Teaching Sequence

Work through this resource material in the following sequence:

30 minutes	Part A: Background
15 minutes	Part B: Dreaming Up Ideas For Your Dream Car
60 minutes	Part C: Creating Your Dream Car and Entering the Contest
15 minutes	Reflection

Part A: Background

Step 1.

Begin this lesson by inviting students to respond to the following question: What is a dream?

Explain to students that there are two different meanings for the word ‘dream’, for example: a dream can be something we have when we go to sleep at night, but it can also be an aspiration, something we hope for in the future. Explain to students that in this lesson when we talk about a dream we mean the type where you hope for something in the future.

Draw two cloud outlines on the board and work with students to create your own definition for each type of dream. Ask students for personal examples and record them in the cloud.

Step 2.

Now, invite students to respond to the following question: Why is it important to dream?

Suggest to students that having dreams for the future gives us something to work towards and look forward to. Without dreams, we wouldn't know what to strive for or what might even be possible.

Step 3.

Explain to students that, in this lesson, they are going to dream up a car for the future. They will then be creating a drawing or painting of this car and submitting this drawing to the Toyota Dream Car Art Contest.

Spend a few moments discussing the process of submitting their artworks and the prizes that might be won.

Step 4.

Next, display the following artworks of previous winners of the under 8s category and the statements written by the artists describing their ideas (images also available on the Student Worksheet).

For each artwork that you view, invite students to engage in a discussion (or answer the questions on the Student Worksheet) around the following:

What do you see?
What does it make you think about?
What does it make you wonder?
What does this car do?
How does it do it?
What are the most interesting or exciting parts of these dream cars?
Which is your favourite and why?

In addition, invite students to reflect on the artworks themselves and the intentions of the artists who created these artworks. For example:

What is the artwork made of?
What colours were used?
How is the colour used, and why do you think is it used in this way?

Save The Reef Car – “It has retractable fins and wheels so it can go on land and water. It has a long oil vacuum tongue. It has three rooms; one collects oil, one is a sea vet room, one collects and recycles trash.”

The Oxygen Car – “My dream car is called the Oxygen Car. It helps the environment by sucking up the pollution and turning it into good air.”

Ben 10 Car – “My dream car is based on my favourite cartoon "Ben 10". My car is giving out technology gadgets like computer, smartphone, tablet to those people who can't afford to buy them for school or work used.”

View the full list of winners here.

Step 5.

Refer back to the artworks you just looked at. Suggest to students that each of these cars helps people or the environment in some way. Explore this idea further by engaging students in a class discussion around the following questions:

How do you think these cars help make the world a better place?
How do you think these cars help the environment?
How do you think these cars help people?
Why do you think it’s important to look to help make the world a better place?
Which is your favourite dream car design and why?

Work as a class to classify each idea as either helping people OR the environment. Spend some time discussing why each idea would be classified as being for people, the environment or both.

Where ideas have been written on the board, consider using a symbol (see below) or a letter (such as P for ‘people’, E for ‘environment’ and ‘B’ for both) to classify each idea.
Where ideas have been written on sticky notes, create three columns on the board and label one column with ‘People’, another with ‘Environment’ and the final column with ‘Both’. Move each sticky note to the relevant columns.

Part B: Dreaming Up Ideas For Your Dream Car

Step 1.

Students are now going to start imagining what they would have in their own dream car. They will adopt an open and creative mindset to think of ideas and then share them with their classmates. Students may end up using some of their ideas in Part C, where they design their own dream car for the contest. Set a time limit for this dreaming-up ideas stage (e.g. 5 or 10 minutes).

Engage students in a class discussion on the things a car of the future might have and do, and write these ideas on the board. Invite students who make suggestions to briefly explain their ideas.

Use the following questions to facilitate the dreaming stage:

What things does your dream car have to help it do amazing things?
Does your dream car only drive on roads?
Can your dream car fly, float, swim, sail, balance, bounce, burrow and/or drive?
What does your dream car use for fuel or to give it power?
How big is your dream car? Can it fit lots of people or is it small enough to creep through tiny spaces?
What is your dream car made of?
How does your car help to make the world a better place?

Some Tips for Dreaming Big

- No idea is a bad idea - sometimes it's the little ideas that open the way to big dreams!
- Be brave in sharing your dreams!
- Don't worry about what's possible, just focus on what you'd like to see.
- Listen with respect to other people's ideas and dreams, and be inspired by other people's ideas and dreams!

Step 3.

Once complete, work as a class to classify each idea as either helping people, the environment or both. Classify each idea according to the method you used when assessing the previous winners' designs (Part A - Step 5).

Part C: Creating a Dream Car and Entering the Contest

Step 1.

Working independently, invite students to take a moment to look at the features of the class' dream cars you have added to the board. Invite students to think about which ideas they find most appealing.

Step 2.

Explain to students that they are now going to create an artwork that describes their very own dream car. Once complete, this artwork will be submitted to the Toyota Dream Car Art Contest.

Explain the following contest rules for creating your dream car:

You must create your dream car artwork by yourself (no working with a friend or in a group).
Your dream car must be hand-created using things like pencils, pens/markers, crayons, paints, etc. It can’t be made using collage or a computer/digital device.
It must be drawn on an A3 piece of paper (or smaller). You might like to use this Toyota Dream Car Drawing Template.
Find the contest entry information here (including dates, prizes and full terms and conditions).

Step 3.

Invite each student to create a draft version of their dream car. Give students a set amount of time to create their draft, and emphasise that perfection is not important at this stage: instead, it is more important to have fun and to create the car of your dreams!

This dream car can include some of the features written on the board from the class brainstorm, or it can include features that are entirely new.

Step 4.

Once students have created their drafts, invite them to share them with a classmate and offer feedback. Use the following tips during the feedback process (also available on the Student Worksheet).

Tips for Providing Feedback

- Be kind - it can be hard sharing your ideas with other people, so make sure you remain kind and supportive.
- Be supportive - be clear about what you think and why. Rather than saying, "I like the wheels", say something like "I like the way those wheels have spikes because I can see they will be useful when driving through snow".
- Be helpful - try not to just say what is strong or weak, but also make suggestions about how things could be improved.

Step 5.

Once feedback has been provided, invite students to create the final draft of their dream car on A3 paper, incorporating feedback where necessary.

Step 6.

As part of their entry, students are required to write a statement in response to the following: “Please explain the idea behind ‘Your Dream Car’ artwork”.

Ask students to create a draft version of their response, ensuring that they focus on being clear and brief and that they have explained what their car will do and how it will do it.

Again, invite students to share their statements with another student to seek feedback, and to check spelling and grammar.

Finally, scan or take a clear photograph of each entry and submit all entries using the online entry form.

Students (or yourself) will need to hang onto their artworks after entering in order to be eligible to win prizes and have their artwork showcased.

Please make sure entries are received by the closing date

Reflection

Engage students in a class discussion to answer the questions.

What is my favourite part of my dream car and why?
What was the best part about creating my dream car and why?
How will my dream car help make the world a better place? How will it help people or the environment?
What is one thing that I learnt while creating my dream car?
What would I do differently next time?

Extension

An important part of real-world learning - such as in this activity - is the opportunity for students to present their learning in a public arena. The main objective of this is that work is presented publicly, thus making it authentic.

Work with students to create a gallery walk for students, teachers and parents at your school.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

- What did you learn about your teaching today?
- What worked well?
- What didn't work so well?
- What would you share?
- Where to next?
- How are you going to get there?

Toyota Dream Car Art Contest - Drawing Your Dream Car

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