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• playing with the tactile qualities of a range of materials (rough, smooth, spikey, gooey) and exploring how they feel about these qualities to develop ideas for a visual artwork, dance or soundscape; for example, using art materials, movement and/or voice to depict or embody the tactile qualities they discovered; moving their body in ways to represent the smooth nature of a stone or ball
• imagining how the characters in a story they are reading might dress or move, and making still or moving images to communicate ideas about the character; for example, working in groups and using dramatic play to imagine possibilities about characters and situations or asking questions such as “What happens next?”
• identifying and describing shapes, colours and lines they observe in their environment and exploring ways to use these shapes creatively; for example, imagining and trialling ways to use geometric and organic shapes and collage techniques to represent a familiar object such as a face; improvising movements that trace a series of shapes such as circle, rectangle and triangle; improvising a melody that follows the contour of the shape, or working collaboratively to form frozen or still images of each shape
• playing games to develop subject-specific practices such as pitch, beat and/or rhythm recognition, exploring ways that body parts, zones and bases can be moved safely and expressively; taking on the point of view of a fictional character in dramatic play
• responding to the emotions they experience while listening to different pieces of music and using movement to share their response; for example, using scarves and movement, or creating visual images using materials such as crayons or paint
improvising rhythmic patterns for clapping or stamping or inventing new movements for familiar action songs, and interpreting these visually using elements of art/design such as shapes, lines and/or colours, and materials such as paper and pencil or string
• exploring their speaking and singing voices and discovering ways they can use their voices/vocalisation to communicate ideas and feelings
• improvising movements to explain the steps in a process, and then using a camera to capture a series of images or a photographic story that can be displayed in the classroom to remind everybody about the process