Hairy Maclary. Visual Arts. Key learning Area: Visual Arts Date Topic and focus: Texture and shape Year 1-2

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1 Hairy Maclary Visual Arts Key learning Area: Visual Arts Date Topic and focus: Texture and shape Year 1-2 Victorian Essential Learning Standards (VELS) Group size 24 Aim: For students to create textural artworks based on the descriptive writing in the book, Hairy Maclary Materials Hairy Maclary book Box of fabrics/wools/metals etc Paints, crayons, pencils, charcoals Brushes, sponges, paper Concepts and Skills To understand the relationship between different mediums used in art and how they can create different textures in application

2 Lesson One Visual Arts Lesson One Student action Teacher action Description of Activity Introduction to book Feely Box Finding the dogs textures Creating the dogs textures On the floor, listening to the teacher read the story Hairy Maclary by Lynley Dodd Students are blindfolded, pull out an item from the feely box. Describe it, explain how you might try to show what it feels like in your artwork Groups of 4. Each group is given a number of items from the box, the students are to decide which dog best suits each item Using paints/crayons/rubbings etc, students create patches of artwork that represents the dogs of their choice. The end result will be a quilt of textures to hang in the classroom. Teacher reads book aloud to the class. Questions the class about the different types of dogs and their coats Teacher guides students through different objects from fabrics to cold steel. Scaffolds students depth of thinking through questioning. Divides students up into groups hands out variety of materials for students to sort into groups. Teacher shows examples of different techniques rubbings/sponges/pencils. Assists students creating their patch through observing and questioning their techniques.

3 Music Key learning Area: Music Date Topic and focus: Pitch and timbre Year 1-2 Victorian Essential Learning Standards (VELS) Group size 24 Aim: For students to explore pitch and timbre through the use of the characters in the book Hairy Maclary Materials Hairy Maclary book Dog flash cards Auxillary percussion (if none available body percussion is fine) Concepts and Skills Representing large and small with low and high pitches Exploring voice control through emulating dog howls

4 Lesson Two - Music Lesson One Student action Teacher action Description of Activity Introduction to book Big and Small High and Low Walking the dogs Read through book, but take careful note of how each dog is described. Place dog flash cards in order from smallest to biggest dog. Students begin to analyse the different sounds the dogs would make howling, barking and even walking. Go through dog by dog and make the sounds. Students sort the auxiliary percussion from low to high sounds. Choose different instruments to represent different dogs Reads book aloud to class. Has class organise dogs from smallest to largest along whiteboard (magnetic flash cards.) Teacher questions the students on the animals. Writes key words underneath each dog. Shows how the big dogs are lower sounding, and the little dogs are higher sounding just like musical instruments, the bigger they are the deeper they can be. Teacher has instruments on display. Chooses students to come and play each and have class decide where to place them. If there is no auxiliary percussion available, have students find different noises with their bodies and connect them to the different

5 Doggy Choir Students are placed in groups with a card representing each dog. One person is the conductor out the front. As the conductor points to different groups, they must howl or bark as the different dogs would. dogs. Put students into groups. Show some different signs for short bark noises (pointing hits at different groups) and the long howl noise (whole hand outstretched) Choose different students to conduct the Doggy Choir.

6 Drama Key learning Area: Drama Date Topic and focus: Spontaneous Performance Character Building Victorian Essential Learning Standards (VELS) Year 1-2 Group size 24 Aim: Students form deeper relationships and empathy with the characters of the story through spontaneous performance works on what the characters are doing, how they are feeling, and their relationships with each other. Materials Hairy Maclary book Dog flashcards Relation to VELS Concepts and Skills Building character through story Yeilding with classmates Extending and advancing storylines

7 Lesson Three - Drama Lesson One Student action Teacher action Description of Activity Introduction to book Dog groups character profile Groups 1-6, what would you say to Scarface Claw to justify your wandering around? Act out in SILENCE meeting Scarface Claw Refresh the book by recalling the descriptor for each dog Students put into groups and discuss all the attributes of their given dog. One by one each group stands up and states a description and makes a quick freeze frame to represent it. Regroup have each student play their character, and let them speak in turns about what they might say when confronted by Scarface Claw. Try to emulate voices that are suitable for the characters. Characters are to use only their body language to act out a silent film of their confrontation with Scarface Claw. One student is hiding, the others stroll in their groups until they are scared away by the student. Use flash cards to see that students recognise the dog and its matching description Divides students into groups. Brings class back together on the floor to show their freeze frame descriptions. Number students in each dog group from 1-4, regroup as 1 s, 2 s, 3 s and 4 s so that each dog is now represented within each group. Choose one student to be Scarface Claw and send them to hide behind a landmark where the students will be walking. Move outside room to be able to stroll through the nearby courtyard/oval etc. Have them silently

8 Performance of meeting Scarface Claw Students perform to the class their meeting with Scarface Claw. A different Scarface is chosen for each round. act out what would happen when Scarface Claw appears from behind the playset/tree etc Choose a different Scarface for each round, encourage and discuss with students the different body language and yielding achieved by the groups.