Mind map of arts opportunities to explore the theme of "I want to be..."

1. IDENTITY
I WANT TO BE…
Read Edwina the Emu by Sheena Knowles and Rod
Clement.
• Conduct a drama activity in which children
explore the different occupations in the book
through embodied movements.
LEARNING INTENTIONS:
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Children widen their awareness of the world in
which they live (VEYLDF LO2).
Painting and open-ended arts experience:
• Children create a visual representation of “what do I want to be when I grow
up?”
• There are provocations for the children in the form of painting/photo
examples. The teacher intentionally introduces the activity to the children and
outlines the expectations. Provocations are culturally diverse, representing a
wide variety of possible occupations (those that are prevalent in Australian
society and are relevant to the children’s home cultures/experiences).
• The materials offered: paint, paper on an easel, glue, bottle tops, crepe paper,
cellophane, popsicle sticks, matchsticks, buttons, sponges, etc.
LEARNING INTENTIONS
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Children develop their understanding of who they are (VEYLDF LO1).
Set up a dramatic play area based on the children’s displays of
the occupations (for example, vet clinic, doctor’s clinic,
fairyland, dance classroom, home corner, etc.)
• The dramatic play space would reflect the cultures and the
physical needs of the children – it would contain culturally
relevant materials and would change regularly to ensure all
children had their ideas explored.
LEARNING INTENTIONS
Children explore different identities/perspectives through
dramatic play (VEYLDF LO1).
Children interact with others to explore ideas, learning from
each other (VEYLDF LO5).
• 2. responding to their peers’ work by asking open-ended
questions about how they feel about that occupation/experience
and getting them to think about how each child has different
personality characteristics for that occupation.
• Throughout these experiences, all children are engaged in the
activity through acting out/embodying the movements in each
person’s artwork.
• 3. engaging in guided viewing of artworks from other artists,
engaging in a “See, Think, Wonder” reflection to consider how the
artist has represented the features of that occupation and
reflectively/critically thinking about the experience of other
cultures.
• Questioning to consider how each occupation/experience
contributes to society.
LEARNING INTENTIONS
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Children feel recognised and respected for who they are and respect
others for who they are (VEYLDF LO1).
Following from this
Set up an “art gallery” in the
classroom featuring the children’s
creations:
The children respond to theirs and
others art by:
• 1. explaining to the whole class
or a small group what their
artwork represents and how
they used the materials to
represent the different features
of the experience, AND/OR
Dance:
• Children are
supported to devise a
dance routine
depicting the story of
an occupation,
cultural task, or
community
experience. They
develop
teamwork/contributio
n skills.
Media Arts:
• Children use animation or stop
motion software to make a story
about their future jobs, or what
they might need to do to become
that occupation.
Music:
• Children explore cultural music. The
teacher guides reflection on how the
music portrays culture/occupation
through intentional questioning.