Unit Title Getting a Better Perspective

Year Level/Stage Year 2, Stage 1

Teaching period and duration A 10 hour lesson each week for 10 weeks.
Area of Interaction Focus: Significant Concepts:

COS1.1: Communicates appropriately in a What learning do we want the children to

variety of ways. retain 2 years from now?

- Shows understanding about others Different people have different

feelings perspectives
- Expresses themselves through Different ideas and points of view
movement are ok
Respect for others opinions
INS1.3: Develops positive relationships
Know that their own opinion or
with peers and other people.
perspective is valid
- Displays cooperation in group
Meaningful engagement in the Arts can
activities
Assessment improve students emotional and physical
- Uses positive talk to encourage
Product Analysis wellbeing (Lee et al., 2016) as well as
others
- Performance
Listens and responds to others improve students conflict resolution skills
(Yavuza, 2012). The Arts assist in
Appreciating
DAS1.7: Performs simple dance sequences providing the foundational skills required
Responding
incorporating basic movement skills and by students to appreciate their own and
Teacher Observation
Participation
Whole Class Discussion
Group Discussions
Individual Consultation
It is critical for the teacher to employ a variety of methods for assessing students
Unit understanding and
Questions
engagement with the unit. Assessing plays a critical role in how the teacher shapes future learning and
What is perspective?
Why do different people have different perspectives and ideas?
What do we do if someone has a different perspective or idea?
10
scaffolding, as well as forms students ideas about what is important based on how and what theyre assessed
on (McLeod & Reynolds, 2007).
Learning and being assessed in a studio based format is beneficial for students due to a variety of reasons. A
stated by Budge (2012) the critique and peer-based culture of studio generates inspiration in a disciplinary

W
culture focused on creating and making, in addition to modelling the real work environment of many artists
and designers.
Use of ICT
Animal noises:
https://youtube.com/watch?v=yPdOfXqY5OM
How animals behave:
Https://youtube.com/watch?=vpCMyh48QWD8

ee
Barnyard Music:
Https://www.youtube.com/watch?v+crlLGu78NMm4
Diverse Learning
The Arts curriculum lends itself to flexibility and individualisation for students, encouraging equitable learning
(Dinham, 2014). This allows our students, particularly those who are considered to be at risk, to express
themselves in a safe environment free of judgement, and relate to others in this same space. Children who
may be disillusioned with the schooling system can also utilise the Arts in such a manner that they are able t

k
identify purpose and derive meaning from their school experience (Dinham, 2014).
This unit has been designed to cater to a variety of learners with a multiple intelligences approach to teachin
In doing this, the teacher is helping each child reach their goals, and then extend beyond them.

Content Teaching, Learning and Assessment Resources

DRAS1.1: Takes on roles in drama to explore Georges Marvellous Medicine by Roa
imagines and familiar situations (NSW BOSTES, Lesson 1: DRAMA Dahl
2006).
- Creates a range of roles and situations adapted
O: Read Georges Marvellous Medicine.

Le
Whiteboard Marker
 from literature G: Discuss characters, consider different
DRAS1.2: Conveys story, depicts events and Space for performances
perspectives.
expresses feelings by using the elements of drama
- Creates and adapts stories for enactment
E: Students will perform small excerpt from
DRAS1.3: Interacts collaboratively to collaborate the book (groups)
action of the drama to others R: Perform pieces to class, reflect.
- Shares their drama making with others Assessment: Observation, Participation and
- Interacts abstractly or in role to communicate
meaning to others Discussion.
DRAS1.4: Appreciates dramatic work during the
making of their own drama and the drama of others
- Responds to their own drama and that of others by
describing their ideas and feelings
- Reflects on characters from literature
Lesson 2: MUSIC
MUS1.1: Sings dances and plays to music, O: Play Students animal noises. YouTube animal noises:
demonstrating an awareness of musical concepts G: As a whole class practice each sound. https://youtube.com/watch?
- Creates music using body percussion, percussion v=yPdOfXqY5OM
E: Students in groups of animal sounds.
instruments and self-made sound sources
MUS1.2: Explores, creates, selects and organises
Teacher will conduct this animal choir,
sound in simple structures before other students conduct.
- Creates simple musical compositions R: How did the sounds go together?
- Explores ways of making different sounds Assessment: Observation, Participation and
Discussion
DAS1.1: Performs dances demonstrating expressive
qualities and control over a range of locomotor and Lesson 3: DANCE Youtube clip:
non-locomotor movement O: Play YouTube clips of animal movements. Https://youtube.com/watch?
- uses a range of body parts and shapes with G: As a class practice each animals =vpCMyh48QWD8
expressive intention,
- uses movement with control, confidence,
movement.
Barnyard Music:
awareness of skilful techniques and a range of E: Students will practice animal movements
Https://www.youtube.com/watch?
expressive qualities to barnyard music.
DAS1.3: Gives personal opinions about the dances v+crlLGu78NMm4
R: What was your favourite animal to dance
and their purpose that they view and/or experience.
- observes and identifies the elements of dance that as? Why? SO Fresh hits of 2015 CD
they have explored in the creating and performing Assessment: Participation, Discussion and
 activities Observation. Space to dance and perform

DAS1.1: Performs dances demonstrating expressive Lesson 4: DANCE

qualities and control over a range of locomotor and O: Review previous lesson
non-locomotor movement G: Perform some animal movements to
- uses a range of body parts and shapes with music as class.
expressive intention,
- uses movement with control, confidence, E: Students placed in small groups to
awareness of skilful techniques and a range of choreograph their own animal dance.
expressive qualities R: Perform dance to class, discuss choices
DAS1.2 Explores and selects movement using the
elements of dance to express ideas, feelings or
for choreography.
moods. Assessment: Product Analysis, Observation,
- uses the elements of dance to explore movement Participation and Discussion.
ideas based on a theme
- shows imagination in selecting movement following
exploration
- engages with a stimulus to create sequences using
the elements to express a theme
- works collaboratively with a partner, in small
groups and as a class member to explore and
select movement to express ideas, feelings and
mood
DAS1.3: Gives personal opinions about the dances
and their purpose that they view and/or experience.
- observes and identifies the elements of dance that SO Fresh hits of 2015
they have explored in the creating and performing
activities
Whiteboard
- after viewing a live dance or videoed dance, talks
about the ideas, feelings or moods communicated Mini Whiteboards
and relates these to the movement content, Whiteboard markers
costume, set, music and physical location of the
performance Lesson 5: MUSIC
O: Listen to music from last lesson.
G: Discuss rhythm, beat and timing
E: In groups, students find the beat, rhythm Georges Marvellous Medicine by Roa
and timing of the song. Dahl
MUS1.4 Responds to a range of music, expressing R: Report back to class. Construction paper
likes and dislikes and the reasons for these choices. Assessment: Individual Consultation, Glue
- identifies simple musical features of the music that Scissors
is performed and listened to, eg the tempo, pitch, Participation, Discussion.
structure, dynamics, tone colour Lesson 6: VISUAL ARTS Ruler
Pencil
O: Review book.
Art tissue
G: What did grandma see out the window?
String
E: Window View activity. http://www.firstpalette.com/Craft_th
R: Reflect on choices for artwork. es/People/artwindow/artwindow.htm
VAS1.1 Makes artworks in a particular way about Assessment: Product analysis and
experiences of real and imaginary things. Individual Consultation.
- continues to explore characteristics of people
around them
- investigates details of objects, places and spaces
and other living things
- talks about significant features and relationships Previous lessons Artworks
within their artworks, referring to such things as Performing and rehearsing space
size, scale, proportion, colour
Lesson 7: DRAMA
VAS1.2 Uses the forms to make artworks according O: Review last lesson.
to varying requirements. G: What would grandmas story be?
- thinks about how they can interpret the teachers E: Small groups are to improvise the story
or others requirements for artmaking
- investigates techniques of cutting from grandmas perspective.
R: Perform and discuss.
Assessment: Observation, Discussion and
DRAS1.1: Takes on roles in drama to explore Participation.
imagines and familiar situations
- Creates a range of roles and situations adapted
from literature
- interprets a dramatic context by responding in a
drama form
DRAS1.2: Conveys story, depicts events and
expresses feelings by using the elements of drama
- Creates and adapts stories for enactment
- makes decisions with others about narrative
structure
Georges Marvellous Medicines by
DRAS1.3: Interacts collaboratively to collaborate the
action of the drama to others
- Shares their drama making with others
- Interacts abstractly or in role to communicate
meaning to others
DRAS1.4: Appreciates dramatic work during the
making of their own drama and the drama of others
- Responds to their own drama and that of others by
describing their ideas and feelings
- Reflects on characters from literature
VAS1.1 Makes artworks in a particular way about
experiences of real and imaginary things.
- continues to explore characteristics of people
around them
- investigates details of objects, places and spaces
and other living things
- talks about significant features and relationships
within their artworks, referring to such things as
size, scale, proportion, colour
VAS1.2 Uses the forms to make artworks according
to varying requirements.
- thinks about how they can interpret the teachers
or others requirements for artmaking
- investigates techniques of cutting
- experiments with the properties of different
drawing and paint media and tools such as graphite
(lead) and colour pencils, fibre tip pens, crayons,
paint, brushes, rollers, scrapers, sticks and
computer applications
DRAS1.1: Takes on roles in drama to explore
imagines and familiar situations
Roald Dahl
A3 Art Paper
Crayons
Water colour paints
Acrylic paints
Lesson 8: VISUAL ARTS
Pens
O: Review types of animals in the book.
Pencils
G: Model how to use various art materials Oil pastels
E: Students are to draw any animal after it Charcoal
has been given some of Georges Medicine
R: What were our favourite things to draw
with?
Assessment: Product analysis, Individual
Consultation, Observation.
Previous Lessons artworks
Performance and rehearsal space
Lesson 9: DRAMA
O: Review grandmas perspective lesson.
Introduce animal perspective.
G: What would the animals feel like after
taking the medicine? How would the story be
different?
E: Students will improvise the story from an
animals perspective (groups).
R: Performance and discussion.
Assessment: Discussion, Participation,
Product Analysis and Observation.
 - Creates a range of roles and situations Georges Marvellous Medicines by
adapted from literature Roald Dahl
- interprets a dramatic context by responding in Crayons
a drama form
Paint
DRAS1.2: Conveys story, depicts events and
A3 Paper
expresses feelings by using the elements of drama
- Creates and adapts stories for enactment Pencils
- makes decisions with others about narrative Charcoal
Lesson 10: VISUAL ARTS
structure
DRAS1.3: Interacts collaboratively to collaborate the O: Summarise the story, and all different
action of the drama to others perspectives that have been explored during
- Shares their drama making with others the unit.
- Interacts abstractly or in role to communicate G: Model the first panel of an illustrated
meaning to others
DRAS1.4: Appreciates dramatic work during the
story board
making of their own drama and the drama of others E: Students will be given a segment of the
- Responds to their own drama and that of others by story to illustrate in groups for the story
describing their ideas and feelings board.
- Reflects on characters from literature
R: Read our story board. What was our
VAS1.1 Makes artworks in a particular way about favourite part of the story? Why?
experiences of real and imaginary things. Assessment: Product Analysis, Discussion,
- continues to explore characteristics of people Observation and Participation.
around them
- investigates details of objects, places and
spaces and other living things
- talks about significant features and
relationships within their artworks, referring to
such things as size, scale, proportion, colour
VAS1.2 Uses the forms to make artworks according
to varying requirements.
- thinks about how they can interpret the
teachers or others requirements for
artmaking
- investigates techniques of cutting
- experiments with the properties of different
drawing and paint media and tools such as
graphite (lead) and colour pencils, fibre tip
pens, crayons, paint, brushes, rollers,
scrapers, sticks and computer applications
References
Budge, K. (2012). A question of values: why we need art and design in higher education. Art, Design & Communication In
Higher Education, 11(1), 5-16.
Dinham, J. (2014). Delivering authentic Arts Education. Melbourne, Cengage Learning.
Lee, S., Lin, H., & Liu, A. (2016). Research Article: A pilot study of art therapy for children with special educational needs in
Hong Kong. The Arts In Psychotherapy, doi:10.1016/j.aip.2016.08.005
McDonald, T. (2010). Classroom management. South Melbourne, Vic.: Oxford University Press.

NSW, B.O.S. (2006) Creative Arts K-6 Syllabus. Sydney, Australia, Board of Studies NSW.

NSW, B.O.S. (2007) Personal Development, Health and Physical Educationk-6.

Hinde-McLeod, J. & Reynolds, R. (2007). Quality teaching for quality learning. Melbourne, Vic.: Thomson/Social Science Press
Yavuzer, Y. (2012). Effect of Creative Drama-Based Group Guidance on Male-Adolescents' Conflict Resolution Skills. Eurasian
Journal Of Educational Research, (47), 113-130.