Читать книгу 101 Inclusive and SEN Art, Design Technology and Music Lessons - Kate Bradley - Страница 20

4. Roll-a-Mark

Learning Objective

Emerging

Pupils begin to carry out simple processes.

Additional Skills

Gross motor: handling different sized balls.

Tactile: experiencing different textures and sensory media.

Visual: watching the consequences of actions.

Resources

Large white paper

Builder’s tray

Different coloured paints

Paint trays

Different textured balls (e.g. bobbly balls, spiky balls, etc.)

Box

Pen or pencil

MAIN

• To set up this activity tape the large white paper to the bottom of the builder’s tray. Pour the different coloured paints onto separate trays and place them next to the builder’s tray. Place the textured balls into the box and place the box next to the builder’s tray.

• Support the child to come over to the builder’s tray. Model finding a ball in the box, feeling it and labelling the texture, e.g. ‘bumpy’, ‘smooth’, etc.

• Model rolling the ball in paint and then pushing the ball around the white paper on the builder’s tray to make marks.

• Support the child to complete the process as independently as possible: pulling a ball out of the box, exploring the ball, placing it in paint and then pushing it around to make marks.

• Repeat this using different coloured paints until the child has explored all the balls.

PLENARY

Support the child to look at the artwork they have created and to use a pen or pencil to ‘sign’ their work. Then support the child to find a place in the classroom to pin up their artwork for display.

CONSOLIDATION ACTIVITIES

Repeat this activity and process with different sensory items in the box, e.g. different textured materials such as dishcloth, sponge, etc., fruit and vegetables such as potato, avocado, etc.