Unit plan and unit overview all together it has to be 3000 words
Unit title: Harmony Week
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Year level:3-4
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Rationale/aims for the unit The unit plan is aimed at facilitating the achievement of specific as well as general goals and objectives. One of the key and valuable purpose of the Unit plan is facilitating a general understanding of the various activities that are likely and anticipated to be engaged in throughout the course of the learning process. Understanding these activities in advance would be essential for purposes of ensuring that kids are prepared adequately in advance with regards to the various art related activities they are to engage themselves in the course of learning. The preparation of the kids with respect to various art related activities that they are expected to engage themselves, an aspect that is facilitated through the development of a unit plan is also essential since it ensures that they can easily plan earlier in advance an aspect that facilitates and influences the ability of the art students to register success (Wreford, 2010). The purpose of the unit plan is to also ensure that time is allocated in an appropriate manner given that it is a relatively limited resource in the learning process. A unit plan primarily dictates when different learning activities are bound to take place ensuring that a certain learning task is accomplished and fulfilled at its own time. This is a key aspect that influences and enhances the level of organization of a tutor and facilitates covering of all the required contents of the unit. The Unit plan primarily provides an advance preparation of various resources that should and are to be used in the process facilitating learning for the kids. In teaching arts, the number of resources that are required are relatively many. Art is a relatively diverse unit given the various types and forms of art. A unit plan facilitates understanding of the specific resource that is required to be utilized at a given time and subsequent procurement of the respective resources (Phenice, & Hildebrand, 1988). A unit plan is important for purposes of ensuring that learning is primarily successful since all requirements are put in place appropriately. A unit plan is a valuable tool, especially to the tutor since it helps facilitate effective organization in advance before learning takes place. This expected to facilitate the registration of success in the learning process of kids in arts (Australia, & Council for Multicultural Australia, 2001) Aims of the Unit The unit has key goals as well as objectives that it aims at achieving and fulfilling. These aims or objectives are and include; Facilitating the acquisition of knowledge and more importantly, information regarding arts is a key aim of the course. Arts is one of the key aspects that the kids are to interact with as they grow up and as they pursue their studies. The unit creates what can be best referred to as a strong foundation for purposes of better understanding of works of art and decoding meaning in various works of art. Another aim of the unit is to enable the kids to understand the relationship between various works of art and life in general. Art and various aspects of life are closely interconnected and interrelated and understanding this ca be best facilitated through the enlightenment of the kids through the unit. The unit is aimed at facilitating the integration of the concept of experiential learning in facilitating the understanding of information and knowledge. The art class is expected to use actual works of art an aspect that is anticipated to enhance the ability of kids to learn experientially, a skill that could be of great value and significance to them in later learning (Australia, & Council for Multicultural Australia, 2001). A key aim of the unit is facilitating discovery learning among the kids. Discovery learning primarily allows the students to, individually, be capable of creating and building their knowledge with respect to various issues. The unit offers an opportunity through which the kids can manipulate various objects physically and get to discover new knowledge and information. This is key to facilitating the ability of the kids to successfully and effectively learn in other subjects other than arts (Farr, 2000). There exists a close relationship between arts and culture. The best and most effective way that the kids can be capable of effectively and fully understanding their cultures is through art, an opportunity that is provided and made available through the unit (Phenice, & Hildebrand, 1988). References Australia, & Council for Multicultural Australia. (2001). Harmony Day. Canberra: Dept. of Immigration and Multicultural Affairs. Farr, F. (2000). Dreamings: The Art of Aboriginal Australia. African Arts, 22(3), 84. doi:10.2307/3336788 Phenice, L., & Hildebrand, V. (1988). Multicultural education: A pathway to global harmony. Early Childhood Educ J, 16(2), 15-17. doi:10.1007/bf01622977 Wreford, G. (2010). The state of arts and health in Australia. Arts & Health, 2(1), 8-22. doi:10.1080/17533010903421484
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Indented learning objectives (Australian curriculum)
Visual arts
Ø With respect to works of art by Aboriginal and Torres Strait Islander artists, there is a relatively rich and diverse number of works of art and these takes many different forms. The many different types of art primarily represents the diverse cultures in the Australian society and art, through Harmony day, is directed towards the creation of unity through original representation of the respective communities in the country. Ø Artwork among the Aboriginal and Torres Strait Islander artists has been in existence for many years and is actually stated as being the most advanced with regards to age in the history of human beings (Marrie, 1987). Music Ø Listening to music is primarily directed towards facilitating different purposes and objectives. Music is a way of giving information regarding a given narrative as it is for music by the Aboriginal and Torres Strait Islander people. They use music for purposes of giving account of the experiences they have had and to give meaning with respect to various issues. Ø Music is used to mainly address the issues that are viewed as being valuable and of great significance to the Aboriginal and Torres Strait Islander people as it is for other people from a general perspective (Marrie, 1987). Ø Music has various elements that facilitate the passing across of the intended message and these are and include unique rhythm, the pitch and more importantly, dynamics among other aspects of music. Ø Key types of music practised by the Aboriginal and Torres Strait Islander people is rock and folk and these are used primarily for purposes of facilitating the maintenance of the culture and more importantly, the culture of the Australians. The use of traditional musical instruments such as the Didgeridoo and clapsticks is a common characteristic of their Music (Marrie, 1987). References Marrie, A. (1987). A topical bibliography of Australian Aboriginal visual arts: Including a bibliography concerning Aboriginal heritage issues. Underdale, SA: South Australian College of Advanced Education, Aboriginial Studies and Teacher Education Centre. Pedagogical Approaches Used There are a wide range of pedagogical approaches that have been exploited in the lesson plans and these include; experiential learning where experiences that are direct and experiential are used and discovery learning where the experiences of learning are primarily constructed for purposes of a student to build their own knowledge. Another pedagogical approach used is cooperative learning and more importantly, valued classification. These approaches have been used for the purposes of facilitating the achievement of the aims of learning.
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Overview of lessons/topic breakdowns: Lesson 1: explore about harmony day and different cultures Lesson 2: paintings about harmony day and put it up on the wall Lesson 3 : Henna tattoos Lesson 4: explore songs that are related to HD and listen to those songs. Practise it. Lesson 5: perform those song from previous lesson in groups using instrument.
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Lesson 1 Aim (learning outcomes): At the end of the lesson, the learner should be capable of understanding the significance of harmony day through discovery learning from watching a Harmony day video clip on YouTube with regards to various works of art bringing together diverse cultures. Link to the curriculum: In the Australian art curriculum, Harmony day is considered as being a key aspect of understanding various works of art. Harmony day indicates the manner in which works of art bring together people irrespective of their diversity in their cultures, a role that is expected to also be played by the curriculum. Resources: - Samples of diverse works of art as projected in the harmony day on You Tube. - A projector to facilitate projection of previous Harmony Days video as it streams on YouTube. Preparation (that teacher needs to do before class) Activities: during the lesson Ø Introduction - The first thing is to acquire a video from YouTube on a Harmony Day event. - Recording the video in case there is likelihood of inconveniences in streaming a video. - Organizing the class in order to ensure that there is proper lighting during the projection of the video to help ensure that there is clarity for all students is to be done before class Ø Body - Introduction, to the classroom, on the relationship that exists between Harmony day art and the concept of cultural diversity. - The setting up of equipment’s to show the Harmony day YouTube Video to the classroom. - Showing of the Harmony day video recording briefly through a projector. - Asking and answering questions based on what is observed and deduced by the students from the video. Conclusion - Random selection of students to direct the rest of the students by pointing out how the YouTube Video represents various works of art available in a given Harmony day event is related to culture. - Asking students to give an account of the manner in which art viewed in the Harmony day YouTube video contributes towards bringing together of diverse cultures. Strategies: - Regularly and randomly questioning students as the lesson progresses to ensure that they are attentive. Ensuring that the room does not have too much light in order to enhance the clarity and detail of works of art being projected. To cater for diversity, ensuring that works of art used are from different groups would be done. References https://www.youtube.com/watch?v=rRamw0YtRPs
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Lesson 2 (400 words) Aim (learning outcomes): At the end of the lesson, students are expected to have an understanding of the significance and value of the harmony day paintings and their value to culture an as aspect that is best referred to as through discovery learning. Link to the curriculum: -The Harmony Day is linked to the curriculum since it facilitates understanding of the significance of art and paintings to theAboriginal and Torres Strait Islander artists. - The understanding of the Harmony Day is linked to the curriculum in that it is central to understanding the meaning of the value and significance of art in bringing unity among diverse cultures of the Australian people. Resources: - A video, which is primarily a visual piece of art, whose content is primarily an explanation of the Harmony day in a detailed manner. - A television to facilitate viewing of the video by the students. Preparation (that teacher needs to do before class) Activities: during the lesson Ø Introduction A short story or narration detailing the paintings I saw in the most recent Harmony day, the experiences I had, where the day was organized and how the Harmony day was significant to me and others that were in attendance. Ø Body Ø The setting up of the various materials and procurement of the video on harmony day making sure they are available in the classroom Ø Narration of a brief story on my most recent Harmony day encounter with regards to the paintings seen Ø Organization of the students in a way that would facilitate the viewership of the various paintings. Ø Letting the students know that the paintings they are about to see were acquired from the Harmony day. Conclusion - After viewing the paintings, a random question and answer session with the students on the key concepts identified in the video regarding the Harmony day. - Taking of short notes on key features and importance of the Harmony day paintings. - Allowing the students to ask questions and seek clarifications with respect to the Harmony Day paintings viewed. - Letting the students know that in the next lesson, we are to learn about Henna Tattoos and that they should conduct research on the topic before the next lesson. Strategies: - Ensuring that the students are paying attention to the classroom activity. Ensuring that there is ultimate silence and no distractions during and through the session when the viewing of the paintings is being be done, in and outside the classroom setting. In order to facilitate catering for diversity, ensuring that students with special needs are provided with the appropriate learning materials would be done. Reference Forbes, S. (2003). Government and the Arts in Australia. World Literature Today, 67(3), 494. doi:10.2307/40149342
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Lesson 3 (400 words) Aim (learning outcomes): At the end of the lesson, the students should be capable of understanding the significance and meaning of Henna tattoos and roughly recreate these tattoos through experiential learning. Link to the curriculum: Henna tattoos are linked to the curriculum in that they are part of the Australian culture and the central theme of the curriculum is facilitating the understanding of the society and more importantly, facilitating understanding why various practices are existent in order to fit best in the society. Henna tattoos are linked to the curriculum in that they are and form a huge part of artwork an aspect that makes them significant to explore and to understand. Resources: Preparation (that teacher needs to do before class) Activities: during the lesson Ø Introduction Ø The posing of a question to enquire from the students on whether they have ever heard of the word Henna especially, being mentioned by their relatives or seen Henna. Ø Body Ø The provision of a definition of what Henna tattoos are. Ø A discussion of whether there are students that have any knowledge and understanding regarding Henna tattoos. Ø The provision of images depicting Henna tattoos Ø A session of question and answer to provide clarification to students on Henna tattoos. Ø The hanging of a chart in the classroom depicting Henna tattoos as well as precise information on the logic behind them. Ø Conclusion Ø The students, after the class, are to be able to provide an answer with regards to how Henna is extracted. Ø An assignment is to be given to students to investigate on how long it is anticipated to take for an individual to apply a Henna tattoo. Ø The students to easily explain how Henna is a work of art and whether they view it as creative artwork. Ø How will you draw the lesson ideas together so that the students can evaluate what they have learnt? How will you prepare the students for the next task? Strategies: - Regular questioning of the students as the lesson progresses on key concepts regarding Henna tattoos. Asking students to use their drawing materials to draw a replica of Henna tattoos. Catering for diversity is to be facilitated through the provision of opportunities for all students to show what they know and what they do not know with respect to Henna tattoos. References Kmietowicz, Z. (2015). “Black henna” tattoos can cause blistering and scarring, doctors warn. BMJ, h4519. doi:10.1136/bmj.h4519
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Lesson 4 (400 words) Aim (learning outcomes): At the end of the lesson, the students should be capable of easily exploring, through differentiated instruction, the themes in various types of music and understand the cultural significance of music and more importantly, the contribution of music with respect to the concept and idea of cultural diversity. Link to the curriculum: Music is art, and a central theme with regards to cultural diversity hence its significance in facilitating understanding the diversity of and in the society. Music is closely intertwined with culture and is used to confer various cultural meanings an aspect that makes it a priority to explore it. Music is linked to and with the curriculum in that it is part of everyday life and offers a reflection to various aspects of life in general, meaning that understanding it is expected to facilitating understanding life and the society in general. Music primarily identifies and reflects on various generations hence its pursuance is essential to facilitating understanding the history of culture and society as well. Resources: - Song lyrics written in small pamphlets. - Audio songs that depict key aspects of culture and that integrate in them various musical elements such as texture, pitch and timber. Preparation (that teacher needs to do before class) Activities: during the lesson Ø Introduction - Asking students the types of music they listen to and allowing some to sing songs that they know about. - Singing a song that is common and likely to be known by all students and that has an artistic and cultural meaning. Ø Body - A brief explanation of the events that are expected to take place during the lesson. - Handing out of pamphlets with song lyrics. - Grouping students into small groups and assigning each group a song - Discussing key elements of a song as a work of art as a class after the small group discussions and requesting students to revisit their work based on the analysis conducted. Ø Conclusion Ø Requesting students to revisit their respective songs as assigned to them during class and analysing them based on how we did it and present their findings. Ø The exchange of work between different groups for assessment. Ø Allowing students to make any inquiries with respect to what was covered during the class. Strategies: - Going around groups assessing whatever they are handling to ensure that it is in line with expectations. Providing assistance to groups whenever necessary. Asking different groups to consider using or choosing a different song if they consider it to be a necessity for their group work. In catering for diversity, asking students to provide suggestions on how they believe that they would best they would participate in the lesson should be done. References McGuire, S., Rest, & N. (2016). The musical art of synthesis.
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Lesson 5 (400 words) Aim (learning outcomes): At the end of the lesson, the student’s, through values classification as well as cooperative learning, Based on their experiences in the previous class, should be capable of, after practice, using various musical instruments such as maracass and tambourine to produce music imitating any type of song. Link to the curriculum: Music and practising music is connected and related to the curriculum in that is used to confer meaning and ability to successfully create music is central to not only conferring meaning but more importantly, ensuring that there is the creation of cultural diversity in the music. Resources: Maracass and tambourine musical instruments A radio where students can plug and play their preferred choice of music. Scripts with musical lyrics writer on them. Preparation (that teacher needs to do before class) Activities: during the lesson Ø Introduction Ø Defining various musical instruments and this is to begin by asking students on the musical instruments they are aware of. Ø Explaining to students how various musical instruments are used. Ø Body Ø Organizing students in order of their performance mainly based on their volunteer-ship to perform Ø Ensuring that there is adequate space for performance by the students. Ø Rectifying the students when they make mistakes and provision of assistance whenever necessary.
Ø Conclusion
- Assessing the ability of the students to use musical instruments, or just their voice to imitate and subsequently, produce in an effective manner, various musical elements. - Allow for a session for students to make inquiries on how they can improve and enhance their musical skills/.
Strategies: - Ensuring that there is attentiveness by the whole class as various students perform. Asking others to point out on key areas with respect to musical elements, that a given students should improve on in order to improve their musical skills. Diversity is to be catered for through early in advance preparation in order to ensure that there is room for adjustments to be made during the lesson with respect to the unique needs of students. References Philip, R. (2004). Performing music in the age of recording. New Haven: Yale University Press.
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Assessment: 200 word provide references Assessment with respect to the understanding of the students is to be done through a wide range of strategies and techniques. Requiring the students to replicate the different works of art is one of the key strategies that should be applied and exploited in a bid to establish whether they have been capable of understanding. This would be formative assessment given that it would take place at the end of every lesson. Giving the students short, take away assignments after class is another strategy that would help evaluate and determine whether they understood what was taught. With regards to summative assessment of the unit, a final examination evaluating the students on their grasp and understanding of various elements or different types of art would be done. This would help determine whether progress has been made in facilitating their understanding of the value and significance of art mainly with respect to their societies and art with respect to culture. References Bingham, J. (2005). Aboriginal art & culture. Oxford: Raintree. Campbell, P. (2012). Artwork. London: Profile. Marshall, D. R. (2004). The Italians in Australia: Studies in Renaissance and Baroque art. Firenze: Centro Di. McClusky, P., Caruana, W., Corrin, L. G., Gilchrist, S., & Seattle Art Museum. (2012). Ancestral modern: Australian aboriginal art : Kaplan & Levi collection. Seattle: Seattle Art Museum.
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10 years ago