How We Express Ourselves
Lines of Inquiry: An inquiry into…
- The expressive arts (form).
- How expressive arts work together (connection).
- The appreciation of the expressive arts (perspective).
- Art & Design
The children will experience three workshops based around the theme of ‘carnival’ without mentioning the word itself. We will examine how sound travels, how costumes are created and make the link between the Rio Carnival in Brazil with Samba music.
- Compare carnival in the UK to Rio and other countries/cities.
- Create a carnival outfit or dance or create music – express yourself to your family.
- The Miraculous Journey of Edward Tulane
- Research: Digital text, video and audio.
- Social: Understanding festivals and celebration in a different culture to their own.
- Communication: Through expressive arts.
Children will look at expression through the arts in different cultures. Namely through the celebration of ‘carnival’ in Brazil. They will appreciate that different people express themselves in different ways.
Brazil, Rio de Janeiro, Carnival, Carnaval, Samba, Celebration, Festival.
- Communications Engineer
Children will be given the opportunity to share work through Class Dojo. Work will be displayed and shared with others through celebration assemblies recognising achievements.
Children will hold a parade – a carnival!
They will be given the chance to express themselves in the way that they prefer be that music, dance or costume design and art.
Milestones covered in this inquiry…
- I can write in a range of genres (letter, narrative, recount)
- I can use modal verbs: could, should, would in my writing
- I can use adjectives ending in “-ed”: frightened, scared, etc. as sentence openers in my writing
- I can use a variety of conjunctions to join words and sentences, e.g. or, but, if, because, when, although. Use time conjunctions.
- I can recall all times tables to 12 x 12
- I can tell the time to the nearest minute
- I can recognise properties of shapes
- I can understand direction and movement of shapes
- I can understand and represent data and statistics
Lead Inquiry Subject – Science
- I can use the scientific vocabulary related to the programme of study correctly
- I can read, spell and pronounce the scientific vocabulary relating to the programme of study correctly, using their growing word reading and spelling knowledge
- I can describe a range of sounds and explain how they are made
- I can associate some sounds with something vibrating
- I can compare sources of sound and explain how the sounds differ
- I can explain how to change a sound (louder/softer)
- I can recognise how vibrations from sound travel through a medium to an ear
- I can work scientifically by finding patterns between the pitch of a sound and features of the object that produce it
- I can work scientifically by finding patterns between the volume of the sound and the strength of the vibrations that produced it
- I can recognise that sounds get fainter as the distance from the sound source increases
- I can explain how you could change the pitch of a sound
- I can investigate how different materials can affect the pitch and volume of sounds
- I can find out about the work of Alexander Graham Bell
- I can explain why sound gets fainter or louder according to the distance
- I can explain how pitch and volume can be changed in a variety of ways?
- I can work scientifically by investigating which materials give the best insulation for sound (e.g. making earmuffs from a variety of different material)
Other Subjects – Art & Design
- I can produce a montage all about myself
- I can use my sketchbook to adapt and improve my original ideas
- I can keep notes about the purpose of their work in my sketchbook
Design & Technology
- I can make a product using a single piece of fabric to make a 3D product such as a bag or pencil case
- I can use repeat instructions to draw regular shapes on screen, using commands experiment with variables to control models?
- I can make turns specifying the degrees.
- I can give an on-screen robot specific directional instructions that takes them from x to y.
- I can make accurate predictions about the outcome of a program I have written.