Читать книгу 101 Inclusive and SEN Art, Design Technology and Music Lessons - Kate Bradley - Страница 18

2. Firework Fingers

Learning Objective

Emerging

Pupils make marks intentionally on a surface with fingers or tools.

Additional Skills

Fine motor: using one finger to make marks.

Auditory: making marks in response to music.

Tactile: experiencing and tolerating sensory media such as paint.

Resources

Large white paper

Tape

Different coloured paints in different pots

Access to firework images and music (e.g. a clip of the London New Year’s Eve fireworks on the interactive whiteboard)

MAIN

• To set up this activity, tape the large paper to a table top and place the pots of different coloured paint along the paper.

• Support the children to come and sit in a semicircle ready to learn.

• Show the children the images and music of fireworks and identify the colours, supporting the children to track the movement of the fireworks.

• Support the children to come to the table and model placing a finger in a pot of paint, naming the colour and then making a ‘whoosh’ sound while making a swishing mark on the paper in imitation of a firework.

• Support the children to choose a colour, place their finger in the paint and make swishing movements to make marks that imitate fireworks.

• Play the firework music and images in the background whilst the children are painting.

PLENARY

Support the children to use their finger, paintbrush or pen to ‘sign’ their work alongside the marks they have made.

CONSOLIDATION ACTIVITIES

Repeat this activity using different sensory media and tools, e.g. using paintbrushes, dipping dishcloths in paint and throwing them at the paper.