Creative Arts Stage 3 Overview of Outcomes

Visual Arts Music

Stage 3
Making
VAS3.1 Investigates subject matter in an attempt to
represent likenesses of things in the world.
VAS3.2 Makes artworks for different audiences
assembling materials in a variety of ways.

Appreciating
VAS3.3 Acknowledges that audiences respond in different
ways to artworks and that there are different opinions
about the value of artworks.
VAS3.4 Communicates about the ways in which subject
matter is represented in artworks.

Stage 3
Performing
MUS3.1 Sings, plays and moves to a range of music,
individually and in groups, demonstrating knowledge of
musical concepts.

Organising Sound
MUS3.2 Improvises, experiments, selects, combines and
orders sound using musical concepts.
MUS3.3 Notates and discusses own work and the work of
others.

Listening
MUS3.4 Identifies the use of musical concepts and
symbols in a range of musical styles.


Drama Dance

Stage 3
Making
DRAS3.1 Develops a range of in-depth and sustained
roles.
DRAS3.2 Interprets and conveys dramatic meaning by
using the elements of drama and a range of movement
and voice skills in a variety of drama forms.

Performing
DRAS3.3 Devises, acts and rehearses drama for
performance to an audience.

Appreciating
DRAS3.4 Responds critically to a range of drama works
and performance styles.

Stage 3
Performing
DAS3.1 Performs and interprets dances from particular
contexts, using a wide range of movement skills and
appropriate expressive qualities.

Composing
DAS3.2 Explores, selects, organises and refines
movement using the elements of dance to communicate
intent.

Appreciating
DAS3.3 Discusses and interprets the relationship between
content, meaning and context in their own and others
audiences.




Stage 3 Creative Arts
VISUAL ARTS Term 4

Lesson 1 Outcomes: VAS3.1, VAS3.2, VAS3.3, VAS3.4
Subject Matter: Other Living Things
Forms: painting/collage
Lesson Sequence: Rainforest Strata
Learning Intention:We Are Learning To
understand the different Strata (zones) of the rainforest through visual representation
Appreciating
The Importance of
Rainforests
Tropical rainforests
cover about 7% of the
Earth's surface and are
VERY important to the
Earth's ecosystem. The
rainforests recycle and
clean water. Tropical
rainforest trees and
plants also remove
carbon dioxide from the
atmosphere and store it
in their roots, stems,
leaves, and branches.
Rainforests affect the
greenhouse effect, which
traps heat inside the
Earth's atmosphere.
Some of the foods that
were originally from
rainforests around the
world include cashew
nuts, Brazil nuts,
Macadamia nuts,
bananas, plantains,
pineapple, cucumber,
cocoa (chocolate),
coffee, tea, avocados,
papaya, guava, mango,
cassava (a starchy root),
tapioca, yams, sweet
potato, okra, cinnamon,
vanilla, nutmeg, mace,
ginger, cayenne pepper,
cloves, oranges,
grapefruit, lemons,
limes, passion fruit,
peanuts, rice, sugar cane,
and coconuts (mostly
from coastal areas).
Making
EMERGENTS: Giant trees that are much higher than the average
canopy height. It houses many birds and insects.
CANOPY: The upper parts of the trees. This leafy environment is full
of life in a tropical rainforest and includes: insects, birds, reptiles,
mammals, and more.
UNDERSTORY: A dark, cool environment under the leaves but over
the ground.
FOREST FLOOR: Teeming with animal life, especially insects. The
largest animals in the rainforest generally live here.








o Starting with a blank piece of art paper have the children wash
on colours to for the background of the rain forest (as above)
o Have the children paint in the trunks of the tree and use a
sponge to create the tree canopy.
o Using resources from the garden (stick, leaves etc) create the
forest floor.

Resources

Art paper
Paints
Wash colours
Sponges
Sticks, leaves
etc.

Lesson 2 Outcomes: VAS3.1, VAS3.2, VAS3.3, VAS3.4
Subject Matter: Living things
Forms: 3D Sculpture
Lesson Sequence: Beautiful Butterflies
Learning Intention:We Are Learning To
experiment with a range of techniques and materials to create a 3D butterfly.
Appreciating














































Making

o Fold two sheets of black construction paper in half.
o Cut the outline of a butterfly.
o Open the sheets to see your butterfly wings shape.
o Close the wings.
o Cut out shapes inside the wings, leaving a black margin
between each interior shape. Make sure both layers match.
o Using a glue stick attach one of the butterfly layers to
tracing paper.
o With textas, colour the back of the tracing paper so the
bright colors show through the butterfly wings.
o Glue the other butterfly shape to the back of the tracing
paper, matching the first one.
o Create a body with legs from pipe cleaners.
o Twist it on the butterfly.
o Fold up the wings for a 3-D effect.


















o







Resources

Black
cardboard
Pipe cleaners
Textas
Scissors
Glue
Tracing paper

Lesson 3 Outcomes: VAS3.1, VAS3.2, VAS3.3, VAS3.4
Subject Matter: Living things
Forms: Painting
Lesson Sequence: Rainforest Frogs
Learning Intention:We Are Learning To
use different painting techniques to create a visual representation of a frog.
Appreciating


Google rainforest
frogs and explore the
variety of species
that there are.

Discuss the different
colours they have
and depict these into
your paintings if
wanting to explore
further.











Making

o First, draw a frog, using basic shapes
o Next block in the greens.
o Keep the background up and down strokes only.
o Then separately blocked in the leaf going diagonal. This helped
them from looking too flat.
o Using the wooden tip of the brush, scratch out some grass
texture (up and down stripes) and the stiff section of the leaf.
o Then block in the first colour on the head and arms.
o Next, get that same colour, mix it with a bit of white to lighten
it, and block in the belly/mouth.
o Using red paint in the eyes and some detail on the hands.
o Outline the mouth
o Then take a big round brush, keeping it dry, we dipped into a
mixture of green and blue (to make a dark green). You don't
need much. Then we added some shadows above the leaf, into
the background to push it back. We also added some with a
smaller brush right underneath his face, to add shadow
o Lastly, add some yellow to the leaf. Mostly keeping it to the
tops, and where the veins of the leaf would be.
o

























Resources

Paint
Art paper
Paint brushes







































Lesson 4 Outcomes: VAS3.1, VAS3.2, VAS3.3, VAS3.4
Subject Matter: Objects
Forms: 3D Sculpture/Painting
Lesson Sequence: Aboriginal Art Rainforests
Learning Intention:We Are Learning To
use lines, patterns and colour, inspired by the works of Aboriginal artist Colin Jones, to depict a rainforest
Appreciating


People Living in Tropical
Rainforests
There are many indigenous
groups of people who have
live in the tropical
rainforests. Many of these
groups, like the Yanomamo
tribe of the Amazon
rainforests of Brazil and
southern Venezuela, have
lived in scattered villages in
the rainforests for hundreds
or thousands of years. These
tribes get their food, clothing,
and housing mainly from
materials they obtain in the
forests.
Forest people are mostly
hunter-gatherers; they get
their food by hunting for
meat (and fishing for fish)
and gathering edible plants,
like starchy roots and fruit.
Many also have small
gardens in cleared areas of
the forest. Since the soil in
the rainforest is so poor, the
garden areas must be moved
after just a few years, and
another part of the forest is
cleared.
Most indigenous populations
are declining. There are
many reasons for this. Their
primary problems are disease
(like smallpox and measles,
which were inadvertently
introduced by Europeans)
and governmental land
seizure.



Making

This art work by Colin Jones is a representation of a
rainforest
The circles are the life force of the rain forest, the white
patterns linking them together is the mist in the rain forest.
The foot prints show how our people move around the land
to protect it; the hands say we belong to this land.



























o After discussing the different elements/symbols that
Colin Jones used in his artwork
o Have the children create/recreate an artwork using a
variety of different aboriginal symbols

Resources

Paint
Art paper
Cotton
tips/twigs
pencils
Lesson 5 Outcomes: VAS3.1, VAS3.2, VAS3.3, VAS3.4
Subject Matter: Living things
Forms: Drawing/painting
Lesson Sequence: Toucan Drawings
Learning Intention:We Are Learning To
use different drawing techniques to create a visual representation of a toucan.
Appreciating

http://animals.nationa
lgeographic.com.au/
animals/birds/toucan/

Go to the above
website to learn
about the toucan.

Talk about their
colours, habitat, diet
etc.
Making

o Look at and discuss pictures of toucans
o Through guided drawing, instruct students to draw a toucan
using lead pencil
o Trace the lead pencil with black permanent markers
o Using oil pastels colour the toucan using authentic colours
o Using a spray bottle with dye carefully spray the background
do create the spotted effect












































Resources

Pencils
Black
permanent
marker
Oil pastels
Spray bottle
Green and
yellow dye