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SCHEME of LEARNING 2015

SUBJECT :

Art

1st SEMESTER

YEAR : 5

CORE VALUES/STUDENT OUTCOMES :

1. Passionate Learners
2. Respectful and Caring
3. Global Citizens

Respectful and Caring

Individuals
Week &
Date

Passionate Learners

Syllabus/Specification
s

Learning Intentions

2
7/1 9/1
3
12/1

Responsible Leaders
Teaching Strategy

Global Citizens
Resources

Resilient
Assessment
Method

The Elements of Art

- to identify and
recognise 7 elements of

Intro to the Elements what are they?

GSlides Intro to
Elements of Art

Students can
recreate a drawing

16/1
4
19/1
23/1

5
26/1 - 30/1

art tools that contribute

to drawing.
Line Element

Students are able to

identify and use at least 5
lines in their artwork.

Shape (2D) and Space

(around the object)
Element

Students are able to

identify and use shape
and space in their work
and others

Activity- What kind of

lines do you know.
Samples of what is
around us. Have lines
on paper and copy it
out.
Individual - Create a
picture with lines using
materials such as
string, sticks, straws
Conclusion - Everyone
stands up at their desk
and shows their work
at the same time.
Choose 2-3 people to
talk about what they
have done.
Extension - for those
who have finished draw a picture with
lines as the centre of
attention, using pencils
Activity - Show
pictures of artwork that
have Shape prominent
in them. Discuss what
Shape is
(PowerPoint). Do the
same for Space.

Lesson 1 of 5.

following visual
direction.

-GSlides - Intro to
Lines.
-Straws
-Sticks
-String
-Toothpicks
-Glue
- Student Art Book

Students can identify

and use at least 5
different lines in their
artwork.

-GSlides - Intro to
Shape and Space
-Teacher copy of
puzzle solutions
- 3 plastic pockets of
cut out puzzle pieces
and spare paper to

Students work
individually by
copying down their
jigsaw piece.
Students work
together in a team to
put jigsaw together

6
2/2 - 6/2

Value (black and white)

and Form (3D)

Students are able to

identify and use Value
and Form in their artwork

Groups - students
must complete a
picture using grid lines
(like jigsaw). They will
be given cut out
sheets and copy them
onto a bigger sheet,
then join the jigsaw
together and make a
picture. Conclusion each group gets up
and shares what
picture they had and
discusses what
strategies they used to
put the picture
together. Discuss how
they used shape and
space to create this
picture.
Extension make their
own jigsaw for their
friends or family

copy on to
- pencil and teacher
has eraser
- larger sheet of
paper where picture
gets stuck on to and
hung up in class

(looking at where
line meets)
Teacher looks for
explanation of how
this activity shows
shape and space.

Activity - Students
discuss how objects
are perceived to be 3D
even if it is on flat on
paper? How is depth
perceived? Shading
(lighter and darker of
an object)
Individual - students
get given half a black
and white face/picture,

-GSlides - Intro to
Value and Form
-A copy of a picture
of half a face for
each person
-Different shades of
pencils - 2B, HB, etc
Glue
-Students Art Books

- Student take time

to copy picture in
detail
- Pay attention to the
different tones of
shading

glue it in their books

and try to copy the
picture on the other
side (shading activity).
Conclusion - Teacher
poses questions What
did you find difficult in
this activity? Why do
you think that is?
Students choose to
share their artwork.
Teacher asks students
for different strategies
they used for shading
(pencil holding,
sharpening used)
Extension - students
choose their own
picture to shade or try
charcoal drawing
7
79/2 - 13/2

Texture Element (1/2)

Students understand
what texture is and how
to recognise it in artwork.
Students can show
texture.

Introduction - relate
back to cactus in that
first video (prior
knowledge), thats how
he created it. Lets see
how other people
created it.
Activity - Students
trace coins and bark
on paper (press lightly
and different pencil
grip).
Students experiment
by stamping a lot of

-GSlides - Intro into

texture elements
- Students art books
- Paint
- Pencils
- Textures (bark,
leaves, coins, fruit,
foam)
(This might be better
to do this lesson in
the art room and do
rotating tables).

Students are
experimenting with
texture. Informal
assessment, go
around class and try
to promote creativity
with resources that
they have.

different textures into

their books using
paint. What happens
when u drag, dab in
one spot?
Conclusion (if theres
time) - students stand
by what activity they
loved the most and
group comes up with
one reason why and
share with class.
Students who did
extension can share
also.
Extension - Students
try and copy their
painted stamps using
pencil next to it.
8
16/2 - 20/2

Chinese New Year

break.

9
23/2 - 27/2

Texture Element (2/2)

HW task - design a
rough draft of a
picture they want
to do for their
assessment, plan
to use at least 4
elements
Students look at
collage and
design their own
collage picture
using at least 5
different materials

Introduction- read
Jeanie Baker 'where
the forest meets the
sea'. Go through
PowerPoint asking the
questions to get a
deeper understanding
of the book and

Jeanie Baker book

where the forest
meets the sea -one
between 2 if there's
enough
Collage materials
such as felt, wool,
tissue paper etc

Students should use

at least 5 different
materials to use in
their picture
NB: There should be
no white spots everything covered

10
2/3 - 6/3

Colour Element (1/2)

Students play with colour

and mix them to make
more colours. They learn
primary and secondary
colours.

illustrations in it
Individual- students
use the collage effect
on their own picturecreating a landscape
of Malaysia (see
PowerPoint for
examples)
Conclusion- get into
groups of the same
landscape as you.
Notice the similarities
and differences with
materials and feel you
get.
Extension- research
some other authors of
picture books- how do
they portray texture?

Students art books

Glue
Scissors

Introduction PowerPoint and

discussion about
mixing colour together
to make other colours.
Primary and
secondary colours
Activity - students
make their own colour
wheel with the
template provided,
mixing colours on
pallet first. An example
will be on the
interactive white board

-Paint red, blue,

yellow, white and
black
-Paint pallets (one
between 2 preferably
so mixing colours for
yourself can be
done).
-Water for painting
-Paint brushes
-Students art books
-GSlides Colour 1/2
-Template for Colour
wheel
-Scissors and glue

Students are able to

show that they can
mix colours, read
and complete a
colour chart in formal
and informal
assessment

11

Colour Element (2/2)

Students understand how

colour is used in different
cultures and how it can
portray emotion

for reference
Conclusion- why do
we mix colours? How
many different colours
are there? Better at
shading if you have
same tone of colour
that is just darker
Extension students
try to shade using
coloured paint
Introduction
discussion about what
colours mean in their
own culture, inform
them means
something different in
different cultures. How
do colours make you
feel? If you see a
black sunflower, how
do you think the author
wants you to feel?
(PowerPoint). Look at
some photos, look at
pictures, how does
author want you to
feel?
Activity choose up to
colour that portrays
them and do a portrait
of themselves using
only those colours.
Or
design a picture that

for pasting colour

wheel in books
(might be better the
week after so it has
time to dry)

GSlides Colour 2/2

Crayons, pastels,
paint or pencils.

Formal assessment
can be done when
observing students
artwork. The colours
they choose will
depend on if they
understand the topic
or not.

12 and 13

Assessment (2 lessons)

Students are to design a

picture with at least 4
elements in mind.

puts off a negative feel

(sad, angry, lonely)
(thinking pastels if
available)
Conclusion, share
some students
pictures to the class
and talk about emotion
they feel when seeing
it
Please refer to rubric.
Students are told
about this just before
holidays so they can
start thinking about it,
so most of their
planning is done.

All resources that

students need to
make their picture
(It may be
worthwhile getting
students to plan this
beforehand so they
know what
resources they need.

Please refer to
rubric
Please note:
rubric is for
students and
teachers