Читать книгу 101 Inclusive and SEN Art, Design Technology and Music Lessons - Kate Bradley - Страница 24

8. Keep to the Line

Learning Objective

Emerging

Pupils are aware of starting or stopping a process.

Additional Skills

Visual: making marks on the page.

Fine motor: using tools to make marks.

Social interaction: working alongside others.

Auditory: listening to ‘start’ and ‘stop’.

Resources

Yogurt pots

Different coloured paints

Lollipop sticks

Access to a freezer

Large white paper

Marker pens

Tape

Aprons

MAIN

• The night before the lesson, prepare mixtures of watered-down paint in a variety of colours. Place these in yogurt pots with a lolly stick and put in the freezer overnight.

• Place a large sheet of paper on the floor and with a marker pen; make a variety of lines (squiggles, straight, zigzags) along the length of the paper. Place aprons around the paper ready for the children to use. Take the yogurt pots from the freezer and loosen the sticks so that they are easy to pull out.

• Invite the children to come and join you. Help the children roll their sleeves and put on their aprons.

• Hand each child a paint stick and model to them starting at one end and making a paint line along the paper.

• Encourage the children to swap the colours of paint they are using. Use the language ‘start’ and ‘stop’ when the children are working across the lines.

PLENARY

If all the lines have been completed, hand a marker pen to a child and ask them to make a line that they can then go over the top. Once the paper is full, count down ‘5, 4, 3, 2, 1, finished’. Help the children to tidy and wash their hands.

CONSOLIDATION ACTIVITIES

In fine motor activities, place lines on paper and encourage the children to rip or cut along the lines to practise the start and stop within the process.