Jessica Gorman

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Task3: Unit Outline

Year 2 Unit Planner

Name: Jessica Gorman

Unit title: Whats that

emotion?

KLA(s): The Arts, HPE, English

Year level(s): 2

Duration of unit: 10
Weeks

Identify curriculum
Australian Curriculum
The Arts: Year 3 Essential Learnings

HPE:
Personal, Social and Community Health

Visual Art involves using visual art elements, concepts, processes and
forms (both 2D and 3D) to express ideas, considering audience, through
images and objects.

Being Healthy safe and active:

-

Practise strategies they can use when they need help with a task, problem or
situation (ACPPS017)

Ways of Working:

selectideas for arts works, considering particular audiences and particular

purposes, using arts elements and languages

practise arts works, using interpretive and technical skills

present arts works to familiar audiences, using arts techniques, skills and
processes

follow guidelines to apply safe practices

Communicating and interacting for health and wellbeing:

-

Describe ways to include others to make them feel that they belong (ACPPS019)

Identify and practise emotional responses that account for own and others
feelings (ACPPS020)

Contributing to healthy and active communities:

-

Visual Arts

Warm (red, orange, yellow) and cool (blue, green, purple) colour schemes, and
mixed and complementary colours, are used to create tone and variation
-

Personal Development

Example: Cool colours; to suggest calm, dreaming and sleep.

Dance:

Recognise similarities and differences in individuals and groups, and explore how
these are celebrated and respected (ACPPS024)

Dance involves using the human body to express ideas, considering particular
audiences and particular purposes, through dance elements in movement
phrases.

Personal identity, self-management and relationships develop through

interactions in family and social contexts and shape personal development

Everyday experiences and relationships give rise to different emotions in self and
others. (E.g. having friends can foster happiness, feeling left out can cause
sadness)

Music:

Music involves singing, playing instruments, listening, moving, improvising

and composing by using the music elements to express ideas, considering
particular audiences and particular purposes, through sound.
Repetition is used to structure music.
-

Example: using the same, similar and different phrases with a known
song.

General Capabilities

Literacy

Critical and creative thinking

Personal and social capability

Ethical understanding

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Cultural understanding

Australian Curriculum

Unit Focus

Cross Curriculum Priority

Health Topic: Emotion

Key Inquiry Questions:

Sustainability

What are emotions?

How do people control emotion?
What emotions do we feel and why?7
How may emotions impact our daily lives?
What is observable about emotions?
How can our actions effect emotion of others?

About this unit: Context and rationale

This unit focuses on the personal development aspect of health specific to the Year 2
elaboration everyday experiences and relationships give rise to different emotions
in self and others- having friends can foster happiness, feeling left out can cause
sadness (QCAA, 2014)
During this unit, students will be exploring different situations which trigger different
emotions. Students will discover meaning behind each emotion and gain an
understanding of feelings given for each emotion. Students will be learning visual
arts elements to assist the learning process and utilise the skills and techniques
needed to complete assessment tasks. Students will become familiar with different
feelings and emotions people display every day. Students will learn how emotions
affect certain aspects of ones life and real life situations. Students will create and
investigate colours used to enhance and depict emotion.
The concluding task for this unit is an assembly item, involving the whole school
community where students present their props to peers through song and dance.

Unit objectives
At the conclusion of this unit, students will be able to:

Identify and give examples of emotions and experiences that may trigger different
feelings and emotion.

Define and discuss traditions and emotive qualities that a mask may have.

Create an expressive mask using traditional and non -traditional materials.

Use visual art elements to create artefacts, exploring emotion and feeling.

Use music and dance element to create assembly performance along with their
artefacts.

Explain and evaluate their work and personal connection to the emotion and
artefact.

Present their knowledge, understanding and finding of their artefact during school
assembly performance.

Key summative assessment task

Assessment item

What will be assessed

When it will be assessed

Purpose of assessment task

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Emotion Mask

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Emotion Mask:

Emotion Poster

Type of emotion chosen

How emotion is represented

Colour and graphics

Creativity

Added detail to forehead

Week 7: Masks will be collected in

Week 7 to be assessed by teacher.
Teacher to ensure to give mask
back to student ASAP for students
to begin poster.

Week 10: Posters will be collated

and used for school assembly item.
Both posters and mask will be used
in school assembly piece.

Emotion Poster:

Performance (Song)

Task3: Unit Outline

Colour and graphics

Background image (setting)

Appropriate

Correct spelling and grammar

Information

Sentence structure and ideas

To give students understanding of different emotions

portrayed every day. Students will be able to design
and demonstrate their knowledge on creating and
making a mask. They will learn and become familiar
with the decoration and objects incorporated within
the mask. Students will be able to discuss the
traditions and emotive qualities that masks may
have. Students will create and make an expressive
mask using traditional and non-traditional materials.

Posters will provide insight into students feeling and

emotion. Students are to make poster personal and
significant to themselves The posters will be used in
the school assembly item for background images and
useful information for parents and guests.

Performance:

Participation

Involvement

Week 10: Incorporating both the

mask and poster, as well as the
song If youre happy and you know
it will add depth and meaning to
the learning of emotion.

Sequence learning
Learning experiences

Key questions

Adjustments for needs of learners

Discussions- identifying different emotions students feel

Emotion Flashcards- students sort feeling flashcards

Videos

Matching- words to picture/ cartoon face

Pictures

Video- emotion YouTube video

Book- Emotions- Todd Parr

Objects and materials

Positive and negative emotions

Storybooks

Modes of communication:

Emotion:

What are emotions?

How do people control emotion?
What emotions do we feel and why?7
How may emotions impact our daily lives?
What kind of emotions do you feel
What is observable about emotions?
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Negative emotions- it is okay to feel these emotions

Strategies- what to do when I feel negative emotions

Learning Styles:

Situations- different situations bring on different emotions

Visual

Colour:

Managing- how to manage my emotions

Digital projector screens

What are complimentary colours?

Drawing and identifying emotions

Worksheets

Why do we use colour?

Create a dance to If Youre Happy and You Know It for

school assembly performance

Smart boards

What is light and shade?

Including other emotions to the song If Youre Happy and

You Know It for school assembly performance

Images and drawings

What is tone?

Difference between happy and sad colours

Using visual art elements, including mask and poster to

enhance what students know about emotion.

Music

Difference between cool and warm colours

Rhyme

Design and present an assembly item to showcase to what

they have learnt about emotion and feelings.

Spoken

Listening

Auditory:

How can our actions effect emotion of

others?

Kinaesthetic:

Group work

Individual work

Concrete materials

Give/show examples

Impairment:
Visual/ Hearing / Physical & Mental Impairment:
As teachers is it our role to ensure all students are
included despite such impairments. Students with
visual impairments, ensure they are situated at the
front and font size is enlarged on flashcards,
worksheets and images. Hearing impaired students,
may need an area with reduced noise when working in
small groups. Teacher to ensure volume of his/ her
voice is suitable to hearing impaired student. Students
with a physical impairment- ensure other students
move to them, where possible.

Data sources, resources and references

Student data sources and resources

Teacher references

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Learning Resources:

Teaching Resources:

www.kidsmatter.edu.au

www.edutopia.org.au

www.youtube.com/watch?v=zEK48QQSPo4

www.sparklebox.com All About Me

www.youtube.com/watch?v=xRITTSpGUx4

www.pinterest.com/simplesongs/teaching-emotions
www.mrprintables.com/learning-about-emotions.html
www.qld.gov.au/education/schools/health/pages/support.html

Design Process
Artefact 1: Emotion Mask

Artefact 2: Emotion Poster

Lesson Focus
WEEK 1:
Artefact 1:
Introduction to mask
CONTENT:
Everyone has many feelings:
Vocabulary used: happy, sad, angry, mad, scared,
lonely, excited, worried, frown, smile cry, laughs etc.
Focus Question:
What are emotions?

Artefact 3: Performance

Learning activities
Artefact 1:
Show example to students
Discuss mask, its feature and purpose
Content:

Resources required for the lesson

KWH Chart
Feeling Cards
My feelings poem x25
Whiteboard
Whiteboard markers

Discussion: What is emotion? What types of emotions/ feelings are

there?
KWH Chart: What is emotion?
Explain the big questions:

What are emotions?

How do people control emotion?
How may emotions impact our daily lives?
What is observable about emotions?
How can our actions effect emotion of others?

Feeling cards:

Happy, sad, mad, scared, lonely, excited, angry

Use cards to discuss feelings people have to express their
emotion

My feelings poem:

Read the whole poem to students

Students learn line my feelings poem

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WEEK 2:
Artefact 1:
Design mask
CONTENT:
Everyone has many different feelings

Vocabulary used: emotion, feeling, culture, difference,

happy, sad, personal feeling, expression, laughing,
giggling

Focus Question:

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Artefact 1:
Each student to choose an emotion
Students use paper and pencils to plan design of mask
Have examples to show students

Feeling cards
Props for role play
Emotion Bingo cards x25
Counters

Content:
Discussion: What is emotion? Students respond
Feeling Cards:

Using cards, students think of a scenario and act that

emotion. Other students to guess the emotion.

Role Play:

What are emotions?

Using different facial expressions and gestures, students

guess the feeling shown. Use feelings cards to distribute the
feelings around class.
Students to practice asking how you feel using the sentence
pattern
How do you feel?
Respond: I feel happy.

Emotion Bingo:

WEEK 3:
Artefact 1:
Continue making mask
CONTENT:
Emotional culture difference

Vocabulary used: understanding, awareness, different,

meaning, interpretation, difficult

Focus Question:

How may emotions impact our daily lives?

Teacher to call out emotion by doing the expression. E.g.

happy- teacher to smile.

Artefact 1:

Give materials to students

Monitor and give guidance to students making masks
Discuss colours- positive and negative colours
Warm and Cool colours
Adding line, texture and tone to mask with colour
Content:
Discussion:

White board
White board markers
Worksheet x25
Cultural Masks
Internet
Paint
Coloured pencils/ texters
Mask

Do emotions impact our daily life? Why/ How?

Worksheet: How do you know?

Have a variety of emotions, students are to determine which
happy, sad, worried etc. is and write a few sentences
explaining why.
Culture Awareness:
Meaning of emotion
Masks in different cultures- purpose and meaning
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Dance:
Use song and rhythm to explain emotion
Pharrel Williams- Happy
Celine Dion- My heart will go on

WEEK 4:
Artefact 1:
Continue making mask
CONTENT:
Taking control of emotions

Vocabulary used: control, emotion, hurt,

circumstances, situation, myself and others,

Focus Questions:

How do people control emotion?

How can our actions effect emotion of others?

Artefact 1:

Give materials to students

Monitor and give guidance to students making masks
Discuss colours- positive and negative colours
Warm and Cool colours
Adding line, texture and tone to mask with colour
Content:
Create a ways of express feeling chart

Mind map:

Artefact 1:
Complete mask
CONTENT:
Significance of colour and emotion

Vocabulary used: red, blue, yellow, colour,

importance, enhance, relate, relationship between
emotion and colour, how it makes us feel.

White board markers

Mind map Worksheet x25
Large butchers paper
Coloured pencils/ texters
Internet
Mask examples
Paint
Materials- feathers, pipe cleaners etc
Masks

Happy
Sad
Angry
Worried
Lonely
Excited
Visual rhythm design

WEEK 5:

Do as whole class

White board

Choose a song
Ask students how it makes them feel
Draw how it makes them feel
Use line and colour to express feeling

Artefact 1:

Monitor and give guidance to students making masks

Discuss colours- positive and negative colours
Warm and Cool colours
Adding line, texture and tone to mask with colour
Content:
Meaning of colour

Explored through a colour wheel

Representation of colours in everyday surroundings
Colour in life

Colour Wheel
Coloured ribbon
You Tube: If youre happy and you know
it
Music *various moods, tempos, emotions
within music choice
Paper
Pencils
Mask materials
Mask
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Focus Question:

What significance does colour have on our emotions?

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Colour in people (white- sick)

Colour wheel
Song:

Coloured pencils/ texters/ paint

If youre happy and you know it

Create a new verse to song
Music:

WEEK 6:
Artefact 2:
Introduction to poster
Performance:
Practice song and dance

As music is played, students move around the room. Students

act out how the music makes them feel. **Our bodies react to
emotion through song and dance.

Artefact 2:

Show students poster example

Colours used to enhance the poster
Line, texture and colour used to add depth to poster
Different materials enhance poster quality and meaning
Difference between happy/ sad poster- features of both

Flashcards
Props and materials for role play
Emotions (Book)- Todd Parr
Poster examples
Happy/ sad posters

Performance:
CONTENT:
Everyone needs friends

Vocabulary used: friendship, accept, hurt, important,

colours, positive and negative actions, lonely, sad,
happy, enthused.

Focus Question:

What significance do friends and family have on our

emotions?

Practice the song, If youre happy and you know it for school
assembly item. Use other emotions and do action for what you
may be feeling. E.g. if youre sad and you know it, wipe your
tears if youre happy and you know it, clap your hands.
Content:
Positive and Negative Emotions

Flashcards
Song
Dance

Seeking help:

Strategies to help with feeling negative emotions

Role play, using different people and scenarios

Story Book:
Emotions, Todd Parr

WEEK 7:
Artefact 2:
Design poster
Performance:

Artefact 2:

Show students poster example

Colours used to enhance the poster
Line, texture and colour used to add depth to poster
Different materials enhance poster quality and meaning
Difference between happy/ sad poster- features of both

Poster example
Colours- paint/ texters/ crayons
Poster materials
Happy colours
Sad colours
Plain paper
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Practice song and dance

CONTENT:
Meaning of colour and adding tone to design

Vocabulary used: linking colour and emotion, cool

colours, warm colours, complimentary colours,
appropriate colours for positive and negative
situations.

Focus Question:

What is tone?

Difference between happy and sad colours

Difference between cool and warm colours

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Use paper to plan and design poster- use colours.

Pencils

Poster example
Colours- paint/ texters/ crayons
Poster materials
Happy colours
Sad colours
Plain paper
Pencils
Internet
Paper

Poster example
Colours- paint/ texters/ crayons
Poster materials

Performance:
Practice the song, If youre happy and you know it for school
assembly item. Use other emotions and do action for what you may
be feeling. E.g. if youre sad and you know it, wipe your tears if
youre happy and you know it, clap your hands.
Content:

Discussion: how colours can be linked to different emotions

Create: an image which represents a happy moment in your
life, using appropriate colour and tone to drawing.
Create: an image which represents a sad/ angry moment in
your life, using appropriate colour and tone to drawing.
Explore colour and tone when drawing and colouring in different
emotion faces (happy, sad, worried, excited)

WEEK 8:
Artefact 2:
Continue making poster
Performance:
Practice song and dance
CONTENT:
Meaning of colour and adding tone to design

Vocabulary used: linking colour and emotion, cool

colours, warm colours, complimentary colours,
appropriate colours for positive and negative
situations.

Focus Question:

What is tone?

Difference between happy and sad colours

Artefact 2:

Colours used to enhance the poster

Line, texture and colour used to add depth to poster
Different materials enhance poster quality and meaning
Difference between happy/ sad poster- features of both

Performance:
Practice the song, If youre happy and you know it for school
assembly item. Use other emotions and do action for what you
may be feeling. E.g. if youre sad and you know it, wipe your
tears if youre happy and you know it, clap your hands.
Content:

Look at images on the internet that depict tone

Draw a picture using happy colours
Draw a picture using sad colours
Mix colours together to create a new colour- give it a namehappy colour/ sad colour

Difference between cool and warm colours

Week 9:
Artefact 2:
Continue making poster

Artefact 2:

Colours used to enhance the poster

Line, texture and colour used to add depth to poster

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Performance:
Practice song and dance
CONTENT:
Expressing your feeling through colours

Vocabulary used: linking colour and emotion, cool

colours, warm colours, complimentary colours,
understanding, everyone is different, different colours
have different meaning

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Different materials enhance poster quality and meaning

Difference between happy/ sad poster- features of both

Performance:
Practice the song, If youre happy and you know it for school
assembly item. Use other emotions and do action for what you
may be feeling. E.g. if youre sad and you know it, wipe your
tears if youre happy and you know it, clap your hands.

Happy colours
Sad colours
Plain paper
Pencils
Internet
Paper

Content:
Focus Question:

What are complimentary colours?

Why do we use colour?

What is observable about emotions?

How can our actions effect emotion of others?

Week 10:
Artefact 2:
Complete poster
Performance:
Perform song and dance
CONTENT:
Summarise: emotion and feeling through colour and
line

Vocabulary used: linking colour and emotion, cool

colours, warm colours, complimentary colours,
understanding, everyone is different, different colours
have different meaning, cultures have different
meaning of colour and expression, positive and
negative colours.

Complimentary colours- Discuss what they are, where they

are used.
What does colour do to our life? Enhance- Yes or No- Do a
value walk
Meaning of each word- Happy grinning, smiling, laughing
etc.
Friends: having friends brings a positive experience- what
colours best represent this.
Being lonely brings a negative experience- what colours best
represent this.
Have students draw a picture of their friend- write a sentence
what makes them a great friend. Decorate the page using a
made up (student mix their own colour) colour from paint.
Artefact 2:

Finalise poster
Complete checklist (Task Sheet)

Check list
Music
Poster materials

Performance:
Perform the song, If youre happy and you know it for school
assembly item.
Content:
Incorporate all learning experiences and activities over 10
week unit into last lesson. Students to finalise poster and use
mask and poster in school assembly performance.

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Design justification
An education rich in The Arts maximises opportunities for learners to engage with innovative thinkers and experience The Arts as an artist and audience viewer. Learning
through The Arts significantly contributes to broadening students knowledge and understanding of art processes and design. For students to reach their full potential in
schools, it is essential to have student focused learning outcomes within The Arts curriculum to increase cultural understanding, participation, engagement and achievement
(Linson, 2009). Education is vital to students success as an individual and as a member of society, emphasising not only on creativity and imagination but the values of
cultural understanding and social harmony that The Arts can engender (Queensland Studies Authority, 2007) .

The importance of learning and teaching The Arts is dependent upon the individual, their confidence and opportunities they have had in the past. For some, the challenge of
teaching The Arts in schooling environment can be confronting and difficult, however with correct tools and materials, teaching and learning about The Arts is a positive and
rewarding experience. Education equips young people with the knowledge, understanding, skills and values needed to take advantage of opportunities to face certain
challenges of this era (Melbourne Declaration, 2008). The Arts include five (5) strands including, Dance, Drama, Music, Media and Visual Arts. Throughout primary school
continuing into secondary school the importance of The Arts within the Australia Curriculum is mandated (ACARA, 2009) (The Arts, 2014). The curriculum gives all Australian
students ample opportunities to engage with and express themselves in their own unique way. As educators we understand students come from different backgrounds, cultures
and life experiences which enriches The Art curriculum. Students are free to express and communicate their ideas through a guided teaching approach which provides great
avenues for critical and creative learners. The Australian Professional Standards for the teaching profession is an integral part of ensuring quality learning and teaching in
Australia schools. With their development and continual support and implementation, Australian education systems are well placed to being among the best in the world
(Queensland College of Teachers, 2011). Integrating Health and Physical Education within The Arts curriculum exposes students to a varied learning approach and gives a
different aspect or teaching strategies within ones classroom.

Teaching strategies within educational learning environments vary according to ones pedagogical view. Strategies used with this unit of work include discussions, class
demonstrations and inclusive practices. By incorporating these strategies with the classroom, students have access understanding and interpreting information clearly and
effortlessly. By providing demonstrations and examples for students it gives clarity of the task students are asked to do. For teachers, its provides understanding and clarity of
what students know and already know in relation to the content. Strategies used within the classroom will enhance artistic knowledge and give greater confidence to students
who struggle on their own.

Learning through The Arts involves artistic and creative methods and discovering different techniques in numerous learning activities. Within The Arts, students will be exposed
to colours, the meaning and significance of colour in life, using contrasting and complimentary colours to enhance artwork, line, tone and graphical organisation through a
poster. Through exposing students to a number of techniques provides great opportunities for critical and creative thinking to occur. Using art to make art encourages
exploration, creativity, and self -expression while developing basic art skills and concepts (Crowther, 2008, pg. 235). Students who become creative and critical thinkers express
their personal understanding in ways different to the norm. Asking students to demonstrate and communicate their ideas, thought and reasoning gives teachers an insight and
understanding into their world.

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Reference List:
Australian Curriculum, Assessment and Reporting Authority. (2009). Foundation to Year 10 Curriculum. Canberra: ACARA. Retrieved from
http://www.australiancurriculum.edu.au/
Crowther, I. (2012) Creating Effective Learning Environments (3rd edition) Toronto, Ontario: Nelson Education Ltd.
Linsin, M. (2009). How to Handle Disrespectful Students; Smart Classroom Management. Last accessed 30 September 2014, retrieved from
www.smartclassroommanagement.com/2009/07/31/how-to-handle-disrespectful-students/
Queensland College of Teachers. (2011). Profession Standards for Queensland Teachers, Retrieved September 30, 2014, from
http://www.qct.edu.au/Publications/ProfessionalStandardsForQldTeachers2006.pdf
Queensland Government. (2008) Melbourne Declaration and Educational Goals for Young Australian. Retrieved October 6, 2014, from
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf
Queensland Studies Authority & Queensland Government (2007) Queensland Curriculum, Assessment and Reporting Framework- Essential Learnings, The State of Queensland,
retrieved www.qsa.qld.edu.au
The Arts (2014). The Australian Curriculum v7.0 The Arts: Introduction. Retrieved September 30, 2014, from http://www.australiancurriculum.edu.au/the-arts/introduction

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