Grade 1 (Arts Education) – One of a Kind Patterns

Subject/Grade: Arts Education/1                                                                                                                           

Lesson Title: One of a Kind Patterns
Outcome/Indicator: 

CP1.7: Investigate a variety of formal and informal patterns in art works and the environment, and apply observations to own work. 

c) Identify and create formal patterns (repetition at regular intervals) and informal patterns (repetition at irregular intervals) in surroundings and art works (e.g. the pattern on a butterfly’s wings is a formal pattern whereas dandelions scattered in a field create an informal pattern). 

Cross Curricular: 

USC1.5: Explore the association between a healthy sense of “self” and one’s positive connection with others and the environment.

e) Begin to understand that every person has value that is not dependent upon their appearance, physical characteristics, or behaviours.

g) Examine stories, traditions, and celebrations of others that foster a sense of self and a connection to others and the environment. 
Key Understandings: (‘I Can’ statements)

  • I can recognize and identify patterns around me.
  • I can create a unique design.
  • I can understand that everyone is unique. 
 Essential or Key Questions:

  1. How can we, and other artists, use colours, shapes, lines, or textures to make patterns?
  2. How can art represent feelings or ideas?
  3. Why is being one of a kind important? 

Prerequisite Learning:

  • Students should have a foundational understanding of what patterns are and where they can be found.
  • Students should have some awareness of their unique qualities and characteristics. 
  • Students should have basic artistic skills such as using paint supplies and creating simple patterns.

Instructional Strategies: 

  • Class Discussion
  • Independent Creation

Stage 2: Determine Evidence for Assessing Learning
Utilise an Assessment Checklist while circulating the table groups, and gauge student learning through the lesson. 

Stage 3: Build Learning Plan
Set (Engagement):                  Length of Time: 15 minutes

  • “Twist and Shake Dance!” (2:45 minutes)
  • Begin the lesson by discussing the concept of patterns and exploring where patterns can be found around us. 
  • Engage students in a group discussion about patterns and where they exist.
  • Book Reading – Only One You
    • Inquiry Questions (Before Reading):
    • What do you think this book is going to be about?
    • What are some things that make you unique?
    • Why do you think it’s important that there is only one you?
    • Reminder – Emphasise the search for patterns while reading.
    • Inquiry Questions (After Reading):
    • “Blend in when you need to. Stand out when you have the chance”
      • What does this mean?
    • What patterns did you notice in this book?

Development:                          Length of Time: 20 minutes

  • Students will be asked to brainstorm at their table different pattern ideas to use on their rocks, while the paint supplies are handed out. 
  • Students will create a quick rough draft of their rock art before painting their rock.
  • Students will be asked to create a piece of rock art that includes a pattern and is unique to them. 
  • Listen to Relaxing Piano Music and Fireplace (Student Work Music)
  • Set the class timer, and give verbal warnings at 10 minutes, 5 minutes and 1 minute.

Learning Closure:                   Length of Time: 10 minutes

  • Students will be asked to clean up all their paint supplies and ensure that all materials are put away neatly.
  • Each table will be called on separately to use the sink to clean their paint materials.
  • Listen to Kids Cleanup Countdown while students clean up their tables. 
 Materials/Resources:

  • Only One You by Linda Kranz (Read Aloud)
  • Rocks
  • Acrylic paints, brushes, and palettes 

 

 

Possible Adaptations/Differentiation:

  • If students are struggling to meet expectations while painting, they will be asked to move to the C Table

 

 

Management Strategies:

  • Provide clear and concise instructions for each activity.
  • Maintain active supervision, especially while students are painting.
  • Provide time checks throughout the lesson, to ensure students are aware of upcoming transitions. 

 

 

Safety Considerations:

  • Ensure that all art supplies are non-toxic and safe for use.
  • Emphasise the proper and safe use of the sink during cleanup.
Stage 4: Reflection