takes into
		consideration that
		even the slowest
		student has time
		to finish the drawing.

	Encourage peer-feedback:	Some students keep	PowerPoint
	- Is my drawing (of the eskimo) too small?	asking feedback	Slide 21
	- Can you guess what kind of food am I drawing?	from teacher.	(Emphasize
		By teaching them	on the
		what to help each other	2 questions)
		to look out for, they are
		able to critique their
		peer's and their own
		work. This helps also
		free up teacher's time
		to go through
		everyone's work

	Documentation:	Students learn to	Camera
	- Take photos of the artmaking process to be displayed	value and respect
	with students' work in the class.	works and ideas of
		their classmates.
		Knowing that their
		work will be displayed,
		they will take
		higher ownership
		and responsibility
		when doing their
		work as well.

Time	Activity / Assessment for Learning	Rationale	Resources
10	End Lesson:	[Skillful Teacher	PowerPoint
mins	Materials to bring for next lesson:	Move: Routine]	Slide 21
	- Pencil	Make it a habit	(touch & go)
	- Eraser	for students to
	- Sharpener	be considerate and
		to keep the table
	- Hand in work to leader. Pack up.	clean for the	Collection tray
	- Leaders place artworks in collection tray on teacher's table.	next class.
	- Teacher packs her stuff.

	Things to note on cleanliness:	[Skillful Teacher
	- Ensure the floor around each group is litter-free.	Move: Discipline]
		Getting students to
	Reinforce of discipline and positive behaviour:	clean up quickly after
	- Groups that are ready put up their hand.	an art lesson is a
	- Reward each group with descending merit points (8 to 1)	challenging task.
	. based on their readiness and cleanliness.	Competition among
	- When all are ready, queue up in twos outside artroom	groups rewards and
	- Walk students back to classroom. Reach punctually.	reinforces collective
		team effort.

Time	Activity / Assessment for Learning	Rationale	Resources
-	Follow-Up	[Skillful Teacher	Red pen,
	- Teacher look through drawings to check for understanding.	Move: Assessment]	Date stamp,
	- Write short constructive feedback on the back.	Feedback helps	Drawings
	- Pick out students that need extra help.	ensure that all the
		students are on task
	Examples of written feedback:	and that every child
	- Good, your drawings are proportionate.	has learnt.
	- Well-done! You show creative ideas in...
	- Need to improve. Draw the food bigger.
	- Need to improve. You have put in too much pressure
	. when you draw. Draw lightly next time.

	Feedback for 3 types of learners:
	- Those who have to make some minor modifications to their
	. work knows what to do once they get the work back.
	- Those who need extra help will be called out during the
	. next lesson to get one-to-one consultation.
	- Those who are on the right track can move on to colour.


Week 1 LectureSlides


	Slide 1	Slide 2


	Slide 3	Slide 4


	Slide 5	Slide 6


	Slide 7	Slide 8


	Slide 9	Slide 10


	Slide 11	Slide 12


	Slide 13	Slide 14


	Slide 15	Slide 16


	Slide 17	Slide 18


	Slide 19	Slide 20


	Slide 21	Slide 22


Week 2 Lesson Details


Prerequisite Knowledge:		Elements of Art (Geometric & Organic Shapes)
		Elements of Art (Colour Wheel, Primary & Secondary Colours)

New Knowledge,		Students acquire:
Competency & Skill:		- 21st Century Competency: Critical and Inventive Thinking
		- Knowledge of warm and cool colours
		- Skill in using crayons to create furry texture and blending effects.

New Art Vocabulary:		Students learn the meaning and application of:
		- Warm colours are like colours of the sun. They look cheerful and
		give us a sense of warmth.
		- Cool colours are like colours of the sky. They enable us to feel relax and cool.

Lesson Objectives:		At the end of the lesson, students should be able to:
		- Observe the colours in the objects around them.
		- See and appreciate the use of colours to represent temperature (winter cold
		versus heat from the fire).
		- Express and apply art processes involving colours effectively & creatively.

Teaching Pedagogy:		Teacher exposition (presentation) and demonstration (modeling the use of a new media / art making technique)

Instructional Resources:		Prepare by teacher:
		- 1 piece of majong paper (for drawing demonstration)
		- 1 big blot of blue tag (hold majong paper onto the whiteboard)
		- 43 pieces of students' artworks
		- 1 set of lecture slides
		- 1 box of crayons for demonstration
		- 8 boxes of crayons for students
		- Phone camera (to document art-making process for exhibition)
		- Visualiser
		- Laptop, projector & remote controller

		Prepare by each student:
		- Pencil, eraser & sharpener


Week 2 Lesson Plan

Time	Activity / Assessment for Learning		Rationale	Resources
5 mins	Get class to settle down:		[Skillful Teacher	Name list,
	- Bring class to artroom.		Move: Routine]	Students' works,
	- IT Representative set up laptop.		Get all the things	Marker
	- Teacher sticks last week's drawing on whiteboard.		ready at the start
	- Group leaders return back artworks.		of the lesson.

Time	Activity / Assessment for Learning		Rationale	Resources
2 mins	Lesson Recap:		[Skillful Teacher	PowerPoint
	Draw more complex objects using EOA Shapes		Move: Momentum]	Slides 1 - 3
			In this continued	(Touch & go
	- Flash 5 selected photos of their drawing process [hook].		lesson, students	on students'
	- Flash at most 4 good drawings.		need to be	works. Instead,
			reminded of	focus on asking
	When you are drawing the Eskimo, what are the 2 things		what they have	the questions)
	that you pay attention to?		done last week.
	Keywords (Knowledge):
	- Proportions (of the Eskimo's body)		Take this
	- Size (of the Eskimo and food)		opportunity for
			students to see
	(Follow-up) What are the reasons?		how creative their
	Keywords (Knowledge):		peers' work can be.
	- Correct proportions make Eskimo look well-balanced.		It is also a time
	- Small food is difficult to be coloured with thick crayons.		to praise students
			who shown effort.

Time	Activity / Assessment for Learning		Rationale	Resources
8 mins	Main Lesson:		[Skillful Teacher	-
	1. Gather attention:		Move: Attention]
	- All students to turn their chairs to face the front.		Being able to focus
	- Check that all students are paying attention before		shows they are
	. starting lesson - "Eyes on me"		ready for lesson.


	2. Introduce Warm & Cool Colours in the Colour Wheel:		Art theory.	PowerPoint
		Warm colours are like colours of the sun. They look cheerful and give us a sense of warmth.		Slides 4 - 8

		There are 2 greens in the colour wheel. Do you think yellow-green contains more yellow or blue? It contains more yellow and yellow is a warm colour. Therefore, it is considered a warm colour. The same goes for red-violet.

		Cool colours are like colours of the sky. They enable us to feel relax and cool.

		Do you think blue-violet contains more blue or red? Blue. Both blue-green and blue-violet contains more blue than red or yellow, hence both are considered cool colours.

	Identify the warm and cool portions in your drawing:
	Warm colours = Food and fire
	Cool colours = Eskimo and igloo


	3. Create furry texture & blending effect:		[Skillful Teacher	Majong Paper
	Demonstrate technique on the majong paper that has been		Move: Clarity]
	pasted on the whiteboard.		Present information
			through the use of
	Furry texture = Eskimo's hood		explanatory device
	Blending = fire		- Modelling
			Thinking Aloud.

	4. Explain criteria for success:		Ask students to	Assessment
	- Go through expert grading level with regards to colouring.		refer to the	Criteria
			assessment
	What does the teacher look out for in your colouring?		criteria that is
	Control and Use of Media		printed behind their
	"Show good control in the use of the media (crayon)."		drawing paper as
	Colour within the area. Cover all the white spaces.		teacher explains.

	Aesthetics Qualities		They will be able
	"Use and explore a variety of art element (colour) with		to refer to the marks
	success in artmaking."		to see how well
	Identify and arrange the warm and cool colours correctly.		they fare for
			for each component.

Time	Activity / Assessment for Learning		Rationale	Resources
35	Assessed Activity:		Teacher goes	PowerPoint
mins	- State expectation: Finish colouring and submit work		around the class	Slide 10,
	by the end of this lesson.		to confirm an overall	8 boxes
	- Leaders collect crayons for the group.		understanding of	of crayons
	- Walk around to check and give immediate feedback.		the new knowledge
			and skills taught
			today.

	Documentation:		Students learn to	Camera
	- Take photos of the artmaking process to be displayed		value and respect
	with students' work in the class.		works and ideas of
			their classmates.
			Knowing that their
			work will be
			displayed,
			they will take
			higher ownership
			and responsibility
			when doing their
			work as well.

Time	Activity / Assessment for Learning		Rationale	Resources
10	End Lesson:		[Skillful Teacher	PowerPoint
mins	Materials to bring for next lesson:		Move: Routine]	Slide 11
	- Pencil		Make it a habit	(touch & go)
	- Eraser		for students to
	- Sharpener		be considerate and
			to keep the table
	- Hand in work to leader. Pack up.		clean for the	Collection tray
	- Leaders place artworks in collection tray on teacher's table.		next class.
	- Check for the correct number of crayons returned.
	- Teacher packs her stuff.

	Things to note on cleanliness:		[Skillful Teacher
	- Ensure the floor around each group is litter-free.		Move: Discipline]
			Getting students to
	Reinforce of discipline and positive behaviour:		clean up quickly after
	- Groups that are ready put up their hand.		an art lesson is a
	- Reward each group with descending merit points (8 to 1)		challenging task.
	. based on their readiness and cleanliness.		Competition among
	- When all are ready, queue up in twos outside artroom		groups rewards and
	- Walk students back to classroom. Reach punctually.		reinforces collective
			team effort.


Week 2 Lecture Slides


	Slide 1	Slide 2


	Slide 3	Slide 4


	Slide 5	Slide 6


	Slide 7	Slide 8


	Slide 9	Slide 10


	Slide 11

Teaching Resources for both weeks

Drawing Paper (printout on the back):

Pencil Drawing & Crayon Colouring References:

Pencil Drawing of possible Food Choices:

References

Viktor Lowenfeld and W. Lambert Brittain. 1987. Creative And Mental Growth. Prentice Hall, United States of America. Pp 309, 311, 312.

Jon Saphier, Mary Ann Haley-Speca, Robert Gower. 2008. The Skillful Teacher: Building Your Teaching Skills. Research For Better Teaching, Inc, United States of America. Pp 81, 173, 434

Curriculum Planning and Development Division, Ministry Of Education, Singapore. 2008. Art Syllabuses: Primary And Lower Secondary.. http://www.moe.gov.sg/education/syllabuses/aesthetics-health-and-moral-education/files/art-primary-and-lower-secondary-2009.pdf, retrieved on 29 October 2013. Pp 4, 5, 11, 12, 13, 24.

Curriculum Planning and Development Division, Singapore. 2006. Guide To The Teaching Of N(A) & 'O' Level Art Syllabuses. Ministry Of Education, Singapore. Pp 66.

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