Teacher’s Resource Kit 25 March – 12 June #getyourmonsteron
A note to teachers How to Make a Monster: the Art and Technology of Animatronics is the excursion of the year for schools! Within this booklet you will find information about the exhibition, how to make bookings, things to note when visiting the Centre and a series of lesson plans designed to complement the learning experience.
How to Make a Monster is part of The Arts Centre Gold Coast 2016 Education Program, a quality program of exhibitions, drama, dance and music for young people. We hope you and your students enjoy your visit to the Centre.
ABOUT THE EXHIBITION This exciting exhibition features the work of John Cox, 1995 Visual Effects Academy Award® winner for the movie Babe, and his Gold Coast-based company, John Cox’s Creature Workshop. Students will discover the skills and processes involved in bringing a creature from the written page to the silver screen in this fascinating ‘behind the scenes’ exhibition. Students will see how animatronic components are designed and installed to create the bones and muscles that bring monsters to life. Interactive exhibits allow students to become an animatronics puppeteer, a lighting technician, a creature designer and so much more.
How to Make a Monster reveals how monsters and creatures are designed, story-boarded, maquettes made, and then how the full size pieces are sculpted, moulded and finished. Students can play with real animatronic mermaids, snowmen, gorillas, aliens, animals and more from classic films like Pitch Black, Inspector Gadget 2, Scooby Doo, Peter Pan, Nim's Island and Babe!
YEAR LEVEL SUITABILITY Year 3 – Year 12 ART FORM Storyboards, sculpture, animatronics, film, puppetry THEMES Storytelling, Fantasy, Film making and Animatronics CURRICULUM CONNECTIONS The Arts (Media Arts, Drama, Visual Arts), English, Technology (Design and Technologies), Science (Physical Sciences) VENUE Gallery 1, Gallery 2 and Foyer Gallery
IMPORTANT DETAILS
HOW TO BOOK
ADDRESS The Arts Centre Gold Coast 135 Bundall Road Surfers Paradise 4217
Please visit our website and complete the School Booking Form in the Education section of our website theartscentregc.com.au
OPENING TIMES Mon – Fri 10am – 5pm, Weekends and Public Holidays 11am – 5pm CONTACT (07) 5588 4000 theartscentregc.com.au PARKING Parking for The Arts Centre Gold Coast patrons is in the main car park at the front of the building. Bus drop off for groups is in the drive through area directly in front of entry steps. Bus Parking is available adjacent to the main carpark. Disabled parking is available at left of entry and in first row of car park. Disabled access is available via ramp ways into foyer and into both galleries. Toilets located in main foyer area and near the BBQ area in the Evandale precinct. The Arts Café serves a wide variety of food and drink (licensed). Important: If your group plans to use the Café facilities please notify us in advance so that staff can be prepared. Students can make take away orders however the Café must be notified in advance. To make a booking directly in the Café call 5588 4087. Several vending machines are located inside the building.
The exhibition opens at 10am daily, and school sessions can be booked hourly (e.g 10am, 11am, 12pm and so on). Workshops are also available for schools and are $5 per student. You can choose from Arty Monster, Movie Monster, Monsters Fact or Fiction, or Robot Monsters. Each workshop has capacity of 25 students and needs to be booked 3 days in advance. All workshops are presented in The Studio, our classroom space, which is found down the stairs off the Terrace at the front of the building. To attend both the exhibition and the workshops, or to manage large groups, please plan your visit to the exhibition and the workshop at different times (e.g exhibition at 10am and workshop at 11am) and not at the same time. Please contact our Education Officer with any queries education@theartscentregc.com.au
WHEN YOU COME TO THE CENTRE For many students, How to Make a Monster will be their first trip to a Gallery. Please go over some of the following expectations with them prior to your visit. • Student behaviour, safety and security are the teacher’s responsibility. Groups must be supervised at all times. • Bulky schoolbags may be left at the entrance to the Gallery – please consult with staff and volunteers. • Works of art are fragile and touching is not permitted. Taking notes and drawing should be done with pencil. • Photography is permitted in the exhibitions without the use of flash or tripod and for private use only. • Please refrain from eating in the Gallery. • Toilets are throughout the Centre and we ask that student safety be considered (e.g students visit the bathrooms in buddy-pairs). • Feedback is important to us so please leave a comment in the visitor’s book if you wish to tell us something.
Your visit to the exhibition is self-guided. All workshops are presented in The Studio, our classroom space, which is found on the ground level (down the stairs beside the Arts Cafe).
LESSON PLANS To complement the exhibition, a range of lesson plans have been created in partnership with The University of Queensland. Links to Design Technology, Science, English and more have been made across a range of grade levels. Each lesson plan is aligned with the Australian Curriculum, includes a ‘Big Question’, differentiation principles and teaching strategies for teachers to follow. Please enjoy these lesson plans and the exhibition. If you have any questions about these materials, please email our Education Officer, Anastasia Scott-Myles with your enquiry: education@theartscentregc.com.au We would also love to see any photos of these lesson plans in action.
Lesson Title: Monster movies Authors: Zoe Jackson and Dana Ziejka Curriculum Area: Technologies, English, the Arts Focus Content Descriptor/s: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704) Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707) Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026) Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAM063) Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064) General Capabilities (ICT) - Generate solutions to challenges and learning area tasks: independently or collaboratively create and modify digital solutions, creative
Year Level: 5
‘Big question’: Who is your monster? What is his story?
Context: Post activity (to exhibition), 28 students in groups of 4, access to ICT’s twice p/w, 8x lesson sequence. Students are able to choose and recreate a monster that interested them in the form of narrative and claymation. They will showcase their learning of narrative, design, and technology. This sequence extends upon narrative work in English, the ICT general capability, Technology and Media Arts.
outputs or data representation/transformation for particular audiences and purposes. Lesson Objective: Differentiation principle: By the end of the lesson sequence the students will be able Teacher chooses groups to ensure mixed abilities. Teacher gives individual to identify the value of technology platforms such as ‘movie group members specific roles to make sure all students are contributing maker’ in the classroom. They will have developed their equally. Teacher may choose to further scaffold specific students learning narrative writing skills, their ability to plan in a group and based on the individual. additionally their ability to transfer a plot from paper to motion picture. Resources: ICT’s (laptops/computers/cameras), plasticine, props for motion picture, planning worksheets. Assessment: Formative assessment- Observation throughout, teacher checklists and targeted questioning for individuals and groups, written reflection completed by students upon completion of task. Summative Assessment: Final production and presentation to class. Relevant prior knowledge: Ability to use editing application, the features of a narrative, attendance to the exhibition and or Movie Monster workshop. Duration 2 lessons
Teaching Strategies -
Resources
Orientating Phase Attend exhibition in groups (with camera to photograph favourite monsters) (1 Camera, paper for notes and ideas, posters for brainstorming. lesson) Classroom lesson in which the students discuss, brainstorm and decide on a monster and his potential story. Students begin planning their narrative (1 lesson)
5 lessons
Enhancing Phase
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1 lesson
Props, craft supplies, plasticine, Students write their narrative (1 lesson) Students create a list of props and basic set design for filming, organise materials for cameras, computers (incl. editing software). filming (1 lesson). Students make their plasticine monsters and film their narratives over 2 lessons. Students edit their film on computers (1 lessons). Synthesising Phase (check for student understanding)
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Projector, notes for presentation, Presentation of films. Students introduce the title, the monster and the reasoning for reflection worksheet. choosing the particular monster. They give a quick plot overview and show their work. Students complete a reflection on the group work, their learning and the overall process.
WHAT MAKES A MONSTER? Authors: Ailsa Paterson, Kevin Schmid, Michael Mckenzie Curriculum Area: Science, Art, English, Design Year Level: 5/6 Technologies
‘Big question’: What makes a Monster?
Focus Content Descriptor/s: Design Technologies – seen when students go through the design process of their monster. Assessed in annotated monster diagram.
Context: This lesson is to be taught after visiting the Gold Coast Art Gallery’s How to Make a Monster exhibition. It is designed to be a preparation lesson for the unit’s overall assessment (the Generate, develop and communicate design ideas and processes for creation of a 3D model of a monster designed by the student). In this lesson audiences using appropriate technical terms and graphical the students investigate character design and begin the planning of their final representation techniques (ACTDEP025) monster. English – seen in the discussion of student prior knowledge on monsters and those they are designing. Assessed (Formative) in initial discussion. Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)
Science – seen in the visual model of their monster. Assessed in annotated monster diagram. Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093)
Lesson Objective: By the end of the lesson students will be Differentiation principles: group discussion, variety of options, open ended, aware of purpose of characters features and create an creation on digital tech or hard copy, examples of diagrams and a diagram annotated diagram of their character. template Resources: - Access to computer for research - Books that include creatures from mythology/fairy tales/ pop culture etc - Activity Sheet 1. Chimera diagram with blank labels - Examples of diagrams with titles, labels and arrows
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Activity Sheet 1. Diagram template Video footage of different animals in the wild Craft supplies Pencils
Assessment: Annotated diagram of a monster explaining its features and their purpose. Relevant prior knowledge: Students should know some of the classic monsters from literature (I.e. dragons ect.) as well as a range of different animals and drawing skills.
Duration
50min individual/collaboration
Teaching Strategies: Discussion, groupwork, Orientating Phase
10min
Think-Pair-Share What are monsters? What’s their purpose? Discussion Why do we create monsters? - Where do you see them? - Monsters aren’t real but they often resemble actual creatures. Why? - What monsters do you know? - What real animal do they resemble? Enhancing Phase
10min
Features of monster: what do they look like? (This is a teacher led discussion on Equipment
what different animal traits that could be used to create a monster.) - Examples of features of real animals. For example; - What connection to real animals do you see in monsters? (cheetah = speed, eagle eyes = - Video analysis of animal’s traits. good eyesight, kangaroo legs =can - What purpose would these animals traits add to a monster? - Student Activity; the Chimera has the head of a lion, tail of a snake, the wings of a jump really well) bat and feet of a goat. Write down what you think these features tell you about the Chimera? 30min
Equipment - art books Activity - Create a monster: Design a monster of your own using different animal features. Remember to; - pencils - colours - Label your monster’s features and explain why you chose them. - Students may use diagram template
10min
Reflection and sharing Student to use their monster design as inspiration for a 3D model of their monster.
Next lesson…
Activity Sheet 1. Monster: Chimera
Image from: http://www.dragoart.com/tuts/23027/1/1/drawing-a-chimera-step-by-step.htm
Activity Sheet 2. Diagram Template Draw your monster in the box and describe its features in the label e.g gills for breathing under water. Then draw an arrow from the label to the feature. Monster name:
Feature:
Feature: Feature:
Feature:
Feature:
Feature:
Feature:
Rent a Monster Brochure
Name: Hayley Wicke, Laura Warby, Donovan Corish Curriculum Area: English, Design and Technology
Year Level: 4+
‘Big question’: What is a monster?
Focus Content Descriptor/s: Context: (POST Activity) After visiting the exhibition, students will have an Plan, draft and publish imaginative, informative and understanding of what monsters are. This lesson is designed to expand on persuasive texts, choosing and experimenting with text student’s imaginative design of what a monster looks like. structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714) Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717) Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025) Lesson Objective: By the end of the lesson students Differentiation principle: will….produce a brochure advertising their rent-a-monster. Group discussion – key monster adjectives written on whiteboard, brochure template provided Resources: - Brochure examples - Activity sheet 1. Brochure template - Microsoft Word or Publisher Assessment: Completion of brochure detailing the characteristics of monster design Relevant prior knowledge:
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Student will be able to create documents in Word/Publisher Students will have experience the How to Make a Monster exhibition
Duration Orientating Phase 15 Minutes
Teaching Strategies Orientating Phase Prior Preparation: Engage reflective discussion on exhibition. Collate student’s reflections on the IWB. Prompting Questions (may include): What did you see? What surprised you? What did you like the most? Was it scary? What characteristics do monsters have? Activity Introduction: You have just started your own business. This isn’t just any ordinary business. You offer people a very valuable service. You are the proud owner of Rent a Monster. There is one problem that you are facing right now, and that is, sales are slow. It is your job to turn things around and get more people aware of your services.
Resources IWB Brochure examples (from tourism desks)
Enhancing Phase 30 Minutes
Enhancing Phase Activity Outline For your customers you will design an information brochure listing all your available ghosts, describing their haunting habits, appearances, special talents, and hourly rental fees. (Due to nature of the lesson and time constraints students will create one or two monsters for their brochure in great detail and add the end of the lesson students can share their monsters with their peers). Teacher Instruction: The brochure should be at least 1 double-sided A4 sheet.
Synthesising Phase 15 Minutes
Synthesising Phase (check for student understanding) Students come together in a discussion circle to share their brochures and what makes their monster special. Engage discussion about whether they enjoyed the exhibition and the activity.
Brochure template (Activity Sheet 1.)
This lesson has been adapted from: http://lessonplanspage.com/artmonstersghosts6-htm/
Activity Sheet 1. Brochure template Double-sided A4 Inside left
Inside middle
Inside Right
Outside back
Outside Middle
Outside front
Movie Poster Adventure Authors:
Ayman Zafar, Amy Mitrovich & Jenny Brain
Curriculum Area: English, Design and Technologies
Year Level: 3-4
‘Big question’: During the exhibition you were magically transported into a poster. What was your experience like? Write a short story and redesign the poster to give a visual representation of your adventures.
Focus Content Descriptor/s: Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques (ACTDEP015) Features of literary texts Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605) Create literary texts that explore students’ own experiences and imagining (ACELT1607) Create literary texts by developing storylines, characters and settings (ACELT1794) General Capabilities Literacy (Y4): - navigate, read and view different types of texts with illustrations and more detailed graphics - compose and edit a range of learning area texts
Context: Students will visit the Gold Coast City Galley How to Make a Monster exhibition and observe the various movie posters displayed. They will then choose a poster as stimulus for their own short story and poster re-design.
Lesson Objective: By the end of the learning sequence Differentiation principle: students will write a short story and redesign the stimulus All students are provided with guiding questions which will need to be answered poster to reflect their short story. thus providing the basis for their short story. E.g. Describe the most relevant characters in your poster, what do you think the poster was about? If you could step into the poster, describe your adventure. Students who need more guidance could be given a scaffolding document which breaks down the short story structure. Resources: -
Posters at exhibition, materials to create their own poster e.g. cardboard, paper, scissors, glue Activity Sheet 1: story structure scaffold; or similar preferred scaffold such as ‘story mountain’ or Seven Steps to Writing Success Teachers could take photos during visit so that students can view posters again in the classroom.
Assessment: Students will select a poster from the exhibition and imagine that they step into the poster. Students then write a short story based on what it was like for them to step into the world of the poster and redesign the poster to include their interactions with the characters and world in the poster. Relevant prior knowledge: Knowledge gained from visiting the exhibition, structure and features of a short story, features of a poster Duration
Teaching Strategies Orientating Phase Ask students which poster drew their attention the most and why? What did they like about the posters? What didn’t they like? Why would they want to be in that poster? What would it be like to be in the world of that poster?
Resources Copies of the posters
Enhancing Phase Students begin brainstorming their ideas for their short story by creating a mind map which breaks down the main features of their short story e.g. characters, plot, setting, climax and Butchers paper, markers, scaffolds resolution, ending and introduction, depending on teacher’s preferred structure. Students may begin writing their introduction.
Synthesising Phase (check for student understanding) Students share their ideas with their peers to create discussion and gain feedback to build on for the next lesson.
Next lesson‌
Students continue to develop their narrative.
notebooks
Activity Sheet 1.
Story Scaffold
Title:_________________________________________________________ Characters:____________________________________________________ Setting:_______________________________________________________
Story Graph Complication/Climax ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Tension ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------Start (with a bang!) - who - when - where
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Resolution -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Making Monsters Authors: Kate Oakley, Sarah Bingham, Nicole Greenfield and Annabel Wheeldon Curriculum Area: English, Design & Technology
Year Level: 5-6
‘Big question’: How do I make a monster to fulfil a design brief?
Focus Content Descriptor/s Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025) Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions (ACTDEP026). Understand how texts vary in purpose, structure and topic as well as the degree of formality(ACELA1504) Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose andaudience (ACELY1704)
Context: Students have experienced the How to Make a Monster exhibition at The Arts Centre Gold Coast.
Lesson Objective: By the end of the lesson students will be Differentiation principle: able fulfil a design brief and understand that technology Students use of either digital technologies to design and create their monsters. comes from a human need or want. Resources: Computers, IPADS, construction materials, paint supplies, art and craft supplies. Activity Sheet 1. Design Brief Activity Sheet 2. Design Template Word wall of design-relevant vocabulary Assessment: Creation of monsters (Summative Assessment).
Relevant prior knowledge:
Technology fulfils a human need or purpose. Design briefs show what need or purpose should be fulfilled by the design. Reading design briefs. Knowledge of animal adaptation and animal adaptations that support in different environments
Orientating Phase
10 minutes
Word wall of technical terms used in Recap of exhibition visit: monsters and character development. design and technology. Introduce ideas and open up discussion surrounding: - Technology i.e. What it is, examples, definitions etc. - Design Briefs i.e. What they do how to read them, uses and why they are important etc. Students demonstrate what they have learnt about the topic through class discussion. Introduce students to the task, ‘Creating monsters’.
Enhancing Phase 40 minutes
Students complete the task of creating their monsters to fit the design brief. Students are able to work collaboratively with other students, but create their own individual monster. Teacher direction: teacher is in a facilitating role, monitoring the students and
recording design decisions and processes.
Synthesising Phase (check for student understanding)
Students are given time to present their monster and identify why their monster fits the design brief. Students can use their monster design sheet (attached) as a prompting tool for their presentation. Teacher and peers ask questions about the design process and choice of materials that were used in each monster, and provide constructive feedback.
Design Brief Dear Student, Warner Bros Productions needs a new monster for an upcoming movie. You have been asked to submit a design and prototype to the studio of a monster that meets the studios needs. Your task is to create a monster that meets the following needs: The monster must:
Swim. Fly. Survive in the desert (dry, arid climate).
Please include a design of the monster along with your prototype as well as a completed copy of the design template.
Image credit: http://cliparts.co/monster-clip-art-free
DESIGN TEMPLATE
Materials chosen: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Why did you choose these materials? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ How did you meet the design brief, give examples? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
Go Go Monster Arms Authors: Kathryn Cole, Laura Jones , Kathryn Moulsdale Curriculum area: Design and Technology
Year Level: 6
Subject/ Topic: How to Make a Monster - Extension arm Objectives: By the end of the lesson, students will have generated criteria for evaluating the appropriateness of their designs. They will use these criteria to select the best design out of a range of ideas. Context: Following visit to The Arts Centre Gold Coast’s ‘How to make a Monster’ exhibition. Relevant prior knowledge: ‘The science behind monsters’ from Ed Kit. Differentiation principle: Inquiry-based. Students can participate meaningfully at any level. Content Descriptors: Negotiate criteria for success that include sustainability to evaluate design ideas, processes and solutions. Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques. Time
Activity
Resources
Introduction 20mins
Body 30mins Conclusion 10mins Continuation
Design Challenge: Using knowledge and inspiration from the ‘How to make a monster exhibition’, produce at least two designs for an ‘arm extension’ that could be used for a monster costume. Discuss the design challenge As a class, generate criteria for personally evaluating the quality of your own designs (e.g. strength, effectiveness, and cost. What does it need to be able to do?)
Individually or in pairs, students design ‘arm extensions’ on paper (not to scale) Label designs with materials used
Use criteria to evaluate designs and select the best one Write short summary of why it is the best design Make a prototype of design using recycled materials from home/ donated by community members. Products could be displayed in a mini exhibition at school.
Examples of mechanics that could be used e.g. Robot arm claw, pictures/ videos from exhibition.
A3 paper, rulers, pencils
Arty Story Boards Authors: Claudia Vince, Kirsty Cameron, Holly Lees & Georgia Sully Curriculum Area: Design and Year Level: 6 ‘Big question’: How can we bring a character to life on Technologies, English screen? Focus Content Descriptor/s: Context: This is an introductory lesson on creating storyboards. This skill will be used when Generate, develop and planning their monster Claymation movies. Students can use inspiration taken from the Arts communicate design ideas and Centre Gold Coast How to Make a Monster exhibition. processes for audiences using appropriate technical terms and graphical representation techniques (ACTDEP025). Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principlesand genre conventions in images, sounds and text (ACAMAM062) Lesson Objective: By the end of the Differentiation principle: lesson students will use inspiration Students will be working in groups which will allow for peer support and collaborative learning. from the How to Make a Monster exhibition to develop characters and a story board mapping out a Claymation movie.
Resources: Story board template Pencils (coloured & lead), rubbers, rulers. Interactive whiteboard (display pictures/information from exhibition). Assessment: Formative Assessment: students will be assessed on their ability to sequence an event and describe equipment and techniques used in each frame of their story board. Relevant prior knowledge: In previous grades students have learnt to generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques. As a result of the Arty monster Workshop from the Arts Centre Gold Coast How to Make a Monster exhibition visit students have a prior knowledge of design principles in regards to working with sculpture and working with special materials.
Duration 5 mins
Teaching Strategies
Resources
Orientating Phase
Recap of Arty Monsters workshop o What design principles do you remember? o How did the monster look? – Students refer to sketches drawn of monsters from the exhibit. Brainstorming: - Hands up if you have developed a storyboard before? - What do you think is the purpose of creating storyboards?
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Interactive whiteboard
5 mins
10 mins
Introduce ‘storyboards’: -Show students’ examples of ‘storyboards’ using the interactive whiteboard. -Explain the process of creating and developing appropriately sequenced storyboards.
Enhancing Phase
20 mins
10 mins
Introduce task: - Explain the requirements for this task - Group students into groups of 2/3 assign them with appropriate materials to start brainstorming their story board. Students move into groups and are given 10 mins to start brainstorming what types of monster/monsters they will create for their storyboard. Students during this time are allowed to draft their story to put on their storyboard on scrap paper. Students work on their story boards within their groups- draft, design, create. Synthesising Phase (check for student understanding) Conclusion: Students are given time to compare and contrast their storyboards with other groups. Students pack up area and teacher collects storyboards (what they have completed so far). As a whole class, check for student understanding: Q’s: -What did you find difficult in this task?
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Interactive whiteboard A4 paper Story Board template Pencils (coloured & lead) Rubber Ruler Scrap paper
- How did the visit to the Arts Centre Gold Coast How to Make a Monster exhibition help assist you in creating your own monsters for the story board?
Students pack up & teacher collects story boards.
Teacher quickly overviews what will happen with story boards in following lesson.