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Section A

Purpose and Overview of Program

The theme of ‘Beyond the Seashore’ is important as the ocean is the heart of our planet.

Therefore, the ocean is integral in every person’s life. Oceans flow over three-quarters of

Earth and holds 97% of the Earth’s water (Protect Planet Ocean, 2010). It provides us with the

oxygen, regulates our climate, is home to an abundance of aquatic animals as well as a place

of enjoyment. Using ‘Commotion in the Ocean’ (1999) by Giles Andrea and ‘Beyond the

Seashore’ as the central theme for my Creative Arts program, it will bring an awareness to

the importance of the ocean in the students’ daily lives. It will give students the opportunity

to address these issues in a creative, purposeful and collaborative process. Jacobs (2013)

explains that the solutions to global issues “cannot be found on a worksheet… To address

these problems our students are going to have to think imaginatively and they’ll need to know

how to work together” (p. vi). Like the way students need to work collaboratively, the nature

of the creative arts is to be taught holistically – drawing from other curriculum areas.

The ‘Beyond the Seashore’ program was designed for Stage 1 Year 1. Within the program, all

lessons draw from the Creative Arts NSW K-6 syllabus and the Science and Technology NSW

K-10 syllabus, as well as English, Human Society and Its Environment (HSIE) and Personal

Development, Health and Physical Education (PDHPE). In lesson one, students will focus on

the visual arts artform and engage in creating a mixed-media artwork that looks at aquatic

animals and habitats within the ocean. Students will specifically examine the Great Barrier

Reef, a significant site in Australian waters. Lesson two will focus on the music artform and
‘Commotion in the Ocean’. Students will develop their understanding of rhythm and beat,

using body percussion, to look at the movement and sounds aquatic animals make. Lesson

three will focus on the dance artform. Students will explore varied movements associated to

specific aquatic animals and move to the song of “The Carnival of the Animals” (1886) by

Camille Saint-Saens. Lastly, lesson four focuses on the drama artform whereby students

embody an aquatic animal or plant to express ideas and feelings about living in the sea.

Students will specifically look at water pollution and its impact on the ocean.
Section B
Series of Lesson Plans
Lesson 1
Curriculum: Creative Arts: Visual Arts Class: Teacher’s signature:

Stage 1 Year 1

Topic Beyond the Seashore – The home of sea creatures Date: Time:

8/5/18 Afternoon

session

Learning Intention: Outcome(s) Prior knowledge


Students will learn to:  VAS1.1 – Makes artworks in a Students should have prior knowledge of:
 Examine symbols and techniques used in the illustrations of particular way about experiences of  Characteristics of some living things
‘Commotion in the Ocean’ and explore their affect on real and imaginary things  Exploring qualities of various drawing
viewers  VAS1.2 – Uses the forms to make media and tools and paint
 Use various drawing and painting media and tools, such as oil artworks according to varying  Identifying different colours, shapes and
pastels, water colours, paper to depict likeness requirements textures in artworks
 Emphasise a view point using light/dark, colours and scale  VAS1.3 – Realises what artists do,  Recognising and identifying things
Success criteria: who they are and what they make depicted in artworks and responds
Students have learnt to:  Describing and responding to what
 identify and explore specific qualities and techniques artists artworks are about
use within their artworks  Connecting to features in works that are
 Use various drawing and painting media and tools to capture significant to them
a likeness to living things  Showing preferences for particular
 Emphasise particular features within their artmaking artworks based on feelings, colours and
 Use detail and explore the relationship between features and associations
their artwork

Assessment strategies:
Assess student learning through observation checklist and the collection of the final art work.
 Has the student used a variety of drawing and painting tools?
 Has the student understood the use of cool colours to blend and create the likeness of the sea
 Is the student discussing the importance of using specific symbols and techniques within their art for a purpose?
Time Teaching instructions Space and/or Resources
grouping
Intro – 10 Teacher introduces the theme of ‘Beyond the Seashore’, explaining that they will be Whole class on
mins looking at the types of creatures and places that exists in the ocean. Today’s lesson the floor
will look at ‘Commotion in the Ocean’ and the Great Barrier Reef.

Teacher will read ‘Commotion in the Ocean’ to students. Prompt students with ‘Commotion in the Ocean’ (1999) by Giles
questions about the illustrations and have them save their thoughts for later. Andreae
 What colour does the illustrator use? Does it actually look like that in real OR YouTube Video of reading:
life? https://youtu.be/9pRhgZ8Jffs
5 mins  What is different and the same in the pictures of the sea animals to the
animals in real life?
 Which sea animals is the biggest from the pictures in the book? How do you
know it’s the biggest?
 Which sea animals look friendly and which look dangerous? How do you
know?
 Have a look at the sea animals faces, do they look like that in real life? Why
do you think the illustrator chose to make their faces like that?
Great Barrier Reef Picture (Refer to Appendix A)
Teacher will then show a picture of the Great Barrier Reef and ask students to Students in
5 mins discuss the features of the illustrations in the book to the photograph of the Great Pairs (Think,
Barrier Reef. Teacher will do a Think, Pair Share. Students will be in pairs to discuss: Pair, Share)
 Colours
 Shapes
 Sizes
 Detail
 Similarities and Differences
Teacher allows students 2-3 minutes to discuss with their partner. Select students to Interactive Whiteboard
share their thoughts on the above features. Teacher will note down answers in Concept Map (Refer to Appendix B)
concept map on Interactive Whiteboard.

Body – 45 Before starting body of lesson, Teacher will set up supplies on tables. Teacher will Whole class on
mins state rules and expectations of using art materials. Teacher chooses a secret word the floor in
and gesture as a behaviour management strategy to use during the lesson to grab front of
students’ attention – Ocean wave (move one arm like an ocean wave and then Interactive
cross arms). Organise students into groups of 5 and name each group after a sea Whiteboard
creature. Allocate a 2 leaders for each group to collect supplies during the lesson.

Activity will be sectioned into two parts.


Teacher will model in front of class before sending students off. A3 pieces of paper (30)
Black Oil pastels (6 packs)
1. Oil pastels to create coral reef and sea animals Small groups of Lead Pencils (30)
Teacher will demonstrate this to students. Using one A3 piece of paper. Ensure 6 on tables
students remember to write their name on the back before starting. Use black oil
15 mins pastels, draw different types of coral – demonstrate to students how to draw coral.
Demonstrate how to draw different sea creatures – Turtles, fish, shark. Sea
creatures are to be drawn on the top 2/3 of the paper. Remind students to only
draw on 1/3 of the space from the bottom – Teacher can ask students to fold the
piece of paper into thirds so they have a guide. Send students off reminding them
that if Teacher says the secret word, every one needs to drop what they are doing to
listen to instructions. Anyone who is caught not doing so will not be able to proceed
to the next part of the artmaking.

5 mins When students are finished, use secret word to grab students attention. Ask
students to pack up oil pastels back into the packaging – ask one student to bring to
allocated spot in classroom, everyone else needs to be seated infront of board ready
for next instruction. Use a class timer of 5 minutes to ensure students do not take Whole class
too long.

15 mins 2. Water colours for the ocean water (15 minutes)


Remind students of the expectations and rules with using art materials including
covering tables with a cover sheet. Teacher will explain what cool colours are and
why we are using them in todays artwork. Teacher will demonstrate how to create
the affect of blending water colours together to create dimension. Wet a paint
brush in water and dip it lightly in the blue water colour – explain that the more you 5 Table cover sheets
dip the brush into the watercolour, the darker it will be. Paint the entire top 2/3 of 15 water colour sets
the paper in blue. Clean the brush and dip the brush lightly into light green or light Small groups of 30 brushes
purple colour. Lightly run the brush along parts of the water. Students will then 6 on tables 15 containers with water.
need to put their artwork on a drying rack to dry while they start the next activity.

Ask team leaders to collect supplies for their group while the other members sit at Drying Rack
their table. Each groups needs: 3 water colour sets, 6 brushes and 3 containers with
water and a table cover sheet.
5 mins
Use secret word to grab students’ attention. Teacher will play music to cue students
to start packing up. When students are done, groups will pack and clean art
equipment and place them in wet area:
 Containers should be cleaned and stacked;
 Brushes should be cleaned and placed to dry;
 Table covers should be folded and placed in the wet area
 Water colour sets should be packed and placed in the wet area
Students are to place their artworks on the drying rack. Again, use the class timer of
5 minutes to ensure students do not take too long.
Conclusion Students will be seated on the floor in a circle and share the thoughts on their Whole class
- 5 mins artworks in regards to: seated in a
 Colour circle
 Shapes
 Size
 Light and dark
Differentiation: Summative Evaluation
Students who are struggling can:
 Use pre-cut black templates of animals to glue
 Use just blue watercolour for the ocean
 Use a colour wheel (Refer Appendix C) to help them identify cool colours
Students who are advanced can:
 Use felt tip pen/ white pencil to add details within their artwork – bubbles, other sea
creatures
Teaching notes Follow up
Students who complete their artworks fast, include completing a colour wheel as a fast finisher
activity.

Lesson 2
Curriculum: Creative Arts: Music Class: Teacher’s signature:

Stage 1 Year 1

Topic Beyond the Seashore – Sounds of the Sea Date: Time:

11/5/18 Afternoon session

Learning Intention: Outcome(s) Prior knowledge


Students will learn to:  MUS1.1 – Sings, plays and Students should have prior knowledge of:
 Sing and move to music maintaining a constant beat and explore the moves to a range of music,  Moving to music maintaining a
variation of changing beat demonstrating an constant beat
 Creates simple musical compositions using body percussion and/or self- awareness of music  Performs to music using body
made sounds concepts percussion and self-made sounds
 Uses symbols to represent sounds  MUS1.2 – Explores,  Exploring simple aspects of musical
creates, selects and concepts (loud, soft, fast and slow) in
organises sound in simple their singing, playing and moving
Success criteria: structures activities
Students have learnt to:  Exploring different ways of using the
 Sing songs developing an understanding of beat, pitch and tone colour voice
 Moves to music maintaining a constant beat and identifying changes in  Identifying simple music features of
pitch music e.g. speed of music, section
 Use body percussion and/or self –made sounds to explore music repeats and similarities/differences.
 Creates simple musical compositions
 Uses symbols to represent sound

Assessment strategies:
Teacher will assess using:
 Observational notes during the music composition.
 Checklist to note down which students understand and those struggling
Time Teaching instructions Space and/or grouping Resources
Intro - 10 Teacher will ask students what is a creature in ‘Commotion in the Ocean’ or in Whole class infront of IWB IWB
mins students on experience to be the scariest sea animal in the ocean? Students should Baby Shark Video:
say Shark. Ask students what they think sharks sound like? https://youtu.be/gX2gOpgoTgw

Teacher will show students ‘Baby Shark’ song on YouTube to listen too. Divide
5 mins students into 3 groups – ask students to remember their groups. Allocate each group 3 groups
a musical term to think about during the in the video:
 Rhythm and beat – A pulse that can be heard of felt in music
 Pitch – The highness or lowness of a tone
 Tempo – How fast or slow the music is

Once song is finished, allow groups to discuss for 1 minute to discuss their thoughts.
5 mins Use Ocean Wave secret word to grab students attention. Go around to each group to
ask them about their specific music concept. Students should answer:
 Rhythm and beat - constant at the beginning
 Pitch – Changes for each shark – especially Daddy Shark
 Tempo – Changes when the fish have to swim/run away and when they’re
safe.

Body – 40 Teacher will then show students ‘Animals in the Ocean’ and demonstrate Whole class infront of IWB Animals in the Ocean Video:
mins movements: https://youtu.be/6-xqosckJ5c
 Shark: Chomp – Using both arms to open and close like a mouth
15 minutes  Turtles – Snap – Using both hands to open and close like a mouth (like a a
clap)
 Crabs – Click – Opening and closing thumb and four fingers like crab claws
 Jellyfish – Wibble Wobble – Move arms like tentacles
 Clams – Clap – Use both hands to show palms and then create a fist to open
and shut
 Seahorse – Rock back and forth – Use both to rock forward and rock back

Teacher will have cue cards in order for future references on the Whiteboard. Cue Cards (Refer to Appendix D)
Teacher will use gradual-release model to scaffold lesson. Allow students to do action
after you demonstrate. Teacher will state expectations and rules before allowing
students to stand up. Demonstrate to students of ‘Bubble’- whenever teacher says
‘Blow up your bubble’ Students are to use their arms to create a bubble to ensure
they are in a safe distance away from other students before movement activity.
20 minutes
Teacher will move students onto next activity. Teacher will explain that students will
be in groups to decide what sound each sea animal makes to put it into this song. 3 or 4 groups
Teacher will organise in groups of 6 and allocate each group a sea animal: Whale,
Dolphin, Penguin, Octopus, Lobster, Stingray – using animals from Commotion in the
Ocean. Students will need to perform their piece to the song after. Emphasise on
using a sound with a certain number of beats/syllables – like Wibble Wobble has four
beats.

Teacher will walk around and take observational notes on student discussion about
composing simple musical pattern, as well as guiding students who are stuck. Teacher
will also ask each group about their sound and how many beats it has. Note these
down as assessment.
10 minutes
Teacher use Ocean Wave to grab students attention. Students will sit down to listen
to further instructions. Teacher will call each group to come up and perform. Ensure
teacher use ‘bubble’ to have group safe distance. Teacher will assess each group
performance. And the end of each performance, ask students:
 What was your animal?
 What sound do they make?
 What do you think the sound would look like if you drew it?
 How many beats does the sound have?
 Does your animal make a high or low sound? (Pitch)
Conclusion- Students remaining in their groups. Teacher will play “Flowing Lullaby with Ocean Whole class in a circle Spotify song:
Waves” by Kids Songsets Australia MHM on Spotify. “Flowing Lullaby with Ocean
5 mins Students will sit in a circle and share something what music concept they learnt Waves” by Kids Songsets Australia
today. MHM
Differentiation: Summative Evaluation
Students struggling:
 Draw a representation of the sound the animal makes only
 Instead of the activity, they can do Rhythm game using cards to break down sounds (Refer
to Appendix E)
Students that are advanced:
 As a group, create a soundscape, that would be around their sea creature – rocks crumbling,
the sound of the water, bubbles popping, etc.

Teaching notes Follow up


Make sure IWB is on
Have cue cards ready for lesson

Lesson 3
Curriculum: Creative Arts: Dance Class: Teacher’s signature:

Stage 1 Year 1

Topic Beyond the Seashore – Swim like a sea creature Date: Time:

15/5/18 Afternoon session

Learning Intention: Outcome(s) Prior knowledge


Students will learn to:  DAS1.1 – Performs dances Students should have prior knowledge of:
 Use a range of body parts and shapes for expression demonstrating expressive  Performing basic movement,
 Works collaboratively with a partner/group to explore movement to qualities and control over a demonstrating control
express ideas and feelings.
 Participate as an audience to watch and respond about the dance range of locomotor and  Uses constrasting expressive qualities
non-locomotor movement in movement for a dance
 DAS1.2 – Explores and  Creating different body shapes to
Success criteria: selects movement using express and idea
Students learnt to: the elements of dance to  Creating a series of movement
 Use their body to express an idea or feeling express ideas, feelings or responses based on an idea
 Works collaboratively to explore movement moods  Talking about performing their own
 Participate as an audience member  DAS1.3 – Gives personal dance and about others dancing
opinions about the dances
and their purposes that
they view and/or
experience.

Assessment strategies:
Teacher will assess by making observational notes and checklists on students during their participation/performance and in the reflection activity.

Time Teaching instructions Space and/or grouping Resources


Intro- 15 Warm up activity: Tree-Toilet-Traffic Light/ Seahorse-Jellyfish-Octopus. Whole class moving around Interative Whiteboard
mins Teacher will explain the game of Seahorse-Jellyfish-Octopus. Teacher will the room “The Carnival of the Animals” by
demonstrate to the class how to make each sea animal: Camille Saint-Saens:
 Seahorse – one student doing a body wave https://youtu.be/AsD0FDLOKGA
 Jellyfish – One person as the jelly fishes head, raising their arms above their
5 mins head to make a head. Other person is to be kneeling in front with their arms
as tentacles
 Octopus – One person as the body, other two student sitting on the floor
facing outwards to create the tentacles with their arms

Prior to starting the game, explain the term ‘milling’ – where students are to walk
10mins around the space, without walking in a circle and avoiding other students. Students
will stand up and Teacher will play “The Carnival of the Animals” during this activity.

Body-40 Teacher will explain that they will be swimming like a sea creature. Whole class infront of the Ocean Commotion video:
mins Teacher will demonstrate 4 movements for the students to follow when listening to a IWB https://youtu.be/F_IOkrcJQkc
song.
 Woooooaaah – Rolling hands upwards towards the sky
15 mins
 ‘There was an ocean commotion” – make an ocean wave with one arm and
then the other arm
 It was so surprising – Make shocked faces – hand to mouth
 The waters rising – Twinkle fingers upwards from the waist Individual
10 mins Students will repeat these gestures after it being modelled to them. Once students
know the movements. Teacher will play the song ‘Ocean Commotion’ song to allow
students to practice this once. Teacher will then stop the music and ask students to pick
a sea animal. Students are to move on the spot and not make noise. Teacher will model
an example: fish. Teacher will say ‘blow up your bubble’, students spread themselves
out for safety space. Teacher will play song and guide students by doing the
movements with class. Ensure class is following along to the different types of motion
during the song – slow motion, freeze.

Teacher will then explain to students that they will now get the choice to be either a
15 mins sea creature of a sea plant like coral. Students will need to move like that animal or Whole class ‘The Carnival of the Animals’ song
plant, without making noise.
Teacher will then go back to ‘The Carnival of the Animals’ song and play this to the
class. Students will need to move to the music appropriate to their role. Teacher will
assess their performance and noting these down as observational notes. Taking notes
on:
 Selecting specific movement to express and idea or mood
 Engaging with stimulus
Teacher will then turn down the music and walk around the room and ‘Tap in’ students
to share what they have chosen to be and how they are moving.
Conclusion- Teacher will play relaxing music and students will sit in a circle and close their eyes. Whole class
5 mins Teacher will ask students about what they enjoyed about today, if they learnt
anything and if they personally struggled with anything today. While students’ eyes
are closed. Teacher will ‘tap in’ for students to share their answer. Teacher will use
this opportunity to assess students that have not been observed in body of the lesson
Differentiation: Summative Evaluation
Students struggling:
 Have them work with a partner to come up with movements if they are stuck
Students advanced:
 Ask students not to overshadow other students
Teaching notes Follow up
Students may be hesitant to participate but encourage everyone to enjoy learning something new
and to have a go.
Lesson 4
Curriculum: Creative Arts: Drama Class: Teacher’s signature:

Stage 1 Year 1

Topic Beyond the Seashore – Save the sea Date: Time:

18/5/18 Afternoon session

Learning Intention: Outcome(s) Prior knowledge


Students will learn to:  DRAS1.1 – Takes on roles in Students should have prior knowledge of:
 Step into and out of a role to express and understanding of a shared drama to explore familiar  Participating in imaginative play by
experience and imagined situations taking on basic roles
 Responds to a stimulus through individual and group roles  DRAS1.2 – Conveys story,  Working with other students and
 Express their feelings and other responses when depicting an event, depicts events and teacher to develop dramatic situations
through movement and voice expresses feelings by using  Communicating the depiction of real-
the elements of drama and life and fantasy situations in imagined
expressive skills of dramatic contexts
Success criteria: movement and voice  Uses movement, objects and costumes
Students have learnt to:  DAS1.3 – Interacts to assist in portraying roles and
 Express and idea or feeling through movement and voice collaboratively to situations in symbolic play
 Engage in a stimulus by embodying a role communicate the action of  Responding in personal ways to their
 Work collaboratively to perform a piece of drama the drama with others own drama
 DRAS1.4 – Appreciates
dramatic work during the
making of their own drama
and the drama of others

Assessment strategies:
Teacher will assess using observational notes and checklist to be able to facilitate lesson and assess.
Time Teaching instructions Space and/or grouping Resources
Intro-10 Explain ‘Rubber Chicken’ to students. Shaking each limb as you count down to zero
mins where they all call out “Rubber Chicken!” Ask students to sit down so teacher can Whole class around the
5 mins explain the next activity. room

Explain the rules and expectations for clumps. Students will mill around the room.
5 mins Teacher will call out a number for example 3 and students will need to clump into a
group with that amount of students. Ensure students are playing fairly and encourage
students to applaud people who are out so students who get caught out are not
discouraged. Students who are eliminated can call out numbers too.
Body – 40 Teacher will explain the rules of ‘Tableu’. Students are given a scenario. And students Whole class
mins are given to the count of 5 to think of someone or something to freeze as related to
that scenario. Teacher will initiate these scenarios for the students:
5 mins  At the beach near the sand
 At the beach under the ocean
Students are encouraged to be a person or animal in these scenarios. Teacher will walk
around and use ‘Tap in’ to ask students to share what they are and what they are
thinking. Teacher can assess with a checklist to see which students are able to embody
a role and express and idea.

Teacher will have students sitting down. Teacher will then explain students are going Whole class in a circle
15 mins to be ecosystem under the ocean. Explain that an ecosystem is a community of living Two groups – divided class
things and their environment – aquatic animals in the ocean. Students will be seated in in half
a circle. Split the class into half. Teacher will select students in each group to stand in
the middle and act something out on the spot– aquatic animal or plant. Continue adding
students into the centre until half the class in performing. Teacher will ask students
seated to share their thoughts on what was happening. What do they think of the
students performance – ensure that we want to hear positive things.
Students will share their thoughts and ideas of what they see. Teacher will then go
around the ecosystem and ‘tap in’ students to hear what their character is thinking.
Have the students seated back into the circle. Repeat with the other group.

20 mins Teacher will divide the class into four groups. Two groups will be a clean ocean with
happy living aquatic animals and polluted. Other two groups, students will be a
polluted ocean. Students are to come up with 3 movements associated with each. For
example:
 Clean: Students can be gradually flourish into coral, happy swimming fish, and
Fish eating food
 Dirty: Students could shrivel small, they can move slowly and heavy as fish
that cannot breathe, and be lying on the floor still.
Allow students 10 minutes to come up with 3 movements to present. Teacher will play ‘Gentle Piano (Sea Music) by
music for the performance. Two groups will go at the same time, making sure they Mindfullness Meditation World on
show each movement simultaneously with the other groups. Teacher will ask students Spotify
which one they think were was the dirty polluted water and which one was the clean
one and why they thought that. What movements did the students make that gave them
the idea?
Repeat this process with the next two groups.

Conclusion Teacher will play relaxing music. Students will lie on the floor. Teacher will guide Whole class ‘Time for Relaxation by the Sea
10 mins students through a imaginary journey under the sea. Tell students to feel the coolness with Soothing Water Sound’ by
of the water brush your skin. The wave is carrying your body gently. You see rainbow Deep Sleep on Spotify
fish swimming together. You look up and see the sun glistening through the water
into a million beads. You feel the sand in between your toes.

Students will pair up and share what they enjoy the most about the ocean. Pairs
Differentiation: Summative Evaluation
Students will be hesitant to share their thoughts – tell students they do not have to share their
thoughts if they do not want too. Teacher can modify the activity, so students have to close their
eyes.

Teaching notes: Follow up


IWB is on and have access to Spotify
References
Board of Studies. (2006). Creative Arts K-6 Syllabus. Sydney: Board of Studies NSW.

Retrieved from: https://syllabus.nesa.nsw.edu.au/creative-arts/

Jacobs, R. (2013). Foreword. In R. Jacobs (Ed.), Nice Arts! (pp. vi-vii). Frenchs Forest,

Australia: Pearson Australia.

Protect Planet Ocean. (2010). Why are oceans important?. Retrieved from

http://www.protectplanetocean.org/collections/introduction/introbox/oceans/introd

uction-item.html
Appendices

Appendix A

https://travel.usnews.com/static-travel/images/destinations/362/aquatic_life.jpg

Appendix B
Appendix C

Appendix D

Appendix E