Читать книгу 101 Inclusive and SEN Art, Design Technology and Music Lessons - Kate Bradley - Страница 21

5. Creative Carousel

Learning Objective

Emerging

Pupils choose tools and materials appropriate to the activity.

Additional Skills

Attention: transitioning from one activity to another when directed.

Fine motor: using a palmer grip to use different mark making tools.

Visual: watching the marks made by different sensory media.

Resources

Different coloured chalks

Chalkboards

Different coloured whiteboard pens

Whiteboards

Different coloured paints

Paintbrushes

White paper

Symbols for ‘chalk’, ‘pen’, ‘paintbrush’

MAIN

• To set up this activity place the coloured chalks and chalkboards on one table, the whiteboard pens and whiteboards on a second table and the paintbrushes, paints and paper on a third table. Place the relevant symbol with each material.

• Support a small group of children to sit at each table and encourage them to explore the tools and materials using simple language to label the tools and materials, e.g. ‘You are using chalk on the chalkboard.’

• After a few minutes of exploring and using the tools and materials at one table, count down ‘5, 4, 3, 2, 1, time to move to next table.’

• Support the children to move to the next table to explore the tools and materials there.

• Repeat this until all the children have explored the three tables.

PLENARY

Support the children to come and sit in a semicircle and place a chalkboard, whiteboard and paper with a pot of paint on the floor in front of the group. Choose a child and give them an art material, e.g. pen, chalk or paintbrush, and ask them to match it to the correct item on the floor. Allow every child to take a turn.

CONSOLIDATION ACTIVITIES

Repeat the creative carousel across several weeks and slowly introduce different materials and tools, e.g. clay and sculpting tools, play dough and play dough tools, etc. Each time conclude the lesson with the children matching the tools to the correct activity.