Health: PUBERTY
Term Two 2015
HISTORY:
THE GREAT WAR, WORLD WAR I
Building an Inquiry
Our initial learning targets are:
Looking at these targets we can think about the following skills that will be used...
Some useful links...
- I can Identify key events in WWI history
- I can order key events chronologically (in time order)
- I can form questions to shape an inquiry
- I can locate and identify information related to inquiry questions from a range of sources
Looking at these targets we can think about the following skills that will be used...
- Writing down dates
- Putting dates in order
- Explaining what you have read about in your own words
Some useful links...
Monday's Start Up
View the following images and video clips...
Consider the following statement....
It should be compulsory for everyone in Australia and New Zealand to attend the ANZAC dawn services.
Today's writing goal - to create three paragraphs that each contain one main idea and at least two supporting elaborations on this idea.
By yourself:
Decide on your own opinion.
Think about why you have this opinion.
What are your main reasons for or against this statement?
With your parrot of purpose buddy:
Agree on whether you agree or disagree (one of you may need to persuade the other to agree with your opinion!)
Agree on three main reasons for your shared opinion.
For each of the three main reasons - Think about and record two sentences that ELABORATE on the main reason (look at the 'burger' writing scaffold).
Create THREE paragraphs.
Always be thinking about ways that you can practise your application of persuasive text features (emotive language, inclusion, facts and figures, connectives between paragraphs - firstly/ secondly/ finally, another reason, my final reason..., opinion clearly stated etc) Remember to check out our Work on Writing page.
Term One 2015
CYBER SAFETY
Hooray for everyone having iPads!
Time for us to be exploring safe practises in using these potentially fantastic tools to aid our learning.
Our first assignment is to complete our Cyber Quest assignments....
Once these are done let's crank up our learning!
Time for us to be exploring safe practises in using these potentially fantastic tools to aid our learning.
Our first assignment is to complete our Cyber Quest assignments....
Once these are done let's crank up our learning!
Food Journeys
Where does our food come from?
We are finding out about where our food comes from and how our food is produced.
Our task over the next couple of weeks is to create a food journey diagram.
This means we will be researching the journey of different foods.... from paddock to plate.... or farm to fork!
Useful links to help us with our research...
Our task over the next couple of weeks is to create a food journey diagram.
This means we will be researching the journey of different foods.... from paddock to plate.... or farm to fork!
Useful links to help us with our research...
Organic VS Regular farming
Hello Term 4.... and a very exciting Inquiry focus!
Let's find out more about the science.... and craft of food!
What do you wonder about when it comes to food?
Where do you think food comes from?
How do you think it is made?
What are the seasons and how do they relate to our food?
What does "Paddock to Plate" mean?
What do you wonder about when it comes to food?
Where do you think food comes from?
How do you think it is made?
What are the seasons and how do they relate to our food?
What does "Paddock to Plate" mean?
Celebrating Australia's Music history.... we are embracing DISCO!
Great job on all your hard work practicing our performance for the upcoming school concert..... who knew there were so many smooth movers in our grade!!
Keep smiling and keeping up the 'NEVER GIVE UP' attitude everyone!! I am proud of you.
Here is a look at a couple of clips if you can get a little at home practice in.
Keep smiling and keeping up the 'NEVER GIVE UP' attitude everyone!! I am proud of you.
Here is a look at a couple of clips if you can get a little at home practice in.
For you, our very own Dame Nellie!!
Miming to around 1:10 (one minute and ten seconds.... there is an almost 20 second lead in to the singing! and I have cut this out of the concert music)
Here are some photos for inspiration too....
Miming to around 1:10 (one minute and ten seconds.... there is an almost 20 second lead in to the singing! and I have cut this out of the concert music)
Here are some photos for inspiration too....
LC Day and performing arts rotations
The LC Day Drama Rotation!
Welcome!
Today we are going to focus on Theatre Sports - dramatic improvisation in a game form. Does anyone know what that is?
Some of you may have seen shows like "Who's Line is it Anyway?"
This is dramatic improv. Thinking on your feet and working as a team to entertain.
Theatre Sports are GREAT for developing skills in:
Before we start today try to gather 10 or so different items from around the room. These should be bigger than a pencil if possible... think my owl waste paper basket, the chimes, a ball.... that sort of thing.
You will also need to move tables back and out of the way so that you have space to sit and view the smart board, space to sit in a sharing circle and space to DRAMATICALLY IMPROVISE!
Let's take a look at some examples of Theatre Sports in action...
Welcome!
Today we are going to focus on Theatre Sports - dramatic improvisation in a game form. Does anyone know what that is?
Some of you may have seen shows like "Who's Line is it Anyway?"
This is dramatic improv. Thinking on your feet and working as a team to entertain.
Theatre Sports are GREAT for developing skills in:
- quick thinking
- using the imagination
- role play improvisation
- voice use
- physicality with characters
- movement
Before we start today try to gather 10 or so different items from around the room. These should be bigger than a pencil if possible... think my owl waste paper basket, the chimes, a ball.... that sort of thing.
You will also need to move tables back and out of the way so that you have space to sit and view the smart board, space to sit in a sharing circle and space to DRAMATICALLY IMPROVISE!
Let's take a look at some examples of Theatre Sports in action...
Warm up activities
Take 15 - 20 minutes playing these warm up games
8 Count Shake
An energetic physical warm-up that helps to generate energy.
How Do I Play It?
Students are in a circle and you all count 1-8 whilst shaking your left hand then right hand then left foot, then right foot.
e.g.
You repeat this decreasing every time and on the last set of 1 you jump up and shout something like ‘shake down.’
Mexican Clap
Pass a clap around a circle in super-fast speed....whoosh!
How Do I Play It?
Students sit in a Drama circle and the idea is to send a clap around the circle just like a Mexican wave.
They each have to clap one after another and try to send the clap around as quickly as possible.
To focus their attentions, set an initial time for them to beat. Give them 3 attempts to improve on their time. You can even revisit this in later sessions.
Pass The Squeeze
Work as a team to pass a squeeze from person to person around the circle.
How Do I Play It?
Start in a Drama circle and ask students to hold hands.
Tell students you are going to send a squeeze around the circle, and then go on to squeeze the persons hand to your right. The squeeze should then find it's way all around the circle.
Once the students are comfortable with this, add a rhythm to the squeeze and see if it's the same rhythm that is returned.
Challenge: See if you can pass more than one squeeze around the circle
Take 15 - 20 minutes playing these warm up games
8 Count Shake
An energetic physical warm-up that helps to generate energy.
How Do I Play It?
Students are in a circle and you all count 1-8 whilst shaking your left hand then right hand then left foot, then right foot.
e.g.
- Left hand shake - "1,2,3,4,5,6,7,8"
- Right hand shake - "1,2,3,4,5,6,7,8"
- ...then left foot and right foot
You repeat this decreasing every time and on the last set of 1 you jump up and shout something like ‘shake down.’
Mexican Clap
Pass a clap around a circle in super-fast speed....whoosh!
How Do I Play It?
Students sit in a Drama circle and the idea is to send a clap around the circle just like a Mexican wave.
They each have to clap one after another and try to send the clap around as quickly as possible.
To focus their attentions, set an initial time for them to beat. Give them 3 attempts to improve on their time. You can even revisit this in later sessions.
Pass The Squeeze
Work as a team to pass a squeeze from person to person around the circle.
How Do I Play It?
Start in a Drama circle and ask students to hold hands.
Tell students you are going to send a squeeze around the circle, and then go on to squeeze the persons hand to your right. The squeeze should then find it's way all around the circle.
Once the students are comfortable with this, add a rhythm to the squeeze and see if it's the same rhythm that is returned.
Challenge: See if you can pass more than one squeeze around the circle
Learning a Game
Some games to try
Death in a Minute
Group of 3-4 players
Given a scene
Timer is set for one minute
During this time an actor must 'die'
Aim: to use up the full minute
Space Jump
4 players.
One player starts miming an every day activity or routine. The 'audience can supply this.
A second player (or the MC) calls Freeze and the first one freezes.
Second player builds another (new) scene based on the frozen position of the first player.
The other 2 players enter the same way.
Once players 3 and 4 are in, as soon as Freeze is called, 2 and 3 take on their positions in which they were frozen, and continue their scene. And so on backwards.
As soon as player 1 is back alone in his activity, he needs to finish it and that ends the game.
Props
(Using that collection of classroom objects)
In this game the players need to come up with an original/funny use of a prop. They cannot use the prop the way it is supposed to be used for, obviously.Notes
You could really use any object as if it were a cell phone, but that is not the idea of the exercise. Look at the object (or it`s parts) and see what inspires you. We once saw a player, given a chair, who turned into a prisoner. The back of the chair became the bars of this cell.
Putting it into action
Take turns sharing games
Ask for volunteers (some students will prefer being the audience and giving feedback to the actors.
Remember to think about your body position when acting... where is your audience, don't give them your back!
Use the audience to think of scenes of actions,
Audience - you have an important job to give feedback at the end of each performance - what worked well? why? what did not work well? why? Remember this feedback should be respectful and 'positively critical'.
Wrap up/ Sharing Circle
Make a sharing circle
Two things I've learnt about myself
Two things I've learnt about someone else
Term Three and a new Inquiry Focus.....
Camera......Lights.......Action! Performing Arts here we come!!
We are looking at our strengths and interests in Performing Arts and beginning to think about designing a performance to share with an audience.
We loved working with Steve Schultz a couple of weeks ago, he is a percussion artist extraordinaire! This made us think about "Stomp" style performances...
We loved working with Steve Schultz a couple of weeks ago, he is a percussion artist extraordinaire! This made us think about "Stomp" style performances...
We also know that Performing arts can mean dance....
Drama.....
Singing...
Mrs H's claim to fame is that the above talented and gorgeous singer is one of her past pupils.... SHINE!
and music...
and music...
Weeks 9 and 10:
The final push to get some learning online
Well done to you all for your hard work and perseverance in your website creation. It is one small step towards recording your learning within a global learning community... how exciting!
One thing I have been super impressed with is people's responsibility while working in this online environment.... the two classes I worked with today have displayed an excellent awareness of online safety and have used their time wisely to add style and content to their sites - AWESOME team!
Our focus over the next few days is to get as much of our learning and thinking published on our Weebly sites as possible, as well as use the Weebly publishing tools to create good looking, easy to navigate personal sites.
Here are our learning goals heading into the end of the term...
We are learning to use Weebly features to create personal websites that share our learning.
We are learning that Colonisation affected Aboriginal culture in different ways.
We are learning to apply the features and structure of report writing.
We will know we have been successful when:
Keep up the GREAT work!
One thing I have been super impressed with is people's responsibility while working in this online environment.... the two classes I worked with today have displayed an excellent awareness of online safety and have used their time wisely to add style and content to their sites - AWESOME team!
Our focus over the next few days is to get as much of our learning and thinking published on our Weebly sites as possible, as well as use the Weebly publishing tools to create good looking, easy to navigate personal sites.
Here are our learning goals heading into the end of the term...
We are learning to use Weebly features to create personal websites that share our learning.
We are learning that Colonisation affected Aboriginal culture in different ways.
We are learning to apply the features and structure of report writing.
We will know we have been successful when:
- We have applied a theme to our website
- We have made 3 pages on our website (A 'Welcome' or 'About Me' page, an Aboriginal culture page and an information report page).
- We have a photo in the header of each page that shows what the content on that page is (e.g. a page about penguins may have a photo of a penguin)
- Our Aboriginal culture page describes or explains a part of Aboriginal culture that we have researched about, and gives examples on how this part of Aboriginal culture has changed since the Europeans arrived in Australia.
- We include our own report writing about a topic we were interested in. This report will have a title, an opening statement, 3 - 4 paragraphs about different parts of my topic, a photo or diagram that helps explain my report and maybe a caption that helps explain the photo or diagram. (check Evidence Books for examples)
Keep up the GREAT work!
Term 2 2014
Indigenous People and colonisation
Week Seven and EIGHT:
Over the next two weeks we are all about researching our areas of interest about traditional Aboriginal culture, organising this information using what we know about information report writing, and setting up our own web sites. Here are some handy links Mrs D has set up for you to guide your researching...
totems
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners/language,_totems_and_stories
http://www.qsa.qld.edu.au/downloads/approach/indigenous_res012_0804.pdf
http://www.aboriginalculture.com.au/socialorganisation.shtml
stories
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners/language,_totems_and_stories
language
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners/language,_totems_and_stories
http://www.aboriginalculture.com.au/socialorganisation.shtml
hunting
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners/language,_totems_and_stories
tools
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners/language,_totems_and_stories
Music/dance
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners/language,_totems_and_stories
Societies
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners/language,_totems_and_stories
http://www.aboriginalculture.com.au/socialorganisation.shtml
http://www.convictcreations.com/aborigines/dreamtime.htm
Housing
http://www.aboriginalculture.com.au/socialorganisation.shtml
General information-check into any of these sites and find a link to your topic
http://australianmuseum.net.au/section-Indigenous-Australia
http://www.indigenousaustralia.info
http://www.schoolatoz.nsw.edu.au/homework-and-study/other-subjects-and-projects/history/aboriginal-australia
totems
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners/language,_totems_and_stories
http://www.qsa.qld.edu.au/downloads/approach/indigenous_res012_0804.pdf
http://www.aboriginalculture.com.au/socialorganisation.shtml
stories
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners/language,_totems_and_stories
language
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners/language,_totems_and_stories
http://www.aboriginalculture.com.au/socialorganisation.shtml
hunting
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners/language,_totems_and_stories
tools
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners/language,_totems_and_stories
Music/dance
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners/language,_totems_and_stories
Societies
http://www.reefed.edu.au/home/explorer/hot_topics/gbr_traditional_owners/language,_totems_and_stories
http://www.aboriginalculture.com.au/socialorganisation.shtml
http://www.convictcreations.com/aborigines/dreamtime.htm
Housing
http://www.aboriginalculture.com.au/socialorganisation.shtml
General information-check into any of these sites and find a link to your topic
http://australianmuseum.net.au/section-Indigenous-Australia
http://www.indigenousaustralia.info
http://www.schoolatoz.nsw.edu.au/homework-and-study/other-subjects-and-projects/history/aboriginal-australia
Week six focus:
colonisation - whatis it? how does it affect people and their cultures?
We have been closely reading the sophisticated picture book by John Marsden and Shaun Tan and talking about the messages in it that we can 'read' from the illustrations and understand from the writing.
Weeks Four and Five Learning Focus:
Dreamtime Stories
Here is a link to a site with an Australian landscape to explore, movies of Dreamtime stories to watch and glossaries of Aboriginal words. It is a FLASH driven site so will only be able to be viewed on a desktop computer or laptop.http://www.abc.net.au/dustechoes/dustEchoesFlash.htm
Think about how these stories explained the world and the environment to ancient Aborigines.
We are reminding ourselves of our focus question:
How has local Koori culture changed as a consequence of colonisation?
We should now have some information recorded about the traditional way of life for Australian Aborigines. Our wonderings sheet should be full of wonderings and some of these should be answered because of our research.
Our next step is to think about what we know about traditional culture and think about HOW IT HAS CHANGED because of COLONISATION.
Remember some changes may be bad, some may be good and some may be interesting.
Here is a link to a site with lots of information about the traditional way of life. (You may need someone to help you read it)
http://www.aboriginalculture.com.au/introduction.shtml
Here is a search site you can use. Just type in what you would like information or pictures about. e.g. traditional Aboriginal houses
http://trove.nla.gov.au/general/australian-pictures-in-trove
How has local Koori culture changed as a consequence of colonisation?
We should now have some information recorded about the traditional way of life for Australian Aborigines. Our wonderings sheet should be full of wonderings and some of these should be answered because of our research.
Our next step is to think about what we know about traditional culture and think about HOW IT HAS CHANGED because of COLONISATION.
Remember some changes may be bad, some may be good and some may be interesting.
Here is a link to a site with lots of information about the traditional way of life. (You may need someone to help you read it)
http://www.aboriginalculture.com.au/introduction.shtml
Here is a search site you can use. Just type in what you would like information or pictures about. e.g. traditional Aboriginal houses
http://trove.nla.gov.au/general/australian-pictures-in-trove
What does this clip about the Dreamtime tell you about the beliefs of ancient Aborigines about the creation of Australia?
Week Two and Three Learning Focus:
Use the link below to listen to some Aboriginal stories. As you listen to the stories think about what they would have told ancient Aborigines about their world and how they should live in it. What information about Aboriginal life can you 'get' from these stories?
http://www.abc.net.au/rn/legacy/features/sharingourstories/
http://www.abc.net.au/rn/legacy/features/sharingourstories/
We are learning that history can be recorded and shared orally.
We are learning about the knowledge passed on over time by ancient aboriginal people.
Welcome to Wednesday 30 April Grade 3/4.
I am sorry to miss this learning time with you!
Watch the following You Tube clip with your small group.
While you are watching think about the information and knowledge that the aboriginal people have passed on to each other. Record your thinking on the sheet you are given. I am looking forward to seeing what you can find out through watching this clip.
We are learning about the knowledge passed on over time by ancient aboriginal people.
Welcome to Wednesday 30 April Grade 3/4.
I am sorry to miss this learning time with you!
Watch the following You Tube clip with your small group.
While you are watching think about the information and knowledge that the aboriginal people have passed on to each other. Record your thinking on the sheet you are given. I am looking forward to seeing what you can find out through watching this clip.
INDIGENOUS?
COLONISATION?
Our focus question this term is...
How has local Koori culture changed as a consequence of colonisation?
We are learning that people’s actions from the past affect the cultures, traditions and practices of Aboriginal people today.
Wow what an interesting time we had at the melbourne museum!
Looking forward to a student post on our inquiry blog about this excursion.
Colleen WALLACE NUNGARRAYI - Dreamtime Sisters
Resources on Aboriginal dreaming...
http://www.rmwebed.com.au/hsie/y10/abc/dreamtime/dreamtime.htm
Lots of different stories to read.
They will give some background to oral histories and the importance of sharing stories to keep culture alive.
Here is a student wiki that gives some information about what the Aboriginal Dreaming is...
http://encyclopedia.kids.net.au/page/dr/Dreamtime
http://www.abc.net.au/rn/legacy/features/sharingourstories/
Lots of different stories to read.
They will give some background to oral histories and the importance of sharing stories to keep culture alive.
Here is a student wiki that gives some information about what the Aboriginal Dreaming is...
http://encyclopedia.kids.net.au/page/dr/Dreamtime
http://www.abc.net.au/rn/legacy/features/sharingourstories/
Hello There term four...... hello science inquiry!
We are so excited to be bring some Chemistry and Physics to our last term for 2013.... let's get scientific Grade 3/4!!
Some links to check out...
http://www.sciencekids.co.nz/
http://www.bbc.co.uk/bitesize/ks2/science/
Looking forward to the possibility of some Rube Goldburg Machines.... anyone?!
Some links to check out...
http://www.sciencekids.co.nz/
http://www.bbc.co.uk/bitesize/ks2/science/
Looking forward to the possibility of some Rube Goldburg Machines.... anyone?!
Take a look at this great digital book
Maybe you can try some of these experiments out at school or at home?
Spectacular Experiments and Mad Science that Kids Love! by Steve Heuer
Spectacular Experiments and Mad Science that Kids Love! by Steve Heuer
We are creating Glogs!!!
Hi there Grade 3/4. We are going to get clever with our Art Movement publishing and use Glogster, an online publishing and sharing tool. I know your Glogs are going to look AWESOME!
Check out the task Glog I made for you to think about what you may do. This task will hopefully be completed over the last week of term (i.e finished by Friday 20th September.... let's see how we go.
http://mrshinballarat.edu.glogster.com/art-movement-task
Here is a bit of a tutorial through You Tube (we are using the Education version of Glogster so I will get you into our account when you are ready to create.
Check out the task Glog I made for you to think about what you may do. This task will hopefully be completed over the last week of term (i.e finished by Friday 20th September.... let's see how we go.
http://mrshinballarat.edu.glogster.com/art-movement-task
Here is a bit of a tutorial through You Tube (we are using the Education version of Glogster so I will get you into our account when you are ready to create.
and here is a tutorial from GlogsterEDUhttp://kpercle.edu.glogster.com/creating-a-glog/
Putting our Art Movement Information together...
By now we should all have some information about our Art Movement.
The MOST IMPORTANT parts are...
To be able to EXPLAIN what the Art Movement is IN OUR OWN WORDS ( to do this we need to think about what type of art the artists in this movement made, what materials they used, how they used their materials, what their inspiration was...)
To know and name who at least TWO of the ARTISTS in this movement were.
To know and name at least THREE famous WORKS OF ART from this movement.
Remember the information should be recorded in your Art Journal (or your Draft book)
See the resources below for some ways to record your information and some ways to organise it to make writing your information reports easier.
I am really excited about the presentation ideas you are talking about!
The MOST IMPORTANT parts are...
To be able to EXPLAIN what the Art Movement is IN OUR OWN WORDS ( to do this we need to think about what type of art the artists in this movement made, what materials they used, how they used their materials, what their inspiration was...)
To know and name who at least TWO of the ARTISTS in this movement were.
To know and name at least THREE famous WORKS OF ART from this movement.
Remember the information should be recorded in your Art Journal (or your Draft book)
See the resources below for some ways to record your information and some ways to organise it to make writing your information reports easier.
I am really excited about the presentation ideas you are talking about!
Helpful hints for writing an information report...
http://www.bbc.co.uk/bitesize/ks2/english/writing/reports/read/1/
A step by step guide for writing up your information so that others will easily understand your research.
A step by step guide for writing up your information so that others will easily understand your research.
Helpful hints for reading for information - skimming and scanning
http://www.bbc.co.uk/bitesize/ks2/english/reading/finding_information/read/1/
A step by step guide for reading for information - key skills = SKIMMING and SCANNING. Think about your reading goals!
A step by step guide for reading for information - key skills = SKIMMING and SCANNING. Think about your reading goals!
Some resources to use
http://www.ducksters.com/history/art/
This is a great site that is written in language that is easier to understand.
http://www.moma.org/interactives/destination/
This is an excellent virtual tour of the Museum of Modern Art (MOMA) in New York. It is not an iPad friendly site though...sadly!
http://www.google.com/culturalinstitute/project/art-project
This is possibly the ONLY site you'll need to look at LOADS of artworks up close.
http://www.louvre.fr/
Now you can tour the Louvre in Paris... from home or school! How cool! Remember to click the "Translate" button at the top of the page, or you could practise your French!
http://www.louvre.fr/moteur-de-recherche-oeuvres
Use this link to search the Louvre for an artwork. Just type the name of the artwork or the artist into the search box. This will best help those of you studying the Renaissance.
Resources for each movement...
Post Impressionism
http://arthistory.about.com/od/modernarthistory/a/Post-Impressionism-Art-History-101-Basics.htm
http://www.ducksters.com/history/art/postimpressionism.php
http://www.artyfactory.com/art_appreciation/art_movements/post_impressionism.htm
http://www.artcyclopedia.com/history/post-impressionism.html
http://www.vangoghgallery.com/influences/post-impressionists.html
This is a great site that is written in language that is easier to understand.
http://www.moma.org/interactives/destination/
This is an excellent virtual tour of the Museum of Modern Art (MOMA) in New York. It is not an iPad friendly site though...sadly!
http://www.google.com/culturalinstitute/project/art-project
This is possibly the ONLY site you'll need to look at LOADS of artworks up close.
http://www.louvre.fr/
Now you can tour the Louvre in Paris... from home or school! How cool! Remember to click the "Translate" button at the top of the page, or you could practise your French!
http://www.louvre.fr/moteur-de-recherche-oeuvres
Use this link to search the Louvre for an artwork. Just type the name of the artwork or the artist into the search box. This will best help those of you studying the Renaissance.
Resources for each movement...
Post Impressionism
http://arthistory.about.com/od/modernarthistory/a/Post-Impressionism-Art-History-101-Basics.htm
http://www.ducksters.com/history/art/postimpressionism.php
http://www.artyfactory.com/art_appreciation/art_movements/post_impressionism.htm
http://www.artcyclopedia.com/history/post-impressionism.html
http://www.vangoghgallery.com/influences/post-impressionists.html
Our Art History Research Challenge
Learning Intention:
We are learning about different art movements in the history of Art.
Success Criteria:
The Task: (With a partner)
Create an informative page about an art movement that we can publish online to share with other students.
We are learning about different art movements in the history of Art.
Success Criteria:
- (How will we know we have been successful in our researching and learning?)
- We will be able to describe the art movement to others.
- We will know at least two artists who created art during the movement.
- We will be able to identify at least three artworks from this art movement.
The Task: (With a partner)
Create an informative page about an art movement that we can publish online to share with other students.
- You will choose an art movement from the list below...
- You will identify key words that may help you locate information.
- You will keep a log of the information sources you use.
- You will make notes on information you think will be useful to help explain the art movement to others.
- You will find out who the artists were that were involved in the movement.
- You will find out what the most famous art works in the movement were and will collect pictures of them.
- You will write information dot points that other students will be able to understand.
- You will organise your pictures and words in an interesting way - think colour, layout, use of text (writing) and images (drawings and photographs)
- You will create a small artwork using the art movement as inspiration.
Our research Groups
The Renaissance
Jack and Xavier Tom and James
Impressionism
Haylee and Elysia Shantel and Montana Paige, Molly and Caitlyn
Post Impressionism
Georgia and Chelsea Emily and Meg
Madison and Kasey
Cubism + Futurism
Zac and Hanneke Duany and Hannah Chloe and Matt
Bethany and Olivia
Surrealism
Sabine and Mae Sienna and Skye Jordan and James Nick and Rhys
Jai and James
Pop Art
Ahlia and Charli
Darcy and Ethan
Abstract Expressionism
Locky and Ben Riley and Isabella Tayissa
Minimalism
Vidath and Jake Alex, Rocco and Reece
Jack and Xavier Tom and James
Impressionism
Haylee and Elysia Shantel and Montana Paige, Molly and Caitlyn
Post Impressionism
Georgia and Chelsea Emily and Meg
Madison and Kasey
Cubism + Futurism
Zac and Hanneke Duany and Hannah Chloe and Matt
Bethany and Olivia
Surrealism
Sabine and Mae Sienna and Skye Jordan and James Nick and Rhys
Jai and James
Pop Art
Ahlia and Charli
Darcy and Ethan
Abstract Expressionism
Locky and Ben Riley and Isabella Tayissa
Minimalism
Vidath and Jake Alex, Rocco and Reece
Term Three, hello new inquiry focus... ART!
Week Three Term 3
This week we are focusing on applying our new knowledge about COMPLEMENTARY COLOURS!
We are also learning about famous artists who used LINE and SHAPE in the creation of their artworks.
By the end of the week we will use our developing ART VOCABULARY to write a response to a piece of art created by MIRO, KANDINSKY, KLEE or MONDRIAN.
This week we are focusing on applying our new knowledge about COMPLEMENTARY COLOURS!
We are also learning about famous artists who used LINE and SHAPE in the creation of their artworks.
By the end of the week we will use our developing ART VOCABULARY to write a response to a piece of art created by MIRO, KANDINSKY, KLEE or MONDRIAN.
Proudly powered by Weebly