|
Ideas Bank
The Arts |
PP - Year 3 
Years 3 - 7
Years 7 - 10
Years 10 - 12 |
|
| Task: |
Students produced a picture
book based on a narrative structure, using either text and
pictures, or through pictures only. |
| How: |
Students drafted and edited their stories.
For the pictures, they created backgrounds, "cut-out"
characters, animals and objects. They arranged the characters
and other features on the background as a temporary collage
and photographed each picture using a digital camera. Each
story was photographed this way, printed and made into a book. |
| ICT used: |
Digital cameras, word processor. |
|
|
| Task: |
Students created an electronic
book (eBook) based on the Angela Anaconda animated TV series. |
| How: |
This learning activity was part of a broader
task in which students had learned about making appropriate
decisions on a number of issues in the face of peer pressure.
Each eBook illustrated an appropriate response to one issue.
Between the class the range of issues were addressed and this
resource was subsequently shared with classes in other local
schools. |
| ICT used: |
Digital cameras, image manipulation software, presentation
software. |
|
|
| Task: |
Students explored transferring
written texts to visual texts by creating movie trailers. |
| How: |
Existing movie trailers were analysed
and a set of criteria developed for identifying an effective
movie trailer. These criteria were used as students storyboarded,
filmed, edited and reviewed their drafts. Draft movie trailers
were test-run with a target audience and feedback helped students
to develop their trailers further before final publication
to CD.
|
| ICT used: |
Digital video cameras, video editing software, CD creation. |
|
|
| Task: |
Students created newspapers
intended for an audience of parents and the local community. |
| How: |
The purpose of the newspapers was to give
the audience an in-depth view of the day-to-day activities
of the class and school. The students took on the roles of
journalists, editors, advertisers, designers and photographers
working collaboratively to recreate the processes involved
in producing “real” newspapers. |
| ICT used: |
World Wide Web, email, digital cameras, word processor. |
|
|
| Task: |
Students collaborated to design,
manufacture and market a set of greeting cards. |
| How: |
Firstly, enterprise opportunities were
explored. Students then worked to express their ideas and
feelings about the specific topic of each greeting card. They
used arts elements and principles to realise their ideas,
using traditional and ICT arts processes to create the images
and texts.
|
| ICT used: |
Digital cameras, image manipulation software, word processor. |
|
|
| Task: |
Students listened to The Planets
Suite by Holst, recorded their feelings and thoughts and compared
their responses to the characterisations that the composer
envisioned. |
| How: |
Students recorded their responses to the
music by constructing shared concept maps and connected their
responses to the musical features of the piece. They located
information about the mythological characters on which the
music was based for comparison with their own responses. |
| ICT used: |
Media players, concept mapping software, Internet. |
|
|
| Task: |
To create a range of Japanese
language textbooks for use by upper primary students. |
| How: |
Students identified the Japanese language
learning needs of the target group. Using this information
they drafted fictional recounts and narrative stories in Japanese.
Following review and editing, the books were published as
a print resource and as eBooks. |
| ICT used: |
Presentation software using Japanese character
sets, recorded oral speaking, digital images. |
|
|
Return to browse options
|
|
