NavigationYou will need to read this so you don‟t get lost on your journey Click on the pointer to go Back OR Forward to the First Slide Beginning OR End Resources Slide Navigation Slide 3
Introduction The animals have escaped from the Zoo. You and your team of Zoologists have been given the job of finding the animals, and building new enclosures at the zoo to keep them safe. You and your team have found, the zebras, the elephants, the tigers, and the lions, but you are having difficulty finding the Australian animals.Together, you and your team embark on a journey to find, andreturn the Australian animals to the zoo. But wait, where do the Australian animals live ? 4
Task YOUR GOAL IS TO….… Find the Australian animals, and build new enclosures at the zoo to keep them safe. To find them you will need to research, and document Australian animals, and their habitat. Where do they live? What do they eat? Use the documents to make a journal about Australian animals.You will need to refer toyour journal to investigatethe construction of the newanimal enclosures. 5
Process: Researcher STEP 1: It‟s time to find the Australian animals, and return them to the zoo. To find them you will need to research and document information, including their habitat, and what they look like. You and your team of Zoologists will need to work in Groups of Three. Click on the Resources Tab to research information. STEP 2: To help find the Australian animals make a journal using the information you have gathered. Include pictures and photographs.STEP 3: Now the animals have been found it‟s time to research thebuilding of the new enclosures to keep them safe.Look at your journal of Australian animals to find out what the animalenclosures should look like, and what could be used to build them.
Process : DesignerSTEP 4: Working co-operatively with your fellow Zoologists draw plans forbuilding the new enclosures. Incorporate all elements of a safe animal enclosure in your design. Click on the Kangaroo to get a copy of a planning tool to help you and your team document the journey, and remain focused. Click on the resources tab to research facts and information. STEP 5: Brainstorm ideas, and thoughts as a whole group, to determine the design and the resources needed to build the new enclosures. 8
Process: BuilderSTEP 6: Now it‟s time to build the new animal enclosures.You will need to use your plans to help you. 9
Resources Drop sheets, protective clothing, cleaning cloths, and A variety of pencils, crayons, textas, containers of water placed nearby for rinsing, and paper, scissors, cardboard, tape, staplers, cleaning brushes, and other painting, and art tools. glue… for journal / book making. Black fine tip markers, and butcher‟s paper for designing Observational, resource drawing journals and drawing building blueprints / plans. used as a resource to investigate the building of the new animal enclosures. A variety of painting media, brushes, and tools, clay, Australian children‟s songs, and music, plaster of Paris, play dough, wire, pipe cleaners, and storybooks, maps of Australia, posters tools for creating 3 D media spatulas, scrapers, sponges reference books… depicting Australian to wet down clay, rolling pins, and cutters. animals, and their habitat. Guest speakers such as Parks Ranger/ Internet Hyperlinks Wildlife Warrior to visit and discuss Australian animals, and their habitat.http://www.environment.nsw.gov.au/animals/KangaroosAndWallabies.htmhttp://australian-animals.net/bilby.htm Visit to the library to obtain Australianhttp://www.environment.nsw.gov.au/animals/Wombats.htm animal related resources.http://www.environment.nsw.gov.au/animals/Echidnas.htmhttp://www.environment.nsw.gov.au/animals/TheEmu.htmhttp://www.environment.nsw.gov.au/animals/ThePlatypus.htm Visit to the zoo to research Australianhttp://www.proserpineecotours.com.au/crocs.htm animals.http://www.environment.nsw.gov.au/animals/TheKoala.htmhttp://www.environment.nsw.gov.au/animals/TheDingo.htmhttp://www.environment.nsw.gov.au/animals/TheWedgetailedEagle.htm Pictures of Australian animals.http://www.environment.nsw.gov.au/animals/GlossyBlackCockatoos.htmhttp://www.environment.nsw.gov.au/animals/TheLaughingKookaburra.htm Camerashttp://www.environment.nsw.gov.au/animals/Lyrebirds.htm
ConclusionYou and your fellow Zoologists have succeeded on your journey, and all of theanimals are now safe in their new enclosures at the zoo. Be sure to share youranimal journal and experiences with your peers. Congratulations on a job well done! Hang on a minute!!!!! How many kangaroos returned to the zoo? What happened to the giraffe? 11
Evaluation Upon completion of this task, children will be able to: Produce artwork that communicates ideas. Understand that digital media and software programs can be used as tools in art making. Talk about what they are required to do and how they will carry out the task. Demonstrate the ability to use research to support tasks, and to describe this process. Be critically reflective by talking about how they made their artwork, their choices and reasons. Discuss anxieties and difficulties faced with the topic and activities. Use the selected technology and tools effectively to create artwork and 3 D media. Develop their ideas using creative art processes, such as improvising, designing and constructing. Use collaborative, group and individual problem solving processes. Engage in preparatory work demonstrating the development of the idea Show confidence in their ability to use the techniques and skills they have learned Understand the process involved in the activityExplore modelling materials using hands, or simple tools to shape,cut roll, join and imprint the media.Recognise the different art forms in the visual arts.Understand how visual art is present in our lives, and is created formany different reasons. (GWACC, 1998)Displaying childrens artwork including 3 D creations, validates theeffort and creativity of the children. Talk to children about the artworkon display, discuss the elements of art and how the artist has usedthese in their artwork. (Kohl & Solga, 1997) 12
CommencingThe Creative Art and Design Web quest project is anchored in Creative Arts and Design, and Technology andEnterprise. It has been designed for children from Prep – 1st Grade, with the assistance of a Narrator. It isenvisaged it will be accomplished over a 3-4 week period.The Web quest will be introduced during group reading / discussion time. An Australian storybook, such as“Koala Lou” will be read to the children, accompanied by a koala puppet. The children will be introduced to theconcept of native animals and begin to identify native animals familiar to them.The Web quest project, will be linked to creative movement where the children will have the opportunity toexpress themselves and experiment with creative movement. Popular Australian children‟s songs, such as„Kookaburra sits on the Old Gum Tree‟, and „Give Me a Home Amongst the Gum Trees‟ will be sung andaccompanied with creative movement. This music will be related to the topic and will provide opportunity forself expression, defining body awareness and enjoyment.
The Creative ClassroomThe creative classroom offers a wide range of art materials, painting, clay, play dough, and tools to manipulate, andexplore, which develops children‟s imaginations, and helps children discover new ways to process information. (Reyner,2011)The variety of art materials, and recycled objects that children can use in art provide new and different experiences forchildren, as they introduce new problems to solve, and new challenges to creative thinking. Art tools provide childrenwith pre-writing experiences, as they grasp tools that later help them hold a pencil for writing. (Reyner, 2011)Children can experiment with wood, paper, cardboard, plastic, wire, metal, plaster, clay, and textiles to create objectssuch as sculptures, textured collages, puppets, masks, and models. (Russell-Bowie, 2009)Children can learn to model, carve, and construct three dimensional sculptures in response to a story poem, piece ofmusic or a picture, or they can be inspired by their own imagination to create a fantastic spaceship or alien, plant orvehicle. (Pelo, 2007)To support creativity in an inclusive classroom educators:Provide a variety of tools for creative expression and demonstrate how to use them.Ask what if? questions, and provide open ended activities, and experiences in solving problems.Pair together children with different strengths and interests. 14
Catering for Diverse Needs Children have different learning styles. Effective educators discuss concepts, write information, draw illustrations, and allow children to manipulate materials to ensure all kinds of learners are catered for. (Prince, 2008) Children who are commencing reading, will benefit by turning the Web quest narrator on while children who able to read could benefit form turning the Web quest narrator off. Children who are computer literate can be paired with children who are not as confident using computers to support and scaffold learning throughout the web quest. Children with visual impairments should be seated in the best possible position for viewing the educators visual aids and demonstrations. Educators need to provide opportunities and experiences for children with visual impairments to gain understanding through auditory, tactile, and kinaesthetic interpretation. For optimum learning children with challenging behaviours should be seated close to the educator to avoid disruptions. Reinforce and question, to help with children‟s understanding, and to ensure children with challenging behaviours are engaged. Plan experiences that cater to childrens interests. Invite children with challenging behaviours to become involved by allowing them to assist with demonstrating, set up, and packing away. Show genuine interest through questions, suggestions and ideas, such as, have you thought of........., have you tried..…. relating to the experience.Drawing and writing support expression and communication for children with hearing impairments. Picture books can beutilised to encourage children with hearing impairments to become involved in creative experiences. Children who havedifficulty with manual dexterity should be provided with thick stubby painting implements and tools, and stubby crayons andpencils for drawing.Children with visual disability may have difficulty using crayons to draw a picture that is pleasing to the eye, but can create atextured collage that is pleasant to touch. Teach basic makaton signs to the group to facilitate communication with childrenwith hearing impairments. (Prince, 2008) 15
Documentation The Inquiry CycleDocumenting children’s experiences as well as current projects children and educators may be exploring, involveseducators listening, observing, taking notes and photographs, audio tapes, video tapes, as well as collecting samplesof children’s work which enables critical reflection by educators.Documentation provides opportunities for educators to revisit childrens learning experiences.(Millikan, 2003) Observe Children’s Play and Interactions The cycle repeats again as The children participate in the planned experiences Inquiry Cycle Plan Experiences to Investigate Extend Children’s Children’s Thinking Interests and Explorations (Pelo, 2007) 16
Planning TemplateStep1: Observe… Step 2: Investigate… Step 3: Plan…children’s play and children’s thinking to interpret experiences to extend andinteractions the meaning of their play. maintain children’s interests When investigating childrens and curiosities When planning experiences toDocument details……. thoughts………… extend childrens interests think• Who was involved ? • What was the motivation in becoming about…….• Name of the experience - sand play, play involved? • The aesthetics of the environment, both dough, collage, drama, block area • What are you eager to know about in the indoor and outdoor, lighting, visual aids, children‟s play ? posters, tactile resources and materials,• Materials , resources used ? what does the setting say to you? Is it• Setting – indoors, outdoors, home corner, art • What are the children curious / interested inviting,? supportive of children? area in ? • Relate interests to stories, childrens• Document children’s conversations • Did the children use their imaginations experiences, and knowledge, incorporate and creativity ? children‟s interests into group discussions.,• Listen to children talking • Did the children become involved in and experiences.• Tape record children’s conversations experimentation, risk taking, and flexibility • Ask the children their opinion, enquire about• Document / tape record children’s ? thoughts, Ask open ended questions, show interactions, sharing, turn taking, discussions • Did the children express their artistic ideas genuine interest,Collect evidence of children’s work curiosities, and discoveries ? • Props, challenging games, resources, and• Make copies of children’s work for display, • What knowledge do the children have ? materials, to inspire children‟s imagination portfolios, to share with family….. • Did the children demonstrate independent and creativity.• Take photos of childrens creations, drawing decision making ? • Cameras, and audio equipment for children or writing. Set up a display. • How are the children building and to record interests, experiences, projects that extending on each other‟s ideas and challenge……….• Ensure pen and paper are easily accessible for documenting - Carry sticky notes in a pocket, perspectives ? • Join the children in the wear a pen on a cord around the neck • Is there a lack of consistency in the experience………Discuss visual children‟s thinking ? Are there loosely elements…colour, line, details…Invite the• Ensure staff work together in compiling children to use art media to develop and documentation, taking notes…….Others may formed ideas that need to be further developed ? extend their thinking, facilitate through observe something you have missed. discussions, open ended questions, • What do you want to learn more about, resources such as books, photos, pictures… after watching and listening to the children ? • Show children you value their work by framing it and hanging it on the wall. Post a (Pelo, 2007) 17 notice in the studio area informing parents of children‟s interests…..
Evaluating Development in ArtEffective evaluation of childrens learning in art incorporates a range of strategies collected over time, and in varioussituations, and locations. Educators use these strategies to analyse children‟s understanding, the knowledge, andexperience gained by children from planned explorations in the area of art and design, and links to other curriculumareas.Strategies include copies of children‟s portfolios, photos, recordings, observations, documentation of discussions andinteractions with children, and amongst children, children‟s quotes, and samples / copies of artwork, and explorationssuch as collage.Evaluation of childrens learning in art includes analysing:Links to other curriculum areas.Children‟s understanding of the elements of art and design.Children‟s confidence in the use and abilities of different art media.The use of the language of art in responding to art experiences and when making evaluations of artwork.The use of number and space in art such as when planning and building a box construction.The correct use of tools for specific art forms.Knowledge in relation to different lighting effects, and storage of art materialsAbility to incorporate cultural perspectives into designs and creations.Evaluation provides useful information to educators, and parents about the teaching program, and children‟sunderstanding of planned experiences, and areas of learning. Evaluation is used to plan experiences that challenge,and extend children‟s knowledge, and provide optimal learning outcomes for children. 18
Connections to the Early Years Learning Framework Outcome 1: Children have a strong sense of identity Demonstrated when: • Children display confidence, and independence in exploring technology, and art media. • Children and educators use collaborative approaches to learning about technology, art and design. • Peer, and educators interactions scaffold learning. • Art work depicts children‟s emotional state. Outcome 2: Children are connected with and contribute to their world Demonstrated when: • Children actively participate in creative experiences. • Children explore books, art, and cultural tools. • Children discuss Australian animals and their habitat. • Children understand how visual art is present in our lives, and is created for many different reasons. • Children develop their ideas using creative art processes, such as improvising, designing and constructing. Outcome 4: Children are involved and confident learners Demonstrated when: • Children use art media to experiment, create, problem solve, enquire, and investigate. • Children use art media to connect with maths, science, and literacy. • Children use technology such as computers to connect with creativity, art and design. • Children resource their own learning through the use of technologies, natural, and processed materials. • Children resource using computers and books… and use this information to create a journal of animals recognition of the different art forms in the visual arts. • Children use the selected technology and tools effectively to create using the chosen media.Outcome 5: Children are effective communicatorsDemonstrated when:• Children discuss the various uses of technology, art media, and tools.• Children depict symbols, and patterns in the design of the construction plans, animal journals and artwork.• Children express their ideas through art media.• Children interact verbally and non-verbally in groups of three to complete tasks.• Children use collaborative, group and individual problem solving processes. . (DEEWR,2009)
Preparation Before commencing, plan how the resources and materials will be set up and cleared away. Encourage the children to assist with the setting up and packing away, washing of tools, cleaning of tables….. Ensure resources are accessible to children. Surfaces need to be covered to avoid stains when using clay. Children need to rinse their hands in a bucket of water before washing hands thoroughly in the sink, after using clay. Be aware of the skills children have developed, and what skills need to be developed further. Demonstrate to children how to use spatulas, scrapers, sponges to wet down the clay, rolling pins, and cutters to ensure children understand safety issues. Demonstrate and model techniques, such as how to put paint on a brush, how to mix paints, how to knead clay, the correct way to use a stapler… Ensure the artwork has the child‟s name before commencing, and an area where the artwork can be left set upso that children can return to them. (Russell-Bowie 2009) Reflective PracticeReflective practice enables educators to decide what worked, and didn‟t, and supports decision making when planningexperiences for children.Questions which support reflective practice include:• What could be changed to ensure the environment is inclusive to all children?• What could be added to the environment to stimulate childrens curiosity and exploration?• Did the questions I use stimulate childrens thinking?• Did the children have enough time to complete artwork?• Were there too many instructions?• What could have been done better?
Teacher‟s ResourcesStorybooks, maps of Australia, posters, reference books…depicting Australian animals, andtheir habitat.Koala lou.Edward the emu.Wombat goes walkabout.Australian children‟s songs, and music.Home amongst the gum tree lyricsHome amongst the gum tree videoKookaburra sits in the old gum tree lyricsKookaburra sits in the old gum tree videoOld man Emu lyrics Teacher to click on and read the hyperlinked resourcesOld man Emu video below:Children‟s resource – planning tool Modelling clay animals How to model clay animalsAssessment 2: Web Quest Planner.Inquiry Cycle.Planning Template.Learning Outcomes - Evaluation Checklist.Children‟s evaluation tool. 21
Student and Teacher Evaluation Tools Student Evaluation Tools Teacher Evaluation ToolsAustralian animal journal Photographs.3 D models. Anecdotal notes.Group discussions Audio footage.Artwork displays Classroom display.Photographs Observations of children participating in theBuilding plans expereinces.Use of the selected technology and tools. Samples of artwork.effectively to create artwork and 3 D media. Children‟s 3 D models.The creation of artwork, including 3 D media that Observations of children exploring modellingcommunicates ideas. materials using hands, and tools to shape, cutRecognition of Australian animals, what they eat, roll, join and imprint the media.and their habitat. Assessing children’s understanding of how:Evaluation document. Visual art is present in our lives, and is created for many different reasons. Digital media and software programs can be used as tools in art making. Assessing and observing how children demonstrate the ability to use research to support tasks, and the ability to describe this process. Discussion relating to knowledge of Australian animals, what they look like, what they eat, and their habitat. 22
ReferencesAustralian Government Department of Education, employment and Workplace Relations (2009). Belonging, Being and Becoming: the early years learning framework for Australia. Canberra: Commonwealth of Australia.Big Rod. (2007) Give me a home amongst the gum trees. Retrieved 21/7/2011 from http://www.youtube.com/watch?v=h85hqvskiCw.Curriculum Council of Western Australia (1998). Curriculum Framework. Osborne Park: Curriculum Council of Western Australia.Fox, M. (2010) Koala lou. Australia: Penguin Aust.Knowles, S. (1990) Edward the emu. Australia: Harper Collins.Kolbe, U. (2005). Its not a bird yet: the drama of drawing. Byron Bay, NSW: Peppinot Press.Kohl, M & Solga, K. (1997). Discovering Great Artists: hands-on art for children in the styles of the great masters. Bellingham WA: Bright Ring Publishing.Videopro10.( 2006) Kookaburra sits in the old gum tree.(Video file). Retrieved14/7/2011 from http://www.youtube.com/watch?v=iygkpxzbVt.8 23
References ContinuedMorpurgo, M. (1999) Wombat goes walkabout. Australia: Harper Collins.OzPix (2010). Old man emu John Williamson. Retrieved 16/7/2011 http://youtu.be/dgBv4mDr6AYReyner, A. (2011). Art and Creativity In Early Childhood Education: How art impacts learning. Retrieved: 24-6-2011, from http://artandcreativity.blogspot.com/.Rose, L (nd) How do you make an animal out of clay? Retrieved 25/7/2011 fromhttp://wiki.answers.com/Q/How_do_you_make_a_animal_out_of_clay#ixzz1VTLykAQoRussell-Bowie, D. (2009). MMADD about the arts : An introduction to primary arts education. (2nd ed.). Frenchs Forest, NSW: Pearson Education.Pelo, A. (2007). The Language of Art: Inquiry based studio practices in early childhood settings. St. Paul: Redleaf Press.Prince, E. (2008). Art is Fundamental: Teaching the elements and principles of art in elementary school. Chicago Illinois: Zephyr Press.