Aesthetic education seems to be most easily defined by what it is not.

It is not the teaching of logical form or matters of fact, and it is not satisfied to remain at the level of surface text. Generally aesthetics seems to be the defining characteristic of the Arts, with which it is usually identified. Morals and Values education is fundamentally about making meaning of life in all its dimensions. Many of children's behaviours have a movement games, to building with blocks. "e choose #hree $ittle %igs short lay to devise three suitable activities to develo language skills with &'$ learners. #he story of the #hree $ittle %igs is actually about ( igs that )ust about all build a home on their own. *rama is an artform, a ractical activity and an intellectual disci line. A drama education, which begins naturally with learning through dramatic lay, will eventually include many elements of theatre. $ike the other arts, it involves imagination and feelings and hel s us to make sense of the world. It does this through the creation of imagined characters and situations, and the relationshi s and events that they encounter. #hrough engagement in drama, u ils a ly their imaginations and draw u on their own ersonal ex eriences. #heir increasing knowledge and understanding of how the elements of drama work enables them to effectively sha e, ex ress and share their ideas, feelings and res onses, making use of language, s ace, symbol, allegory and meta hor. Good drama teaching will result in u ils learning about dramatic form and the content it ex lores.#he classic folktale #he #hree $ittle %igs is retold with rich descri tion+featuring the big, bad wolf huffing and uffing to blow down the straw house, the stick house, and the brick house. Memorable lines such as ,-ot by the hair of my chinny, chin, chin., add to the fun, and the story ends with a breathless wolf to defeat. As ex ected, the three little igs live ha ily ever after in the brick house. a/ Writing a Letter to Mr Wolf in jail. 0b)ectives1 #his lesson teaches children the five arts of a friendly letter. After visiting various websites to learn more about writing friendly letters, your child will be able to write a friendly letters utili2ing the writing rocess. #he student1 34ses the writing rocess to develo friendly letters. 34ses the Internet to learn more about writing friendly letters ling over in lay element in them!from finger lays, to

5e6uired Materials1 3%oster board or %a er 3Markers 3&xam les of friendly letters 37om uter with internet access 8or the first activity, I will ask the children to surf the internet to get through exam les of friendly letter. I will demonstrate how to write a friendly letter on a large iece of oster board. $ist the five arts of a friendly letter on the board. 9ave the children identify and label each art of the letter on the board. In this activity, I make my children imagine if the wolf was not died but has been sent to )ail for destroying the igs' houses.#hen , they will write a friendly letter to Mr "olf who was in )ail. I let them think about what more they would like to know about this wolf. Ask them to write what 6uestions they would like to ask him about what had ha ened to the igs' houses, give advice or let him know if you think he will win his case. &x lain to the class that they are going to write a letter to the wolf from whichever character they want. #hey can make u a character if they relate well to the story. #he letter can be about how this character felt about what the wolf did and what they think should be his unishment. #ell the children to be creative and talk about it with each other a few minutes before they start writing. 5emind the children to use their best handwriting and to take their time. 9ave them turn in their work when they are done or take it home if they do not get done, and at the end of the next day read them out loud. #he stories and unishments the kids come u with are really funny and very creative. b/ Change the Ending 8or the second activity, I will ask my children to think of a different way for the story to end.I like to s end some 6uality time discussing characters in folktales. #heir character traits, the motivation behind why they behave the way they do, and if the character changes by the end of the story. #his activity re6uires u ils to be creative. %u ils design own twisted version of the #hree $ittle %igs, thinking of different ways the story could change :character names, house materials, how the were destroyed, any catch hrases used, and how the story end/. 7an be used as a story lan, or )ust as a scaffold before writing the story. 8or exam le, ask u ils to design another ty e of house other than a brick house that the wolf wouldn't be able to blow down. In synthesis, u ils combine skills they have learned and ro ose new ideas. %u ils

arrange, construct and redict outcomes. -ow the u ils should ro ose real!life situations in which a house can be blown down. #hey should seek out solutions to the real world roblems, ro ose ideas of their own and erform ex eriments. ;esides that, u ils not only have to take what they know and understand about lot, but they must also a ly the conce t in a different way to make a new ending. In the rocess, they have to analy2e what would make the ending different or how it could change. ;y doing this, u ils aren't tied down to one correct answer, which can be difficult for teachers to assess. #his is a lesson lan which aims to motivate students< interest in reading sci ts and develo students< s eaking skills through readers< theatre. #he well!known story =#he #hree $ittle %igs> is chosen and it is first introduced to students through shared reading. A variety of reading activities follow and students are re6uired to create a new ending for the story. #he new version of the story will then be resented through short lay.