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Integrating Arts Lesson Plan
Integrating Arts Lesson Plan
Integrating Arts Lesson Plan
SCHOOL OF EDUCATION
LESSON ORGANISATION
Year Level: Year 4 Time: 1:30pm – 2:50pm Students’ Prior Knowledge:
Date: 10/03/17 Mathematics
Students have undergone a series of lessons in
Learning Area/s: Mathematics and Visual Arts symmetry in which has focused on the lesson
objective: use a line of symmetry to draw a shape.
Strand/Topic from the Australian Curriculum: Students have learnt key ideas such as:
- A symmetrical shape is a shape that can be
Measurement and Geometry folded along a line of symmetry so the two
® Location and Transformation: parts match exactly.
- Create symmetrical patterns, pictures and - A line of symmetry can be drawn on shapes to
shapes with and without digital show that both halves are identical.
technologies (ACMMG091) The students’ prior knowledge in symmetry from
previous years includes the concept that they are able
Making to identify symmetry in the environment.
® Ideas
- Exploration of artwork from varying times and
cultures that represent different styles, such Arts
as realistic, narrative and Students are completing a Unit of Inquiry on ‘The
abstract (ACAVAM110) World Around Us.’ This unit focuses heavily on the
- Use of visual art elements and selection of environment, the many divergent cultures in our world
materials, media and/or technologies to and how these cultures live and interact with each
create specific artwork (ACAVAM111) other.
In previous lessons the students have:
® Skills - Brained stormed the different landscapes and
- Development of artistic processes and biomes that exist on earth and drew quick
techniques to explore visual conventions sketches of their key features.
through: shape, colour, line, space, texture, - Researched countries around the world, and
value to create artwork (ACAVAM111) the people and cultures that reside there. Then
created a short skit on a tradition that a certain
culture practices.
- Explored the vocal dynamics of accents from
certain countries.
- Used materials provided to create an
instrument that replicates the sounds of a
particular natural disaster.
- Chosen a season and created a theme song
about it in groups.
- Went outside and found 5 different animals in
the surrounding area. Drew the animals they
saw and the environment around it.
The students’ prior knowledge in visual art from
previous years includes applying ideas, skills and
techniques to create artworks and replicating aspects
of artwork from other cultures.
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT competence Critical and Ethical behaviour Personal and Intercultural
creative thinking Social understanding
competence
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Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander histories Asia and Australia’s engagement with Asia Sustainability
and cultures
Proficiencies:(Mathematics only)
® Understanding: describing properties of symmetrical shapes.
® Fluency: creating patterns with shapes.
Lesson Objectives
1:30pm 1. Take the students outside. Direct the students to sit in their own
space and in a position where they can see the teacher.
2. Begin with a short meditation to calm and focus the students:
- Instruct the students to close their eyes and do breathing exercise
(inhale 1, 2, 3, hold 1, 2, 3, and exhale 1, 2, 3).
3. Remind the students that many different shapes, lines, colours and
forms are all around us in our world.
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4. Set the purpose: Today we are going to apply both our maths and art
skills to produce an artwork.
5. Show students examples of Mandalas and explain: Mandala examples
- A mandala (Sanskrit, Hindu language), meaning circle is a
spiritual and ritual symbol in Indian religions, representing the
universe.
- A mandala can consist of many different shapes and patterns, but
always has its circular structure.
- These shapes and patterns are symmetrical. What do I mean by
symmetrical?
o Key idea: A shape that can be folded along a line of
symmetry so the two parts match exactly.
o Key idea: A line of symmetry can be drawn on shapes to
show that both halves are identical.
- Mandalas offer balancing visual elements, symbolizing unity and
harmony.
- The memorising shapes and patterns of a mandala allows for
mindfulness. The breathing exercise we did earlier was to help
you become more mindful and aware of your present
surroundings.
- Today we are going to create our own Mandalas.
1:40pm
Lesson Steps:
6. Take the students back inside the classroom and instruct the students
to sit down on the mat where they can see the teacher and the
whiteboard.
- Hand out the circle templates and instruct the students to cut the
circles out.
- First, fold the circle in half, then in quarters, then in eighths.
- Unfold your circle. The creases will help you keep your shapes
and patterns symmetrical.
- Always begin your shape or pattern from the centre of the circle
and then progress outwards.
- Start your design by drawing in only one of the divided triangles
or ‘pie slice’ of the circle (draw an example on the whiteboard).
- Once you have drawn your design, fold your circle again and rub
with a smooth hard tool (ruler) to transfer the drawing to the
adjacent pie slice. (Demonstrate to students in how to do this).
- Then trace over the pencil markings that were transferred over
and repeat the steps until each eighth is completed.
- Once you have finished your Mandala design, you can colour
each shape or pattern in with coloured pencils. Select your
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colours so that there is balance and harmony (not an abundance
amount of colours).
8. Key ideas:
- The drawing can be simple or complex.
- The Mandala can have a theme – eg. Nature, flowers, leafs,
vines, butterflies, trees, or just geometric shapes.
- The Mandala needs to be symmetrical, meaning that each shape
or pattern mirrors each other. Eg. If I were to draw a triangle on
1:50pm
the right, I would draw the exact same triangle on the left.
9. The students create their own Mandalas:
- Instruct the student’s to return to their desks – the desks are no Relaxation Nature
longer in groups but in one or two U-shapes to signify unity, and music:
show the students that this lesson is no normal maths lesson. https://www.youtube.
com/watch?v=hvXL-
- The teacher works around the room, providing assistance when YLRq60
necessary.
- If students are finding the task difficult, show the students
examples of the mandala and how shape, line, and space is used
to create balance and harmony. Encourage these students to
concentrate on a more basic design.
- Encourage more able students to create a more detailed and
intricate Mandala.
- If students have completed their Mandala, instruct the students to Black card
glue their Mandala artwork on a piece of black card and display it
2:40pm in the classroom.
Lesson Closure:
10. Gain attention from the students and instruct the students to stop
what they are doing.
11. Reflect:
- Ask the students to share their artwork in groups of four. Ask the
students to explain to each other how they created their mandala
and why the chose the particular patterns and shapes.
- Discuss the symmetrical shapes and patterns they created as a
class. What symmetrical shapes and patterns did you employ?
Did you create unity and harmony using artistic processes of line,
shape, space etc? What do you like about your artwork?
Transition:
12. Remind the students that symmetry is all around us in our world, and
mandalas are a form of Hindu artwork that utilises symmetry to bring
balance and harmony to the viewer.
13. Instruct the students to pack away their work and wait until further
instruction.
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Assessment: