1.  

2.  

3. Considerations
1.Are students lacking in basic art skills?
2.Do students value art?
3.Are students learning and enjoying their art lessons?
4.What is the perception of art among students?
5.How to improve students’ management of coursework?

4. To investigate if students
are learning and enjoying
their art lessons.

5. Motives
1.Toattract and empower disinterested students
to understand art.
2.To genuinely engage all students to appreciate
art.
3.Toproduce fun and interesting lessons to
develop passion for the arts.

6. Play to Learn
1.Play
is one of the best ways to engage
students.
2.Studentsseek, integrate and build up
knowledge when they work as a team.
3.Play
is tied closely to the cognitive, social-
emotional and motor development of a
student.

7. Doris Pronin Fromberg (1990) claims that
play is the "ultimate integrator of human
experience" (p. 223)
This means that when children play, they draw upon
their past experiences – ( things they have done,
seen others do, read about, or seen on television) - and
they use these experiences to build games, play
scenarios, and engage in activities.

8.  Semester 1, Term 2
 Jigsaw puzzles of the Colour Wheel
 Each group gets one envelope containing
Jigsaw puzzles

9. Objective
Students will be able to apply their knowledge of
colour theory, to create a colour wheel using
jigsaw puzzle.

10. Instructions
1.1 time keeper, 1 recorder
2.1 envelope for 1 group
3.4 questions were posed.
4.Fastest and most accurate group wins
5.At the end of class, only students who like the lesson,
stick a pin to the noticeboard.

13. Attempting the 1st question : Colour Wheel Jigsaw Puzzle

14. Each pin
indicates
the
number
of “Likes”
after the
lesson.

15. Conclusion
The game was well-received.
Majority of students enjoyed the
lesson!

16. Post Lesson Evaluation:
1. Duration of the game was too long.
2. Location of the pin-up “Like” was messy.
3. Time consuming to stick jigsaw puzzle with blue tack.
4. One lesson is insufficient data to evaluate its success.

17.  Semester 2, Term 3
 Weeks 1, 2 & 3
 Secondary 1 EX/NA
 Printed images are used in week 1 & 2
 3D props are used in week 3

18. Three Weeks of Cooperative
Play
Week 1 - Recalling a story
Week 2 - Telling a story through images
Week 3 - Telling a story through drama

19. At the end of 3 Weeks of “Cooperative Play” , students will be
able to:
1. Recall
a story by observation, memorization and composition
through storyboarding.
2. Understand
the basic structure of a story: The beginning, the
development , the conclusion and the message.
3. Present
their version of the story by rearranging a set of
images and describing the events that happened.
4. Playa role in their story through drama and action with the
aid of a given prop.

20. Instructions
1. Watch the “Flintstone video”.
2. Memorise the sequence of the video.
3. Arrange the images in the correct sequence to
form a storyboard.
4. 5 minutes to discuss.

23. Students will watch “The flintstone” video.

27. Instructions
1.Tell a story using the images provided.
2. Create the silliest story.
3. 5 minutes for discussion.

29. Each group is given 10 images

30. Each group is given 10 images

31. Each group is given 10 images

35. Instructions
1.Each group to select a mystery prop from the black
bag.
2.Make use of the prop to tell a story through drama
about “The caveman”.
3.Each group to appoint a narrator and the rest of are
actors/actresses.
4.10 minutes to discuss before presentation.

41. Drama in class, “The caveman and the time machine”

42. Drama in class, “How music started”

43. Drama in class, “The Helmet ”

46.  85% - 90% of students “Like” the
games played each week.
 As the week progresses, dislike was
down from average 30% to just 7%.

47. 78 % Like 72 % Like 78 % Like
22 % Dislike 28 % Dislike 22 % Dislike

48. 68 % Like 86 % Like 80 % Like
32 % Dislike 14 % Dislike 20% Dislike

49. 92 % Like 92 % Like 95 % Like
8 % Dislike 8 % Dislike 5 % Dislike

50. Things to improve:
 Printed image cards in black & white are
unclear.
 During group presentations, the class
cannot fully comprehend as some groups
presented softly.
 Statistics need to improve further to 0%
dislike.

51.  Students are more focused and engaged in game-
based learning.
 Students are compelled to think out of the box and be
extremely creative.
 The element of "play and learn” empowers
disinterested and unmotivated students to learn and
appreciate art.

52. Thank you for
watching and listening…