101 Inclusive and SEN Art, Design Technology and Music Lessons. Kate Bradley
show preferences for activities and begin to carry out simple processes.
Additional Skills
Fine motor: using a range of tools.
Social communication: working alongside others, sharing resources.
Kinaesthetic: moving between activities.
Resources
Bowls
Coloured tissue paper
A4 white paper
PVA glue
Glue spreaders
Different coloured paints
Paint trays
Sponge or potatoes to cut into shapes for printing
Large paper
Aprons
MAIN
• Set up two tables, each with a different art activity. On the first table place bowls of coloured paper squares, A4 white paper with the outline of an animal (or something linked to your topic), PVA glue and glue spreaders. On the second table place out two trays of paint (in two different colours) and some sponges or potatoes cut in to animal shapes (or something linked to your topic). Cover the second table with paper.
• When the children arrive, help them to put on an apron. Model both of the activities and allow the child to choose which one they want to participate in.
• Let them swap between the two, so that they have a chance at both, and see which one they show more of a preference for.
PLENARY
At the end of the session, write the name of the child on the work or next to their prints and leave these to dry. Encourage the children to begin to help tidy up.
CONSOLIDATION ACTIVITIES
Place out two art easels; on one of them place crayons and repeating patterns and the other large shapes and paints. Allow the children to explore both and see what their preference is.
16. Geo Art
Learning Objective
Developing
Pupils start to use tools to produce a piece of work.
Additional Skills
Fine motor: using a range of tools.
Social communication: working alongside others, sharing resources.
Attention: working for 10–15 minutes.
Visual: noticing patterns.
Resources
Aprons
Three square pieces of card for each child (make sure masking tape can peel off without damaging)
Masking tape
Different coloured paints
Paintbrushes
MAIN
• Give each child in the group an apron.
• Place the first piece of card in front of each child. Adult also takes a card.
• Model using the masking tape to place strips of tape at different angles across the card (about seven to ten in total).
• Give each child time to do this for themselves. Support only once the child has tried themselves.
• Once everyone has done this, give each child two more pieces of card and encourage them to repeat the task of sticking masking tape across the card.
• Once everyone has finished, pack the masking tape away.
• Model using paint to colour a section of the card, then choose another colour for another section. Talk about working slowly and neatly.
• Children should be given time to paint their three boards.
PLENARY
Children mark initials on their work and place them on the drying rack. Everyone helps tidy up.
CONSOLIDATION ACTIVITIES
Once the work has dried, come back together as a group. Slowly peel off the masking tape from the adult’s piece and show the children the art that has been created. Support the children to do the same. Encourage the children to place them in an order they like, and stick them to a larger piece of card. Show the children work by modern geometric artists and talk about similarities in their own work.
17. Leaf Garland
Learning Objective
Developing
Pupils practise new skills with less support.
Additional Skills
Fine motor: using a needle and thread.
Social communication: working alongside others, sharing resources.
Attention: working for 10–15 minutes.
Visual: noticing patterns.
Resources
Leaves
Twine
Plastic needles
Scissors
MAIN
• In the outdoor area, pre-make some garlands out of leaves threaded onto twine.
• On a table, place plastic needles for threading, scissors, twine and a selection of leaves.
• Write the instructions down with visuals so that the children can access these.
• Invite the children to the activity. Point out the pre-made hanging garlands.
• Leave the children to start the activity. Only offer support when they seek assistance (threading the needle, for example). Where possible try and model and teach the skill so that the child can attempt it themselves, rather than the adults doing it for them.
PLENARY
Once everyone has made a garland, help the children to hang these around the outdoor area.
CONSOLIDATION ACTIVITIES
Take the children on a scavenger hunt for materials that they can do outdoor craft with.
18. SSSSSSnake
Learning Objective
Developing
Pupils show an intention to create.
Additional Skills
Fine motor: using a range of tools.
Social communication: working alongside others, sharing resources.
Attention: working for 7–10 minutes.
Resources
Aprons
Paper plates
Paint in small containers
Scrap paper
Crayons
Glue and spreaders
Scissors
MAIN
• Provide each child with an apron and a paper plate.
• Put out a range of resources such as paints, crayons, scrap paper and glue.
• Allow the children time to work with the different material to decorate their plates.
• Put the plates to one side to dry.
PLENARY
Everyone should wash hands and help tidy up. Come back together as a group and, providing that the plate is dry enough to handle, model cutting