VISUAL ARTS - YEAR 2 - Department Of Education Document Centre
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THE ARTS
VISUAL ARTS
YEAR 2
Department of Education
VISUAL ARTS – YEAR 2
THE ARTS
PLENTY OF FISH
Learners explore the colour spectrum of rainbows and learn to mix tints of these colours.
They create collages using specially prepared paper and collaborate to create a whole
class display.
ACHIEVEMENT STANDARDS CROSS CURRICULUM PRIORITY
Visual Arts Sustainability
Students describe artworks they make and view and Organising idea 2
where and why artworks are made and presented. All life forms, including human life, are connected
Students make artworks in different forms to express through ecosystems on which they depend for their
their ideas, observations and imagination, using different wellbeing and survival.
techniques and processes.
ACHIEVEMENT STANDARDS
Learning Goals
Mathematics Learners will:
Students divide collections and shapes into halves, » Know that colours can be mixed with white to
quarters and eighths of shapes. create tints.
CONTENT DESCRIPTORS » Understand that shapes can be divided into equal
parts.
Visual Arts
» Explore collages making processes.
Use and experiment with different materials,
techniques, technologies and processes to make Learning Sequence
artworks (ACAVAM107)
Activating and Engaging
Mathematics
Explain to learners that they will be creating a school
Recognise and interpret common uses of halves, of colourful fish in all the colours of the rainbow.
quarters and eighths of shapes and collections
(ACMNA033) Invite learners to engage in a discussion about the
colour spectrum of the rainbow. Ask them to share
GENERAL CAPABILITIES what they know about how a rainbow is formed.
Critical and Creative Thinking Explain to learners that rainbows are colour arcs in the
sky that appear because water droplets act as prisms,
Generating ideas, possibilities and actions
breaking white sunlight into the seven colours of the
Imagine possibilities and connect ideas spectrum: red, orange, yellow, green, blue, indigo and
Level 2 – build on what they know to create ideas violet. These colours always appear in the same order.
and possibilities in ways that are new to them Show learners How is a Rainbow Made? to illustrate
this phenomenon.
Reflecting on thinking and processes
Transfer knowledge into new contexts Exploring and Discovering
Divide the class into seven groups and assign one
Level 2 – use information from a previous experience
colour of the rainbow to each group. Provide learners
to inform a new idea
with a quantity of paint in their assigned colour.
Numeracy Invite learners to choose from a selection of painting
Using fractions, decimals, percentages ratios and tools. These may include brushes, rollers and sponges.
elements element Instruct learners to use their painting tool of choice to
Apply proportional reasoning apply paint to an A3 piece of white paper.
Level 2 – solve problems using halves and quarters
AUSTRALIAN CURRICULUM THE ARTS VISUAL ARTS — BAND F–2 PAGE 1VISUAL ARTS – YEAR 2
Encourage learners to achieve varying degrees of Remind learners of the procedures for folding and
thickness in their paint by using paint strokes and cutting the circles to create eighths of circles.
sponge dabbing in their artworks.
Demonstrate the compilation of parts to create
Support learners to scrape back the wet paint on their the fish.
artworks with forks, or press items such as bubble
Ask learners to use combinations of the fraction
wrap and orange netting into their wet paintings, to
segments derived from their own textured painted
achieve interesting textures.
circles to create one or more monochromatic fish.
Show learners how to create a tint of their colour by
Encourage learners to select and combine a range
adding a measured quantity of white to their original
of tints and textures from their own painted
colour.
paper collection.
Guide learners to paint a second piece of paper using
Support learners to arrange and glue the segments
the lighter version of the colour and employing the
onto a piece of paper to produce collages.
previously explored techniques for achieving texture.
Invite learners to personalise their fish with eyes and
Ask learners to repeat this step to create one more
mouths using a marker pen. Guide learners to cut
texturally painted piece of paper in a lighter tint.
around the outside of their fish to create individual
Explain to learners that their three paintings, based on fish shapes.
the variation of one particular colour, is referred to as
Invite learners to count how many fraction pieces they
a monochromatic colour scheme.
have used to make one fish.
Synthesising and Applying Encourage learners to work out how many whole
Show learners how to trace around a plate to achieve circles and what fraction of incomplete circles each
one or two complete circles, on the back of their dry fish has used.
artworks. Ask learners to cut out the circles. Assist learners to work out how many whole circles
Invite learners to fold a circle so that the crease divides and fractions of incomplete circles were used to make
the shape into two equal parts. the entire school.
Ask learners to fold the half-circle in half again. Invite Have learners share how they worked this out.
learners to unfold their circle and describe the fractions Support learners to group their fish together according
of a circle that have now been created. to colours, arrange their fish groups in the same order
Invite learners to work out how an eighth might that appears in a rainbow and display the collection as
be achieved. a school.
Show learners the artwork of Ed Emberley from his Invite learners to combine all of their unused painted
Picture Pie series. Demonstrate to learners that the step eighths into a class collection.
by step diagrams describe how a circle, which has been Offer learners the opportunity to plan and create
divided into halves, quarters and eighths, can be used pictures of their choice using any colours they choose
to create pictures. from the collection.
Ask learners to consider why fish swim in schools.
Guide them to discuss how this behaviour could be Success Criteria
beneficial to the survival and wellbeing of fish. Learners:
Challenge learners to think about how swimming in » Create lighter versions of a colour.
schools might offer protection from predators, improve » Name fractional parts of circles.
opportunities to forage for food and help fish to swim
more efficiently. » Create collages using painting techniques and
cutting and gluing processes.
Explain to learners that schools consist of one type of fish.
Ask learners to consider and describe the coordination
of body positions and synchronisation of movement
required for all of the fish to head the same direction.
Support the class to decide on one style of fish for
their school. This may be based on the designs of Ed
Emberley, or created by the class through collaboration.
Emphasise to learners that all of the fish should be
heading in the same direction. As a class, decide on
the direction of the collaged fish.
AUSTRALIAN CURRICULUM THE ARTS VISUAL ARTS — BAND F–2 PAGE 2VISUAL ARTS – YEAR 2
Resources
» Paper
» Paint
» Palettes
» Painting equipment (brushes, sponges, forks,
rollers, bubble wrap, orange netting, crumpled foil)
» Scissors
» Glue
References
» Ed Emberley
» How is a Rainbow Made?
» Sciencing
Glossary
Artwork
Generic term for a performance or an artwork in each
of the five arts subjects. When referred to generically
this curriculum uses the term ‘artwork’. AC
Collage
A piece of art made by gluing various different materials
such as photographs and pieces of paper
or fabric on to a backing. G
Colour spectrum
The distribution of colours produced when light is
dispersed by a prism. G
Monochromatic
A monochromatic colour scheme is based on variations
of one particular colour. G
Texture
The surface quality of any article, which may be
perceived by touch or sight. G
Tint
In colour theory, a tint is the mixture of a colour
with white. G
Quadrant
Each of four quarters of a circle. G
AC Australian Curriculum
G General understanding
State of Tasmania (Department of Education)
Published: August 2018
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