Street art

Street Art: An excellent resource for Outdoor Learning, Art and Literacy.

Primary art and other stuff

Street art includes a variety of media and techniques, such as traditional spray-painted tags, stickers, stencils, posters, photocopies, murals, paper cut-outs, mosaics, street installations, performances, and video projections. At is heart it represents the desire of humans to leave traces of their existence in a public arena. Street art deals with many tough issues facing the world and allows artists such as Bansky to exhibit their work in a much wider arena than traditional art forms. Street art can engage pupils in critical dialogue about art and set a platform for them to explore the issues it raises.

Street art in the classroom

Take this picture: (or in fact any picture of street art from around the world or even your local town)

Use this picture to discuss street art and its legality, including issues of vandalism and political art.

  1. What do you see in this picture?
  2. What is the owl doing?
  3. What is the blue stuff?
  4. Is this work…

View original post 144 more words


Literacy Experiences and Outcomes

Listening and talking
Early First Second Third Fourth

Enjoyment and choice


– within a motivating and challenging environment, developing an awareness of the relevance of texts in my life

I enjoy exploring and playing with the patterns and sounds of language, and can use what I learn.

LIT 0-01a / LIT 0-11a /

LIT 0-20a

I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes.

LIT 0-01b / LIT 0-11b


I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways.

LIT 0-01c

I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain sources.

I regularly select subject, purpose, format and resources to create texts of my choice.

LIT 1-01a / LIT 2-01a

I regularly select and listen to or watch texts for enjoyment and interest, and I can express how well they meet my needs and expectations, and I can give reasons, with evidence, for my personal response.


I can regularly select subject, purpose, format and resources to create texts of my choice, and am developing my own style.

LIT 3-01a / LIT 4-01a

Continue reading

The Book With No Pictures by B. J. Novak

The Book With No Pictures is a funny read-aloud experience for young children that may also inspire conversation about the power of the written word and the nature of a book itself.  Some questions that could be discussed: Continue reading

Shadow Theatre

Autumn is well underway and with Winter fast approaching the darker nights and changing environment provides us teachers with valuable opportunities for taking the children outdoors. I firmly believe that the natural environment should act as a canvas for lessons or as a stimulus for exploring the curriculum.

Considering the above, this entry shall focus on a cross curricular approach to Art, Drama and Literacy. It was inspired from a class on Line Drawings where I experimented with creating lines in shadows.

Continue reading

The Advantages of Keeping a Sketchbook

What is a Sketchbook? A sketchbook is a combination of thoughts, ideas and experiences. It can come in a variety of forms from journals, artists portfolios, online blogs or scrapbooks. I use sketchbooks in the form of scrapbooks when I am approaching a new topic with a class. It occurred to me that I should share this experience with my class and this was the result… Continue reading

We’re Going on a Bear Hunt

We’re Going On A Bear Hunt by Michael Rosen is the text chosen for this particular lesson however for older children a different text/script can be used.

Continue reading