Doodle 4 Google Ireland ‘Ireland is...’ Lesson 1 Junior/Senior Infants, 1st Class, 2nd Class, 3rd Class

Doodle 4 Google is an exciting competition that gives pupils the chance to create a piece of art and design work with the potential to be seen by millions of people on the Google Ireland home page. The aim of this lesson plan is to equip pupils to enter this year’s Doodle 4 Google competition, on the theme of ‘Ireland is...’. It contains activities to introduce the theme and inspire their imagination, as well as guidance for creating their entries. Curriculum links Subject: The Arts Education – Visual Arts Strand: Drawing; Paint and colour

Key aims: •T  o help the child develop sensitivity to the visual, spatial and tactile world, and to provide for aesthetic experience •T  o help the child express ideas, feelings and experiences in visual form •T  o enable the child to develop the skills and techniques necessary for expression, inventiveness and individuality.

Key objectives: Broad objective: Express ideas, feelings and experiences in visual form and with imagination and a sense of fulfilment. Junior/Senior Infants: • Make drawings based on vividly recalled feelings, real and imaginative experiences and stories •D  iscover and draw line and shape as seen in natural and manufactured objects and discover that lines can make shapes •U  se colour to express vividly recalled feelings, experiences and imaginings.

www.google.ie/doodle4google

1st and 2nd Classes: • Make drawings based on his/her personal or imaginative life with a growing sense of spatial relationships •E  xplore shape as seen in natural and manufactured objects and become aware of the shape of shadows cast by objects •U  se colour expressively to interpret themes based on his/her personal or imaginative life. 3rd Class: • Make drawings from recalled experiences, emphasising pattern, detail, context and location •E  xpress his/her imaginative life and interpret imaginative themes using inventive pattern and detail. Although the lesson is primarily art-based, it also supports Languages – English; Physical Education – Dance and the Early Childhood Theme: Identity and Belonging.

Materials and equipment •D  igital projector connected to the internet to enable pupils to view the Google logo and images (if not available in class, printed images could be used) •G  oogle logo templates available from www.google.ie/doodle4google •E  xamples of Google doodles for special events from www.google.ie/logos • Plain A4 paper •A  selection of tools and materials for graphic activities, such as paints, colouring pencils, felt tips, ink, pastels, chalks, brushes etc. •A  selection of images showing local landmarks, geographical features and important buildings • A map of Ireland •S  ee Section d of the lesson plan for materials needed in the carousel of activities.

Activities 1. Our Ireland – Our Home a) As a warm up, ask pupils to sit in a circle and take turns talking about or acting out something they love about their home. ‘Home’ could refer to their house/apartment/dwelling, the local town or area, or Ireland as a country. If any pupils have lived outside Ireland, they could share their impressions before and after moving, and talk about how life in Ireland compares to the country in which they have lived. b) S  how pupils some images of their community – local landmarks, geographical features and important buildings (e.g. churches, shops, the post office, hospital, police/fire station). Ask: Have you seen this place before? Where is it? What happens here? Why is it important? You could ask pupils to explore these further through play, by transforming the classroom into a micro-community with different role-play areas representing the different buildings, services or landmarks. c) Show pupils a map of Ireland and help them to locate their local community. Show them some images of different landmarks and landscapes in Ireland (e.g. Blarney Castle, The Ring of Kerry, St. Patrick’s Cathedral in Dublin, The Cliffs of Moher, Newgrange). Ask: Has anyone visited these places? What was it like? Where are they located? Why might they be famous? How do they make you feel? If available, you could also present opportunities for pupils to engage the themes of ‘home’ and ‘Ireland’ through primary sources (e.g. natural objects, artefacts, places, people or events). d) S  et up a selection of the following carousel of activities, exploring well-known symbols of Ireland. For each activity, information cards could be provided, stating what the symbol is and how it has come to represent Ireland. Pupils should be split into small groups and rotate around the room until they have engaged in each of the tasks. You may wish to ‘pick and mix’ from the following ideas or explore ideas of your own to deepen pupils’ understanding of the Irish identity.

www.google.ie/doodle4google

•T  he Celtic cross – ask pupils to colour in or try to copy examples of Celtic cross art •T  he shamrock and Irish Flag – ask pupils to trace and cut out template of shamrocks from green, white and orange paper to stick onto a large card to create an Irish flag •T  he Claddagh – give pupils pre-prepared sheets containing drawings of the crowned heart and ask them to trace around their own hands on either side to create a Claddagh design. More able pupils could design their own. Explain that the hands represent friendship, the heart, love, and the crown, loyalty •S  t. Patrick – ask pupils to examine different artworks portraying St. Patrick and discuss how they differ and what they have in common •L  imericks – ask pupils to read a selection of simple limericks and try writing their own •T  he Irish harp – ask pupils to listen to or watch a recording of an Irish harp being played (or examine an actual harp, if available) and look at objects that display the Irish harp symbol. 2. The competition Introduce the Doodle 4 Google competition and tell the pupils that they are going to be entering it by creating their own brilliant doodle. Show an example of the Google logo at www.google.ie/logos. You may also like to show the video on the Doodle 4 Google website, in which the doodle team shares its advice for young artists. Discuss the way that the doodles work with the logo template, with different objects, colours, scenes and shapes creating the letters.

3. Start doodling

4. Doodle Gallery

Ask pupils to use the ideas they have explored in the previous activities to create an entry for this year’s competition, on the theme of ‘Ireland is...’. They will express the ideas through drawing and experiment with different media and colours. They could think about the following:

Make a gallery of finished doodles on the classroom wall. Ask pupils to try to identify how Ireland and Irish life is represented in some of the doodles and then ask the artists to talk about their ideas.

• What do I love most about my home?

When pupils are happy with their doodle, they should give it a title. Help them write a short statement of no more than 50 words about how their work represents ‘Ireland is...’. They could explain why they have chosen particular places, symbols, activities or people to represent Ireland.

• What are the best things about living in Ireland? • What does Ireland mean to me? • How can I represent my ideas through drawing? Give pointers about how to match drawings to the template (e.g. look at the word ‘Google’ – how might it be turned into an image? Look at the space in between each letter – what can you do with this space? Look at the space around the letters – can this become part of the design?). Pupils could start with a rough design and then move on to a finished piece of work. They could take photographs of their work to record its development at different stages. You may also wish to give pupils time to practise their designs at home.

www.google.ie/doodle4google

5. Supporting statement

Differentiation: Less able pupils may need help to fit their designs to the Google template and in writing their accompanying statements. More able pupils could help to support those less able and should be encouraged to use more sophisticated artistic techniques. Extension: Pupils could learn about a traditional Irish folk tale or legend and use it as inspiration for a dance and movement piece. For example, Dagda’s Harp (with the pupils acting as the soldiers, enchanted by the harp to cry, laugh and sleep – this could be accompanied by musical composition work) or The Children of Lir (with pupils portraying the children turned into swans).

Doodle 4 Google Ireland 'Ireland is...' .ie

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