During Term 1, the ELC children in both the Melaleuca and Wattle groups explored printmaking. They began by completing observational drawings of bugs with ink and sticks to gain an understanding of the shapes that would need to be used to form an insect. They then produced collograph printing plates of a bug using different materials such as corrugated card, lace, hessian, brown card that was cut and collaged together. This plate was then printed using block ink and the impression of their bug when printed onto the paper using a panini press. The children then investigated monoprinting using a Gelli plate to create a background. They used texture plates and leaves to add interesting patterns.
Henry
Elsie
Ellie
Elena
Archie
Amelia
Alice
Tahlia
James
Isla P
Isla H
Isla A
Isabel
Nicholas
Matilda
Madeleine
Lucy
Larissa
Lachlan D
Lachlan A
Jude
Annabel
Nathaniel
Jesse
Clay
During Term 2, the ELC children in both the Melaleuca and Wattle groups explored clay. The Wattle children learnt how to roll balls and used a rolling pin and texture plates to add interesting designs to their pendant necklaces. They also made discoveries with fantasy glazes and gained an understanding of how to apply this medium to clay. The Melaleuca children made clay mice. These rodents gave the children opportunities to make a pinch pot, coils and balls as well as how to create texture in the clay with tools to make fur. This task also taught the children how to join clay pieces together.
Elena
Isla H
Nicholas
Matilda
Larissa
Ellie
James
Isla A
Isabel
Madeleine
Henry
Tahlia
Nathaniel
Lucy
Jesse
Lachlan D
Lachlan A
Isla P
Annabel
Alice
Archie
Elsie
Amelia
Jude
Textiles
During in person lessons in Term 3 and 4 the Melaleuca and Wattle groups explored textiles. They made discoveries with dyes when changing the colour of bleached hessain that formed the body of their chicken. The children then made their own pattern pieces for each component of their feathered friend that they used with felt to cut each shape they needed to bring their chicken to life.Â