Teaching and Assessing the Creative Arts in Primary Aged Children

This assignment focuses on teaching and assessing creative arts in primary-aged children, emphasizing backward mapping as a pedagogical approach to design learning experiences. It explores the rationale for arts education, highlighting its role in holistic child development through visual arts. The assignment outlines specific learning goals, objectives, and assessment tasks, with detailed lesson plans incorporating various art activities such as firework displays, fluoropaint creations, pipe art, and sculpture analysis. Each lesson includes materials, teaching methods, student activities, and assessment strategies. The assessment tasks encourage children to express feelings through colors, design creative projects, and engage in hands-on activities like salt painting and watercolor resist techniques. The document also provides a list of relevant references to support the concepts discussed.

TEACHING AND ASSESSING THE CREATIVE
ARTS IN PRIMARY AGED CHILDREN

INTRODUCTION TO
BACKWARD MAPPING
Backward mapping can be defined as a process that is used by the
educators to design the learning experiences and the instructional
techniques for achieving the specific learning goals
Backward mapping always focusses on the end product that is the
on learning other than teaching.
The backward mapping helps the teachers to develop courses and
units .

RATIONALE:
Arts is fundamental to develop physical, emotional, aesthetic,
intellectual and social growth of the individual.
By giving the opportunities to the children to explore visual arts ,
the children explore the creative possibilities of making a new
fabric
A variety of fabrics can be used to explore the shapes and the
lines, textures and the patterns and the tones (Roy, Baker &
Hamilton,2015).
Visual arts helps in the holistic development of the child.

LEARNING GOALS
Children will be able to identify the wide array of colors and will be
able to do the fine line drawing.
Children will be able to understand the pattern , shapes and the
forms of different objects.

OBJECTIVES
Students will be able to create, present, independently and
collaboratively the products in arts.
Students will be able to explore, challenge, develop and express
ideas with the help of skills, techniques and processes of art.

OUTCOMES
VAES 1.3.
Recognises some of the qualities of different artworks and begins
to realise that artists make artworks, identifies different colours,
lines, directions and other things of interest in artworks
Talks about the three dimensional qualities of sculptures.

LEARNING EXPERIENCE 1
Fire work Display
Duration: 30 minutes
Materials required: Visual display aids, crayons , water colour pallets and paint
brushes .
Teaching Method : Visual or graphic organisers /free exploration.
Teaching Aids used: visual aids to see the fire works.
Students Activities :Students will be divided in to groups and can be asked to
view the fireworks display, then they can be asked to think about how the
movement takes place in different fireworks like rocket, Catherine and a sparkler.
Assessment task: students will be asked to do the same by using a raised salt
painting at home

LEARNING EXPERIENCE 2
Creating visual art by the use of the fluoropaints
Duration: 30 minutes
Materials required: water colour pallets and paint brushes .
Teaching Method : guided activity
Students Activities : Students can be divided in to small
group and can be asked to experiment with collage
materials like black cardboards or fluoropaints for the
creation of the visual effects like the fireworks (Kivunja,
2015).
Assessment task: Student will be able to develop an oil
pastel painting at home and get it assessed by the arts
teacher.

LEARNING EXPERIENCE 3
Visual Art using pipes
Duration: 30 minutes
Materials required: foam base, colourful pipes, wires that can be
bent easily
Teaching Method : guided activity
Students Activities : Students will be asked to make various lines
and patterns by bending the wires and the pipes around different
objects such as finger, pencils, and rulers (Kivunja, 2015).
Assessment task: students will be asked to prepare some basic
models by bending the wires and then coloring them and sticking to
the white paper.

LEARNING EXPERIENCE 4
Duration: 30 minutes
Materials required: Some sculptures made up of clay , porcelain
and wood, a measuring tape, a ruler, a paper.
Teaching Method used : Discussion/cooperative learning
Students Activities : Student can be provided with a sculpture
and can be asked to identify the different the materials with which
the sculpture is made up of, the size of the sculpture and the way it
differs from a normal painting.
Assessment task: students will be asked collect any four
sculptures present at their house and should identify and jot down
about the materials they are made up of , the sizes.

ASSESSMENT TASKS
Children can be asked to use colors for expressing their feelings.
Children can be asked to design a cereal box
Student can be asked to make a sculpture out of play dough.
Raised salt painting
Oil pastel painting (Koster, 2014)
Nature sun catchers
Watercolor resist by the use of the melting crayon art

REFERENCES
Bloomfield, A., & Childs, J. (2013). Teaching integrated arts in the primary
school: Dance, drama, music, and the visual arts. David Fulton Publishers.
Kivunja, C. (2015). Teaching, learning, and assessment: Steps towards
creative practice. Sout Melbourne, VIC: Oxford University Press.
Koster, J. B. (2014). Growing artists: teaching the arts to young children.
Cengage Learning.
Roy, D., Baker, W., & Hamilton, A. (2015). Teaching the Arts: Early
Childhood & Primary Education: Early Childhood and Primary Education.
Cambridge University Press.