Section A:

Arts education has immense value for students’ holistic development as it supports their cognitive, social and emotional growth (Cologon,
2014). Russell-Bowie (2012) explains that creative arts supports personal development as it allows children to communicate and express their
values and emotions in different ways and to connect and identify with social and cultural values. It is also important to recognise that creative
skills developed in the arts needs to be applied in other disciplines to encourage creative solutions to complex problems existing in our world
(Woolfolk & Margetts, 2016). This highlights the importance of the Arts to be integrated with other key learning areas (KLAs) in the NSW
syllabus (NSW Education Standards Authority [NESA], 2017a).

My integrated stage 2 creative arts program is based on the theme of sustainability as an educational goal for young Australians is to be active
and informed citizens by “sustaining and improving natural and social environments” (MCEETYA, 2008, p. 9). The Australian Curriculum,
Assessing and Reporting Authority (ACARA, 2016) has addressed this goal by including sustainability as a cross-curriculum priority which ACARA
expects to be integrated throughout the curriculum where it naturally fits.

A brief overview of my lessons explains how my theme of sustainability and other KLAs are integrated into my creative arts program. My visual
arts lesson links to the Geography content of The Earth’s Environment and promotes sustainability as plastic materials are re-used to create a
marine animal collage. My drama lesson incorporates Geography and English as it’s based on a children’s book addressing the importance of
sustaining and improving our beach environments. My music lesson links with the KLA of Science as students learn about rhythm using
percussion instruments they designed and made using recycled materials in a science lesson. Finally, my dance lesson incorporates English
through a children’s book, creating movements to address the topic of using trees sustainably.
Curriculum Creative Arts: Visual Arts Class Stage 2, Year 3 Teacher’s signature:

Topic Sustainability: Plastic waste animal collage Date 25/8/2017 Time 2:00pm – 3:00pm

Learning Intention: Outcome(s) Prior knowledge

Students will become inspired by artwork to create a collage in the shape of
marine animals using plastic waste that can be found in oceans and on beaches.
Success criteria:
• Talk about their intention for selecting plastic materials to arrange in
their collage to create their marine animal
• Experiment with the artistic technique of collage using plastic materials
• Create a collage that resembles a marine animal as they exist in the
world
• Recognise that one way to manage plastic waste is to re-use it
creatively
VAS2.1 • In geography, students have been learning
VAS2.4 about the protection of marine environments
and discussing the way plastic marine waste
can be managed sustainably (GE2-3) (NESA,
2017b)
• Students are familiar with the plastic materials
as they have been asked to collect and bring in
clean plastic packaging, bubble wrap, straws,
plastic ribbon, bottle tops, netting, plastic
cutlery etc.

Time Teaching strategies Learning strategies Grouping Space Resources

Intro Have beach sounds playing in the Whole class Sitting in a circle on • IWB
15min background. the carpet. • Link to John Morris’ artwork (The
Inertia, 2012)
Direct students to sit quietly in a circle. • YouTube video on Marine Litter
Positively acknowledge students who (Toomey, 2012)
are following instructions. • Link to beach sounds (The
Relaxation Station, 2014)
Explain the first warm up game “21” Students are focusing Whole class
(Jacobs, 2013 p.323) as they play the game

Explain the 2nd warm up game “Drawing Students are thinking

faces” (See Appendix A) with their hands as In pairs and
they mentally draw individually
their partners face
Tell students to turn their bodies to the with their fingers.
interactive white board (IWB)

Play the 2 minute YouTube video on

 Marine Litter

On the IWB show John Morris’ artwork Students are reflecting Whole class Sitting on the carpet
Ask the class the following questions on prior knowledge in
using the ‘no hands up’ paddle pop previous geography
sticks lessons about
- What materials did the artist managing waste
use? sustainably
- Where did these plastic
materials come from? Students are looking at
- How did the artist make it? the art and responding
to the questions.
Students are thinking
about the artist’s
intention.
Body Explain to students that they will be Whole class On the carpet • Black A4 cardboard x 25
10min making their own plastic waste animal • Plastic material separated into 6
collage using the plastic materials that tubs
they have collected. • Small tub of PVA glue x 6
• Brushes to apply PVA glue x 24
Display photos of marine animals on the • Lead pencils per table
IWB (see Appendix B) • Pack up song try everything
(Shakifans, 2015)
Model activity
- place black A4 cardboard on the Students are watching
white board and thinking about
- Draw an outline of seahorse what marine animal
- Apply glue they are going to
- Select small pieces of plastic and create.
arrange onto the seahorse. Tell
the class this is collage.
- Explain why you’re placing
certain pieces eg, this is the eye,
this is the fin.

Tell the class they can choose what

marine animal they want to draw and
 they can choose the colours and what
plastic materials they want to place.

Select 2 students to place resources at 2 students place black

tables. A4 card, glue, tubs of
plastic material,
Ask students to repeat your instructions brushes and lead
pencils on each group
Direct students to their desks. Have of tables.
completed example visible to all
students.

Tell students they have 25minutes to

complete their collage. Individually At desks

25min Walk around the room to check that all Students begin
students have understood instructions. drawing the outline of
their marine animal.
Descriptively encourage positive Referring to the
behaviour images of marine
animals on the IWB for
Give students immediate feedback on guidance.
their progress.

Tell the class there is 5 minutes left

before pack up and to finish up what
they’re doing.

3min Play the pack up song Try Everything Students are returning
Tell the class when everything is packed resources back to their
away, to bring their artwork and sit on location
the carpet.
Conclusion Present students’ artwork to the class Students are Whole class On the carpet
7 min silently. When students comment, ask appreciating each
what they like about the particular other’s artwork and
artwork? giving each other
feedback.
Provide feedback on students’ choice of
colours and placement of materials.

Differentiation: Summative Evaluation

Teaching notes Follow up

Before the lesson, plastic materials need to be separated into tubs. If plastic
materials are too big, they need to be cut into smaller pieces.
Curriculum Creative Arts: Drama Class Stage 2, Year 3 Teacher’s signature:

Topic Sustainability: Seagull Date 1/9/2017 Time 2:00pm –

3:00pm

Learning Intention: Outcome(s) Prior knowledge

Students are responding to the book Seagull by improvising imagined situations DRAS2.1
through movements and learning different ways to express empathy. Students have had practice with milling
DRAS2.3

Success criteria: DRAS2.4

• Empathise with the character in the story
• Interpret an imagined situation using improvisation, movement, mime and
freeze frames.
• Demonstrate confidence in gestures and movement
• Share the process of shaping and making their own drama and the reasons for
their choices.
Time Teaching strategies Learning strategies Grouping Space Resources
Intro Whole class On the carpet
20min Have beach sounds playing in the • YouTube link to beach sounds (The
background. Relaxation Station, 2014)
• Plastic bottle for warmup game
Direct students to sit quietly on the • 5 copies of the Picture book “Seagull”
carpet. (Snell, 2016).
Positively acknowledge students who
are following instructions.

Explain the first warm up game “Tree Students are playing the game
Toilet Traffic Light” (Jacobs, 2013, p.
321)

Explain the second warm up game Students are thinking

“Anything but a plastic bottle” (See creatively to imagine the
Appendix C) plastic bottle as another
object.
Show the front cover of the picture book
 “Seagull” by Danny Snell (See Appendix
D(a))

Ask students to look at the front cover,

then to the person next to them, share
something they wonder about the image
on the cover.

Ask students to share what their partner Students are implementing

was wondering think/pair/ share

Read “Seagull” to the students

Body First activity

Explain and model the first activity “The Whole class On the carpet
35min Beach Walk” (Appendix D(b)).
Tell the students they are going to
imagine themselves as the Seagull.

Second activity
Separate the class into two groups and
ask students to find a buddy
Students are observing the In pairs
Explain that groups will take turns in modelled example and then
making freezeframes and appreciating. working in pairs to create their
Pairs will select a favourite illustration own freeze frames
from the book and create a freeze
frame.

Model the activity by creating a freeze

frame from page 4 (see Appendix D(c))

Ask the rest of the class to identify each

pairs scene from the book.

Third activity
Direct students to sit on the floor.
Present pages 18-19 of the book and ask Whole class Sitting on floor
 the class to look at the Illustration.
Explain and model the tap and talk
technique (See appendix D(d))

Conclusion Ask students to stand in a circle and Whole class On the carpet
5 min explain the “Eyes Down Eyes Up”
(Jacobs, 2013, p. 331) cooldown activity.

Differentiation: Summative Evaluation

Teaching notes Follow up

Before the lesson, move chair and tables to the edges of the room to make a bigger
space.
Curriculum Creative Arts: Music Class Stage 2, Year 3 Teacher’s signature:

Topic Sustainability: Percussion instruments made from recycled materials Date 8/9/2017 Time 2:00pm –

3:00pm

Learning Intention: Outcome(s) Prior knowledge

Students are learning about 4/4 beats and rhythm. They are learning about the MUS2.1
duration of basic musical notes to play a beat using percussion instruments and are MUS2.3 In previous science lessons, students have been
learning to compose their own beats using musical notation. designing and creating their own percussion
instruments using recycled materials (ST2-16P), which
they will be using in this lesson.
Success criteria:
• Explore simple aspects of traditional musical notation.
• Play music using percussion instruments and voice to explore and
demonstrate the concepts of duration.
• Play a 4/4 rhythm.
• Identify a crotchet, minim, quaver and quarter rest.

Time Teaching strategies Learning strategies Grouping Space Resources

Intro
10min Direct students to sit on the floor in a Whole class On the carpet
circle.

Explain the first warm up game “The Students are listening to the
Clapping Circle” (Jacobs, 2013, p.235). rhythm and waiting for their
turn to clap.
Explain the second warm up activity, “Ali
Baba” (Jacobs, 2013, p. 235).
Start as the leader to show examples of
movements that students can use.
Body
10min Tell the class that we are learning about Whole class On the carpet • Sheet music (first line of Mary had a
simple musical notation and learning little lamb) (See Appendix F)
about 4/4 rhythm • Students’ percussion instruments
made from recycled materials.
Show a simple line of music on the IWB • iPads x 12 (1 per pair)
(See Appendix F). Simply explain the 4/4 • burning candle timer
time signature by telling the class that • Music composing link
this line of music has 4 beats to a bar. http://www.sfskids.org/compose/
Demonstrate by saying 1,2,3,4, 1,2,3,4
1,2,3,4 1,2,3,4

Model: On the IWB present slides (see Students are learning the
Appendix G(a)) showing: rhythm syllable names.
• a crotchet symbol. Tell the class to say
“ta”.
• a minim symbol. Tell the class to say
“Ta-aa”.
• a quaver. Tell the class to say “ti”.
• 2 quavers. Tell the class to say “ti-ti”.
• a quarter rest. Explain to the class this
is a rest for 1 count.

Stick a large poster (see Appendix G(a))

on the wall showing the above slides for
students to refer to during the lesson.

Guided instructions: Show the symbols

again in different orders and ask the Students are practicing with
whole class to say the rhythm syllable the teacher
name

10min Model: Tell the class you are going to

show bars of music on the IWB with 4
beats (see Appendix G(b)).
Model the 1st rhythm exercise by
counting yourself in and saying “ti-ti, ti-
 ti, ti-ti, ta” and playing a percussion
instrument.
Students are practicing with
Guided: Ask the students to have a go at the teacher
the next rhythm exercise by verbalising
the rhythm syllable names and beating
their percussion instrument.

Observe students as they practice

rhythm exercises as a whole class.
15min
This is my media arts activity
Open the link
http://www.sfskids.org/compose/
(click on Let’s Start > Quick Start).
Tell students they are going to compose
their own series of 4 beat rhythms in
pairs on iPads.
Model the activity by dragging notes and
rests emphasising that the notes need to
equal 4 beats.
Tell students:
- their notes need to be on the same
line.
- only to add the notes that they can see
on the poster

Direct students to their desks to work in

pairs.
Tell students they have 10min.
Play the burning candle timer on the
IWB.

Students are composing their In pairs At desks

Tell students they will be presenting own 4/4 rhythms
their rhythm to the class. When they are
happy with their rhythm to practice with
their percussion instruments.
 Observe students and formatively
assess.
Descriptively encouraging positive
behaviour.

Direct students to bring their iPads and

percussion instruments to the carpet.
Conclusion Ask the class reflective questions: Whole class On the floor
15min - What were we learning to do? Students are reflecting on
- What notes did we learn? their learning and presenting
- What’s the rhythm syllable name of their rhythms
each note?

Select pairs of students to share their

rhythm beats to the class on their iPad.

Provide feedback on the types of notes

they used and/or didn’t use.

Link 1 or 2 iPads to the IWB to share

with the whole class and practice a
student’s composed rhythm.

Differentiation: Summative Evaluation

For emergent learners, have students use body percussion to represent the duration of
each symbol

Advanced learners can compose music using pitch.

Teaching notes Follow up

Before the lesson, open the link http://www.sfskids.org/compose/ on each iPad and
place 1 per pair on each table.
Curriculum Creative Arts: Dance Class Stage 2, Year 3 Teacher’s signature:

Topic Sustainability: The Giving Tree Date 15/9/2017 Time 2:00pm –

3:00pm

Learning Intention: Outcome(s) Prior knowledge

Students are learning to select and combine their own dance movements to represent DAS2.2
the story The Giving Tree Students are familiar with The Giving Tree
DAS2.3
Students understand milling and the warm up
Success criteria: activities.
• Thinks about and creates a series of movements to reflect an idea from the
story to portray the mood, lines and shapes in the images Students understand a four-count rhythm
Time Teaching strategies Learning strategies Grouping Space Resources
Intro
15min Direct students to sit on the carpet Whole class carpet • Tambour
• Bells
Explain the first “Percussion warm up” Students are doing the • Maracas
activity (Jacobs, 2013, p. 402). designated actions that go • I like to move it, move it! (Boys &
Play the song I like to move it, move it! with each instrument. Toys Reviews, 2012).
• “The Giving Tree” (Silverstein,
Explain the second warm up activity, Students are jumping into the 1987)
“Copycat” (Jacobs, 2013, p. 322) circle making up one
movement and sound for the
Direct students to sit back down on the class to copy.
carpet and present the front cover of
the picture book The Giving Tree
(Silverstein, 1987)
Go through the pictures and tell the
class that they are going to create
movements relating to the pictures in
the book.
Body • IWB
10min Explain the “Empathy through dance” Whole class carpet • 5 images from The Giving Tree (see
activity (See Appendix H) Appendix I)
• music (Caledoniaby, 2010)
 Model examples of movements of the
‘tree’ and the ‘boy’ and play the music
that the students will be dancing to.

15min Tell students they have 15 minutes to Students are creating a series Groups of 4 floor
create and practice their 5 movements. of movements to reflect the
Play the music in the background. images from the story.

Observe, guide and give feedback to

students while they are working
together and creating their movements

Tell students when there is 5 minutes

left

10min Direct students to sit on the carpet
Call groups A (tree) and B (boy). Tell
them to stand in 2 lines facing each
other.
Play the music and count the students
in, 5,6,7,8.
Students are performing their In groups On the floor
dance and looking at the
relationship between the
other groups movements.
Students are also observing
other groups’ performances.

Repeat with groups C & D and E & F

Conclusion Ask reflective questions: Whole class On the floor

10min What movement did you like the most?
Why were those movements good?
What ‘tree’ and ‘boy’ movements
worked well together?
Could you improve on any movements?
Differentiation: Summative Evaluation

Teaching notes Follow up

Before the lesson, move chairs and tables to the edges of the room to clear the space
References

(ACARA) Australian Curriculum, Assessing and Reporting Authority. (2016). Cross-curriculum priorities. Retrieved from

https://www.acara.edu.au/curriculum/cross-curriculum-priorities

Boys & Toys Reviews. (2012, Jul 8). I Like To Move It (Original Video) Madagascar HD. Retrieved from https://youtu.be/hdcTmpvDO0I

Caledoniaby. (2010, Jan18). Coldplay The Scientist – Instrumental. Retrieved from https://youtu.be/iAIgruTT9WY

Cologon, K. (2014). Inclusive education in the early years : right from the start. (pp.404-407) South Melbourne, Victoria : Oxford University

Press

Jacobs, R. (2013). Nice arts!. Sydney: Pearson Education.

(MCEETYA) Ministerial Council on Education, Employment, Training and Youth Affairs, (2008). Melbourne declaration on educational goals for

young Australians. Retrieved from

http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf

NSW Education Standards Authority (NESA). (2017a). NSW Syllabuses. Retrieved from http://syllabus.nesa.nsw.edu.au/

NSW Education Standards Authority (NESA). (2017b). The earth’s environment – stage 2. Retrieved from

http://syllabus.nesa.nsw.edu.au/hsie/geography-k10/content/1181/

Russell-Bowie, D. (2012). The state of the arts. In MMADD about the arts (pp. 1-18). Frenchs Forest, Australia: Pearson Australia

Shakifans, S. (2015, Dec 31). Shakira - Try Everything ("Zootopia" Soundtrack). Retrieved from https://youtu.be/GiHVUlPa62k
Silverstein, S. (1987). The giving tree. Cape, London

Snell, D. (2016). Seagull. Adelaide Working Title Press

Syllabus: New South Wales Board of Studies (NSW BOS) (2006). Creative arts K-6 syllabus. Sydney: Board of

Studies NSW. Retrieved from: http://bosnsw-k6.nsw.edu.au/go/creative-arts

The Inertia. (2012). Ocean Trash Becomes Art: John Morris. Retrieved from http://www.theinertia.com/music-art/turning-plastic-ocean-trash-

into-art-john-morris/

The Relaxation Station. (2014, Jul 16). Soothing OCEAN WAVES & SEAGULLS Sleep Sounds: Sea Gull Sounds, Sounds of The Ocean, 12 Hours.

Retrieved from https://youtu.be/dpndP-cBE60

Toomey, J. (2012, Sep 12). Two Minutes on Oceans w/ Jim Toomey: Marine Litter. Retrieved from https://youtu.be/DtfAhy2lgAA

Woolfolk, A., & Margetts, K. (2016). Educational psychology (4thed.) (pp. 177-179). Frenchs Forest, Australia: Pearson.
 Appendices

Appendix A – Drawing faces

- Students face their partner and at the same time they draw each other’s faces in the air using their finger
- Students then close their eyes and redraw their partner’s face in the air from memory

(Jacobs, tutorial)
Appendix B – Photos of marine animals

https://i0.wp.com/sea2shore.org/wp-content/uploads/2015/01/LoggerheadCOPYRIGHT-FREE.jpg
https://www.amazingamazon.com.au/media/catalog/product/cache/1/image/900x900/9df78eab33525d08d6e5fb8d27136e95/s/e/seahorses
.png
https://static8.depositphotos.com/1307373/822/i/450/depositphotos_8222210-stock-photo-tropical-reef-fish.jpg
http://coleww.github.io/washers/dolphin/img/c.jpg
Appendix C – Anything but a plastic bottle

Students stand in a circle, and pass around a plastic bottle using it as anything but a plastic bottle and saying “This is a….”
Adapted from “Anything but a chair” (Jacobs, 2013, p.321)

Appendix D

(a) Seagull by Danny Snell (Snell, 2016)

(b) – The Beach Walk

Adapted from The Forest Walk activity (Jacobs, 2013, p.326)

- Students stand in their own space with their eyes closed and imagine they are the Seagull from the story standing on a beach
- Encourage students to visualise the beach around them, imagine the white sand, the rolling sand dune, the water, the breeze and the
saltbush
- Students then open their eyes and mill around the room by flying/walking around the beach silently.

(c ) Modelled freeze frame image and tapping in (Nice Arts! p. 289-290)

Model a freeze frame of the seagull being tangled in the fishing line and share one thing you are thinking (as the seagull) eg, what is this thing
tangled around my leg? Explain to the class that this is called ‘tapping in’
(d) Tap and talk technique (adapted from Rachael Jacobs’ process drama tutorial)

• Ask students to sit in a circle and sit away from each other with their eyes closed
• Ask students to visualise themselves as the seagull sitting at the edge of the dunes
• Explain that when they are tapped on the shoulder they will describe what they can see, smell or hear. If they don’t want to speak, then
stay silent
• Model the activity by saying “From the edge of the dunes I can see the calm ocean”
Appendix F – Line of sheet music (Mary had a little lamb)

(Jacobs, 2013, p. 245)

Appendix G

(a) Power point slide of musical notes and classroom poster

(Jacobs, 2013)
(b) Music rhythm
Appendix H- “Empathy through dance” (The Giving Tree) Adapted from Jacobs (2013, p.406)

• Show the class these 5 Illustrations

from The Giving Tree (Silverstein, 1987).

• Explain that in groups they are going to

create a movement that represents the
‘tree’ and the ‘boy’ in each illustration and
will repeat each movement four times with
the music.

• Divide students into groups of 4

- 3 groups of 4 will be the “tree” and
make a movement representing the tree in
each picture
- 3 groups of 4 will be the “boy” and make
a movement representing the boy in each
picture.
- Name the groups A, B, C, D, E and F
- Groups A, C and E are the ‘tree’
- Groups B, D and F are the ‘boy’
- Give each group an A4 print out of the 5
illustrations showing the order of their
dance movements