LESSON ACTIVITY PLAN

 

 

 

AGE LEVEL: 4 TO 5

  

NUMBER OF CHILDREN: Whole class participation, done individually at the children’s own pace.

 

INSIDE OR OUTSIDE: This activity would work best inside, as children need to have a quiet creative space to work out of.

 

LESSON DURATION (MINUTES): Duration of the activity will vary depending on the children’s individual abilities and engagement in the activity. 

 

 

EARLY CHILDHOOD FRAMEWORK LEARNING OUTCOMES

IDENTITY

1.3.1 This activity gives the children the opportunity to recognise, respect and love themselves for who they are. They are able to develop a deeper understanding of themselves and who they are as people.

 

COMMUNITY

2.2.3 As the children engage in this activity, it gives them the opportunity to explore others art works and make connections to similarities and differences they may have in common.

 

WELLBEING

3.2.7 As the children concentrate on drawing themselves, they are gaining the ability to hold the pencil or marker in the correct way, displaying increasing competence and skill.

 

Prerequisite knowledge and/or links to previous/future lessons:

There are no specific prerequisites required to participate in this activity.

Activity will be made easier if children have the ability to correctly hold their pencil.

Could be a follow up activity used during a start of the year “Getting to know you” program or as an experience that takes place during the topic of the Human Body.

 

Resources required

• A3 sized paper

• Mirror

• Drawing mediums (pencils, crayons, markers, paint)

• Paint brushes

• Different hair coloured wool or string

• Material (not an essential resource)

 

Activity will be set up in a quiet area so the children can concentrate. Table will be set up with individual drawing areas. Each area will have a piece of A3 paper, a mirror and a collection of drawing supplies.

 

 

ASSESSMENT

Observations, pictures and learning stories can be taken during this activity to assess the children’s learning and engagement throughout. By assessing the children’s engagement during the experience, this will allow for identification of learning and developmental opportunities. From these assessments new interests and abilities can be identified, and children’s learning and development can be assessed, measured and documented. These assessments will aid with future planning of activities, experiences and overall programs.

 

 

LESSON

 

 

Lesson Introduction

During a group time experience, have the children come together and discuss the topic of the Human Body. During this group time you can run this activity with the whole class as an example. During this you will have the children identify the key features of the face and then proceed to draw the children’s suggestions on a large piece of paper or board to make a face picture. This can be done through the use of carefully planned questions as discussion starters.-What does our face look like?-What features do we have on our face?-How many eyes do we have?-What colour are our eyes?-What colour is our hair?-Do we have any other features on our faces that other people don’t, such as freckles, moles or birthmarks.After the group time activity has finished and the children have an idea of the activity procedure they can then go off and begin their own individual portrait.Explain to the children that the mirror is set up on the table so they can look at themselves and draw what they see. Ask them to have a go at drawing exactly what they see in the mirror, as to obtain realistic self-portraits of each child’s individual views of themselves.  

 

 

Main Component of Lesson

As the children make their way over to the table, direct them to a seat. Once they sit down ask them to have a look in the mirror. Tell them to have a very long hard look at themselves, identifying the key features of their face. Once they have done this instructed them to begin drawing what they see.

Do not try and take over this activities by telling the children what they need to draw and how. This activity is supposed to allow the children to develop their own individual representations of themselves through drawing.

Once the children have drawn their head and key features such as the eyes, nose, mouth and ears, ask them what else they see. Do they have any personal features such as freckles, moles, birthmarks or missing teeth? Ask them to look carefully for these things and then add them to their pictures. Once they have finished on their faces, have them choose some wool that represents their own hair colour. Do they have long hair, short hair, straight hair, curly hair or spiky hair, ask the children what type of hair they think they have and have them look in the mirror one last time. Have the children cut and glue the wool onto their pictures to show their hair.

As the teacher supervising the activity, my job will be to encourage and support the children throughout. Prompting them to take their investigation of their face further to include specific details of their appearance. As the children work on their portrait I will ask them questions to gather an understanding of their understandings and specific thoughts on the activity.

 

As the children participate in this activity the overall learning and developmental aims include,

-The development of self-awareness and individuality.

-The development of self-esteem and confidence in themselves as people.

-Awareness of varying appearances and cultural features.

-Development of fine-motor skills.

-Development of human body and body part recognition skills and knowledge.

 

 

Lesson Conclusion

As the children conclude their self-portraits I will ask them if they would like to display it up on the wall or whether they would like to take it home.

I will also take a minute to sit down with the children as they finish to ask them a couple of questions and promote a short discussion about their work. To gather an understanding regarding their interest in the activity and what they think about the work they have just produced.

Some questions I may ask the children at the end could include,

-What do you like about your picture?

-Can you tell me what this is?

-What part of the face is this?

-Do you think it looks like you?     

-How did you do ____ ?

-Why do you like your picture, which part is your favourite?

-What would you do differently next time?

-Do you like doing portraiture art activities?