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Identifying Me by Mind Map: Identifying Me

1. Nationality (Afiq)

1.1. Activity

1.1.1. One people, one nation

1.2. Instructions

1.2.1. 1. The teacher will demonstrate chalk etching to the children with a chalk, a4 paper and a tissue paper in front of the class.

1.2.2. 2. Each children will be given a a4 paper and also tissue papers and a bunch of chalks in their respective group. Newspapers to be layered out on the tablesto prevent from any defacing of tables.

1.2.3. 3. Children will be drawing out something unique that symbolises their nationality ( food, flower or places).

1.2.4. 4. They will then chalk etched their drawings with the tissue papers provided. They will write their names at any corners of their art piece

1.2.5. 5. After the children are done, they can pass their artwork to the teacher who will place it on the wall during the National Day period.

1.2.6. 6. The children will then clean up and dispose any unwanted waste into a trash bag.

1.3. Technique

1.3.1. Chalk etching

1.4. Art form

1.4.1. Visual Arts

1.5. Medium

1.5.1. Chalk

1.5.2. A4 papers New node

1.5.3. Tissue papers

1.6. Element

1.6.1. Texture

1.6.2. Color

2. Age (Yuhui)

2.1. Activity

2.1.1. Growing Up Hand and Foot printing

2.2. Technique

2.3. Instructions

2.3.1. 2. In groups of 4, children would come to a big area that has the 3 stations, this will be where the activity is being conducted. 1. Paints of primary colours as well as water for washing would be lay on the floor at 3 different stations by the teacher.

2.3.2. 4. Children (3 years old) will first clean their hands and feet with a wet towel before proceeding to the first station where the primary colour red is being provided. 3. Teacher will show examples of a completed work. Teachers will then show how the activity is done to the children.

2.3.3. 5. Children are given an A3 paper each to lay on the floor. Then with the help of the teacher, children would dip their hands and feet into the paint one at a time before imprinting it onto the A3 paper. Children would be able to learn how to use their hands and feet of different sizes. Use their creativity to create the image they want.

2.3.4. 6. After which children are happy with their imprints, they will wash the paint away before moving to the next station with another primary Colour.

2.3.5. 7. Children will repeat step 5 and 6 with the help of Teachers at each station until or 3 stations are completed. ***Throughout the painting activities at each station, Teachers can ask children "What is this Colour that you are using?". However, Teachers must remember the focus of the activity is around 'age' and 'shapes'. Hence Teachers can ask "Is the shape of your hands the same as your feet?", "Would the shape and size of your hands and feet be the same when you're older?" Etc.

2.3.6. 8. After the activity is completed, it can be used for different purpose depending on what the children have created. Children can either bring it home to show it to their parents or keep the art work in a file to keep track of the child's physical growth as they age as theimprints are from the children and it is a representation of their physical size and theirage. It is also something children can look at when they are older to see how much they have grown.

2.4. Art Form

2.4.1. Visual Arts Children to imprint their hands and feet on the A3 paper to create either a painting.

2.5. Medium

2.5.1. A3 Paper

2.5.2. Tempera Paint

2.5.3. Towel

2.5.4. Water

2.6. Element

2.6.1. Shape

3. Race (Qistina)

3.1. Activity

3.1.1. We all fit together!

3.2. Instruction

3.2.1. 1. The children will be given a plain puzzle piece, a marker and some paint. These items will be placed on top of a table spread with newspaper for easier cleaning. The paint will be of different colours that represent their respective races-teacher will mix the paint to create different shades.

3.2.2. 2. The children will then finger paint their self-portrait on the given puzzle piece.

3.2.3. 3. After finger painting, the children will write their names at any space on the puzzle piece and leave their self-portraits to dry.

3.2.4. 4. After drying, the children, with assistance from the teacher, will create a big puzzle on the wall by pasting each of their puzzle pieces together. The children will learn that race should not be a factor to isolate others, instead, they should live in harmony.

3.3. Technique

3.3.1. Finger Painting

3.4. Art form

3.4.1. Painting

3.5. Medium

3.5.1. Tempera Paint

3.5.2. Paper

3.5.3. Markers

3.6. Element

3.6.1. Colour and shape

4. Gender (Brandon)

4.1. Activity

4.1.1. What's my gender

4.2. Technique

4.2.1. Finger Painting

4.3. Instructions

4.3.1. 1. Teacher will show pictures of the gender symbols, ♂ and ♀ to the class. The teacher will then teach the children which gender each symbol represents.

4.3.2. 2. Children will then each be given a piece of A4 paper. They will be placed in groups of 4 and share a palette with 6 different colours.

4.3.3. 3. Children will draw the gender symbols with a marker on the A4 paper.

4.3.4. 4. Children will finger paint the symbols with their desired colours. (boys are not restricted to blue and girls are not restricted to pink.)

4.3.5. 5. Once children are done with their art work, they will proceed to wash the paint off their hands.

4.3.6. 6. After cleaning their hands, children will write their names under the symbols.

4.3.7. 7. The artwork will then be handed up to the teacher and be hung on the walls around the class. Children will be able to identify their classmates gender by looking at the symbol and their name under the artwork.

4.4. Art form

4.4.1. Visual arts

4.5. Medium

4.5.1. Tempera Paint

4.5.2. A4 papers

4.5.3. Tissues

4.5.4. Markers

4.6. Element

4.6.1. Colour

4.6.2. Shape