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Emma Harte

on 3 November 2014

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Transcript of Money


ART lesson 1:

Music 2:
What is water?
To begin we will look at pictures of water opening a discussion on:
What the children associate with water
Different types of water
The colours and effects of water : ripple, splash
Music lesson 1:
Children will then in groups perform their sequence of water sounds whilst the rest of the class listen.
Children will then evaluate each others performances saying what they liked and what sounds they could hear.
What is water?
Different states of water:
Solid, liquid, gas
Water, water song

Recap on previous lesson:
Where water comes from
What states it comes in
What it looks like

Learning Intentions:
Art lesson 2:
Recap on previous lesson:
Where water comes from
What states it comes in
What it looks like
Environments which water can be found
Learning Intentions:
Why did we choose Water?
Theorist research into why Music and Art are so key to the teaching of the whole child:
Gabbert, C. and Grove, A. (2009),
“helps children learn new concepts and reinforce basic ideas”

CCEA (2006, p6)
‘Young children learn best when learning is interactive, practical and enjoyable for both children and teachers”

Jones, P. And Robson, C. (2008
“In nurturing positive attitudes towards singing you are laying the foundations for your children’s openness to a form up human expression which is fundamental.”

Ritson and Smith (1975), reiterates this stating,
“The results of creative learning are superior to those of more traditional methods both in quality and quantity.”

UNESCO, 2003,
"the encouragement of creativity from an early age is one of the best guarantees of growth in a healthy environment of self-esteem and mutual respect.”

fine motor skills are practiced
gross motor skills are explored

children are able to express themselves through the Arts,
Empathy and self-esteem is developed
creativity encouraged

Develop an understanding of their own and others work.
Developing key skills - listening, painting etc.
learn about the work of artists and different musicians

Group work is encouraged
Developing respect for others and their opinions.
Children's hollistic development is heightened through Art and Music as:
• • Children will be able to respond to the work of artists
• Children are able to gather appropriate materials from indoor and outdoor environments
• Children develop their knowledge of where water comes from and all the different places it can be found in the world
• Children will have their own choice in which materials to use
• Children are able to create their own interpretation of Monet’s Water Lilies.

Teacher Assessment:
Peer Assessment:
• Assess children’s understanding of other artists, in particular Monet’s reasoning for painting the water lilies the way they are.
• Assess children’s ability to interpret the work of artists through their final product, in particularly looking at similarities and differences
• Assess children’s ability to use colours and a range of resources to create their piece of art
• Assess children’s fine manipulative skills, e.g.: when holding a paint brush or sticking resources down

Evaluate each child’s different style and materials chosen and their reasons for this.
Highlight any areas of improvement

Water is something that every child comes into contact with in their lives; it is a topic that all pupils can relate to and find evidence of in their lives.

Clemson (1989) states 'there is everything to be gained in using well-planned cross-curricular approaches’.
As well as a popular STEM thematic unit of ‘Water’ in KS2 there are multiple opportunities through geography and science to explore other areas of water such as the water cycle and how we clean dirty water.

The topic also allows for exploration of music making with both traditional and non traditional instruments.

Water also allows pupils within art & design to explore and create using various materials and investigate different artists and the differences and similarities in their work regarding their perception of water.

Use individual thoughts and ideas as the starting point for visual work
Northern Ireland
Northern Ireland
Curriculum: ART
Success Criteria:
Primary Key Stage 1: Page 78
Primary Key Stage 1: Pages 72, 73
Explore the visual elements of colour, tone, line, shape, form, space, texture and pattern to express ideas:
Investigate and respond to direct sensory experience; including visual, verbal, spacial and tactile dimensions memory and imagination:
Look at and talk about resources material to stimulate their own ideas:
Enjoy and appreciate the work of artists and designers and craft workers from their own and other cultures
Some examples of the progression and final piece:
Art lesson 2:

Final pieces
International perspective:
Success Criteria:

Comment on the visual elements within personal and group responses

Use media and processes to identify when and where different approaches generate marks which show properties of line, shape, texture, pattern

React to what they have seen as a stimulus and use it as a starting point for individual ideas and personal interpretations,

Select sounds in response to a stimulus and to express mood and atmosphere,
Play simple instruments on their own and to accompany singing.
Work creatively with sound by investigating, experimenting, selecting and combining sounds to express feelings,ideas mood and atmosphere
Sing and Perform with simple instruments to develop vocal and manipulative control
Listen and respond to their own and others music making

Think and talk about the sounds and effects they have created and imagined and those they hear in the local environment.
Discuss each child's routine in the morning.
How much do they use or come in contact with water?
What different sounds can they hear?
Using sound effects children will guess what each sound is.
They will then use these sounds to recreate they daily routine with water using water.
Give children not only instruments but also jars and plastic containers containing water - helping to make sound effects.

The class will be questioned regarding how easy/difficult they found the lesson and will be asked to show this using the, 'Fist to five' method. One child from each group will then peer assess.
Children will be shown water lily pictures they will discuss the detail, colours and textures and form.
This will then lead into the children looking and studying the work of Monet and his painting of water lilies.
Children will then discuss how in a painting the lines are blurred and blended and how this differs to real life or photographs.
Children will then recreate their own interpretation of Monets painting.
Children will then be allowed to go outside and collect items for a collage/ multimedia and will also be allowed to use paints, tissue paper, watercolours and chalk.
Children when finished will evaluate their work and the work of others, seeing similarities and differences and discussing why they used the material they did to create their piece of work.
These will then be used to create a wall display.

Print activity in which the children will draw into printing board items and objects they associate with water.
This will then be used to make a repeat pattern on paper using different colours and tones.
Children can experiment mixing colours and blending, which is a technique used when using watercolour which will aid learning in the next lesson.
For evaluation children will discuss:
what they painted and why?
Peer evaluation
What they discovered from mixing paint
How did they make the colours - colourwheel
Teacher Assessment:
Peer Assessment:
Everyday Water Sounds
The following success criteria will be addressed to the class prior to the main activity:

A sequence which represents the photo you are given.
Good teamwork skills
Effective use of a range of instruments
A complete group composition record

Children will be assessed by the teacher through observation and questioning. The class will be assessed on:
Knowledge and understanding of water and associated aspects of the topic
Ability to perform a sequence in response to visual stimuli
Group work skills
Ability to complete a group composition record in a table format
Listening and responding skills regarding their own and each others music making

One person from each group will be asked to pick their favourite performance and explain why in detail,
They will be encouraged to discuss this in relation to the success criteria, the sounds and instruments the particular group used

Thinking Skills and Personal Capabilities

A number of Thinking Skills and Personal Capabilities are achieved as shown
Managing Information:

select the most appropriate method for a task;
use a range of methods for collating, recording and representing information; and
communicate with a sense of audience and purpose

Thinking, Problem Solving and Decision Making:

generate possible solutions, try out alternative approaches, and evaluate outcomes
make connections between learning in different contexts

Self Management:

organise and plan how to go about a task;
focus, sustain attention and persist with tasks;
review learning and some aspect that might be improved

Being Creative

experiment with ideas and questions
learn from and value other people’s ideas
make ideas real by experimenting with different designs, actions, and outcomes
value the unexpected or surprising;
see opportunities in mistakes and failures
take risks for learning.

Children will learn how to create a sequence in response to visual stimuli within groups.
Pupils will learn how to complete a group composition record in table format.
Children will gain further knowledge and understanding of water, the states of water and the environments it is associated with.
Pupils will learn how to use water as a simple instrument.
Children's skills in expressing their ideas through performance with simple instruments will be progressed.
Pupil's skills in listening and responding to their own and others' music-making will be developed.

Children will become aware of all the different places around the world where water can be found.
Children will be able to interpret the work of artists and use appropriate language.
Children will be able to follow instructions and give 100% to the activity.
Children will be able to work with a range of resources to produce their own image of water lilies.
Children will develop their social skills, in terms of sharing and taking turns when using resources.
•Children will develop their ability to compare and contrast images through describing what is similar/different.
Working with Others:

listen actively and share opinions;
develop routines of turn-taking, sharing and co-operating;
give and respond to feedback;
understand how actions and words affect others;
adapt their behaviour and language to suit different people and situations;
take personal responsibility for work with others and evaluate their own contribution to the group;
be fair;
respect the views and opinions of others and reach agreements, using negotiation and compromise; and
suggest ways of improving their approach to working collaboratively.

Discuss as a class different environments and atmospheres water is associated with.
Illustrate using pictures: lake, stormy sea, waterfall, puddle etc and discuss the sounds that may be heard in each one.
Children will then in groups be given a picture in secret where their task is to create a sequence in response to this visual stimulus, representing the sounds within the environment using both water and a range of percussion instruments.
Children will then perform their compositions and the rest of the class will try and guess what each groups picture is through listening.
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