APPENDIX C

SAMPLE SCHEME OF WORK FOR PRIMARY 1 - 2

Theme: People And Living Things

Topic : Animals – Underwater World

PRIMARY 1 - 2
Level: 1-2
Suggested No. of Periods: 18 (2 periods per lesson, 1 Art lesson per week)
Lessons focus on allowing pupils to experience using various media and develop techniques to control the
media. Note how the Art Making and Art Discussion sessions build upon each other to further the lessons.

Wk Lesson Plan Rationale Resources

1-2 Art Making – Crayon Resist Drawings • Stretch pupils’ • A2-sized white
• Start lesson with a visual stimulus. Some examples - either: (a) imaginations cartridge paper
build on a SEED field trip to Sentosa’s Underwater World, (b) • Develop ability • Crayons
study the school’s eco pond with students, or (c) show images to visually • Poster colour
of aquatic animals, e.g. whales, sea-horses, octopuses, shrimp, interpret ideas paints,
etc. • Develop brushes,
• Discuss the variety of aquatic animals present in the chosen understanding palettes
environment. Pupils identify their favourite aquatic animal. of line, shape, • Visual
• Model the crayon resist technique of drawing and colour stimulants
• Using crayons, pupils draw the dreams of their favourite aquatic • Develop skill in
animal. E.g. if some pupils choose a turtle, they draw: pictorial
composition
o What turtles dream of doing/ becoming
o What nightmares turtles might have/ what turtles
might be afraid of
• Encourage pupils to use bright crayon colours
• Using dark coloured paints, pupils paint in the background
 APPENDIX C

SAMPLE SCHEME OF WORK FOR PRIMARY 1 - 2

Wk Lesson Plan Rationale Resources
3-5 Art Making/ Learning from other Artists – • Visualise • Cardboard
Working with Cardboard in 3D forms in 3D
PRIMARY 1 - 2
• String
• Pupils to collect scrap cardboard for class, e.g. used boxes, • Develop • Straws
toilet rolls, etc. Teacher may add parcel string, straws, coloured understanding
of shape, • Coloured
construction paper, thread, satay sticks, etc.
texture and paper
• Using the cardboard and other materials provided, pupils
proportion • Coloured
construct a sculpture of their favourite aquatic animal. Pupils
may either draw images from the previous lesson or develop • Develop thread/ wool
new aquatic animals. composition • Toothpicks
• Encourage pupils to express what their animal is doing/ skills of • Satay sticks
sculpting in
thinking/ feeling. Ask how their sculpture is to be presented, • Any other
the round
e.g. hung from the ceiling, raised from the table-top with a stick/ material that
stand, or simply to be placed on the table. • Facilitate
may add new
information/
• Demonstrate how a 2D sheets of card can be put together to shape or
knowledge
form different planes. Show the works of constructivist textural
transfer in
sculptors, e.g. Naum Gabo and Vladimir Tatlin to illustrate how possibilities
learning from
3D forms can be built from flat objects. Share with pupils the other sculptors • Scissors
artists’ names and a brief account of the artists’ backgrounds.
• Encourage • Glue
• Pupils may paint their sculptures with acrylic paints in order to
creative • Acrylic paints
describe the surface details of their aquatic creatures. Ensure thinking
that the consistency of the paint is thick for effective
application. Encourage pupils to explore different ways of
applying the paint, e.g. with paint brushes, crushed
newspapers, their fingertips, etc.
• Alternatively, pupils may use the coloured paper as “mosaic” to
describe the surface texture of their aquatic animals.
 APPENDIX C

SAMPLE SCHEME OF WORK FOR PRIMARY 1 - 2

Wk Lesson Plan Rationale Resources

PRIMARY 1 - 2
6-7 Art Making/ Discussion – Monochromatic Chinese Ink Painting • Acquire • Black Chinese
understanding ink
• Show images of Chinese ink paintings of aquatic animals, e.g. of the materials • Chinese
fish, prawns, etc. Discuss with pupils: and techniques painting
o subject matter of the paintings, e.g. what they see used in Chinese brushes
o quality of the brushwork in describing the subject Ink Painting
• Flat ceramic
matter • Develop
palette
o cultural importance/ significance of the subject matter understanding
of line, shape, • Rice paper
to the Chinese
tone, texture • Images of
• Demonstrate the techniques applied in the Chinese ink
• Develop skill in Chinese ink
paintings, e.g. mixing of paint, brushwork, line work, preparing
pictorial paintings of
the rice paper, etc.
composition aquatic
• Using the medium, pupils acquire brush technique by animals, e.g.
reproducing the images as shown to them during the technical • Cultural
fish
demonstration. Encourage pupils to arrange their aquatic enrichment
animals in different areas on the paper and test various • Stretch pupils’
compositional possibilities. imagination
• Once pupils are familiar with the new medium, they use it to
create an imaginary underwater landscape. Ask pupils to think
of the imaginary sea creatures that would populate this
underwater world.
• Encourage the exploration of a variety of brush strokes and
tones.
 APPENDIX C

SAMPLE SCHEME OF WORK FOR PRIMARY 1 - 2

Wk Lesson Plan Rationale Resources
8-9 Art Making (Design)/ Discussion – Paper Fish Kites • Develop • Coloured crepe
• Show images of Japanese fish kites in the shape of understanding of paper
PRIMARY 1 - 2
carp. Explain their cultural significance. shape, texture, • Coloured
pattern and construction
• Introduce materials to pupils: coloured crepe paper,
colour paper
wire, coloured pipe cleaners, coloured wool, wire,
wire-cutter • Develop • White glue
compositional
• Using the materials, pupils construct a kite of their • Pipe cleaner
skill
favourite aquatic animal. Encourage pupils to think
• Cultural • Wire
about:
o Shape of the kite
enrichment • Coloured wool
• Problem-solving • String
o Surface texture of the aquatic animal
o How the kite will be strung • Scissors
o Colour of the kite
 APPENDIX C

SAMPLE SCHEME OF WORK FOR PRIMARY 3 - 4

Topic : Animals
Level: 3 - 4

PRIMARY 3 - 4
Suggested No. of Periods: 20 (2 periods per lesson, 1 Art lesson per week)
Lessons focus on allowing pupils to experience using various media and develop techniques to control the
media. Note how the Art Making and Art Discussion sessions build upon each other to further the lessons.

Wk Lesson Plan Rationale Resources

1-2 Art Making – Origami: Creating Animal Sculpture
• Stretch pupils’ • Thin sheets of
• Show pupils images of paper animal sculptures made in the imaginations coloured paper
origami style, e.g. birds, fish, four-legged animals, etc. For for folding –
• Develop
every origami animal image selected, show a corresponding various sizes
sensitivity to the
photograph of the actual animal. Briefly explain the cultural
weight and • Scissors
origins of Origami. Discuss how paper sculpture has been
texture of paper
employed as a means of representing the animals. • Glue and
• Develop various
• Demonstrate the folding techniques necessary for the creation
understanding of materials for
of the selection of animal images.Pupils learn the folding
shape and form surface details
techniques through imitation.
• Develop finger • Paint for
• Once the pupils are proficient, encourage them to experiment
dexterity surface details
with modifying the scale, colour and posture of the “animals”.
Encourage them to express what they think their animals are • Heighten • Images of
doing/ thinking/ feeling. awareness of origami
• For larger origami sculptures, encourage pupils to consider the how 2D forms sculptures and
may be used to corresponding
surface details of the “animal”. Pupils may paint the surface,
construct 3D animals
modify the surface with paper mosaic, or add new textures to
forms
the surface by pasting items such as seeds, buttons, etc.
 APPENDIX C

SAMPLE SCHEME OF WORK FOR PRIMARY 3 – 4

Wk Lesson Plan Rationale Resources

3-5 Art Making/ Learning from other Artists – Piñata Play
• Visualise forms in • Cardboard
•
PRIMARY 3 - 4
Introduce pupils to piñatas. Explain the function and 3D
• Masking tape
significance of these large paper sculptures in • Develop
Mexican culture. Show images of various piñata • Coloured crepe
understanding of
designs and the piñata game as played by Mexican paper
shape, texture and
children.
proportion • Scissors
• Pupils identify their favourite animal from the origami
• Develop • White glue
making session. Allow pupils access to the
composition skills
photographs of the animals as shown in the last • String
of sculpting in the
lesson for visual reference purposes.
round • Pencils
• Using the materials provided, pupils construct a
• Encourage
piñata of the animal they identified. Encourage pupils • Markers
creative thinking
to think about poses for their animal and how their
• Sweets to fill
piñata will be strung from the ceiling. • Cultural
the piñata
• When the basic form of the piñata is complete, pupils appreciation
• Animal
fill the piñata with sweets and seal it.
photographs
• Next pupils consider the surface details of the piñata.
• Images of
Encourage them to explore the use of colours,
piñatas and
shapes and textures in describing the surface
piñata game
qualities of their animal.
• When complete, hang all the piñatas up in class and
photograph them for documentation purposes. Pupils
may then play the piñata game.
 APPENDIX C

SAMPLE SCHEME OF WORK FOR PRIMARY 3 – 4

Wk Lesson Plan Rationale Resources

6-7 Art Making (Design)/ Discussion – Animal Patterns in Tessellation
• Develop • White

PRIMARY 3 - 4
• Show pupils images of M. C. Escher’s artworks of tessellated understanding of cartridge
fish, birds, lizards, etc. Discuss how Escher re-arranged a shapes and paper
repeated image of an animal to create new patterns and patterns
• Pencils
compositions. • Challenge pupils’
• Rulers
• On a square piece of paper, pupils create an image/ a partial perceptions of
image of their animal of choice. Allow pupils access to the visual • Paints
animal photographs as a form of visual reference. conventions,
encourage new • Animal
• Pupils should work in monochrome, using solid blocks of perspectives to photographs
colour and the white negative space of the paper, to create “look at the world from origami
their animal/ modified animal/ partial animal images. in a different way” lesson
• When complete, pupils transfer their images to a grid of 4 x 4 • Develop skill in • Images of
squares (16 squares in total). In the first square, pupils re- image cropping Escher’s
produce their image; for every subsequent square, the image and pictorial artwork
is re-produced after a 90-degree clockwise rotation. Pupils are composition
free to develop their own system of applying the rotation
sequence. They may either start with: (a) the top left hand • Stretch pupils’
square and work towards the right, or (b) the bottom right hand imagination
square and work towards the left, or (c) the middle square and • Develop
work spiralling outwards, etc. etc. In this manner, new patterns awareness of
are constructed from the animal images. negative pictorial
On the grid, pupils should continue to work with solid shapes of space as a device
colour and the white negative spaces of the paper. Encourage to create images/
pupils to modify the animal images/ add details to enhance the patterns
pattern being produced.
 APPENDIX C

SAMPLE SCHEME OF WORK FOR PRIMARY 3 – 4

Wk Lesson Plan Rationale Resources
8 Art Making (Design)/ Discussion – Animal Costume Design
• Develop • Cloth of various
-10
PRIMARY 3 - 4
understanding textures and
• Share stories that involve animals as protagonists, e.g.
of form, colours
Story of the Mousedeer, etc. Invite pupils to share animal texture,
stories that they are familiar with, e.g. The Lion King, etc. • Raffia string
pattern and
• Pupils select their favourite animal story. Alternatively, they colour • Face paint
invent stories about their favourite animals. From their • Problem- • Needles and
stories, pupils identify the animal protagonist they wish to solving
“be”. Encourage students to think about the attributes or thread
characteristics of their chosen animals. • Visualising • White glue
ideas in 3D
• Using the materials provided, pupils construct costumes of • Scissors
space
their animal of choice. Through wearing the costumes,
pupils “become” the animal protagonists of their choice. • Explore how • Hair bands
various • Old hats, shoes,
• Pupils study photographs of the animals and select a materials may
maximum of 3 representative features to re-produce. E.g. gloves, socks,
be composed
pupils making a lion costume may identify the ears, mane T-shirts, etc.
to form
and tail of the lion to re-produce. costumes that • Acrylic paints
• Encourage pupils to study the texture, shape, patterns and express
animal • Any other
colour of the animal. Allow pupils access to photographs of supporting
the animals they wish to re-produce. characteristics
materials
• Arrange for an occasion for pupils wear/ parade their • Stretch pupils’
imagination • Books with
finished costumes in school for an entire day. Throughout colour
that day, invite pupils to remain in character or “become • Facilitate photographs of
their animal of choice”. Use photography to document the creative animals
pupils in character. thinking
 APPENDIX C

SAMPLE SCHEME OF WORK FOR PRIMARY 5 – 6

Theme: People And Living Things
Topic: Animals

PRIMARY 5 - 6
Level: 5-6
Suggested No. of Periods: 20 (2 periods per lesson, 1 Art lesson per week)
Lessons focus on allowing pupils to interpret and make meaning through the use of images in order to
develop creativity. Note how the Art Making and Art Discussion sessions build upon each other to further
the lessons.

Wk Lesson Plan Rationale Resources

1-2 Art Making – Monochrome One Line Only Drawings • Stretch pupils’ • A2-sized white
• Introduce a selection of National Geographic magazines with imaginations cartridge
features on animals. (2 pupils to 1 magazine) • Develop ability paper
• Pupils identify the animal that best represents them. to visually • Ball-point pens
interpret ideas • Felt-tipped
• Using only straight lines, pupils draw a self-portrait using the
image/ elements of the image selected. The self-portrait should • Develop pens
represent qualities pupils see in themselves. In drawing, pupils understanding • Black markers
are free to: of the
relationships • Paint
o Modify the animal image selected between line, • Used National
o Add/ synthesise the animal image with other images shape, tone and Geographic
• Encourage pupils to work with a variety of straight lines: long/ volume magazines for
short; thick/ thin. Pupils may use varying media to create the • Develop skill in visual
lines: markers, ball-point pens, felt-tipped pens, paint, etc. pictorial reference
• Through the use of line, pupils may create shape, form and tone composition
 APPENDIX C

SAMPLE SCHEME OF WORK FOR PRIMARY 5 – 6

Wk Lesson Plan Rationale Resources

PRIMARY 5 - 6
3-4 Art Making/ Learning from other Artists – Soap • Visualise forms in • Soap
Carving 3D • Carving
• Introduce pupils to sculpture of Ancient Egypt. • Develop instruments
Examine votive figures with animal heads and understanding of • Used National
human bodies, sculptures of cats etc. Discuss the shape, texture and
Geographic
cultural significance and functions of these proportion
magazines for
sculptures. • Develop reference
• Pupils imagine themselves as superheroes with composition skills
the powers of the animal they selected in the of sculpting in the
previous lesson. round
• Pupils carve 2 – 3 soap sculptures of these • Encourage creative
superheroes in action thinking
• Encourage pupils to express what their
characters are thinking or feeling
• Demonstrate how to create form through soap
carving. Eg. Make a simple carving of a seated
cat.
 APPENDIX C

SAMPLE SCHEME OF WORK FOR PRIMARY 5 – 6

Wk Lesson Plan Rationale Resources
5-7 Art Making/ Discussion – Animals in Asian Art: Scroll • Develop • Roll of paper/

PRIMARY 5 - 6
Painting understanding of rice paper
line, shape, tone, • Pencils
• Share with pupils Asian myths and folklore regarding texture
• Paints
animals, e.g. the Legend of Hanuman the monkey, etc. • Develop
understanding of • Images of Thai
• Show images of Asian religious painting depicting animals,
how the illusion of temple murals/
e.g. Thai temple murals. Briefly explain the cultural Japanese
3D perspective is
significance and function of these paintings. Discuss how prints/
rendered on a 2D
the artists narrated stories using these images. Compare examples of
surface.
these visual narratives to contemporary comic strips with singular
animal protagonists, e.g. Sherman’s Lagoon and Garfield • Develop skill in
images that
pictorial
• Pupils invent a short story about their favourite animals to contain
composition
be expressed in scroll painting format. progressive
• Develop visual
• Allow pupils access to images of Thai wall murals,
understanding of narratives
Japanese prints, etc. Draw pupils’ attention to how
how the form of an • Images of
perspective is described by locating images/ “objects”
artwork (scroll) can
higher up on the paper relative to “objects” placed lower contemporary
contribute to its
down on the paper. comic strips
communicative
• Working with a roll of rice paper, pupils develop a visual featuring
power
animals
narrative to describe their short story. They may choose to (progressively
sequence their images from left to right, or right to left. As reveal the short
more of the scroll is unrolled, more of the story is revealed. story written by
• Pupils are free to develop an artistic style in which to work. pupils)
E.g. Monochromatic Chinese Ink painting style, • Cultural enrichment
watercolour style, flat coloured style of the Thai murals, • Stretch pupils’
etc.
imagination
 APPENDIX C

SAMPLE SCHEME OF WORK FOR PRIMARY 5 – 6

Wk Lesson Plan Rationale Resources
8-10 Art Making – Anima(l)-tion: Morphing Animals • Develop • White A4
PRIMARY 5 - 6
• Pre-class preparation for Classical Animation workshop: understandin paper
g of the punched
o all A4 paper to be punched with registration holes
principles of with
o one registration peg per pupil
Classical registration
o every pupil has access to a light-box holes
Animation
• The target of this lesson is for the class to collectively produce an • Registratio
animation clip in which one animal morphs into another. n pegs for
• Introduce the use of the paper registration holes and pegs. each
Explain the importance of accurate registration in animation. student
• Introduce the principle of “Tweening” in Classical Animation. • Pencils
• Pupils develop a pencil line drawing of an imaginary animal. • Light-
Encourage pupils to consider the attributes of the animal. boxes
• Make one photocopy of each pupil’s drawing. Arrange the class in • Digital
a straight row; every pupil passes his/ her photocopied image to camera
the pupil on the left. In turn, every pupil receives the photocopied • Flash
image produced by the pupil on the right. software
• Working with a light-box, pupils “tween” their drawings with the
photocopied image they receive.
• At the end of the exercise, collect the images produced by each
pupil. The image sets should be sequenced in accordance with
the initial “straight row” seating arrangement of the pupils.
• Digitally photograph each image in order of collection. Use an
animation software such as Flash to create the animation clip.