1. Creative Arts
Stage 1
Visual Arts
Drama
Music
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2. Creative Arts - Visual Arts Lesson 1
Tittle: The Sea
Stage: Stage 1
Activity: 1ST activity
Subject Matter: Other living things
Form/s: Mixed media – paper crochet, paint, shells, ribbons etc
Duration: 40 mins
Rationale: To learn about other living things living in the ocean. The activities designed
throughout this creative arts unit are designed to explore and heighten students
awareness of the sea and its remarkable inhabitants.
Outcomes & Indicators:
VAS1.1 Makes artworks in a particular way about experiences of real and imaginary
things
• Investigates detail other living things e.g. fish and sea creatures
• Talks about significant features and relationships within their artworks referring to
such things as size, scale, proportion, colour
VAS1.3 Realise what artists do, who they are and what they make
• Talks about some of the symbols and techniques artists use in their making of art
• Identifies particular qualities in artworks such as the way the subject matter is
represented and the use of particular techniques and the effects these have in the
artist’s work and on viewers.
Materials/Equipment:
Pictures of sea creatures
Sea Poem
Yellow Submarine soundtrack
Big Paper
Mixed media: paint, water, colours, spray containers, foam rollers, sponges, paint
scraped with wide-toothed combs, water wash and ink, bubble printing.
Paint bushers
Paint smocks
PVA Glue
Procedure:
1. Exploring – 15 mins
• Have students observe a variety of artworks about water and seascapes. See
Appendix 1.1 page 7 for possible artworks to look at.
• Question students about the colours and techniques the artists have used to
depict the movement of water and the qualities of the sea.
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3. • Encourage students to talk about how the artists have interpreted the world
in their paintings and to suggest some of the reasons why these artworks
were made.
• Let the students know they will be developing an underwater mural in the
classroom about the sea (with pictures and poems etc...)
• Get the students to close their eyes and listen to a poem about the ocean -
For poem see Appendix 1.2 page 9.
• Guide students in experimenting with how they can represent the colour and
movement of the sea with the different materials.
2. Developing –35mins
• Get the students to draw their ideas first
• Walk around and ask students what they are thinking and what they are
drawing
• Inspired by the artworks the students have looked at, have students work on
large sheets of art paper and experiment with a variety of media eg paint,
water, colours, spray containers, foam rollers, sponges, paint scraped with
wide-toothed combs, water wash and ink, bubble printing.
• Help student with their materials
• While the students are painting, drawing and developing their materials play
some music in the background (yellow submarine soundtrack, whale music or
dolphin music etc…)
• Question students about the different effects they have created and have
students consider which techniques look the most natural, most imaginative,
or most fluid.
• Students decide which technique they will use as a background for a mural on
the sea.
• Have other groups of students use the technique on large sheets of paper
joined together to form the background for the mural.
3. Reflection 10 mins
• Get the class together
• Even if they haven’t finished ask students to show what they have done
• Encourage students to explain their artwork
• Ask other students what they like about the artwork
• If incomplete ask the student/s how they will complete the artwork
• Encourage students to understand what materials they have used and what
affect it has, and how well each techniques looks most natural or imaginative
• Encourage students e.g. “I like the way you used colour here”, “I like the way
you have drawn a realistic fish”, “that is a very creative coral reef with lots
of detail”, “the animals have great detail” etc….
Assessment:
• Talks about significant features and relationships within their artworks
referring to such things as size, scale, proportion, colour T_A_B
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4. • Talks about some of the symbols and techniques artists use in their making
of art T_A_B
• Identifies particular qualities in artworks such as the way the subject
matter is represented and the use of particular techniques and the effects
these have in the artist’s work and on viewers. T_A_B
Evaluation:
• What went well?
• What went wrong?
• How well were the students engaged?
• Where the resources appropriate?
• What could I do different?
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5. Creative Arts - Visual Arts Lesson 2
Tittle: The Sea – Underwater Mural
Stage: Stage 1
Activity: 2nd activity
Subject Matter: Other living things
Form/s: Drawing
Duration: 45mins
Rationale: Opportunity to heighten students’ awareness of the sea and its
remarkable inhabitants. This part of the unit provides for further
experimentation and the development of techniques in printmaking
Outcomes & Indicators:
VAS1.2 Uses the forms to make artworks according to varying requirements
• thinks about how they can interpret the teacher’s or others’ requirements for art
making
• emphasises particular features suited to the purpose of art making eg line, scale,
repetition, shape, colour.
VAS1.4 Uses the forms to makes artworks according to varying requirement
• Recognises the artists explore the world in particular ways in their approach to their
art making and in the artworks they make
• Recognises that artists may account for their work in different way to an audience
Materials/Equipment:
The book ‘There’s a sea in my bedroom’ by Margaret Wild
Black Crayon/textas on white paper
White conte crayon on black paper
Sea shells
Procedure:
1. Exploring – 15 mins
• Read the book ‘There’s a sea in my bedroom’ by Margaret Wild to the class.
• They have previously looked at this book for drama and have acted out
aspects of feelings towards sea creatures and the ocean.
• Have students discuss the story and illustrations by Jane Turner.
• Talk about the various sights, sounds and smells of the sea and have
students describe how the different surfaces would feel.
2. Developing – 30
• Have students select their own shells and observe them carefully using a
magnifying glass, describing what they see and feel.
• Have students respond to the shapes, sizes, colours, textures and patterns
on the shells.
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6. • Have students make observational drawings using black crayon or textas on
white paper and white conte crayon on black paper.
• Have students observe a variety of shapes, sizes, colours and patterns of
tropical fish.
• Make sure you guide students in how they can make large drawings/paintings
of fish and tropical sea creatures by considering their shape, colour,
repetition of lines, using wax crayons, inks, paints and/or edicol dyes.
3. Reflection 5 mins
• Have the class consider the suitability of drawings for the mural and
possible placement, and locate areas that could show emphasis and focus.
• The underwater mural can be completed with shell designs, fish and sea
creatures, seaweed, grasses, rocks, coral etc. Alternatively have
drawings/paintings mounted and displayed separately.
• Encourage students to understand what materials they have used and what
affect it has, and how well each techniques looks most natural or imaginative
• Encourage students with positive feedback e.g. “I like the way you used
colour here”, “I like the way you have drawn a realistic fish”, “that is a very
creative coral reef with lots of detail”, “the animals have great detail” etc….
Assessment:
• Thinks about how they can interpret the teacher’s or others’ requirements
for art making T_A_B
• Recognises the artists explore the world in particular ways in their approach
to their art making and in the artworks they make T_A_B
• Recognises that artists may account for their work in different way to an
audience T_A_B
Evaluation:
• What went well?
• What went wrong?
• How well were the students engaged?
• Where the resources appropriate?
• What could I do different?
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7. Links within Creative Arts 2/ with other KLAs (2):
Music: Explore music with similar theme. Focus on tone colour to explore
different sounds that might express the sounds of the sea, the ocean and sea
creatures. A song they could use is ‘Yellow Submarine’ which is an aspect of
imagination under the sea and what it would be like to live in the sea in a
submarine.
Drama: Develop movement and feelings of sea creatures. Discover what sea
creatures might do under the sea and possibly develop movement and ideas
about personality of sea creatures.
Science and Technology: Investigate a selection of sea creatures and dish
focusing on their habitat, food, place in the food chain and individual features.
Design and make a model of fish tank with fish and other sea creatures and a
viewing tool to observe these living things from the surface.
English: Identify and read a range of literary factual texts which focus on the
sea and associated content. Discuss the differences in language used in literacy
texts and factual texts to describe sea creatures. Select and read Dreaming
Stories which have a sea creature as a focus of the text.
Write descriptive passages about individual sea creatures or shells.
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8. Appendix 1.1 Possible Artist Pictures to look at
Title: Fun under the sea
ng, Claude Monet,
Artist: Sean Doherty
The Beach at Etretat
Byron Bay Beach Landscape Panorama Aboriginal Art by Thomas Sines
Photo on Canvas
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9. Pictures from Google of the ocean
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10. Appendix 1.2 Sea poem
Sea Creatures
Come along, come with me,
Take a dive in the deep blue sea.
Put on your gear, let's explore
All the way to the ocean floor!
See that snail wrapped in curls?
Look! An oyster wearing pearls!
Watch the octopus oh so dark,
But don't you dare to pet the shark!
Dive on down, seaward bound,
Motion in the ocean is all around!
Dive on down, seaward bound,
Motion in the ocean is all around!
Now we're very far below,
The lantern fish are all aglow.
Is that a tiny shock you feel?
You just met an electric eel!
Giant blue whales start to stir,
Bigger than dinosaurs ever were!
Wave good-bye to the squid and sponge,
This is the end of our deep-sea plunge!
Dive on down, seaward bound,
Motion in the ocean is all around!
Dive on down, seaward bound,
Motion in the ocean is all around!
By Meish Goldish
http://www.k12.hi.us/~shasincl/poems_ocean.html#takemeout
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11. Creative Arts – Drama Lesson
Title: Under the sea
Stage: Stage 1
Duration: 45 mins
Forms: Movement, mime and improvisation
Elements: Dramatic tension, mood, contrast
Resources: Story ‘There’s a sea in my bedroom’ By Margaret Wild
About: David is frightened of the sea, but when he finds a conch shell, he can hear the
sea trapped inside. This beautifully illustrated story takes the readers into a child's
fantasy world.
Outcomes and indicators:
DRAS1.1 Takes on roles in drama to explore familiar and imagined situations
• Interprets a dramatic context by responding in a drama form e.g. improvisation,
movement, mine…
• Creates a range of roles and situations adapted from their imagination, literature
and everyday situation
DRAS1.3 Interacts collaboratively to communicate the action of the drama with others
• Shares their drama making with others
• Interacts abstractly or in role to communicate meaning to an audience
Procedure:
Introduction: Read the book ‘there’s a sea in my bedroom’
Talk about the things that they see on each page
Questions:
• What objects are from the sea?
• What objects are from David’s bedroom?
• Is this really happening in David’s room?
• How does David interact with the sea objects?
• What does he do when he finds a conch shell?
• What does David feel about the sea at the beginning of the story?
• What does David feel about the sea at the end of the story?
Discuss as a class there own experiences of the sea
• What shows/movies have you seen about the sea?
• What songs do you know about the sea? ‘Yellow Submarine’?
• What animals do you like or dislike that live in the sea?
• What animals are scary? Shy/Quiet?
Development
Role-Walk
• Get students walking around the room quietly
• Explain that they will be thinking about animals who live in the sea (a swimming
dolphin, a slippery fish, a slow whale, a cunning shark -use adjectives to help)
• Tell them to begin to be any animal from under the sea
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12. • They have just woken up and are late for school (walk quickly)
• Tell them they meet another student/animal along the way and you chat about
what you ate for breakfast
• Be specific to help with dialogue
• Next get them to be an animal that is quiet and slow (old fish, sea snail, big
whale etc…)
• You are on your way home and have had a long day at school and are very tired
• Tell them they met another animal along the way and you chat about what you did
at school
• Still walking around get the class to pretend to be David at the beginning of the
story
• Discuss what David’s feelings are about the sea at the beginning and at the end.
• They meet someone along the way and explain that they have just seen the sea in
my bedroom
Still Image
• In groups of 4 get them to pick an even under the sea
• Hand out task cards for the group to work from
Group 1: Under the sea picnic (a group of sharks having a family picnic)
Group 2: Lunchtime at fish school (The fish have been in class all morning and its time to
play)
Group 3: Dinner time for a family of octopuses (mum, dad, sister, brother)
Group 4: Excursion to the top of the water for a group of
sharks/stingrays/penguins/seals etc…
• Get them to present their still image to the rest of the class
• Discuss the images as a class, what they liked/disliked?
Hot Seating
• Imagine the animals from each group have met David from the book
• Pick one student from each group to talk about what they think of David
• Help the students by being an interviewer and encouraging the student with
questions
Example:
“So Mr Shark did you like David when you first met him?”
“Did David seem scared of you?”
“Did you do anything to scare him?”
“Are you good friends?”
“What do you and David like to do have a fun?”
“What do you like to do on the weekends to relax?”
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13. Reflection
Discuss the lesson;
1. What did you like about it?
2. What did you like about being the characters?
3. Which animal/creatures did you enjoy being? Why?
4. Which animal/creatures did you not enjoy being? Why?
5. Did you notice any other animals/creatures around you?
Assessment:
Interprets a dramatic context by responding in a drama form of improvisation &
movement T_A_B
Creates a range of roles and situations adapted from their imagination, literature and
everyday situation T_A_B
Shares their drama making with others T_A_B
Interacts abstractly or in role to communicate meaning to an audience T_A_B
Evaluation:
• What went well?
• What went wrong?
• How well were the students engaged?
• Where the resources appropriate?
• What could I do different?
References
Board of studies NSW, Science & Technology K-6 Outcomes and indicators
Sydney, 2000
Robyn Ewing & Jennifer Simons, Beyond the Script: Drama in the classroom,
Primary English Teaching Association, 2004
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14. Creative Arts - Music Lesson
Title: The Beatles – Yellow Submarine (ABC Sing! Book 1984)
Stage: Stage 1
Duration: 45 mins
Musical Activity (skill): Singing & body percussion
Musical concepts: Duration, pitch and tone colour
Outcomes and indicators:
MUS1.1 Sings, plays and moves, to a range of music, demonstrating and
awareness of musical concepts.
• Sing the first verse & chorus of the song with correct pitch
• Follow and perform the beat using BP
• Follow and perform own BP
• Recognise and understand the structure of the song through playing the
song
• Experience different tone colour through body percussion
Teaching Materials: Guitar/or CD and singing voice
Procedure
1. Introduction
• A chant:
In the town / where I was born / lived a man / who sailed to sea. /
And he told / us of his life / in the land / of submarines. /
• Say chant and tap the beat on your head (Boby Percusion)
1. Say the chant and clap the rhythm (Boby Percusion)
2. Give some other examples of body percussion – tap feet, tap head,
shoulders & knees etc….
3. Get the class to stand up and stand in a circle
4. Get the class to say the chant with you and walk the beat
5. Begin to march the beat on the spot
6. Once the class is keeping the beat, begin to say the chant as well as
keeping the beat on the spot
7. Once they are ok with that continue and get the to class to clap the
rhythm and walk the beat without singing/or with singing
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15. 2. Development
• Teach the first verse and sing through several times
• If the class is comfortable with the verse teach the chorus & sing it
through several times
• Verse 1: As a class come up with some BP for the rhythm
• Keep the rhythm as a class with verse 1
• Chorus: As a class come up with some BP for the rhythm
• Keep the rhythm as a class with verse 1
• Discuss if the rhythm is similar or different in the verse and the chorus
• Put the class into two groups – Group A & Group B
• Group A makes up a BP pattern to the rhythm of verse 1
• Group B makes up a BP action to the rhythm of chorus
• Help the class in their groups, making sure they remember the words and
the rhythm
• If they want to practise make sure you help out by keeping the beat for
them
Group A
Verse 1: Keeps Beat (clap or march on the spot)
Chorus: BP Rhythm (tap head, shoulders, knees etc…)
Group B
Verse 1: BP Rhythm (tap head, shoulders, knees etc…)
Chorus: Keeps Beat (clap or march on the spot)
3. Consolidation
• Play verse 1 and chorus (on guitar or CD)
• Get the groups to perform their part - Sing verse 1 and chorus
• Keep the beat for the class through verse 1 and chorus as the groups
perform
• Play the rest of the song keeping the beat (either the CD or playing
guitar)
• Clap the rhythm of verse 2 and 3 without guitar or CD
• Discuss if the rhythm is similar to verse 1
• Sing and clap the beat for the class for verse 1 and chorus
• Slow the beat down
• Discuss: What happened? What was different?
• Did the rhythm change once the beat slowed down?
4. Reflection
Discuss the performance:
• Was it good/bad?
• What did the class enjoy the song/activity?
• Did you enjoy keeping the beat or the rhythm?
5. Assessment
Sings in correct pitch, keeping the beat and rhythm T_A_B
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16. Appendix 1.1 Guitar Chords
YELLOW SUBMARINE- The Beatles
Guitar Chords
VERSE 1:
G D C G
In the town where I was born
Em Am C G
Lived a man who sailed to sea
G D C G
And he told us of his life
Em Am C D
In the land of submarines
G D C G
So we sailed up to the sun
Em Am C G
Till we found the sea of green
G D C G
And we lived beneath the waves
Em Am C D
In our yellow submarine
CHORUS:
G D
We all live in a yellow submarine
G
Yellow submarine, yellow submarine
G D
We all live in a yellow submarine
G
Yellow submarine, yellow submarine
VERSE 2:
And our friends are all on board
Many more of them live next door
And the band begins to play ...REPEAT CHORUS
VERSE 3:
As we live a life of ease
Everyone of us has all we need
Sky of blue and sea of green
In our yellow submarine ... REPEAT x 2
(from Revolver, 1966)
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17. Appendix 1.2 Lyrics
The Beatles - Yellow Submarine
Lyrics
In the town where I was born lived a man who sailed to sea.
And he told us of his life in the land of submarines.
So we sailed up to the sun till we found the sea of green.
And we lived beneath the waves in our yellow submarine.
We all live in a yellow submarine,
Yellow submarine, yellow submarine
We all live in a yellow submarine,
Yellow submarine, yellow submarine
And our friends are all on board, many more of them live next door.
And the band begins to play.
We all live in a yellow submarine,
Yellow submarine, yellow submarine.
We all live in a yellow submarine,
Yellow submarine, yellow submarine.
And we live a life of ease. Everyone of us has all we need.
Sky of blue, and sea of green, in our yellow submarine.
We all live in a yellow submarine,
Yellow submarine, yellow submarine.
We all live in a yellow submarine,
Yellow submarine, yellow submarine.
We all live in a yellow submarine,
Yellow submarine, yellow submarine.
We all live in a yellow submarine,
Yellow submarine, yellow submarine.
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18. References
Board of studies NSW, Science & Technology K-6 Outcomes and indicators
Sydney, 2000
D'Arcy Gallery, www.artbydarcy.co.uk/darcy_gallery_home.asp
Water Water Everywhere! Ocean Poems, Kaunakakai Multiage Primary,
Kaunakakai, Hawaii, 2000-2001
http://www.k12.hi.us/~shasincl/poems_ocean.html#takemeout
Robyn Ewing & Jennifer Simons, Beyond the Script: Drama in the classroom,
Primary English Teaching Association, 2004
NSW DET, Vocal Ease: A K-6 Resource for the classroom, Modules 1 & 2¸, NSW
Department of Education and Training, 1998
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