Lesson Plan Collage Topic: Collage Season Boards Outcomes: from the VEYLD Framework.

k. #1- Children have a sense of identity. #2- Children are connected with and contribute to their world. LESSON OBJECTIVES:
Children should be able to identify with the seasons going on around them. Children can look around their communities, schools and homes to draw inspiration from their experiences around them. The children should be acknowledging the changing season around them, outdoors and indoors (as people wear different clothes, the trees are different colours, there are decorations being assembled) and children are to create their representation of that season.

Ages: 6-8

LESSON STRUCTURE:
Materials Cardboard Boxes (Cut into even sections) Paint Pencils Markers Coloured Paper Crepe Paper Glue Ribbons Material/ Cloths String Glitter Safety Scissors Anything they bring from the outdoors like leaves and flowers Instructions 1. Take the children outside (to a park) in small groups for periods of 5-10 minutes. Allow them to collect some natural items such as leaves and sand to bring back with them into the classroom. 2. Provide each child with a section of an already cut up cardboard box. 3. Get the children to draw out on the cardboard what they want their design to be. It should be their own representation of what they think the current season means to them. 4. Get the children to write in a diary about how they interpret the season and how they explain the different images that they are putting into their artwork. 5. With the materials provided they are able to cut, stick, paste, draw, paint, etc anything that they want to use up all the cardboard space. 6. The children arent allowed to leave gaps within their design. And it should be what they think the current season is about. For example children might use sand for the beach in summer. 7. Hang the pieces up to dry and allow the children to take them home or leave them to be put up within the classroom. 8. Get children to write in the diary again. This time about how their design is that particular season, and if their work turned out how they wanted it to be.

SAFETY CONSIDERATIONS
A safety consideration would be if children are able to use scissors. The scissors that the school provides should be safety/blunt scissors so that children cannot injure themselves while cutting up any of the materials.

ASSESSMENT
Outcome #1 Children can be assessed within this task as they go through the design process. The childrens explanation of what images they are portraying within their design and what the season is for them should be assessed. Outcome #2 To assess their children connecting with their world can be assessed on how many natural items they take from their visit outdoors and how they use them within their design. If children use sand to create a beach for when they are in summer it could be seen that the child is connecting their activities with the season. Children can also be assessed on this by their diary that they write during and after creating the piece of work. By exploring their own communities for what they can see changing within the season. The childrens own reflection on what they think about the season. The childs abilities to critically reflect on what they see within their world should be seen through their diary and in the process before the art work is finished. This diary should develop the childs ideas and design for their art work and the reasons behind the art work. The child should be able to take the diary at home so that when they do their own research (observing their surroundings) they have somewhere to collect their thoughts. For example, if children put a sports teams colours in their design and can explain that their parents or families support a team during the winter season.

REFERENCES
Boughton, D. (1994). Edvidence for assessing in the visual arts. In Evaluation and Assessment in Visual Arts Education (pp. 36-38). Melbourne, Geelong, Victoria, Australia: Deakin University Press. Department of Education and Early Childhood Development and the Victorian Curriculum and Assessment Authority (2009), Victorian Early Years Learning and Development Framework for Children Birth to Eight Years. DEECD and VCAA, Melbourne. www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/learning/veyldframework.pdf