3D fictitious fish

Term: 3 Year: 2014

Research Primary School’s Year 3&4 students created a 3D mixed media mobile of a new species of fish. Combinations of recycled and new materials were used.

Unit: 3D fictitious fish
Year Levels: 3/4
AusVELS level: Working towards 4
Duration of Unit: 5 weeks  
Term: 1
Year: 2014

Learning Focus from AusVels  Level 3

Students select, combine and experiment with ways of using a range of arts elements, principles and/or conventions, skills, techniques and processes, to explore arts ideas sourced from their imagination and real life.

Unit Assessment Standards

Level: Level 3-Working towards Level 4

Making

The children will select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies. They will show evidence of arts knowledge when planning arts works for different purposes and audiences and identify techniques and features of other people’s works that inform their own arts making. They will refine their work in response to feedback and self-evaluation.

Responding  

The students comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes. They identify and describe key features of arts works from their own and other cultures, and use arts language to describe and discuss the communication of ideas, feelings and purpose in their own and other people’s arts works.

Teaching & Learning Activities

Week 1

Making A few weeks had been spent prior looking at images and discussing the different features and shapes of fish. We talked about a new species of fish discovered in 2013, and then the children planned and drew their own imaginative new species.

Week 2

The children received plastic bottles which had had the bases removed. They then covered these with several layers of tissue paper mache.

Week 3

The bottles were either painted or covered with decorative papers. A few children chose to leave theirs transparent.

Week 4

The children had access to a huge range of materials with which to individualize their fish and let their imaginations go wild. Supertac was suitable for the majority of adhesions but a hot glue gun was useful for difficult joins (teacher use only).

Week 5

Final touches were completed and the children were given time to engage, discuss each other’s creations and celebrate their hard work.

Responding

Class discussions occurred prior to and at the end of every session where we evaluated various methods, materials, processes and techniques as well as reflected on individual art works.

Overall

The children were delighted with this unit. It gave them opportunities to use skills and really explore their creativity and imaginations.

Resources and Materials

Posters, images, photos, newspaper articles

Plain tissue paper, diluted clag/PVA glue.

Acrylic paints, shimmer paints, papers.

Supertac, corrugated card, decorative papers, magiclay, paper balls, pipe cleaners, buttons, straws, permanent markers, crepe paper, glitter, sequins etc

In fact any materials (within reason) could be used as long as they could justify how these would be beneficial to their project.

Assessment Tools

Teacher observation, annotated records/checklists, informal discussion and analysis of artworks noting;

Details and features included

Prior knowledge i.e. awareness of fish body parts

Use of arts elements

Skills i.e. paper mache, and painting

The selection and use of task appropriate materials.

Teacher observation/ anecdotal notes/checklists of students’;

Work habits and attitudes,

Ability to describe and discuss their own work and the artwork of others

Participation and engagement in class discussions

Link with other domains

Science, English