Teaching and Learning Sequence s1

Creativity An Arts theme Year 0-8

The Learning Context: E4E Team: The E4E team is a group made up of one boy and one girl from Year 4-8. The purpose of this team was to identify an opportunity within the school context to develop. The team needed to research aspects of design, create a proposal, and manage resources and work through to the completion of the project. The context of the arts and the school environment was chosen to ally the ideas developed with a whole school ‘Creativity’ theme.

School: Term 3 is dedicated to an arts theme, designed to occur throughout the term across all classes. Performing arts will feature but there will be a significant Visual Arts focus. The Education for Enterprise team have designed some “Improving Our School Environment Through Art” projects that will predominantly feature in Week 4 with a fundraising art activity in Week 5 to assist these projects.

In this theme teaching teams are designing programmes to work within whole school big ideas and events. Achievement Objectives: Enterprising Attributes:

THE ARTS CURRICULUM: For the E4E team: Visual Arts  Matching personal goals and capabilities Level 2: Developing Practical Knowledge: to an undertaking. Explore a variety of materials and tools and  Generating, identifying and assessing discover elements and selected principles. opportunities. Level 2: Developing ideas:  Identifying, recruiting and managing Investigate visual ideas in response to a variety resources. of motivations, observation, and imagination.  Planning and organising Level 2: Communicating and Interpreting: Share the ideas, feelings, and stories For the school; communicated by their own and others’ objects  Thinking - Generating and using creative and images. ideas and processes. Level 3: Developing Practical Knowledge:  Managing self - Using initiative and drive. Explore some art-making conventions, applying  Relating to others - Working with others knowledge of elements and selected principles and in a team. through the use of materials and processes.  Participating and Contributing - Identifying, Level 3: Developing Ideas: recruiting and managing resources. Develop and revisit visual ideas, in response to  Using language, symbols and text _ a variety of motivations, observation, and Communicating and receiving ideas and imagination, supported by the study of artists’ information. works. Level 3: Communicating and Interpreting: Describe the ideas their own and others’ objects and images communicate. Arts Learning Outcomes: Big Ideas:

Students will be able to:  Creativity is a way to express a range of moods, ideas, knowledge and  Work in mixed teams to create a mosaic, understandings participate in an electives day and work with  Creativity can be individual or collaborative Footnote Dance Company.  Creativity can acknowledge and unite gender,  Develop a range of visual arts skills, then race, age, creed etc plan, produce and evaluate a piece of work.  Creation is an evolution of ideas and  Develop an understanding of different types concepts and purposes of art.  Creativity can follow a process  Develop understanding related to the big ideas. Teaching and learning Sequence (E4E Component) Overview: The E4E group is made up of one boy and girl from each year level form Year 3 to 8. The group generally meets once a week to develop the project ideas. Step 1: Identifying an issue The students identified the poi as the thing they liked, the mural they weren’t sure because it was so old and Students go out in groups with digital cameras. many areas they didn’t like. They record with pictures areas they like and ones The children identified the community involvement in that need improving. the creation, uniqueness and relevance as three key Each group reports back and justifies their points. decisions. A class summary is then written up. Students create a P.M.I for one of the areas identified and think what could be better. The children co-construct a criteria of areas they like. The students went on two full day field trips and took Step 2: Investigate the area of exploration photos at a range of schools. Students or teachers at each school showed us around and explained the Students go to schools and use the internet to researchprocess ideas. that was followed to create each art work. Students can also experience some art projects to The students also visited an art school and made a identify ones that would suit their needs. mosaic to identify if that was an area they would like to develop.

The students developed two proposals for each year group Step 3: Analysing the information then presented them to the principal. The highlighted Students develop a proposal for what they think projects were the ones chosen. should happen in the school. Some things to think Year 1 and 2 about were: Idea 1- Butterfly garden Work with the Year 7 and 8 to make a box and fill it with  What was going to be created? plants that butterflies like. Do some artwork on the outside  Who would be involved (children and and around the box like mosaics or paint. experts)? Idea 2 – Flower Garden  How much would it cost? Create a colourful flower garden with a magic mural  Where would resources come from? around it.  Where would be the best place to develop? Year 3 and 4  What ideas from other schools have you Idea 1- Mosaics used and how have you adapted it? Can create individual tiles to go in places like around the veg garden. Also create a big mosaic in an entrance way e.g top step by the office. Idea 2 – Mosaic animal Make a giant mosaic animal you can sit on. Year 5 and 6 Idea 1 – Tortoise pond Make a tortoise pond with mosaics around the edge. Idea 2 – Scooter/skateboard rack Make a scooter/skateboard rack big enough for lots (possibly by the hall, possibly of a taniwha) Year 7 and 8 Idea 1 – Mural Create a mural to go over the one we have with Wellington images and icons. Idea 2 – Mosaic mural Make a mosaic wall mural. Our school broke into 3 teams. Step 4: Planning the action E4E Team; Work with Natalie developing the overall concept Students break into small teams and develop of the projects. General oversight of projects. Work with the action plans describing what they need to do and SEAT team for their area. when it needs to be done by. S.E.A.T (Student Environments Art Team) :Do the nitty gritty organisation. Get the resources, liaise with teachers, plan how the projects will work, work with the experts. Design Team: Working for two sessions at Wellington High School on sketching techniques, sketching Wellington icons, working with the artist to design the mural and playing a key role in the painting. During this phase the E4E team organised fundraising events like a disco and whole school art day.

Step 5:Acting – Students follow the plan through to completion monitoring and problem solving.

Step 6: Evaluate – Students assess the area developed according to Step 7: Revise -