1. Australian Animals
Creative Arts & Design
Designed by Robyn Scott

2. 2

3. Navigation
You 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
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4. 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, and
return the Australian animals to the zoo.
But wait, where do the Australian
animals live ?
4

5. 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 to
your journal to investigate
the construction of the new
animal enclosures.
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6. 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 the
building of the new enclosures to keep them safe.
Look at your journal of Australian animals to find out what the animal
enclosures should look like, and what could be used to build them.

7. Kookaburra
Sits
in the
Old Gum
Tree
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8. Process : Designer
STEP 4: Working co-operatively with your fellow Zoologists draw plans for
building 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

9. Process: Builder
STEP 6: Now it‟s time to build the new animal
enclosures.
You will need to use your plans to help you.
9

10. 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.htm
http://australian-animals.net/bilby.htm Visit to the library to obtain Australian
http://www.environment.nsw.gov.au/animals/Wombats.htm
animal related resources.
http://www.environment.nsw.gov.au/animals/Echidnas.htm
http://www.environment.nsw.gov.au/animals/TheEmu.htm
http://www.environment.nsw.gov.au/animals/ThePlatypus.htm Visit to the zoo to research Australian
http://www.proserpineecotours.com.au/crocs.htm animals.
http://www.environment.nsw.gov.au/animals/TheKoala.htm
http://www.environment.nsw.gov.au/animals/TheDingo.htm
http://www.environment.nsw.gov.au/animals/TheWedgetailedEagle.htm Pictures of Australian animals.
http://www.environment.nsw.gov.au/animals/GlossyBlackCockatoos.htm
http://www.environment.nsw.gov.au/animals/TheLaughingKookaburra.htm Cameras
http://www.environment.nsw.gov.au/animals/Lyrebirds.htm

11. Conclusion
You and your fellow Zoologists have succeeded on your journey, and all of the
animals are now safe in their new enclosures at the zoo. Be sure to share your
animal 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

12. 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 activity
Explore 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 for
many different reasons. (GWACC, 1998)
Displaying children's artwork including 3 D creations, validates the
effort and creativity of the children. Talk to children about the artwork
on display, discuss the elements of art and how the artist has used
these in their artwork. (Kohl & Solga, 1997)
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13. Commencing
The Creative Art and Design Web quest project is anchored in Creative Arts and Design, and Technology and
Enterprise. It has been designed for children from Prep – 1st Grade, with the assistance of a Narrator. It is
envisaged 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 the
concept 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 to
express 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 and
accompanied with creative movement. This music will be related to the topic and will provide opportunity for
self expression, defining body awareness and enjoyment.

14. The Creative Classroom
The creative classroom offers a wide range of art materials, painting, clay, play dough, and tools to manipulate, and
explore, 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 for
children, as they introduce new problems to solve, and new challenges to creative thinking. Art tools provide children
with 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 objects
such 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 of
music or a picture, or they can be inspired by their own imagination to create a fantastic spaceship or alien, plant or
vehicle. (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.
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15. 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 children's 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 be
utilised to encourage children with hearing impairments to become involved in creative experiences. Children who have
difficulty with manual dexterity should be provided with thick stubby painting implements and tools, and stubby crayons and
pencils for drawing.
Children with visual disability may have difficulty using crayons to draw a picture that is pleasing to the eye, but can create a
textured collage that is pleasant to touch. Teach basic makaton signs to the group to facilitate communication with children
with hearing impairments. (Prince, 2008)
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16. Documentation
The Inquiry Cycle
Documenting children’s experiences as well as current projects children and educators may be exploring, involves
educators listening, observing, taking notes and photographs, audio tapes, video tapes, as well as collecting samples
of children’s work which enables critical reflection by educators.
Documentation provides opportunities for educators to revisit children's 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

17. Planning Template
Step1: Observe… Step 2: Investigate… Step 3: Plan…
children’s play and children’s thinking to interpret experiences to extend and
interactions the meaning of their play. maintain children’s interests
When investigating children's and curiosities
When planning experiences to
Document details…….
thoughts………… extend children's 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, children's
• 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 children's 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)
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notice in the studio area informing parent's of
children‟s interests…..

18. Evaluating Development in Art
Effective evaluation of children's learning in art incorporates a range of strategies collected over time, and in various
situations, and locations. Educators use these strategies to analyse children‟s understanding, the knowledge, and
experience gained by children from planned explorations in the area of art and design, and links to other curriculum
areas.
Strategies include copies of children‟s portfolios, photos, recordings, observations, documentation of discussions and
interactions with children, and amongst children, children‟s quotes, and samples / copies of artwork, and explorations
such as collage.
Evaluation of children's 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 materials
Ability to incorporate cultural perspectives into designs and creations.
Evaluation provides useful information to educators, and parents about the teaching program, and children‟s
understanding 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.
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19. 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 communicators
Demonstrated 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)

20. 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 up
so that children can return to them. (Russell-Bowie 2009)
Reflective Practice
Reflective practice enables educators to decide what worked, and didn‟t, and supports decision making when planning
experiences 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 children's curiosity and exploration?
• Did the questions I use stimulate children's thinking?
• Did the children have enough time to complete artwork?
• Were there too many instructions?
• What could have been done better?

21. Teacher‟s Resources
Storybooks, maps of Australia, posters, reference books…depicting Australian animals, and
their habitat.
Koala lou.
Edward the emu.
Wombat goes walkabout.
Australian children‟s songs, and music.
Home amongst the gum tree lyrics
Home amongst the gum tree video
Kookaburra sits in the old gum tree lyrics
Kookaburra sits in the old gum tree video
Old man Emu lyrics Teacher to click on and read the hyperlinked resources
Old man Emu video below:
Children‟s resource – planning tool Modelling clay animals
How to model clay animals
Assessment 2: Web Quest Planner.
Inquiry Cycle.
Planning Template.
Learning Outcomes - Evaluation Checklist.
Children‟s evaluation tool.
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22. Student and Teacher Evaluation Tools
Student Evaluation Tools Teacher Evaluation Tools
Australian animal journal Photographs.
3 D models. Anecdotal notes.
Group discussions Audio footage.
Artwork displays Classroom display.
Photographs Observations of children participating in the
Building 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 modelling
communicates ideas. materials using hands, and tools to shape, cut
Recognition 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

23. References
Australian 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). It's 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

24. References Continued
Morpurgo, M. (1999) Wombat goes walkabout. Australia: Harper Collins.
OzPix (2010). Old man emu John Williamson. Retrieved 16/7/2011
http://youtu.be/dgBv4mDr6AY
Reyner, 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 from
http://wiki.answers.com/Q/How_do_you_make_a_animal_out_of_clay#ixzz1VTLykAQo
Russell-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.