Learning Intention: To act out the story of Rosie's Walk and Where The Forest Meets the Sea, showing what you know about chickens, foxes and a farmyard and beach and forests. 

Success Criteria

•  I can create the movements of a hen and a chicken.
• I can create the movements represented in "Where the Forest Meets the Sea".

Let's watch a video without sound. We will watch it and then on the second time, as you watch it, you can act out what you see. Use hand gestures, facial expressions, and body movements to show what happens in the story. On the third time, you can act it out as you listen to it.

Reflect: (Rosie's Walk)

• Who has read this story before?
• What was your favourite part?
• What actions did you use to show you were the fox?
• What actions did you use to show you were Rosie? 
• How did you show how the characters were feeling?
• What did the gestures of Rosie, such as her beak pointing up tell you about how Rosie was feeling?
• What gestures of the fox with his tongue out tell you about how the fox was feeling?

Where the Forest Meets the Sea

Let's watch a video without sound. We will watch it and then on the second time, as you watch it, you can act out what you see. Use hand gestures, facial expressions, and body movements to show what happens in the story. On the third time, you can act it out as you listen to it.

*********Insert YouTube clip of where the forest meets the sea

Reflection:

• Who has read this story before?
• What was your favourite part?
• What animals did you act out?
• Was it hard/easy? Why?

Learning Intention: To explore facial expressions. movement and space.

Success Criteria:

• I can use fast and slow movements
• I can use the space around me when moving
• I can reflect emotions through different facial expressions

Facial Expressions

What are facial expressions? Show what you know about facial expressions. 

As a class, let's define the terms  'Facial Expressions and Gestures'

Definition: Using our facial features and gestures to display a feeling.

See-Saw: Name as many feelings as you can. Have a go at demonstrating what these feelings look like.

Play 'Freeze It' on Go Noodle.

Movement and Space

Definition: Space is using the area around you which means you can go low, high, wide. Movement is changing the speed of your actions - fast, slow

Look at some pictures of different animals such as a snake, mouse, elephant, turtle and act out the animals.

How are you moving?

Are you high or low?

Change direction (using the space around you).

Change speed: move slowly like a snake, now move fast like a snake. 

Reflection: As a class, let's see you mime an animal. Guess what animal it is. Were the movements fast/slow? High/low?

Fig. 1.2: What facial expression can you show?

Learning Intention: To understand the effects of facial expressions and gestures, and movement (fast/slow) and space (levels and direction) in drama performances.

Success Criteria: 

• I can find examples of facial expressions and gestures, movement and space our performances.
• I can talk about the effects of facial expressions and gestures, and movement and space.
• I can talk about why people like to watch drama performances.
• I can draw a picture of me using one of the elements of drama.
• I can talk about the element of drama I used.

As a class, let's complete the chart about our drama performances.

Think about the drama activities that you did in our last lesson. Then with a partner, in a Think-Pair-Share, discuss a facial expression that you used or you saw someone else use. We will record that in the "Example" column. Now think about "How did it make you feel?" Record that in the "Effects" column.

    
After completing the chart, discuss with your partner in a Timed-Think-Pair-Share:

Why is it important to use facial expressions?
Why is it important to use movement and space?
Why do people like to watch drama/plays/performances?

Now draw a picture of yourself using one of the elements of drama.

Talk about your picture with another student and your teacher, explaining the element of drama you are using.

Extension: Write about what you are doing. Include the elements of drama that you are using.

Fig. 1.3: When someone gestures with "thumbs up" and uses the facial expression of smiling, how do you feel?

Learning Intention: To demonstrate the elements of drama.

Success Criteria:

• I can use facial expression and gestures such as sad/happy angry/scared.
• I can use space and movement such as high/low and fast/slow.

In pairs/small groups, play a game called Sculptures. Explain to the class what sculpture you have created and how you created your living artwork.

• What elements of drama have you used?
• Is your living artwork low/high/wide? Why?
• What expression does your living artwork have? Why?

Take a photo of your sculpture and write about it.

Fig. 1.4: What expression and gestures will your living artwork have?

Learning Intention: To explore and investigate music.

Success Criteria: 

• I can recognise favourite sounds and music.
• I can identify differences and similarities in music.

Discuss:

• What is music?
• What makes music? 
• Make a list of instruments you know
• Do you have a favourite song? T-P-S

Listen to the following songs and play musical statues. Listen carefully to each song. 

Classical

Country

Rock:

Jazz

Opera

Today

Listen to the music and freeze when the music stops.

• How does it make you feel?
• How does your body move? 
• Was it the same for all types of music?
• What music did you like?
• What instruments did you hear?

Learning Intention: To listen and respond to different types of music.

Success Criteria:

• I can identity pitch (high/low).
• I can identify rhythm patterns (fast/slow).
• I can discuss why I like certain music .

In an Inner-Outer Circle, listen to three different pieces of music taking turns to talk about the music.

1. Listen to Gregorian Chant. What did you like/didn't like about the music. Did you notice the pitch? is it high or low?
2. Flight of the Bumblebee. Listen to the speed of the music. Is it fast or slow?

• How are they different?
• How are they the same?
• Which one do you like better? Why?

Learning Intention:

Success Criteria

Music activities

- Activity for pitch: 

- Activity for Rhythm

- Activity for Voice:

- Activity for Sound effects (percussion) 

Fig. 2.3: Some percussion instruments.

Learning Intention: To understand the effects of pitch, rhythm, voice and sound effects in music.

Success Criteria: 

• I can find examples of pitch, rhythm, voice and sound effects in our musical pieces.
• I can talk about the effects of pitch, rhythm, voice and sound effects.
• I can talk about why people like music.
• I can draw a picture of me using one of the elements of music.
• I can write about what element of music I used.

As a class, let's complete the chart about our music pieces.

Think about the music pieces that you presented in 2.3. Then with a partner, in a Think-Pair-Share, discuss a pitch (high/low) that you used or you heard someone else use. We will record that in the "Example" column. Now think about "How did that piece of music make you feel?" Record that in the "Effects" column.

After completing the chart, discuss with your partner in a Timed-Think-Pair-Share:

Why is it important to use different pitches?
Why is it important to use different rhythms?
Why is it important to use different voices?'
Why is it important to use different sound effects?
Why do we like to create music?
Why do we like to listen to music?

Now draw a picture of yourself, performing your piece of music. Draw symbols (words or pictures) to respresent some of the sounds you made.

Talk about your picture with another student and your teacher, explaining the element of music you are using.

Extension: Write about what you are doing. Include the elements of music that you are using.

Fig. 2.4: How did you feel as you listened to the music pieces?

Learning Intention

Success Criteria

• I can

Pictures of emotions - students use one of the emotions as inspirration to create music focussing on pitch, rhythm, voice or sound effects. 

students articulate what they have used and why

eg. angry - use a loud and fast sound

Fig. 2.5: Let's choose music to match the emotions that we practised showing in our drama activities.

Learning Intention: To demonstrate knowledge of dance

Success Criteria

• I can move my body 
• I can move according to the music
• I can acknowlegde different types of dance

1. T-P-S: What is dance? How do we dance? What do you do when you dance? 

2. Listen to the music and allow your body to go along with the music.

• Focus on how you're moving
• Does your movements change when the music changes? How? Why?

3. Share with a partner what your favourite song was to dance to and why

4. What types of dances do you know? Make a class list.

5. Watch some videos of different styles of dance. T-P-S: What was your favourite dance? Why?

Learning Intention: To understand how dance is made up of action and time (tempo) 

Success Criteria

• I can move my body to show different shapes.
• I can change directions while dancing 
• I can move in time to the music.

Movement

1. Listen to explanation of what movement 

2. Act out movements: walking, jumping, stepping rolling, sliding, bending, stretching and balancing.

3. Movement can be using your whole body or just one part of your body. Particpate in the Hokey Pokey, focusing on what body part you are moving 

Time

1. Participate in a game called 'Fast and Slow Names'. Create fast and slow movements to the syllables of your name.

2. Create actions to the music using fast and slow actions 

https://www.youtube.com/watch?v=j24_xH5uvdA&index=3&list=RDjrEXuCFywE0 

Direction 

1. Changing direction duirng your dance makes your dance more interesting

2. Listen to music and change direction when instructed. 

Fig. 3.2: What directions can you see in this dance? How is the space used?

Learning Intention: To understand the effects of movement (fast/slow) and space (levels and direction) in dance.

Success Criteria: 

• I can find examples of movement (fast/slow) and space (levels and direction) in our dances.
• I can talk about the effects of movement (fast/slow) and space (levels and direction).
• I can talk about why people like to dance.
• I can draw a picture of me using one of the elements of dance.
• I can talk about the element of dance I used.

As a class, let's complete the chart about the dances we have seen and done. With a partner, in a Think-Pair-Share, discuss a level that you used or you saw someone else use. We will record that in the "Example" column. Now think about "What happened when the level changed?" Record that in the "Effects" column.

After completing the chart, discuss with your partner in a Timed-Think-Pair-Share:

• Why is it important to use different movements?
• Why is it important to use different levels?
• Why is it important to use different directions?'
• Why do we like to dance?
• Why do people like to watch dance?

Now draw a picture of yourself using one of the elements of dance.

Talk about your picture with another student and your teacher, explaining the element of dance you are using.

Extension: Write about what you are doing. Include the elements of dance that you are using.

Fig. 3.4: Why does dancing and watching dance make you happy?

Learning Intention: To create a dance using the elements (movement, time and direction)

Success Criteria

• I can dance fast and slow
• I can dance using different levels (high, low)
• I can move different body parts when I dance 

 Notes

1. Listen to the music (Firework by Katy Perry) and think about what kind of dance you would like to create. 
2. In your group, create a dance using fast and slow movements, different levels and different body parts. 
3. Once you have practised, perform your dance to the class.

Fig. 3.4: How does dancing make you feel?

Learning Intention: To learn about different ways to make pictures

Success Criteria

• I can talk about how paintings make me feel
• I can talk about what I see when I look at a painting
• I can listen to other people's ideas

Activity:

Look at each of the three paintings of people and with a partner share what you are thinking.

Talk about what you see and what you think when you look at the painting.

Fig. 4.1a: Aboriginal art: Owls

Fig. 4.1b: Portrait of Gerda Bildnis by Ernst Ludwig Kirchner

Fig. 4. 1c: Self portrait by Vincent van Gogh

Learning Intention: To understand colour, shape and texture in art works 

Success Criteria

• I can draw and talk about different shapes
• I can choose, mix and talk about different colours
• I can copy, make and talk about different textures

Shape

What are some names or describing words for different shapes?

Colour

How can colours be different? What are some words that describe colours?

Texture

Texture is the way something feels or the way it looks like it would feel. What are some words that help us describe how something feels?

Look at the three paintings again and how the artists have used shape, colour and texture in each picture. With a partner share what you see. Draw and write about this on the worksheet.

Then make a picture where you choose your favourite shapes, colours and textures. 

Looking at art works

	Shapes I see ...	Colours I see ...	Textures I see ...

Learning Intention: To understand the effects of colour, texture and shape in artworks.

Success Criteria: 

I can identify examples of colour, texture and shape in artworks.
I can discuss the effects of colour, texture and shape in artworks.
I can discuss why people like looking at art.
I can make a picture where I think about colour, texture and shape.
I can talk about what elements of visual art I used in my drawing.

As a class, let's complete the chart about our artworks.

Think about the artworks that you presented in our last lesson. Then with a partner, in a Think-Pair-Share, discuss the colours you saw someone else use. We will record that in the "Example" column. Now think about "How did that make you feel?" Record that in the "Effects" column.

After completing the chart, discuss with your partner in a Timed-Think-Pair-Share:

Why is it important to use different colours?
Why is it important to use different lines?
Why is it important to use particular shapes?
Why do we like to create artworks?
Why do we like to look at artworks?

Learning Intention: To choose shapes, colours and textures to create a self-portrait.

Success Criteria

• I can choose and use shapes to show how I am feeling
• I can choose colours to express a mood or feeling
• I can use different textures in my painting to make special effects 

Now draw a picture of yourself then create your artwork by thinking about shape, colour and texture. 

Fig. 4.4: What colours will you use? What will be their effects?

Share your picture with your class.

Write about what you are doing. Think about how you used the art elements of colour, shape and texture.

Learning Intention: To show what I have learned about the arts through a class project/performance.

Success Criteria:

• I can suggest ideas for our class project/performance.
• I can participate in creating our class project/performance.
• I can present our class project/performance.
• I can talk about what was important in our class project/performance.

Let's show what we have learned about the elements of drama, music, dance and the visual arts through a class project/performance. We could work together to create:

• a drama role play
• a dance
• music
• artwork

We could combine one or more areas as a performance for an audience.

Reflect in a Think-Pair-Share:

• What was your favourite part of your class project/performance?
• What did you think that you did well?
• What did other students do well?
• What elements of the arts did you show in your performance?
• Draw a picture to show what you learnt. Describe what you are doing.

Fig. 5: We could sing while other students dance or play musical instruments.