Visual Art Learning Intentions:
We are learning to:
We will know we can do this when we can:
Language Learning Intentions:
We are learning to:
We will know we can do this when we can:
| Key Competencies |
Thinking Using Language Symbols & Texts Relating to Others Managing Self |
| Principles and Values |
High Expectations Cultural Diversity Coherence Excellence Community and Participation |
Note: it may be possible to complete this task at any other stage of the unit.
Share learning goals/ intentions and success criteria.
Equipment & Resources Needed:
Step 1: Thinking About Why Siapo is Valued & What it is Used For
Get students in groups of four to discuss why siapo is valued so highly and what it is used for. Students can record their ideas on ‘Before and After’ web.
Step 2:
View the following video clips and ask students to think about reasons why siapo (or tapa) is valued and what it is used for as they are watching.
Step 3:
Ask students to discuss what they have learned from watching the video clips and add any new learning to the outside parts of the ‘Before and After’ web.
Step 4: Introduction to Siapo-Making Process
Siapo-Making Picture Sequencing Activity. The students in groups of three, work together to sequence pictures showing the siapo-making process.
Step 5:
View ‘ Siapo-Making’ video clip (‘Turning Bark Into Fine Cloth’) and get students to check their pictures are sequenced in the correct order.
Discuss the actions and their purposes that are used in the video clip (e.g. scraping, peeling, beating etc) and get students to identify the action-verb in each step. Record action-verbs on chart and display.
Step 6:
The teacher explains the task (to create a flow-chart showing the steps in making siapo). Remind students to use action-verbs at the beginning of each step. Students draw pictures/ diagrams for each step (or use the sequence pictures from step 4) and write instructions under each picture.
For example:
Cut down a paper mulberry tree.
Peel the white inner-bark away from the brown outer-bark.
Roll up the white inner-bark.
Lay out bark on a wooden log.
Scrape the bark with different shells.
Beat the bark with a wooden mallet.
etc.
Note: ELL may write simple instructions using a writing frame.
For example:
Cut down the tree.
Peel the bark away.
Lay the bark on a log.
Scrape the bark with shells.
Beat the bark with a wooden mallet.
etc.
Step 7:
In groups of four, students share their flow-charts and read out each step they have written and reflect on what they have learned.
Published on: 09 Jan 2018
