Activity Introduction
Quick summary: The ability to think critically and creatively is integral to students becoming resourceful, imaginative and innovative learners. This lesson uses Visible Thinking Routines to make critical and creative thinking clear – allowing students to identify, evaluate and improve upon their own thinking practices.
In this lesson, students will use 2 Visible Thinking Routines as they journey from an idea to a personal connection. The lesson explores the topic of plastic waste but is designed to be easily adaptable to other topics of interest. In this lesson, students will look at an artwork that uses plastic waste, identify and explore issues surrounding plastic waste, and create their own artwork exploring plastic waste.
Faber-Castell has long understood the importance of creativity to all people, especially to young people. It is also continuously searching for environmentally friendly processes and high-quality materials to enhance children’s creative experience throughout every development phase. For more information about Faber-Castell, click here.
Learning intentions:
- Students use and understand the ‘See, Think, Wonder’ and ‘What Makes You Say That’ thinking routines to explore a topic.
- Students understand that artists can choose materials to communicate meaning in their artworks.
21st century skills:
Australian Curriculum Mapping
Content descriptions:
Foundation – 2 Visual Arts:
- Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)
- Respond to visual artworks and consider where and why people make visual artworks, starting with visual artworks from Australia, including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR109)
Year 3 Visual Arts:
- Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
- Identify intended purposes and meanings of artworks using visual arts terminology to compare artworks, starting with visual artworks in Australia including visual artworks of Aboriginal and Torres Strait Islander Peoples (ACAVAR113)
Foundation – 2 Design and Technologies:
- Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)
Year 3 Design and Technologies:
- Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
Foundation HASS:
- Pose questions about past and present objects, people, places and events (ACHASSI001)
- Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI008)
Year 1 HASS:
- Pose questions about past and present objects, people, places and events (ACHASSI018)
- Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025)
Year 2 HASS:
- Pose questions about past and present objects, people, places and events (ACHASSI034)
- Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI041)
Year 3 HASS:
- Pose questions to investigate people, events, places and issues (ACHASSI052)
- Draw simple conclusions based on analysis of information and data (ACHASSI058 )
Syllabus outcomes: VAS1.1, VAS1.3, VAS1.4, VAS2.1, VAS2.3, VAS2.4, STe-9ME, ST1-12MW, ST1-13MW, GEe-2, GE1-3, GE2-4, HTe-2, HT1-4, HT2-5
General capabilities: Critical and Creative Thinking, Literacy
Cross-curriculum priority: Sustainability
Relevant parts of Year Foundation – 3 Visual Arts achievement standards: Students describe artworks they make and view and where and why artworks are made and presented. They discuss how they and others use visual conventions in artworks.
Relevant parts of Year Foundation – 3 HASS achievement standards: Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided.
Topic: Sustainability
Units of work: Creative Sustainability – Foundation to Year 2 – Visual Arts & Creative Sustainability – Years 3 & 4 – Visual Arts
Time required: 60 mins.
Level of teacher scaffolding: Medium – seek relevant materials for art making prior to the lesson and facilitate class discussions.
Resources required: Student Worksheets – one copy per student (optional). Plastic waste items (such as bottles, drinking straws, bottle tops, biscuit trays etc.). A4 paper – one sheet per student. Colourful drawing materials (such as connector pens, markers or pencils). ‘Happy Floating Dream Cloud’, 2013 (projected or hard copies).
Keywords: thinking routines, creative thinking, critical thinking, drawing, art, plastic, contemporary artist, Faber-Castell
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.
Teacher Preparation
