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Rocket clouds
identifying me by Mind Map: identifying me

1. Age (Hajar)

1.1. ElementsName of activity: How old am i? Instruction: 1) Introduce the different materials that will be used to the children. The materials include food colouring, a4 paper, trays, shaving cream and chopsticks. 2) Teacher will  demonstrate to the children the activity. Firstly, children will each be given a tray of shaving cream each. after which, children will be given a variety of food colourings and chopsticks. they will then swirl in the number of their age with the food colouring and chopstick. 3) After the children are done swirling the colours, they will each take a piece of paper and press it against the shaving cream. 4) After 5 minutes or so, children will use another chopstick each and scrape off the excess shaving cream, leaving the food colouring stains behind on the paper. 5) Leave to dry overnight and children will be able to bring it home the next day. Technique: Marbling, swirling, printing, scraping Artform: Children are given the freedom to swirl any colours they want and decorate the number in any design they wish.  Medium:   Elements: Shaving cream, food colouring, chopsticks Colours, texture

2. Race (Jane)

2.1. Identifying me: Race Name of activity: what colour am i? Instruction: introduce children to many types of race through videos of cartoons that involves characters of different races (showing different skin colours) Ask the children to look at their classmates and question them about the different race each of them is Give the children some examples of some different coloured cartoon characters to help them better understand and differentiate the different races Provide the children with non-toxic paint (safe for the children) and also some solid tools such as wooden blocks of different shapes and sizes. Children are allowed to create their own colours and also use their own hands to stamp on the paper to create their piece. Teacher will also provide paper eyes (or the 3D popped-out googly eyes) for children to complete their piece. Technique: stamping of paint Art form: boys would use more repetition of similar colours while decorating and their art piece may be messier. Whereas for the girls, they would be making use of most of the colours and also using lighter and brighter colours for their work. Medium: wide variety of different coloured non-toxic paint, wooden blocks of different shapes and sizes (but smaller than the paper), newspaper, palette, paintbrushes, satay sticks Elements: colours, shapes, lines

3. Nationality (Christine)

3.1. Name of activity: Blow Painting Singapore Instruction : 1) Read " the little singapore " 2) ask the childre  what are the places they have been in singapore. 3) Give  the children black and white print of signifiance places in singapore such as china town  4) ask the children to pour snall amount of water colours on the prints and blow onto them using straws to paint the print 5) encourage the children to mix colours to create new colours Technique: Blow Painting Art form: The boys painting usually consist of cool colors while the girls' painting usually consist of warm colors. The boys tend to creare neutral colors while the girls tend to create pastel colors

4. Gender (Amanda)

4.1. Name of activity: Spot The Difference Instructions: 1) The teacher is to teach the children to identify, label & differentiate different body parts, clothing & physical features. 2) Teach children how to chalk etch by drawing lines with chalk and then smudging the line with fingers, tissue papers and cotton buds. Examples of art pieces showing the technique will be shown to children as reference. 3) Children are to partner another classmate, preferably from the opposite gender and are given 30min to draw each other using the technique taught. 4) After drawing, the Spot The Difference activity will be conducted in front of the class. Pairs of children will take turns to describe their artwork of each other to the class. The teacher will prompt the children to spot the differences in physical features, body build and clothing which are generally found between the genders.  5) After each pair has presented, the teacher asks the class for their opinions of whether they think the children are girls and/or boys. Then, the teacher reveals the gender and thinks out loud by discussing how she concluded her answer to the children. 6) At the end of the activity, the teacher emphasises the differences between the genders once more by pointing out the contrasts between the physical features, body build and clothing of the genders as a summary. At the same time, she also emphasises that appearances of genders mentioned are only of the majority and there are exceptions.  Technique: Chalk Etching Art form: Children will be able to draw each other with the chalks provided and create different forms of textures by manipulating the uses of fingers, cotton buds and tissue papers. Medium: Chalks of different colours, plain A4 sized papers, tissue papers and cotton buds. Element: Texture