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WHALES
Lesson Plan by Katherine Barnes (Australia)
11/01/11

Grade:


W   H   A   L   E   S      A    R   T
Tribute to a dead WHALE:
Damien Hirst – artist reference- giant aquariums displaying ‘Shark’ in resin.



Blood on the Snow: Concept-based
Periodic of Endangered Species: Food Chain – Sea of Life: POSTER
Atmospheric pedagogy: Tone of the Classroom


Brief: Lesson 1 for stages 1-3
Draw the outline of a WHALE.
Write key words around it to describe it, for your VAPD book [Visual Arts Process Diary]
And draw a second skin as an outline around it and write ‘air’ in the space created.
Using signs & symbols, illustrate everything you can describe in both words & images, i.e.: your understanding of what a WHALE is.
Explore 2D &3D and the concept of scale.
A concept to attain - Friends of the Earth/relativity.


Brief: Lesson 2 for Stages 3-5
For major work. –can include, use of tapes, products and all found objects to elaborate on your theme of Story or research. *The concept to attain – Fire on the Snow, Blood on the Snow;
*To build information, collect information, share & construct information, using relevant materials in order to express & communicate your views.
 


Procedure

DRAW:
Work in pairs:
Draw an outline of a WHALE. (What you think it looks like; a draft)
Draw another outline around it, so that you can have two inside the space. (Line created).


WRITE:
Write "AIR PRESSURE". Use words to describe all you know about a WHALE.  [In VAP Diary or journal] as key points, like a concept map. [Visual Arts Process Diary].

IMAGINE:
Imagine the smells, sights & sounds, it can hear in a lifetime. List them in your journal.
Discuss with your partner.

CONSTRUCT:
Construct, by drawing a smaller whale on the sheet of paper, & then cutting it out carefully, to paint & assemble; or reconstruct back into the work. Paint the 'baby' whale in colours, then make it 3D using classroom materials.

VIEW:
Respond to the image, (with intelligence) and build a context to place it in. (I e. Surrounding environ...etc)

SHARE:
Collect and view other artists work. E g: Contemporary HURST. Images collected should build ‘meaning’, using symbols, signs, line, colour, shape, tone, texture, patterns & text, sound, & performance. A Visual Language / Expression / gesture.  With discussion, Artmaps Compass Strategy used here. [Art pedagogy reference 2002, University of Tasmania.]

DEVELOP:
A major Work based on your findings. Explore all of the senses the WHALE uses – sight, sound, taste, smell, touch and feels.
…And from the IMAGE created, imagine, you, as the WHALE sees BLOOD ON THE SNOW and investigates. You can extend the work here with the concept FIRE ON THE SNOW; and Investigate.

Materials:
A2 paper & classroom Art room materials, Found Objects and journal entries, VAP Diary; research materials.

Students Understand:
Art as Emotional Response; Expressive, Insightful.
Art as Investigative
Art as Shared World View, Universal, a Visual Language.
Art as a Reflection of the Real World.

…and are guided by inquiry and ongoing assessment with research and journal writing/expression to performance outcomes and culminating performances to set criteria, using the Tasmanian Art Teachers Association model underpinning AESTHIC INQUIRY for all Stages1 – 5  (July 2005)


K. Barnes
30/9/’05