CLIP TITLE: Clip 2 - Year 5 / 6 Visual Arts
CLIP DURATION: 27 minutes 25 seconds

TIMECODE	TRANSCRIPT	
00:08	Um in my class I’ve got a range of different cultures. I’ve got um, 10 Samoan students, I’ve got 8 European students, 8 Māori students and then I’ve got 3 children in the class who speak Hindi. Okay so the focus of my um siapo unit was looking at sort of symbolism and um, looking at Pacific culture, we decided just to design this unit of work, to suit not only my Samoan and Pacifica kids, but yeah just took at everybody’s um backgrounds and how they can represent that through symbols.
 	
00:41	My name is Zane and I was born in Invercargill. I speak 2 languages, speak Māori and English. In my siapo design I use korus because it reminds me of Māori, and um I use like um this soul(?) pattern because I like listening to songs.
	
1:10	My name is Anekesh and I can speak 2 languages, Hindi and English. In my siapo design I use the 4 petal flower to make um, to show I’m Fijian Pacific and um, on my um earth picture is to show I wanna travel when I grow up.
	
1:38	My name is um Alamur and I was born in Samoa and I’ve been in New Zealand for 4 years now, and I speak, my language I speak Samoan and English. The stars represent, the stars my Dad always paints this and the book represents that I love reading.
	
2:07	(Speaking in different languages to the children)
	
2:14	I find out about the language needs of my students usually just by um, usually having a conversation with them when they first arrive. And trying not to put too much pressure on them in the early days, I sort of let them settle into the class, and then usually I can pick up from um you know their interactions with the other students how much English they do have and um whether they need to be referred onto ESOL.
	
2:39	Well today people we’re going to be learning about the special type of artwork, and a special of um Samoan type of artwork. So what I want you to do is I just want 1 person from each group come up and you’re going to get one of these special things. Just want you to look with your group, look at it, feel it, touch it and have a quick discussion about what you think it is, and what you think it might be used for.
	
3:03	One really important thing that I always try to do is make sure the contexts I use in my examples and units of work are relevant to them. 

3:11	In Fiji they call this type of um cloth or this type of artwork a masi. What other countries would you find it in? Jack down the back.
	
3:21	Samoa. 
	
3:21	In Samoa, what do we call it in Samoa does anybody know?
	
3:26	Siapo.
	
3:27	Siapo good. (Everybody says) 
Fiji they call it masi, in Samoa, siapo. Tonga …..
	
3:36	Very good. Our learning goal for today um for our visual art is we’re learning to describe an object, how it is valued and what it means to us. How will you know that you’ve learned this? Rhiana?.
	
3:48	Um say what it looks like and feels like.
	
3:53	Good.
	
3:54	And explain how and why that is valued and what it means to us.
	
4:00	Um our language learning goal is we’re learning to use topics specifically, vocabulary topic specific vocabulary. That’s quite a mouthful. All that means is that you’ll be using words such as patterns, meanings and all those words that are related to our topic which is siapo.
	
4:19	If you look carefully on this concept star, you can see that there are some sentence starters. So this one here, it says what patterns are used in siapo. The patterns are and then you just need to write down what the patterns are that you can see. Okay you’re going to be using these sentence starters when you share back with the class. So it’s important that you look at them as well.
	
4:42	What is siapo used for? Mmm. Art. Yeah art. Oh yeah it is used for art. I’ll read this one. What patterns are used in siapo? It looks like, flowers, kind of flowers. Cos if it was in Samoa. It looks like um yeah it looks like feathers and leaves, yep feathers and leaves. The patterns are feathers and leaves.
	
5:28	When we did the concepts start um I knew siapo is when I was a Samoan my Dad used to make siapo. I could share my ideas with siapo in my group that I was. I told them how the colours was made.
	
5:51	Point to the flowers that you can see. Ohhh. What other patterns can you see?

5:57	Diamonds ( unable to hear what the children say )
	
6:03	So you think these well what shape are they first of all?
	
6:06	Triangles.
	
6:06	Triangles so there’s a triangle type pattern. And what do you think those patterns might mean Jonathon?
	
6:13	Mountains.
	
6:13	When we’re, when we’re sharing our ideas I want you to make sure that you’re using that sentence starter. So if you look on your concept star, you can see that says it feels. So I want you to use that sentence starter first and then give me the words after it.
	
6:26	It feels like um a dry towels and that.  
	
6:34	And I like the way you used your sentence starter.
	
6:38	So some of the um vocabulary that we were using like symbol and represent, they’re actually quite difficult concepts to understand and some of the kids were fine. They totally knew what um, you know what they meant, but we had to use a lot of sort of class discussion, and also looking at pictures and then thinking of symbols that represent them.
	
7:00	What you need to do with your buddy is you need to choose, cut and stick on next to it, which of these symbols represents each of these objects.
	
7:10	It’s a leaf. Leaf. Special … starts with F. The fern. Fern good and then what have we got here? 
	
7:20	A fern …. Where would you find this symbol?
	
7:24	At Christchurch. In New Zealand.
	
7:28	Think about a sports team that might wear.
	
7:30	Oh All Blacks.
	
7:30	Ahhh do the All Blacks wear the silver fern.
	
 7:34	We could draw a trophy, then we could draw a netball next to it and then we could do goal defence cos she’s a goal defence, and um netballs. So they’ll know it’s netball. 
	
7:49	Okay so you now you’ve talked about the objects in your pictures, and you’ve talked about the symbols that could represent these objects. What you’re going to do now is you’re going to draw your own symbol to represent um the objects in your pictures. And when we’re sharing back our symbols I want you to use um the speaking frame.
	
8:08	An object in the picture is um a church. 
	
8:14	Good and what was the symbol that you used?
	
8:17	The symbol which represent it a type of cross.
	
8:22	So the speaking frames um, they sort of enhance the complexity and the fluency of the children’s language.
	
8:31	I like to differentiate the text level um and also the tasks that I set. 
	
8:36	During reading today we’re going to have 4 different activities running. One groups going to be working on the laptops using electronic storybooks, give it a try. Another group is going to be using um this triple(?) book, which is a Samoan text. Two other groups are going to be working with me down on the mat having a look at some different artists. Your goal is to find out some information using these guiding questions here. So the first question is Who is the artist? Next one is What did you learn about his or her background? What you’re going to be doing today is you’re going to be reading it through as a group and if you look carefully what language is this book in?
	
9:17	Samoan
	
9:19	That’s right. If you get stuck on something and you’re not too sure about what it means, I’ve also put in here the English. Okay so the English translation. So if you get stuck on something you can always go back and have another read. But I want you to give it a go in Samoan first. 
	
9:33	I’ve found that the triple books have been quite popular with my Samoan students because they’re getting um the meaning other of the story through their Samoan language as well as through English. And it just helps them with their understanding of the text.
	
9:45	(Group reading aloud in Samoan)
	
9:52	I read in Samoan so I understand what the, what the um, the words Samoan means in English.
	
10:08	Good said Nana, now we’ll be ….that we’ll also need for the … of the flowers.
	
10:17	And you’re going to be looking at one of the stories, sorry the articles in the CD Rom um which is called Bringing drawings to life, by Ally Tio.
	
10:26	Today when you’re reading, when you’re reading this article I want you to be reading to find some information out. Okay you need to find out who this person is, who is Ally Tio. Also you need to find a little bit about her background, so what types of things does she actually do. And I also want you to think about what types of artworks she creates.
	
10:49	So for 2 of my reading groups, I sort of wanted them to focus on the 2 artists that we were studying, Michael Tuffery and Fatu Feu’u, but when I looked at the resources that were available on the internet and in books and stuff I found that they were um quite technical and the children probably wouldn’t have understood them fully. So instead I just designed my own reading sheets based on the information there. 
	
11:30	Okay so now we’re going to just quickly think about what we’ve learned over the last um hour of so. All I want you to do is when you get the coosh(?) ball just explain what you’ve learned so you can say, today I learned, and then just something simple which you learned today.
	
11:47	Today I learned about the meanings in the patterns of siapo.
	
11:53	Today I learned what type of art Michael Tuffery does.
	
11:58	Today I learned about siapo and what it can represent.
	
12:02	Today I learned um how siapo was highly valued.
	
12:08	So I’d like you to talk to your parents or talk to you older brothers and sisters about what these words might mean. And just write down the meanings in your own words.
	
12:18	Okay so I want you to think back to yesterday in your reading time, what did you learn about the artists you were reading about? Once you’ve had a think I’d like you to share what you learned about the artist with somebody sitting next to you.
	
12:32	The …. had 4 little flowers for the frangipanis, they’re frangipanis over there. They were yellow and white and Samoan um symbol. Used mountains and see the clouds and the clouds….
	
12:56	Okay so today’s learning goals for our visual art, our learning goal is we’re learning to identify the symbols artists use in their artwork. How will you know that you’ve learned this? Let’s quickly read out our success criteria. 
	
13:08	Name the symbols artists use in their artworks and explain what the symbols could mean.
	
13:17	Our language learning goal today is we’re learning to compare and contrast. So when you’re comparing you’re looking for similarities between 2 different things, or a range of different things. Um. Our second language learning outcome is to express an opinion and justify it. 
	
13:34	I try to ensure my students know what the content and the language goals are by first of all sort of looking at what the learning goals are for um the visual art strand. And then from there then I can sort of think to myself what vocab are they going to be using, what types of sentence structure will they need and from that, that’s how I get my language goals. 
	
13:55	Once you’ve had a really good um look at the artwork I want you to think to yourself what are the symbols that have been used. And what you’re going to do is you’re going to share um the symbols that your artist has used with somebody else who has got a different artwork. So one of the people in your group will have an artwork by Fatu Feu’u, and another person will have an artwork by Michael Tuffery. You’re going to say the artist and then their name, so Fatu Feu’u uses symbols such as, and then you’re going to describe the symbol.
	
14:36	The artist Michael Tuffery uses, uses symbols such as people and animals. And like Jesus and cross. And 4 petal flowers.
	
14:54	After you have shared the different symbols that have been used what you’re going to do is you’re going to work with your buddy to complete a venn diagram okay. In this venn diagram you’re going to write down, or you might draw, the symbols that just Fatu Feu’u uses. You’re going to draw or write down the symbols that just Michael Tuffery uses, and then you’re going to draw or write down what symbols do both artists use.
	
15:19	Now um were up to the both of them, okay, what do they do the same. Oh they both do the 4 petal flower, four petal.
	
15:37	Yeah lizard. No it looks like a …. And ….
	
15:47	What we’re going to do is we’re just gonna share back some of the symbols that we found in these 2 artworks by Michael Tuffery and Fatu Feu’u. When you’re sharing your symbols that you found I want you to use this framework here. So you’re going to say the artist’s name, then you’re going to say uses symbols such as, and then you’ll describe the symbols. And so and so, so the other artist uses whatever other symbols they use.
	
16:11	Fatu Feu’u uses symbols such as masks in this picture, and um Michael Tuffery uses masks too.
	
16:22	When we’re using the next sentence down here we’re going to be contrasting them which means we ‘re looking for the differences. So again you’ll use the artist’s name, Michael Tuffery uses symbols such as, and you’ll say a symbol. But Fatu Feu’u uses, and you’ll give something else that he uses.
	
16:40	Fatu Feu’u uses symbols such as like triangular for um, 4 petal flowers. But um Michael Tuffery doesn’t, of uses um circley kind of 4 petal flowers.
	
17:03	I want you to have a think now about which artwork you prefer, which means which artwork do you like the most.
	
17:10	( Unable to hear what the boys are saying)
	
17:23	I encourage students to think about their learning because I want them to become um more aware of the purposes for doing what they’re doing. And also um I think it’s just think it’s really important that they understand how their learning and you know, why they’re learning about these things that we do.
	
17:44	All right now we’re going to think about our own symbols. So what I want you to do is I’m going to hand out some of these strips of paper. And on these strips of paper I want you to write down all the different groups that you belong to. Cos what you’re going to be doing in a minute is you’re going to be designing your own symbols to represent the different groups you belong to.
	
18:05	And you’re going to just get into groups of 3 and you’re going to share with your buddy, just the designs that you made, your symbols that you made. And I want you to think about, sorry I want you to tell your buddies um what they represent.
	
18:19	This is for um the culture where I came from, Fiji, because it has lots of coconut trees and. I’ve drawn a love heart and a koru inside it cos it represents love for my family and I drew the 4 petal flower cos of my cultural background and um how I’m Samoan. And I like flowers. Um this design represents my family, like that’s me and that’s just goes around the koru. And this represents like where I’m from, like I’m from New Zealand and I’m a kiwi.
	
18:57	So the tasks that I’ve designed have just allowed the children to have multiple opportunities to um encounter the same concepts and to practice the same concepts um that have been in this unit.
	
19:09	Okay for our language learning goals we are learning to use mathematical language to describe a design. I find that when I’m really explicit the language that I’m expecting my students to use um they’re a lot more successful because they know what is expected of them and they’ve got the structures in place for them to be able to you know, achieve those goals.
	
19:31	I want you to quickly put on your thinking brains and I want you to think back to when we started our symmetry unit a couple of weeks ago. Think of all the different types of mathematical words, or words to do with symmetry.
	
19:45	Translates to … No that’s tessellate. Translates to this one. (All talking and unable to hear) … direction without rotation. Let’s read them To move an object. To move…
	
20:12	Well we’re doing matching up … it helps me learn by um like matching the word, the definition and the picture and the example. And for reflection I didn’t know what that meant, and then I did the matching activity and it helped me to know the definition.
	
20:31	And the final example is the diamond shape that is fitted all together, no gaps in between. So give yourselves a round of applause if you got it all right.
	
20:42	So some of the um tasks that I designed like the matching tasks and things, um although they took a little bit of work to put together, I can see myself using them again and I can see the benefits the kids have got from just being able to do such a simple thing as match a definition to a word, and then to an example. And also I’m really um happy with the results of their designs. Some of them have just come out and they’re so amazing and so much better quality than any other time I’ve taught this unit, so it’s been awesome.
	
21:13	So I give you a word, you think of a definition and then what happens is we write it up on the board and as we go along, what do I start doing?
	
21:22	Rubbing it out. 
	
21:23	Rubbing out different words, and what do you people have to start doing?
	
21:27	Remember.
	
21:27	Remembering what those words were. Okay so I’m going to write a word up on the board and I’d like you to think about it in your heads, think about what would the definition for this word be. What does translation mean? Jonathon?
	
21:42	Translation just like shape(?).
	
21:44	Good can anybody necessarily more specific. Think about the direction that you can slide a shape….
	
21:50	…. To slide a shape right left up down.
	
21:56	Combination of definitions from 2 people in the class. What we’re going to do is we’re going to read it out nice clear voices, and then we’re going to start rubbing out words so all together from the top, off we go.
	
22:09	Translation means to slide a shape left, right, up and down.
	
22:17	Once you’ve said it in your minds I want you to quickly turn to your buddy and share it with your buddy.
	
22:21	(Whole class repeats the sentence)
	
22:33	Right you guys are too good. 
	
22:50	Off we go. Translation means to slide a shape left, right, up and down.
	
22:58	Give yourselves a round of applause. (clapping) You guys are all experts.
	
23:04	In the disappearing definition the words are on the board and if they rub it out I keep it in mind.
	
23:14	If you finish your work early I’d like you to come and do a collaborative crossword.
	
23:18	Number 6 – doing something over and over again.
	
23:21	So on my sheet here number 6 doesn’t have an answer. I’ve got to think to myself what would a word be that means doing something over and over again.
	
23:29	When you see an image in the mirror, water or glass. Reflection. To turn up a quarter, to turn an object a quarter or a half turn. Ummmm rotation. Yeah. Rotation. To turn an object a quarter or a half turn. 
	
23:52	You turn something we re... Rotate. Good rotate, do you know how to rotate. How do you spell rotate? R O T A…
	
24:12	He had the cross ones and I have the down ones, and I’ve got to think of like, he will read a sentence and we’ve got to think of what makes sense with that sentence, with what it is.
	
24:26	You need to remember how you chose um your 2 best ones that represented things about you. What I’ve done is I’ve photocopied 16 of each, so I don’t know who’s this is, Olivia’s I think. 16 of each of your design, what your task today is to try and fit them together in a really effective siapo design. Okay so you’re going to be using a grid like this and you’re going to be playing round with these little symbols, thinking to yourself how am I going to make a design that’s really effective. When you’re doing this you’re going to be thinking about things like reflection, translation, rotation, all those types of mathematical terms that we’ve just learnt about.
	
25:08	What did you need to do?
	
25:10	Just um flip it and turn it over. 
	
25:14	Hold on a minute, so are you telling me that you flipped it?
	
25:18	Yes.
	
25:18	No what did you do?
	
25:20	Just flipped it.
	
25:22	What are we call it when we turn it, it’s ro….
	
25:25	Rotate.
	
25:26	You rotated it so you rotated it. How much of a turn, quarter of a turn, or half a turn?
	
25:30	Half a turn.
	
25:31	Good so you started off with it like that and you rotated it half a turn and now it looks like a really cool Māori design.
	
25:39	So you had to use both of your symbols okay, so you use both of your symbols and you’re going to play around with it and see what design looks more effective. So these people here, they’ve used one of their symbols as sort of a border to go around the outside, and then they’ve um either rotated or affected their design in the middle.
	
25:57	I think the quality of the work that has come out and the quality of the designs, and the quality of the kid’s understanding as well has just improved so much. Because they’ve had focused tasks and really in-depth discussions.
	
26:10	Oh I chose the um heart symbol um. This represents my family um, this is my Dad, my Mum and my brother. And this half is my sister and um um and my cousin, and um this is me in the middle. And I chose the korus because that’s, this is part of my culture. I’m a Māori and um I translated it around the picture because it looks … like that.
	
26:58	I feel really satisfied with the depth of learning um of my students. I think they have gotten a lot more out of this unit of work than in previous years, and that’s probably just because of the activities that I’ve designed and um, also me being more specific about um what I want my kids to understand and to achieve. So yeah it’s not just them that have been learning it’s been me as well.
	
27.25	ENDS