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Completed by: Uzma Shakil

GARDEN COLLEGE UNIT PLANNER

Subject: Arts Year Level: 2 Term: 2 Year: 2019

Duration: 10 weeks Teaching Staff: Uzma Shakil and Cassandra Costabile Australian Curriculum Version: 8.3

PURPOSE (What do we want students to learn?

General Capabilities ☒ Literacy ☐ Numeracy ☐ ICT ☒ Critical and Creative

Thinking☐ Ethical Behaviour ☒ Personal and Social ☒ Intercultural Understanding

Cross-curriculum Priorities

☒ Aboriginal and TSI Histories and Culture

☐ Asia and Australia’s Engagement with Asia

☐ Sustainability

Strands and Sub-strands

The Arts Visual Arts Dance Drama Media Arts Music

Big Idea: (from Band Description) Aims (from Australian Curriculum)

Subject:In Foundation to Year 2, learning in The Arts builds on the Early Years Learning Framework. Students are engaged through purposeful and creative play in structured activities, fostering a strong sense of wellbeing and developing their connection with and contribution to the world.In the Foundation Year, students undertake The Arts appropriate for their level of development.They explore the arts and learn how artworks can represent the world and that they can make artworks to represent their ideas about the world. They

become aware of role and situation as they listen and respond as fictional characters

explore voice and movement to create role learn about focus and identifying the main idea of the drama learn how their ideas can be expressed through role and story.

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share their artworks with peers and experience being an audience to respond to others’ art making.As they experience the arts, students draw on artworks from a range of cultures, times and locations. They explore the arts of Aboriginal and Torres Strait Islander Peoples and of the Asia region and learn that they are used for different purposes. While the arts in the local community should be the initial focus for learning, students are also aware of and interested in the arts from more distant locations and the curriculum provides opportunities to build on this curiosity.As they make and respond to artworks, students explore meaning and interpretation, forms and processes, and social and cultural contexts of the arts. They make early evaluations of artworks expressing what they like and why.Students learn about safe practices in the arts through making and responding safely in the different arts subjects.They experience the role of artist and they respond to feedback in their art making. As an audience, they learn to focus their attention on artworks presented and to respond to artworks appropriately. In Foundation to Year 2, students learn to be an audience for different arts experiences within the classroom.

Content Descriptions:(Choose from Australian Curriculum Content Description)

Knowledge and Skills: (What are students expected to know and do?)

Explore role and dramatic action in dramatic play, improvisation and process drama

Use voice, facial expression, movement and space to imagine and establish role and situation

Present drama that communicates ideas, including stories from their community, to an audience

Respond to drama and consider where and why people make drama, starting with Australian drama including drama of Aboriginal and Torres Strait Islander Peoples

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ASSESSMENT EVIDENCE (How will we know what students have learnt?)

Achievement Standard (from Australian Curriculum) (Please highlight the knowledge/skills highlighted in this unit of work)

By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama.

Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.

Assessment Records and Routines

Formative Assessment Summative Assessment

Other Evidence of Learning: (may include major formative learning tasks, rubrics, formal and informal feedback, student self-assessment, anecdotal notes, observations)

Feedback: (What sort of feedback will students receive?)

Positive reinforcement when students are working Other students will observe as audience and provide feedback

Self-assessment: (How will students reflect upon and self-assess their learning?)

When students have finished their work, I will ask students what they liked the most about their work and what their least favourite part was.

Assessment Task(s): (Summative tasks that cater for students across the full range of abilities)

Classwork – 50%Effort and Participation – 50%

Differentiation: Adjustments for Needs of Learners (How will specific learning needs of individual students be catered for?)

Content- Explicit Instructions- Modeling

Process- Working together as a class and in small groups

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- Simple instructionsProduct

- ScriptLearning Environment

- Setting up the scene for drama - Positive mindset and encouragement- Costumes for students to understand and deliver the role better

Student Readiness (growth)Student Interests (engagement)

- Watch videos online related to the content- Use interesting characters

Learning Profiles (efficiency)

LEARNING AND TEACHING PLAN (What would it look like?)

Teaching and Learning Sequence (How will the learning tasks be sequenced?) RESOURCES(What materials do we need to help us plan and teach this topic?)

Thinking Skills Models (What curriculum models will be used to enhance the thinking of students?)

This may be week by week

TOPIC: Understanding Emotions (Weeks 1 – 4)

Week 1:

Learning Intention: Students will be able to use voice, facial expressions and movement to communication emotions.

Prior Knowledge:

Teaching Steps:

Activity: What is this emotion?

- Crying and Laughing Emotion Photographs

- Emotion Flash Cards

- Emotion Mask Template

De Bono’s Six Thinking Hats model will be used.

Blue Hat: ProcessThinking about thinking. What thinking is needed? Organizing the thinking. Planning for action.

White Hat: FactsWhat do I know? What do I need to find out? How will I get the information I need?

Red Hat: FeelingsWhat are my feelings right now? Feelings can change.

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- Access prior knowledge of emotions by showing a photograph of someone crying. Write the word "emotions" underneath the photograph.

- Ask students what the picture shows and how the picture relates to the word emotions. Allow a few students to offer responses.

- Now show a photograph of someone laughing. Write the word “emotions” underneath the photograph.

- Ask students what the picture shows and how the picture relates to the word emotions. Allow a few students to offer responses.

- Explain emotions to students by saying, "Emotions are feelings. Our feelings change from moment to moment depending on what is going on around us, at home, or with our friends. Can anyone tell me an emotion that they felt today?"

- Encourage students to offer responses and record them on the whiteboard. Explain to the students that today they are learning new vocabulary words to describe emotions.

- Explain that learning a variety of words to describe emotions, or how someone is feeling, will help them to understand how characters are feeling in the stories they read.

Activity: Emotions Flashcards

- Show students emotions flashcards and ask them to use facial expressions only to communicate the emotion. The students must not speak.

- Now ask students to use body movement and facial expressions to communicate the emotion shown on the flashcard.

Engage:

Activity: Emotion Mask

- Hand students the masks.- Students are to draw one of the emotions from the flashcards on the mask as best as

they can.- They cut out their masks and stick it to the popsicle sticks.- Students group with other students who have the same emotion.- In groups students come up with a 1 minute situation/scene where everybody would

be feeling that emotion (if groups are too big, spilt up). Ensure all students have a part to play.

Green Hat: CreativityIdeas, alternatives, possibilities etc.

Yellow Hat: BenefitsPositives and plus points. Why an idea is useful?

Black Hat: CautionsDifficulties, weaknesses, dangers

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- Students perform the scenes for the class.- After students perform, audience members will decide how they would react if that

scene was real life.-

Week 2:


Explore:

Teaching Steps:

Activity: Acting out situations

Situation Examples:- Doctor examining a patient- Customer returning an item to shopkeeper- Talk show host interviewing celebrity- Mechanic delivering bad news to car owner

Emotion Examples:- Fearful- Bored- Excited- Depressed- Happy- Angry

Acting out:- Start a neutral scene with two players. For example, a customer goes into a store to

return something. Have the two players act it out straight. - Have them do it again, using emotion suggestions. For example: in the second round

of play, the customer is fearful and the clerk is bored. (They can each have a different emotion, or both the same.)

Costumes for acting out situations such as

- Lab coat and stethoscope for doctor

- Scarf, glasses, necklace, hat etc. for celebrity

- Mic for show host- Tools and hat for

mechanic

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- Coach students to play the emotion without stating it outright. For another twist, try giving students the emotions secretly and having them try to ‘read’ the other person. After the scene, ask audience players if they could name each actors’ emotion.

Week 3:


Teaching Steps:

Activity: Emotions Charades- Gather students in a circle and show students the Emotions Dice Template. - Show the students how to create the emotions dice. Give them 10 – 15 minutes to

complete the dice.- Once completed, gather students again in a circle and read the words on each side of

the dice.- Explain to the student that today, in small groups, they will be playing emotion

charades.- On the board, write the sentence stem, "____ feels ____ because ____."- Model throwing the dice, looking at the word without showing anyone else, and acting

out the emotion. For example, if the dice lands on excited, jump up and down excitedly. Next, ask the students if they know what emotion you are acting out.

- Call on a student to offer a response, reminding the student to use the sentence stem in the answer. For example, "Ms. Brown feels excited because she is jumping up and down and smiling."

- Call on a student and have the student model the same process in front of peers.

Emotions Dice Template

Week 4:


Internet connection, laptop and projector to watch video.

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Conclusion:

Teaching Steps:

Short Film:- Watch short film ‘boundin’ (https://www.youtube.com/watch?v=jhLG4o20-1g) and ask

students to focus on main character.- Discuss the different emotions that he felt throughout.- What made him happy? Sad?- Students act out different parts from the clip.

Emotions improvisation: Students get a situation to act out in small groups for 2 minutes. We then share small emotion role plays. E.g. just won a prize, lost favourite toy etc.

TOPIC: Story Building (Weeks 5 – 8) (Drama topic and lessons taken from Arts:Live https://create.artslive.com)

Week 5:

Learning Intention: Students participate in collaborative story building process.

Prior Knowledge:

Teaching Steps:

Activity: Let’s go on a story journey

- Ask students to find a space in the room where they can swing their arms without touching anyone else.

- Call out an activity for the class to mime together, e.g. ‘Let’s all play soccer in slow motion’. It’s usually best to start with familiar activities, such as brushing your teeth, playing soccer, swimming, or longer rituals such as getting ready for school.

- The group must shout ‘Yes, Let’s!’ and, as enthusiastically as they can, mime doing

Pirate Hat Template

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https://create.artslive.com/

https://www.youtube.com/watch?v=jhLG4o20-1g


the activity. It’s great if you can model miming the activity as well, to ensure that students feel comfortable.

- Next, introduce the pirate theme. You can do so by calling out a range of actions for the students to mime. These might include:

o Let’s put on our pirate hats!o Let’s all say arghhhh!o Let’s walk as though we have a wooden leg!o Let’s scrub the deck!o Let’s raise the mast!o Let’s get out our telescopes!

- Once the class has mimed these actions, try asking for activity suggestions from them. Encourage the class to really think about how they would do the action and not to worry about how everyone else is doing it. End the activity by saying, ‘Let’s all sit in a circle.’ This can help to create a smoother transition between activities and alleviate any jostling or pushing that may occur.

Engage

Activity: Make your own pirate hat

- Provide each student with a copy of the Make Your Own Pirate Hat template. - Ask students to cut out their pirate hat, using the dotted lines on the template as a

guide. - Once students have cut out their hat, encourage them to decorate it as they see

appropriate. - Ask them to think about:

o What might a pirate hat look like?o What colours will they use to make it look life-like?o How might a character that wears this hat move and sound?

- Ask students to cut out the strap at the bottom of the template. They then staple or tape it to either side of their pirate hat to create a band that will go around the back of their head, so that their hat will be secure.

- Once the hats have been created, they can be used as inspiration and basic costume for the game ‘Yes, Let’s’.

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Week 6:

Learning Intention : Students participate in collaborative story building process.

Explore:

Teaching Steps:

Activity: What’s in the suitcase?

- Ask students to sit in a circle and place an empty box or bag in the middle. - As a group, decide where they would like to go on their journey today. Give them three

options and have them vote to agree on one. An example of the options might be: o to the seao to the jungleo to the moon

- Once students have decided where they want to go, tell them that they now need to pack for their holiday. Go around the circle and, one by one, ask students to put something in the box or bag that they would like to take on their journey.

- It’s important to encourage them to think about what might be useful for the holiday destination they have chosen. For example, if they are going to Antarctica, they probably wouldn’t want to pack a swimming costume.

- In the beginning, students may find it easiest to think about what they would need individually on this journey. Try relating it to things they may have at home that might be useful, or a particular kind of food they would like.

- Once they’ve got the hang of it, they can start thinking about what the group might need on the journey and what items are going to help them on their quest.

- Students can articulate their learning in this activity by writing out a list or drawing pictures of items they would put in their suitcase for a particular journey. These ideas could then be shared with the class, with students explaining why these things are important and how they would be useful on their journey. This will allow students to explore their ideas through words, connect their drama to other learning areas, and express their thoughts and feelings about their drama experiences. They learn to watch and listen as an active participant, performer and audience member.

Story Building Basics:

An empty box, basket or bag.

Pencils and blank papers/post its.

Internet connection, laptop and projector to watch the video.

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- Watch the Story Building video https://create.artslive.com/explore/story-starters/story-building/lessons

- Ask students to sit on the floor, in a circle. Tell them that we are going to create our own story journey like the one in the video.

- Start by asking broad questions which set the scene. For example:o Where are we going?o Who will we be?o Why are we there?o What do we have with us?

- Ensure students get a turn to raise their hand and answer the questions. Feel free to elaborate, remind students of previous answers and logically link the story as it develops.

- Now that you have the foundations of the story, ask the following:o What happens while you’re on your way to your destination?o What can you see?o When you get to your destination, what does it look like? Smell like? Sound

like?o Where will we go now?o Who do we meet while we’re on our journey?o What’s that sound?o Do we have any problems to solve?o Is there anything in our suitcase to help us?

- At the end of your journey have students re-cap where they went, what happened and how they found themselves back where they started.

Note: Once you have been on a story journey as a class, the aim is to get up and move about as the story unfolds. You can even bring in props to help the story.

Week 7:

Learning Intention: Students create a postcard for family and friends to tell them about their imaginative journeys.

Teaching Steps:

Postcard Template

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https://create.artslive.com/explore/story-starters/story-building/lessons

https://create.artslive.com/explore/story-starters/story-building/lessons


Activity: Create a Postcard

- Provide each student with a copy of the Send Me a Postcard Template and coloured pencils.

- Ask students to draw a picture of a place they visited on their story journey, or an image they remember clearly. Students will need to turn the template upside down and draw on the half of the page that has the speech bubble (i.e. so students should draw their picture the same way up as the words ‘Hello from’ in the speech bubble).

- On the other side of the postcard, ask students to write about their experience, as if they were going to send it home to a family member or friend. Remind them it is like writing a recount of their journey. Some questions that might help them reflect upon and articulate their learning are:

o How do you feel after your journey?o What was the best thing that happened on your journey?o What was the worst thing that happened on your journey?o Where might you like to go next time?

- Once students have finished filling in their postcard, they fold along the dotted lines at the top, bottom and centre of the sheet and apply glue across the top to stick this section to the back of the sheet to make the postcard. This will make the postcard look real, having the picture on one side and the writing on the other.

- Once students have completed their postcards, display them around the classroom to remind students about their fantastic journeys throughout the school year.

Week 8:

Conclude:

Learning Intention: Students take a real journey to the botanical gardens (excursion) and create a letter for a loved one.

Teaching Steps:

Activity: Let’s Explore

- Go on excursion to botanical gardens. Imagine you are in a new country.- Ask students to imagine that they are explorers arriving in this area for the first time.

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Ask students how they might feel, entering this space for the first time.o Why might they feel this way?o What can they see?o What can they smell?o What can they hear?

- Group walk Go for a walk as a group. o How do things change? o Does anything exciting happen? o Encourage students to touch the ground, the bark, the stones, and to collect a

few things that will remind them of their journey.- Discussion: Head back to the classroom and when you get there ask students what

they remember about their experience. Discuss the objects students have chosen. o Why did they choose that particular object? o What does it remind them of? o Ask students to write a letter (or draw a picture) to a loved one back home,

explaining what it’s like in this new country.

TOPIC: Drama Circle – Indigenous Perspective (Weeks 9 - 10)

Week 9:

Learning Intention: Students will be introduced to the concept of drama circle.

Prior Knowledge: No prior knowledge required.

Engage:

Teaching Steps:

Read Tom Tom with students gathered around teacher in story chair.

Explore:

Explain that whole class will take part in simple role play in the drama circle based on the story we just read.

Introduce the concept of Drama Circle where students assemble in a circle to perform

Book: Tom Tom by Rosemary Sullivan

Wool for weaving project

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their scenarios/scenes. As each student finishes acting out his or her scene, the student with the next scene in the sequence starts acting out. The game continues until the last scene of the book.

Scenes may include:o swinging into water and swimmingo making damper and paintingo washing in the tubo sitting in the bark cubby house and making a fire

Assign each scene to a group of students sitting together in the circle. Read the story again. As each scene is read, students assigned that scene will act out.

Conclude:

Students give positive oral responses as audience with prompting from the teacher. E.g. could we tell what the scene was? Did it look like the picture in the book? What were the drama skills that the performers used that allowed us to see that? Answers will allow teacher to see which students have an understanding of drama.

Extension (Integration with Science):

Students will learn about indigenous culture and what type of utensils they used. Students will create a utensil using the skills of weaving they will learn in Science.

Week 10:

Students will continue to work on their weaving utensil project.

Supporting Documents: (attachments)

Emotions Assessment Drama Assessment Rubric

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TEACHER REFLECTION ON THE UNIT PLAN (How successful was the Unit in meeting the purpose of the Unit in Part 1? How do I know? What evidence have I collected?)

Identify what worked well during and at the end of the unit, including: learning tasks that worked well and why learning tasks that could be improved and how assessment that worked well and why assessment that could be improved and how

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