LESSON PLAN 1
Lesson Topic/Focus: Dr Seuss unit – McElligot’s Pool
Date: N/A
AusVELS Domain(s): The Arts
Grade(s)/Year Level(s): 2 - 3
AusVELS Dimension(s) or Religious Education Guideline: Visual Arts – Exploring and Responding
Duration of Lesson: 60 minutes
Learning Outcome(s)/Standard(s):
A. Introduction 10 mins
B. Consolidation and Practice 40 mins
What do you see that makes you say that?
What more can we find?
What do you think is going on in this picture?
Describe your favourite fish in this picture and why?
I like / I dislike this picture because...
C. Closure 10 mins
References
BirchAquarium. (2011, August 4). World Ocean Day at Birch Aquarium at Scripps: McElligot’s Pool [Video file]. Retrieved from http://www.youtube.com/watch?v=46pB6GEvN0Q
Dr. Seuss. (1947). A Plethora of Fish [Painting]. Retrieved from http://www.drseussart.com/details/archive/plethorafish.html
Victorian Curriculum and Assessment Authority (VCAA). (2012). Domains: The Arts. Retrieved from http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/ArtsProgressionPoints.pdf
Lesson Topic/Focus: Dr Seuss unit – McElligot’s Pool
Date: N/A
AusVELS Domain(s): The Arts
Grade(s)/Year Level(s): 2 - 3
AusVELS Dimension(s) or Religious Education Guideline: Visual Arts – Exploring and Responding
Duration of Lesson: 60 minutes
Learning Outcome(s)/Standard(s):
- The student will be engaged in class discussion and reflection about the picture.
- The student will respond and explore ideas and feelings related to the picture.
- The student contributes to the class discussion and reflection about the observed picture using appropriate art language.
- The student completes a personal reflection and explores own related ideas through drawing.
- “Awareness of ways they and others express ideas, feelings and purpose in arts works” (Victorian Curriculum and Assessment Authority (VCAA): The Arts, 2012).
- “Identification, using appropriate arts language, of other people’s arts works” (VCAA: The Arts, 2012)
- Internet access (for YouTube)
- Smart board
- McElligot’s Pool [video] http://www.youtube.com/watch?v=46pB6GEvN0Q
- “A Plethora of Fish” – image from McElligot’s Pool by Dr. Seuss (refer to Appendix A)
- Grey lead pencils
- Colouring pencils
- Paper
A. Introduction 10 mins
- Using the smart board, watch the YouTube clip (http://www.youtube.com/watch?v=46pB6GEvN0Q) which reads and illustrates the art in McElligot’s Pool by Dr. Seuss.
B. Consolidation and Practice 40 mins
- Show “A Plethora of Fish” image to students (refer to Appendix A).
- Using Visual Thinking Strategy method (VTS) discuss with students their observations using the following three open-ended questions:
What do you see that makes you say that?
What more can we find?
- Continue to ask these questions frequently so every student has a chance to comment on the art.
- Facilitate learning by paraphrasing comments, pointing to discussed area, and linking student interpretations.
- After discussion, ask the children to write a reflection about the image “A Plethora of Fish”.
- Reflection questions may include:
What do you think is going on in this picture?
Describe your favourite fish in this picture and why?
I like / I dislike this picture because...
- Draw a picture of a fish that you would look like - colourful, stripy, prickly, curly etc.
C. Closure 10 mins
- Share time with whole class.
- Ask some students to talk about their reflection and show their fish drawing.
- Find out the elements that the whole class agreed stood out in the picture and their reasoning.
- Display students’ reflections on a wall around the image “A Plethora of Fish”.
References
BirchAquarium. (2011, August 4). World Ocean Day at Birch Aquarium at Scripps: McElligot’s Pool [Video file]. Retrieved from http://www.youtube.com/watch?v=46pB6GEvN0Q
Dr. Seuss. (1947). A Plethora of Fish [Painting]. Retrieved from http://www.drseussart.com/details/archive/plethorafish.html
Victorian Curriculum and Assessment Authority (VCAA). (2012). Domains: The Arts. Retrieved from http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/ArtsProgressionPoints.pdf
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a_plethora_of_fish.pdf | |
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LESSON PLAN 2
Lesson Topic/Focus: Dr Seuss unit – The Lorax Cartooning
Date: N/A
AusVELS Domain(s): The Arts
Grade(s)/Year Level(s): 2 - 3
AusVELS Dimension(s) or Religious Education Guideline: Visual Arts – Creating and Making
Duration of Lesson: 60 mins
Learning Outcome(s)/Standard(s):
Assessment:
AusVELS:
Lesson Resources:
Content of Lesson:
A. Introduction 10 mins
Who is the artist of this picture? [Dr. Seuss]
Do you know when this was drawn? [1971]
B. Consolidation and Practice 40 mins
What colours are used? For what object?
What effect do they have on the artwork?
1. Draw bean shape eyes and nose (0:20 – 0:41)
2. Two large leaves for moustache (0:42 – 0:59)
3. Add furry lines (1:00 – 1:08)
4. Add a half circle for the head (1:09 – 1:20)
5. Draw two eyeballs inside eyes (1:21 – 1:42)
6. Two big hairy eyebrows (1:43 – 1:49)
7. Bean-like body (1:50 – 2:05)
8. “V like legs and arms (2:06 – 2:34)
9. Furry marks (2:34 – 2:40)
10. Furry hands and feet (2:41 – 2:58)
11. Mouth, teeth, lips and hair (2:59 – 3:34)
C. Closure 10 mins
Possible lesson adjustment:
If iPad’s are not available, students can draw the Lorax on a piece of plain white paper.
“Brushes” iPad app user guide:
http://blog.cia.edu/digitalcanvas/wp-content/uploads/2011/08/Brushes_iPad_Users_Guide.pdf
References
Dr. Seuss. (1972). The Lorax Book Cover [Image]. Retrieved from http://www.drseussart.com/details/illustration/loraxbook.html
TheLoraxMovie. (2012, Febrary 16). Dr Seuss’ The Lorax – Featurette: “How to Draw A Lorax” [Video file]. Retrieved from http://www.youtube.com/watch?v=-PmPWBUm7qk
Victorian Curriculum and Assessment Authority (VCAA). (2013). Domains: The Arts. Retrieved from http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/ArtsProgressionPoints.pdf
Lesson Topic/Focus: Dr Seuss unit – The Lorax Cartooning
Date: N/A
AusVELS Domain(s): The Arts
Grade(s)/Year Level(s): 2 - 3
AusVELS Dimension(s) or Religious Education Guideline: Visual Arts – Creating and Making
Duration of Lesson: 60 mins
Learning Outcome(s)/Standard(s):
- The student will observe artistic features and techniques used by Dr. Seuss and other peers.
- The student will create their own version of the Lorax by following appropriate instructions.
Assessment:
- The student participates in discussion at the beginning and end about the artistic features observed on the Dr. Seuss Lorax and fellow students’ drawing.
- The student is engaged, follows each instruction on how to draw a Lorax, and colours in the Lorax drawing.
AusVELS:
- “Awareness in their own work of techniques and/or features drawn from other people’s works” (Victorian Curriculum and Assessment Authority (VCAA): The Arts, 2012).
- “Use of skills and techniques to effectively apply selected media, materials, equipment and/or technologies” (VCAA): The Arts, 2012).
Lesson Resources:
- “The Lorax” – image from The Lorax by Dr. Seuss (refer to Appendix A)
- Internet access (for YouTube)
- Smart board
- Dr. Seuss’ The Lorax – “How to Draw A Lorax” [video] www.youtube.com/watch?v=-PmPWBUm7qk
- iPad’s with “Brushes” app (for every student)
- Printer
- Colouring pencils
- White paper (optional)
Content of Lesson:
A. Introduction 10 mins
- Show image of “The Lorax” (refer to Appendix A).
- Ask the students details about this artwork (Feldman art criticism):
Who is the artist of this picture? [Dr. Seuss]
Do you know when this was drawn? [1971]
B. Consolidation and Practice 40 mins
- Ask the children analysis questions based on Feldman's Model of Art Criticism, like:
What colours are used? For what object?
What effect do they have on the artwork?
- Tell students that they are going to draw a Lorax using iPad's with the help of a YouTube clip.
- When students are ready to draw on the iPad app “Brushes”, watch the YouTube clip (www.youtube.com/watch?v=-PmPWBUm7qk)
1. Draw bean shape eyes and nose (0:20 – 0:41)
2. Two large leaves for moustache (0:42 – 0:59)
3. Add furry lines (1:00 – 1:08)
4. Add a half circle for the head (1:09 – 1:20)
5. Draw two eyeballs inside eyes (1:21 – 1:42)
6. Two big hairy eyebrows (1:43 – 1:49)
7. Bean-like body (1:50 – 2:05)
8. “V like legs and arms (2:06 – 2:34)
9. Furry marks (2:34 – 2:40)
10. Furry hands and feet (2:41 – 2:58)
11. Mouth, teeth, lips and hair (2:59 – 3:34)
- After this, students can choose to export, print, and then colour their drawing in. Or, they can colour it in using the “Brushes” app palette and print the final product.
C. Closure 10 mins
- Everyone shares their Lorax drawing with the whole class. The students comment on certain drawing features they like about someone else’s drawing.
Possible lesson adjustment:
If iPad’s are not available, students can draw the Lorax on a piece of plain white paper.
“Brushes” iPad app user guide:
http://blog.cia.edu/digitalcanvas/wp-content/uploads/2011/08/Brushes_iPad_Users_Guide.pdf
References
Dr. Seuss. (1972). The Lorax Book Cover [Image]. Retrieved from http://www.drseussart.com/details/illustration/loraxbook.html
TheLoraxMovie. (2012, Febrary 16). Dr Seuss’ The Lorax – Featurette: “How to Draw A Lorax” [Video file]. Retrieved from http://www.youtube.com/watch?v=-PmPWBUm7qk
Victorian Curriculum and Assessment Authority (VCAA). (2013). Domains: The Arts. Retrieved from http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/ArtsProgressionPoints.pdf
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brushes_ipad_users_guide.pdf | |
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the_lorax_cartoon.pdf | |
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LESSON PLAN 3
Lesson Topic/Focus: Dr. Seuss unit – Inspiration Part 1
Date: N/A
AusVELS Domain(s): The Arts
Grade(s)/Year Level(s): 2 - 3
AusVELS Dimension(s) or Religious Education Guideline: Visual Arts – Exploring and Responding
Duration of Lesson: 60 mins
Learning Outcome(s)/Standard(s):
Assessment:
AusVELS:
Lesson Resources:
Content of Lesson:
A. Introduction and development 15 mins
How do you think Dr. Seuss would draw this?
What colours would he use – the same or different?
What colours, facial expressions, shapes... did he use?
Why do you think he changed the look of these real images?
Is the real image and Dr. Seuss drawing the same or different?
B. Consolidation and Practice 35 mins
How the objects looked in comparison to real image – cars, trees, road and factory?
C. Closure 10 mins
Video about Seuss inspiration:
http://video-embed.masslive.com/services/player/bcpid635323431001?bctid=1094509443001&bckey=AQ~~,AAAAPmbRGcE~,QhKNocI3huhj1Zk5uwWInHJjo9iqvdK9
Continue with Part 2 Creating and making lesson plan.
References
Cat in the Hat. [Image]. Retrieved 19 May, 2013, from http://amomknowsbest.com/2012/02/pbs-kids-presents-dr-seuss-marathon/
Dr. Seuss Exhibit. [Video file]. Retrieved 19 May, 2013, from http://www.masslive.com/mywideworld/index.ssf/2011/08/dr_suess_exhibit_at_the_museum_of_springfield_history_offers_a_fresh_loook_at_an_old_childhood_favor.html
Gertrude McFuzz. [Image]. Retrieved 19 May, 2013, from http://www.appymall.com/apps/gertrude-mcfuzz-dr-seuss
Green Eggs and Ham. [Image]. Retrieved 19 May, 2013, from http://angelakinggallery.com/secrets-deep/green-eggs-and-ham-50th-anniversary-commemorative
Springfield Gasworks Building. [Photograph]. (n.d.). Retrieved 19 May, 2013, from http://hilltownfamilies.wordpress.com/tag/springfield-museums/
Thneed Factory. [Image]. Retrieved 19 May, 2013, from http://hilltownfamilies.wordpress.com/tag/springfield-museums/
[Untitled photograph of a cat]. (n.d.). Retrieved 19 May, 2013, from http://www.swapmeetdave.com/Humor/Cats/WithHat.htm
[Untitled photograph of bacon and eggs]. (n.d.). Retrieved 19 May, 2013, from http://onlyhdwallpapers.com/high-definition-wallpaper/eggs-bacon-pan-egg-omelets-desktop-hd-wallpaper-402261/
[Untitled photograph of a peacock]. (n.d.). Retrieved 19 May, 2013, from http://www.flickr.com/photos/jack_schaper/4609213797/
Victorian Curriculum and Assessment Authority (VCAA). (2012). Domains: The Arts. Retrieved from http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/ArtsProgressionPoints.pdf
Lesson Topic/Focus: Dr. Seuss unit – Inspiration Part 1
Date: N/A
AusVELS Domain(s): The Arts
Grade(s)/Year Level(s): 2 - 3
AusVELS Dimension(s) or Religious Education Guideline: Visual Arts – Exploring and Responding
Duration of Lesson: 60 mins
Learning Outcome(s)/Standard(s):
- The student will work collaboratively in groups to brainstorm features specific to Dr. Seuss’ style of art.
- The student will be engaged in class discussion about the images that inspired Dr. Seuss to use his imagination.
Assessment:
- The student contributes to the group poster by identifying art elements and the style of Dr. Seuss drawing.
AusVELS:
- “Awareness of ways they and others express ideas, feelings and purpose in arts works” (Victorian Curriculum and Assessment Authority (VCAA): The Arts, 2012).
- “Identification, using appropriate arts language, of key features of their own and other people’s arts works” (VCAA: The Arts, 2012).
Lesson Resources:
- All images printed (from appendices)
- Colour printer
- Poster paper (for groups)
- Grey Lead Pencils
Content of Lesson:
A. Introduction and development 15 mins
- Show students the image of the real cat (refer to Appendix A) and ask:
How do you think Dr. Seuss would draw this?
What colours would he use – the same or different?
- Then show students the Dr. Seuss drawing of “Cat in the Hat” and ask:
What colours, facial expressions, shapes... did he use?
- Follow this process for other images (refer to Appendix B and C). Ask more prompting questions like:
Why do you think he changed the look of these real images?
Is the real image and Dr. Seuss drawing the same or different?
- Focus on Dr. Seuss’ fun imagination and creativity, and how he changed something real into fantasy.
B. Consolidation and Practice 35 mins
- Place student into groups of 4 or 5. Give them each a print out of the real Gas Factory image and Dr. Seuss’ drawing (refer to Appendix D).
- Explain that when Dr. Seuss was young this was a Gas Factory in his town. When he wrote The Lorax book he used his memory of this factory as inspiration to draw the “Thneed Factory”.
- In groups using poster paper, students work collaboratively to ‘spot the difference’ in these two pictures. Focus on the way Dr. Seuss drew the Factory, for instance:
How the objects looked in comparison to real image – cars, trees, road and factory?
C. Closure 10 mins
- Each group presents their poster to the whole class.
- Discuss the key features of Dr. Seuss’ art work, also looking back at the previous images if necessary.
Video about Seuss inspiration:
http://video-embed.masslive.com/services/player/bcpid635323431001?bctid=1094509443001&bckey=AQ~~,AAAAPmbRGcE~,QhKNocI3huhj1Zk5uwWInHJjo9iqvdK9
Continue with Part 2 Creating and making lesson plan.
References
Cat in the Hat. [Image]. Retrieved 19 May, 2013, from http://amomknowsbest.com/2012/02/pbs-kids-presents-dr-seuss-marathon/
Dr. Seuss Exhibit. [Video file]. Retrieved 19 May, 2013, from http://www.masslive.com/mywideworld/index.ssf/2011/08/dr_suess_exhibit_at_the_museum_of_springfield_history_offers_a_fresh_loook_at_an_old_childhood_favor.html
Gertrude McFuzz. [Image]. Retrieved 19 May, 2013, from http://www.appymall.com/apps/gertrude-mcfuzz-dr-seuss
Green Eggs and Ham. [Image]. Retrieved 19 May, 2013, from http://angelakinggallery.com/secrets-deep/green-eggs-and-ham-50th-anniversary-commemorative
Springfield Gasworks Building. [Photograph]. (n.d.). Retrieved 19 May, 2013, from http://hilltownfamilies.wordpress.com/tag/springfield-museums/
Thneed Factory. [Image]. Retrieved 19 May, 2013, from http://hilltownfamilies.wordpress.com/tag/springfield-museums/
[Untitled photograph of a cat]. (n.d.). Retrieved 19 May, 2013, from http://www.swapmeetdave.com/Humor/Cats/WithHat.htm
[Untitled photograph of bacon and eggs]. (n.d.). Retrieved 19 May, 2013, from http://onlyhdwallpapers.com/high-definition-wallpaper/eggs-bacon-pan-egg-omelets-desktop-hd-wallpaper-402261/
[Untitled photograph of a peacock]. (n.d.). Retrieved 19 May, 2013, from http://www.flickr.com/photos/jack_schaper/4609213797/
Victorian Curriculum and Assessment Authority (VCAA). (2012). Domains: The Arts. Retrieved from http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/ArtsProgressionPoints.pdf
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inspiration_part_1.pdf | |
File Size: | 484 kb |
File Type: |
LESSON PLAN 4
Lesson Topic/Focus: Dr Seuss unit – Inspiration Part 2
Date: N/A
AusVELS Domain(s): The Arts
Grade(s)/Year Level(s): 2 - 3
AusVELS Dimension(s) or Religious Education Guideline: Visual Arts – Creating and Making
Duration of Lesson: N/A
Learning Outcome(s)/Standard(s):
Assessment:
AusVELS:
Lesson Resources:
Content of Lesson:
Continuation of Part 2:
B. Consolidation and Practice
What type of shapes, lines?
D. Closure
Possible lesson adjustment:
The image used can be changed depending on teaching purpose, such as an image of the school, park, building etc.
References
[Untitled photograph of Botantical Gardens]. (n.d.). Retrieved 19 May, 2013, from http://www.rbg.vic.gov.au/rbg-melbourne/visiting-us
Victorian Curriculum and Assessment Authority (VCAA). (2012). Domains: The Arts. Retrieved from http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/ArtsProgressionPoints.pdf
Lesson Topic/Focus: Dr Seuss unit – Inspiration Part 2
Date: N/A
AusVELS Domain(s): The Arts
Grade(s)/Year Level(s): 2 - 3
AusVELS Dimension(s) or Religious Education Guideline: Visual Arts – Creating and Making
Duration of Lesson: N/A
Learning Outcome(s)/Standard(s):
- The student will work collaboratively in groups and as a class to assist in the completion of the Dr. Seuss inspired mural.
Assessment:
- Student will complete personal reflection about the mural process and final product. They will show their understanding of the ways in which Dr. Seuss creates art work.
AusVELS:
- “Improvisation, or visual brainstorming, using selected arts elements, principles and/or conventions to explore ways a given concept can be communicated” (Victorian Curriculum and Assessment Authority (VCAA): The Arts, 2012).
- “Planning for arts works that is informed by an understanding of ways other artists have used and combined selected arts elements, principles and/or conventions to achieve specific effects” (VCAA: The Arts, 2012).
Lesson Resources:
- Large paper/board (for mural).
- Paper (for planning)
- Grey lead pencils
- Particular art supplies needed
Content of Lesson:
Continuation of Part 2:
B. Consolidation and Practice
- Looking at the posters made about the “Thneed Factory” (lesson plan part 1), discuss the way Dr. Seuss drew based on real life images.
- Show students the image of Melbourne’s Royal Botanical Garden (refer to appendix A) and use this as inspiration for a classroom mural.
- Explain that they will collaboratively design the mural based on this image using their imagination like Dr. Seuss.
- Assign separate groups to plan how the trees, water and grass will look (referring back to Dr. Seuss art), such as:
What type of shapes, lines?
- Create the mural based on the collective student designs which reflects Dr. Seuss’ style of art work (creative, imaginative, cartoon-like).
- The Lorax cartoons and fish drawings can also be added to this mural once completed (previous lesson plans).
D. Closure
- Students are asked to write a personal reflection during the mural process and after its completion. Time can be set aside after each separate lesson for this.
Possible lesson adjustment:
The image used can be changed depending on teaching purpose, such as an image of the school, park, building etc.
References
[Untitled photograph of Botantical Gardens]. (n.d.). Retrieved 19 May, 2013, from http://www.rbg.vic.gov.au/rbg-melbourne/visiting-us
Victorian Curriculum and Assessment Authority (VCAA). (2012). Domains: The Arts. Retrieved from http://www.vcaa.vic.edu.au/Documents/auscurric/progressionpoints/ArtsProgressionPoints.pdf
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inspiration_part_2.pdf | |
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