Story Making and Imaginary: Arts Lesson Plan Report (Assessment)

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Table of Contents

Lesson Plan
Language Learning Outcomes: Year 3
Social Studies: 3 Year
Art Concepts & Understandings
Cultural References
Checks
References

Lesson Plan

Title of the Lesson

Perceiving Five Senses: Story Making and Guided Imaginary.

Description

The lesson aims to help young actors develop the imaginative application of the five senses and create the environment for a role to be acted.

Learning (Objectives)

They will also learn to concentrate on their emotional and sensory selves to be able to understand the essence of their roles. In addition, the lesson will assist students in creating their own stories and experiencing those stories at a sensory level (Dinham, 2011).

Language Learning Outcomes: Year 3

Students will acquire a deep understanding of texts (short stories) are structured;
They will also be able to connect several ideas into the discussion;
They will provide answers to the questions, as well as understand how their answers will be evaluated;

Students will demonstrate the awareness of the ideas provided in the story;
They will show awareness of the environment so as to recreate the text in different ways (soundscape and bodyscape).

Art Concepts & Understandings

Emotional expression by means of the five senses can allow students to experience the narrated stories from another perspective.
A sensory state can allow the students to enhance their narrative skills.
Our sensory experience is closely connected without imagination and, therefore, an emotional representation can allow students to delve deeply into our imaginative competences.
Our body provides a considerable input into non-visionary story representation.

Cultural References

Children can learn about different cultures through storytelling. Young people can appreciate social values and define humor, beauty and bravery as essential human qualities. The universal team discussed in the classroom can design universal problems.
People of all cultures pay attention to the smell of specific objects and phenomena (smell of flowers, Orient spices smell). Through smells, it is possible to cognize cultures.

Supplies and equipment

To carry out a lesson, some photographs will be necessary, various objects belonging to various cultures (flowers, perfumes, spices, etc.). The room should have enough space for students to move. Notables are necessary, but chairs only.

Lesson Steps (45 minutes):

Agreement procedures: (following the three Cs) – 3 minutes:
1. Communication;
2. Cooperation;
3. Concentration;
Brainstorm activities (understanding what the five senses mean) – 3 minutes (a reference to culture);
Focusing:
1. Listening to a story (5 minutes);
2. Designing a dance to practice visual imaginary (7 minutes);
Developing ideas (3 minutes)
Soundscape (reflect on the story told by using sounds) (10 minutes)
Bodyscape (reflect on the story told by using body language) (10 minutes);
Thought Tracking and Evaluation (5 minutes)

Checks

Learning parameters

While presenting different activities focused on the five senses (sight, touch, hearing, smell, and taste), students should understand how their non-verbal means can allow them to sophisticate their competences and skills as artists (Baldwin, 2010). Therefore, listening to the story and inventing decisions can advance students’ ability to solve problems and discover new ways of how specific ideas can be achieved. In addition, it will also allow children to develop their concepts in an imaginative way. The artwork analysis is an effective way to check how well a student can apply theory in practice (Janson, W. J., & Janson, 2004). While performing certain tasks, students can also get a deeper understanding of how these activities can be connected to the wider world of cultural expression. Within the Year 3 Curriculum, it will be possible for students to understand how content is organized, as well as define the purpose of the text. They will also be able to differentiate between vocabulary choices and language devices that are applied to reach various effects.

It will help to think of the Lesson Plan as the script for a face-to-face encounter with your class. Therefore, each time you list action or directive you need to be clear why you are doing this and specify how it will be achieved. This may lead to further lesson steps

Action/directive	What purpose does this serve?	Features that will determine that the action is going to achieve its purpose.
Discuss last week’s project	Introduce the material and check whether all points from the future activity are properly understood. Define the key concepts that will be useful for further consideration.	Questions: What is the most difficult activity for you to accomplish; How would you apply the knowledge you achieved; How do you think what will the next lesion be about?
Design a dance	Key figure indicators of movements: Jump; Turn to the left; Turn to the right; Hands up; Squat; Stand up; Clapping one’s hands; Rhythmic pattern 1: 1-2-3-1-2-3-5-6-4-1; Rhythmic pattern2: 1-1-1-7-7-7-2-3-2-36-4-6; Developing patterns independently;	Students should carefully listen to what a teacher tells them. Dancing can allow the student to understand how quickly Students can also reveal their creativity by inventing their own movements and designing their own rhythmic patterns; Learners can listen to different pieces of music and explain why a specific dance suits this musical composition.
Ask students to collect clay and start making their tale	What is the main topic of the story? Why did you choose this specific problem to discuss; Do any of the five senses help narrate a story? Guidelines: Choose one of the senses as the main trigger, or motif for narrative a story. For instance, “Seeing is believing”, or “It is better to see once that to hear several times”. Explain why do you think that some of the sense is the most important one? Or all the senses are important? Define the main characters in the story and analyze what the structure of the story will be.	Demonstration accompanied by a PowerPoint will be one variant of story representation because it will involve all senses into a narration. Alternatively, a student can tell a story without visionary aids so as to reveal personal skills and make the audience imagine the rest of the story by using sight and hearing as important components. They can also apply to smells and tastes and bring specific objects relating to the story. For instance, in case a story is about spring, it is possible to describe the way trees in bloom smell.
Ask children to set up for painting.	The steps of this process: Ask children about their preferences in painting: what instruments they would like to use (oil paints, pencil, brush, colors, techniques); Ask children to deliberate on visionary representation and explain why sight is an important sense;	How will you manage these steps to ensure all students do this correctly? To make sure that all students do all preliminary preparations, it is necessary to discuss the painting process before the actual activity. In particular, it is possible to refer to cultural history and analyze what tools were used by famous artists in various artistic epochs.

WORKING TITLE FOR THE UNIT OF INQUIRY: Story Making and Guided Imaginary

References

Baldwin, P. (2010). School Improvement Through Drama: A Creative Whole Class, Whole School Approach. US: Continuum International Publishing.

Dinham, J. (2011). Delivering Authentic Arts Education in the Primary School. Australia: Cengage Learning Australia.

Janson, W. J., & Janson, A. F. (2004). History of Art: The Western Tradition. New York: Prentice Hall Professional.

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