k2 Term 2 - Art Elements

Aesthetic & Creativity
Term 2 Lesson 1 (Week 1)
Theme: Festival: Easter Bunny
Date: 28th March 2013
Lesson Objectives
Children will be able to:
1. Relate to a character in the story and create a simple 3D model of it.

2. Explore the different ways to create an artpiece using different materials.
Learning Learning Outcomes Code

Area
A&C Create 3-dimensional artworks from observation and 1.9
imagination
Describe and explain ideas in their artworks 2.2
Dramatise familiar songs, rhymes and stories using 3.14
voice, movements and/or props
L&L Speak in front of a group (e.g. show and tell, making 1.24
introductions, expressing opinions)
MSD(Fine) Use a pair of scissors to cut paper with good control 2.8
S&S Initiate, plan and carry out tasks 2.9
Dispositions: Inventiveness
Provide opportunities for the children to develop inventiveness by imaging and creating a
3D model of a character in the story.
What to prepare:
• Storybook, “Hide, Easter Bunny, Hide!”

• Toilet rolls
• Drawing papers
• Markers
• Crepe papers
• Cardboard (as the base)
• Pom pom
• Paint
• Colouring materials
• Glue and Scissors
PCF Chua Chu Kang- Kindergarten 2 Term 2 (Art & Craft) Page 1
Tuning In:
1. Teacher will read the story, “Hide, Easter Bunny, Hide!” The story is about how
Easter Bunny completed his task of hiding all the Easter Eggs in the nick of time
with the help of his friends.
2. To sing the song ‘Easter Days’ (to the tune of Jingle

Bells)
Easter eggs, Easter Eggs

Hidden all around
Come my children look around and see where they are
found
Easter eggs, Easter eggs
They’re a sight to see
One for *Tom and One for *Ann
And a special one for me
*(children’s names can be substituted)
Lesson Development:
3. The teacher will tell the children that they will be creating a simple 3D model of the
Easter Bunny.
4. They will need to first paint the toilet roll and the base of the cardboard then stick
them together to create the body of the Easter Bunny.
5. Afterwards, the children will be provided with materials and the teacher will give
suggestions on how they can use it.
• Crepe Papers: Roll them to make Easter Eggs, clothes for the Easter Bunny
• Pom Pom: Nose for the Easter Bunny
• Drawing papers, scissors, markers and colouring materials: Draw the facial
expression and ears for the bunny
6. Children will decide how they want to make use of the materials given and are
encouraged to think of other creative methods to use them.
Closure:
7. When everyone is done, the children will sing the song, “Easter Day!” again but this
time with the Easter Bunny that they created.
8. The children will also take turns to describe their Easter Bunny to their friends.
1. What did you use for the crepe papers? Pom Pom?
2. What colours did you paint for your Easter Bunny?

Theme: Shapes: Geometry
Date: 5th April 2013
Lesson Objectives
1. Express their creativity skills while creating their artworks made of shapes.
2. Describe their art pieces and talk about what shape(s) they used to create it.

Area
A&C Experiment with elements of art to create artwork 1.7
(using different shapes)
Describe and discuss what they see, think and feel 2.7
about a variety of artworks
L&L Speak in front of a group (show and tell) 1.24
S&S Express their opinions 1.8
Showing inventiveness by creativity their own artwork.
What to prepare:
• Painting by Paul Klee, Swiss Artist Castle and Sun, 1928

• Drawing papers
• Crayons
Tuning In:
1. Teacher will present an artwork that was painted by Paul Klee, a Swiss artist. She
will ask the questions:
• What shapes do you see in this artwork?
• What picture can you see from the art piece?
• How do you feel looking at the artwork?
2. Teacher will explain that the artist liked using the shapes such as circle, square,
rectangle and triangle to create art pieces.
Lesson Development:
3. Teacher will explain to the children that they will create an artwork using shapes
(i.e. circle, square, rectangle and triangle). They will be given time to think and plan
what kind of artwork they will like to create.
4. Teacher can provide some ideas such as making buildings or patterns that they like.
5. Teacher will then explain how to create the art piece. First, they will draw out the
shapes while creating the pictures that they planned earlier on then make use of
crayons to colour and fill up the shapes.
6. Teacher will state the ground rules before distributing the materials to children.
Children will start creating their work.
Closure:
7. When they are done, children will be asked to pack up and clear their desk.
8. Every child in the class will be given an opportunity to describe and explain their
artwork. Teacher can help by asking questions:
• Can you describe your artwork?
• What shapes did you use to create this …?
Theme: Colour: Secondary Colours
Lesson Objectives
1. Identify the three primary colours and observe what happened when two primary
colours are mixed.
2. Initiate and write greeting messages in their “Happy Cards”.

Area
(mixing paint to get different colours)
Talk about their own artwork (e.g.what their own 2.1
artwork is about and the colours used.
L&L Compose and write complete sentences using invented 3.7
and conventional spelling
MSD Fold paper or cloth from point to point 2.9
S&S Show care and concern to people they know 4.6
Dispositions: Appreciation
Showing appreciation towards peers upon receiving the card.
What to prepare:
• Drawing papers
• Three Primary Colours (red, yellow and blue) Paint
• Writing materials
• Aprons
Tuning In:
1. Teacher will revise with the children what the three primary colours are, i.e. red,
yellow and blue.
2. The teacher then continued to ask as to revise secondary colours.
• What do you think will happened when you mix two primary colours together?
• What will happen when you mix red and yellow?
• Red and blue?
• Yellow and blue?
Lesson Development:
3. Teacher will explain to the children that they will create a “Happy Card” which they
can give to anyone that they want. While creating the happy card, the children will
get to find out what colours they can get when they mix two primary colours
together.
4. Teacher can demonstrate the following steps:
• Fold a piece of drawing paper in half and crease the fold. Fold into half again then
crease again.
• Open the paper and put a glob of each primary colour in the center of the paper
where the folds are.
• Fold the paper again like what the steps earlier on, then rub the colours together.
• Open up the paper and observe what happen when the colours mix.
• Get another piece of paper and rub/press the paper gently on the mixture.
5. Teacher will states the ground rules before distributing the materials to children.
6. Children will then asked to write messages onto stripes of paper and to paste on the
card once the paint dried up.
Closure:
7. When the cards are dry, the children will get greeting messages on the inside of
the card.
8. When everyone is done with their “Happy Cards”, the teacher can ask the following
questions:
• What colours do you get when you mix red and yellow, red and blue, yellow and blue?
• Did you successfully rubbed and blend the colours well to get the secondary colours?
• Who do you intend to give this card to?
(Reference ‘Incredibly awesome craft’ on Happy Cards, pg 106)
Theme: Colour: Mixing using white
Lesson Objectives
1. Observe what happened when a colour is mixed with white paint.

2. Discuss the usage and importance of white in colours.

Area
Be aware of nature, objects and artworks around them 1.1

voices (sing to reflect happy)
L&L Use conjunction to show relationship (blue ‘and’ red) 1.3
EA Be aware of the consequences of Man’s actions on the 2.4
environment.
Appreciate nature that is full of colours that symbolize harmony.
What to prepare:
• Paint of different colours

• Drawing papers
• Brushes
• White paint
• Aprons
Tuning In:
1. To sing the song ‘What Colours Did You Choose’ and to dramatize the lyrics.
Lesson Development:
2. Teacher will revise with the children what are the primary and secondary colours.
3. The teacher then continued to ask, “What do you think will happened when you mix a
colour with white paint?”
4. Children will do recording of their predictions.
5. Teacher will demonstrate the following steps:
• On a piece of drawing paper, they will paint swirls of different colours such as red,
yellow, blue, green or even black.
• Afterwards, make swirls of white paint over the colours painted earlier on.
• Press another piece of drawing paper over.
• The children should be able to see shades colours when white is mixed with the
paints.
7. Children will start creating their art work.
Closure:
8. When everyone is done, the teacher can ask the following questions:
• What colours do you get when you mix a paint with white?
• What do you think you can do if you want pink but you only have red and white
paint?
• Do you think white paint is important as well?
(Reference ‘Music and Movement In the classroom’, What colours did you Choose?, pg 10)
Theme: Colour: Warm and Cool
Lesson Objectives
1. Express their creativity skills using their warm or cool colours drawings.
2. Appreciate how everyone thinks differently, e.g. how a similar theme (Warm/Cool
Colours) can have various ways to be expressed differently.

Area
about a variety of artwork.
Provide opportunities for the children to develop inventiveness.
What to prepare:
• Warm and Cool colours paint

• Aprons
• Drawing papers
• Paintbrushes
Tuning In:
1. To sing the song ‘What Colurs Did You Choose’ and to dramatize the lyrics.
2. From the lyrics, get children to guess which colours are cool and warm. (e.g. green,
red, purple, etc)
Lesson Development:
3. Teacher will show some colour cards and asked children if they belonged to cool or
warm colours.
4. After that, some pictures of scenery are shown to children for describing their
feelings by looking at them. Information can be mentioned, e.g.
• Colours can be warm or cool.
• Some examples of warm colours are red, orange and yellow.
• Some examples of cool colours are blue, green and violent (also known as purple).
• Warm colours make us think of things such as water.
• Cool colours make us think of things such as water.
5. Get children to look at some pictures and get them to discuss which one shows warm
colours and which one shows cool colours.
6. The children will decide whether they want to create an art work using warm or cool
colours. The teacher can provide some suggestions such as drawing snow scene using
cool colours and drawing desert scene using cool colours.
Closure:
8. When everyone is done, children will present their artwork and express their
picture. The teacher can ask the following questions:
3. Compare your pictures with your friends. Did you both use the same colours? Why
or why not?
4. Do you think some colours can be warm and cool at the same time?
(Reference “Art Primary 1- pg 54)

Theme: Colour: Dark/Light/Bright (e.g. weather)
Date: 3rd May 2013
Lesson Objectives
1. Observe and predict what happened when they shine torchlight in a dark room and
the effects of glow in the dark paint.
2. Discuss the use of dark, light and bright colours in creating art works.

Area
A&C Represent things in the environment through artworks 1.5
Create 2-dimensional artworks from observation and 1.9
imagation
E&A Use senses and simple tools (e.g. torch light ) to 1.2
examine a dark room
Dispositions: Sense of wonder and curiosity
Provide opportunities for the children to foster sense of wonder and curiosity when:
• They observe what happened when they shine torch light in a dark room
• They examine the effects of glow in the dark paint
What to prepare:
• Dark room
• Torchlight
• Shoe box
• Glow-in-the-dark paint, apron and paintbrushes
• Painting “The Starry Night” by Vincent van Gogh, 1889
Tuning In:
1. The teacher will introduce the art work, “The Starry Night”
• This was painted by the famous Dutch artist, Vincent van Gogh.
• The painting depicts the view outside his room window at night. However, he painted
from memory during the day.
• Ask the children what kind of colours did the artist use?
Lesson Development:
2. The teacher will tell the children to observe the surrounding of the classroom
before she switches off the lights.
3. After the teacher proceeds, the children will observe the surroundings of the
classroom. The teacher can say, “The room is very dark now and you cannot see the
things around you clearly. Now I am going to give everyone a torch light. You have to
tell me how different it will be when you shine the torchlight around?”
4. Provide children some time to shine the surroundings with the torch light and
exploring how shadows can be created.
5. Teacher will switch on the light and say, “When you shine the torchlight around, you
can see the things around clearer and you will see shadows of your friends when you
shine on them. The lights on the streets are important because we can see things
better with them.”
6. She will get the children to recall what they can see on the streets at night. She
will tell them that they will paint the streets at night from memory just like Vincent
van Gogh.
7. Next, the children will paint with the glow-in-the-dark paint in the shoe box. The
teacher will cut a peep hole for them when they are done.
Closure:
8. When everyone is done, children will predict what they can see from the peep hole.
• It is very dark inside the shoe box. What do you think you can see from the peep
hole?
9. Children will get to explore their own creation. Inform them that these effects are
called, “Glow in the dark.”
10. The teacher will carried on by asking,
• What is the use of dark, light and brights colours in creating art works?
Theme: Festival: Mother’s Day
Date: 10th May 2013
Lesson Objectives
1. Express their creativity skills while creating their artworks; making use of various
materials such as crepe papers, straws, coloured papers.
2. Initiate and write messages for their mothers to show appreciation and love for
them.

Area
A&C Experiment with a variety of media (e.g. paint, crepe 1.3
papers, straws, magazines…)
Describe and explain ideas in their artworks 2.2

voices
L&L Compose and write complete sentences using invented 3.7
and conventional spelling
MSD(Fine) Use a pair of scissors to cut paper with good control 2.8
S&S Talk about self, family and community 1.1
Appreciate the hard work of their mummies in taking care of them
What to prepare:
• Tissue boxes
• Scissors
• Paint, paint brushes, apron
• Materials for decoration such as magazines, straws, crepe papers, coloured papers,
string
Tuning In:
1. To sing the song, “Mother’s Day”
Mum you are so special
You always care for me
Mum you have a heart so true
That loves me faithfully
You bake, you cook, you wash and work

To make our house a home
I’m thankful for a mum like you
To cherish and to love
2. Ask the children:
• What does mummy do for you? How can you show their appreciation and love for all
the hard work in taking care of you?
• What is your favourite place that you like to go with your mummy?
Lesson Development:
3. Inform the children by telling them that they will create their favourite places that
they like to go with their mummy in the tissue box, making use of various materials.
*One side of the tissue box will be cut out by the teacher before lesson.
4. Teacher will provide them with some suggestions:
• Paint: Paint the inside of the tissue box
• Magazines: Tear the magazines into smaller pieces and paste them on the outside of
the tissue box, covering the pictures that the tissue box had.
• Crepe papers: Roll them and paste them as stones for garden, curtains for a house
theme.
• String and coloured papers: Draw and cut out pictures and hang them using the
string.
• Straws: Blue straws for the waves of the beach theme.
• Other materials in the art center that the children wants to use.
5. For the last step, children will write down their appreciation notes to their mummies
and be pasted on one of the sides of the tissue box.
Closure:
7. When everyone is done, the teacher can ask the following questions:
• What is the place that you created? What and how did you use the materials
provided?
• How do you intend to present this mother’s day craft to your mummy?
8. End the lesson by singing the “Mother’s Day” song.
Theme: Texture: Rough and Smooth
Date: 17th May 2013
Lesson Objectives
1. Differentiate the texture between rough and smooth.

2. Express their creativity skills when they create a textured artwork.

Area
A&C Be aware of nature, objects and artworks around 1.1
them.
Experiment with a variety of media (e.g. buttons, 1.3
leaves, cloth scraps and etc)
Provide opportunities for the children to develop inventiveness when they create their own
unique artworks
What to prepare:
• Construction paper
• Craft glue
• Flat things with textures (e.g. cloth scraps.
Cotton wool, buttons, leaves)
• A picture of a mixed media art artwork
Tuning In:
1. Teacher will present a mixed media artwork, for

example:
2. She will ask the children how and what did the artist use to create this piece of
work.
3. She will further explain:
• An artwork can have texture. Textures can be smooth or rough.
• What texture did the artist create in the artwork?
• What do you like or do not like about the artwork?
Lesson Development:
4. The teacher will then provide children with flat things such as cloth scraps, cotton
wool, buttons and leaves.
5. The children will touch the things to feel the textures and sort them into things
that are rough and things that are smooth.
6. Inform the children that they will make a textured artwork too.
7. They will then choose the things they want to use and arrange them on the
construction paper.
8. When they are done arranging the textured materials, they will glue the things to
the paper.
9. Inform the children also that they are using craft glue, also known as white glue. It
is a strong glue that will stick the textured things to the paper well.
Closure:
10. Children will present their artwork and talk about what smooth and rough materials
they used to create their work.
(Reference ‘”Art Primary 1” – pg 52)
Theme: Texture: Fuzzy, Bumpy
Date: 22nd May 2013
Lesson Objectives
1. Differentiate the texture between fuzzy and bumpy.

2. Appreciate how everyone thinks differently and describe the artworks of their
friends.

Area
A&C Experiment with a variety of media (e.g. pom pom and 1.3
rocks)
Talk about their own artworks 2.1
Talk about the artworks of their peers 2.3
S&S Work and play cooperatively with others 4.7
Dispositions: Engagement
Provide opportunities for the children to develop engagement when they engage in
meaningful conversation with their friends to describe each other artworks
What to prepare:
• Pom Pom
• Small rocks
• Coloured papers
• Craft glue
• Drawing materials such as pencils and erasers
Tuning In:
1. Display Pom Pom and Pebbles on the table and the children will touch and feel the
texture.
2. The children will try to describe the feeling of touching those items and the
teacher will carry on by saying:
• Fuzzy means it has a fluffy texture or appearance, the pom pom is one example. Any
other objects you can think of?
• Bumpy means it has an uneven surface, the small rock is one example. Any other
objects you can think of?
Lesson Development:
3. After the discussion, the teacher will demonstrate on how to create the artpiece:
• First, the children will be given a coloured paper each to draw any pictures that
they want.
• After they are done, they will get pom pom and small rocks to paste around the
outline of the pictures that they drew.
• Remind the children that they will be pasting the items around the outline of the
pictures, thus, it will be best if they draw a simple and not complicated pictures. For
example, a heart, two triangles, a simple outline of a bee and etc.
4. Teacher will states the ground rules before children get started.
Closure:
5. When everyone is ready, the teacher will pair the children up. She will say, “Now you
are going to talk to your partner about your artwork. You can describe your work to
your partner by telling them things like what you drew, what materials you used and
what you think you can do better.”
6. Provide some time for the children to engage in their conversation. The teacher will
carry on by telling them, “Today, you will not be describing your artwork but you will
be describing your friend’s artwork instead.”
7. Each child in the class will be provided with an opportunity to speak up and the
teacher can guide them along.
Theme: Principles: Repetition
Date: 30th May 2013
Lesson Objectives
1. Experience the technique of weaving with papers.

2. Learnt that an artwork not only is for us to display or appreciate but it can be
useful too.

Area
Dispositions: Perseverance
Provide opportunities for the children to develop perseverance when they take longer time
and effort to complete the placemats using the weaving technique
What to prepare:
• Construction papers
• Scissors
• Glue
Tuning In:
1. Teacher will explain the definition of Weaving, “It is a technique that requires you
to interlace the thread or other forms of materials.”
2. Show children some pictures of
objects that are done by weaving.
For example,
3. Teacher will carry on by asking and

telling them:
• How are those things used in daily

life?
• Artists can create many beautiful

and useful things by weaving.
• Artists use long strips of material to weave. The strips are made to go under and
over each other.
Lesson Development:
4. Tell the children that they will weave something that is useful today; they will
weave a placemat for themselves.
5. Teacher will demonstrate the steps:
• Fold a piece of construction paper in half.
• Cut lines along the fold. Stop before you reach the other edge. Unfold the paper.
• Cut some strips of construction paper. Weave a strip under and over.
• Weave the next strip over and under. Add strips until no more strips can fit.
• Cut of the extra parts of the strips and glue them down.
Closure:
7. When everyone is done, children will present their placemats to their friends. The
children will talk about:
• What colour strips they used.
• Whether the weaving feels smooth or rough.
• Whether they enjoy making an artwork that they can use. What will their placemat
be used for.
(Reference ‘”Art Primary 1” pg. 70)

k2 Term 2 - Art Elements

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Aesthetic & Creativity

Term 2 Lesson 1 (Week 1)

Theme: Festival: Easter Bunny

Date: 28th March 2013

Children will be able to:

1. Relate to a character in the story and create a simple 3D model of it.

Learning Learning Outcomes Code

• Storybook, “Hide, Easter Bunny, Hide!”

2. To sing the song ‘Easter Days’ (to the tune of Jingle

Easter eggs, Easter Eggs

• Pom Pom: Nose for the Easter Bunny

2. What colours did you paint for your Easter Bunny?

Term 2 Lesson 2 (Week 2)

Theme: Shapes: Geometry

Date: 5th April 2013

Children will be able to:

Learning Learning Outcomes Code

Showing inventiveness by creativity their own artwork.

• Painting by Paul Klee, Swiss Artist Castle and Sun, 1928

• What shapes do you see in this artwork?

• What picture can you see from the art piece?

• How do you feel looking at the artwork?

• Can you describe your artwork?

• What shapes did you use to create this …?

Term 2 Lesson 3 (Week 3)

Theme: Colour: Secondary Colours

Date: 12th April 2013

Children will be able to:

Learning Learning Outcomes Code

Showing appreciation towards peers upon receiving the card.

2. The teacher then continued to ask as to revise secondary colours.

• Red and blue?

• Yellow and blue?

4. Teacher can demonstrate the following steps:

• Who do you intend to give this card to?

(Reference ‘Incredibly awesome craft’ on Happy Cards, pg 106)

Term 2 Lesson 4 (Week 4)

Theme: Colour: Mixing using white

Date: 19th April 2013

Children will be able to:

1. Observe what happened when a colour is mixed with white paint.

Learning Learning Outcomes Code

Be aware of nature, objects and artworks around them 1.1

Appreciate nature that is full of colours that symbolize harmony.

• Paint of different colours

4. Children will do recording of their predictions.

5. Teacher will demonstrate the following steps:

• Press another piece of drawing paper over.

7. Children will start creating their art work.

• Do you think white paint is important as well?

Term 2 Lesson 5 (Week 5)

Theme: Colour: Warm and Cool

Date: 26th April 2013

Children will be able to:

Learning Learning Outcomes Code

Provide opportunities for the children to develop inventiveness.

• Warm and Cool colours paint

• Colours can be warm or cool.

• Some examples of warm colours are red, orange and yellow.

• Warm colours make us think of things such as water.

• Cool colours make us think of things such as water.

(Reference “Art Primary 1- pg 54)

Term 2 Lesson 6 (Week 6)