For this unit in visual arts, year 4 students are inquiring into patterns. Their central idea is: noticing patterns helps us interpret, explain, and respond to our environment. Their key concepts are connection and form and their related concepts are liquid watercolors and pattern.
Students began by identifying and analyzing patterns around school. They walked around campus and sketched the patterns they saw.
Students modified and added to these patterns. After getting peer feedback, students chose their most intricate two patterns and these patterns were added to a sheet that included all patterns from 4.1, 4.2 and 4.3.
Students used their pattern resource sheet as a tool to create a zentangle/zendoodle drawing.
Students are inquiring into liquid watercolor and sculpture. They are currently learning and using various liquid watercolor techniques including the wet on dry technique, wet on wet technique, and adding rubbing alcohol to the paint.
Students are now adding patterns on top of their liquid watercolor backgrounds.
Next week, students will conclude this unit by creating zentangle sculptures.
This week year 4 students began inquiring into our fourth unit for the year. You will find the learning outcomes for this unit here: HOW WE ORGANISE OURSELVES.
We are have looked at definitions and examples of some key vocabulary – organization, service, impact, cooperation, respect and responsibility. We have also had guest speakers to talk about the organizations they work with to help students tune in to the unit.
For Math, within the unit, we will look at data handling – more specifically writing survey questions. As a standalone unit, we are introducing the concept of multiplication and the inverse operation of division. Later we will move on to various strategies to understand and solve multiplication and division problems.
For language within this unit, we will learn about persuasive writing – students will look at exemplars of this text type and analyze the language features and the structure of persuasive writing.
It’s been a short but intensely busy fortnight back! Students reflected on their approaches to learning and set SMART goals which they shared in their 3 way conferences. It was a challenging and in-depth process but the students persevered and were very principled about how they see themselves as learners and the areas that they wanted to improve in. Thank you for attending the conferences and being a part of the support to help the students achieve their goals.
Students have been busy planning which learning engagements to share for their walkabout assembly. They practiced and spoke confidently to a broad audience consisting of peers and adults. Thank you to all the parents that came to be a part of this showcase. Here are some photos from the Assembly:
The students spent time planning, drafting, revising, editing and posting on our class student blog link. They also responded to posts from their classmates. This was part of the How We Express Ourselves summative assessment task (making quality posts and responding appropriately to another post.) Please spend some time looking at the students’ posts and discuss the learning with your child.
In visual arts class, students art inquiring into the same central idea as in their homeroom class: digital communication changes the way in which people interact with each other. Students are being assessed on the visual arts learning outcomes: responding (phase 3) recognize that different audiences respond in different ways to artworks and creating (phase 2) identify the formal art elements of an artwork.
For this project, students will be creating their own public Instagram account. Students are inquiring into the elements of art using photography.
Students reviewed and inquired into the elements of art: line, color, shape, form, texture, value, and space. They took pictures of the elements of art using a composition paper frame and then completed a photography scavenger hunt with a partner:
Students are now developing their own Instagram agreements. They are thinking about at the lines of inquiry: our roles and responsibility in virtual environments and how digital communication tools increase our opportunities to connect with others. Here are the agreements they decided on to keep themselves and each other safe:
Currently, students are learning tips and tricks of photography. They are following their Instagram agreements and taking picture around the campus. Soon they will sort through their pictures, edit them using the Photos app, develop captions for the pictures, and their photos will be posted to a Year 4 Instagram account.
We are learning about our roles and responsibilities in a virtual environment – we looked at ways in which we can have a positive digital footprint. We also discussed the similarities and differences between a physical and virtual environment, using Venn diagrams to organise our thinking.
As part of our How We Express Ourselves unit,year 4 students have started exploring different poetry genres this week. We started the week looking at a senses poem. We chose an emotion and compared this emotion to the five senses. First we examined the language features and the structure of an example of a senses poem and made a checklist. Then we planned, drafted, revised, edited and published our own senses poem. Some examples of our poems can be found HERE.
Students also analysed simile poems and noticed that these poems described something or someone by comparing it to another thing (as noisy as a monkey, it had teeth like daggers). Together we planned a simile poem all about us!
As we continue our learning in this unit the students will be exposed to more genres of poetry, including cinquain and kenning. Please feel free to share some of your favourite poems by commenting on this post.
This week year 4 students began inquiring into our second unit of inquiry for the year. You will find the learning outcomes for this unit here – How We Express Ourselves
Here are some of our introduction and tuning-in engagements for this unit
Students will develop their knowledge and understandings of digital communication tools and their roles and responsibilities as digital citizens.
We have planned in collaboration with Ms Hannah to ensure the students develop an understanding of responsible and safe digital communication and expression through the Arts.
We collaborated with our information technology specialists, Mr Oscar and Mr Brian and introduced our students to setting up their own student blogs. (Please click on it to see their work) With our students we will develop a class checklist for purposeful, appropriate and responsible use of blogs.
Our language links will include gaining knowledge of writing different types of poetry. Students will develop their knowledge of the elements of poetry, the use of figurative language and poetic devices.
In mathematics, all year 4 classes have been introduced to the online Mathletics program in class lessons. Students have their passwords and are able to work on tasks at home.
We have started to tune into and develop the student’s conceptual understanding of place value, (see details in our place value blog post). This week we also used data collected from surveys about communication tools and represented our findings on bar graphs, which we then interpreted and used to further our thinking.
We look forward to hearing about any action the children may take as a result of the learning in this unit.