Purplepig

Session

Learning Objective/ KeySkills

Content/Activities

Resources/ notes/vocabulary

1

To question andmake thoughtful observations about starting points for theirwork

To collect visualand other information to help them develop their ideas, includingusing a sketchbook, to question and make thoughtful observationsabout the stimulus for their work

To learn about the work of Aboriginal artists using the internetfor research

Tounderstand Aboriginal art and to use this as inspiration for theirown work

Introduce thetopic by considering how different cultures represent journeysthrough art. Explain to the children that we are going to continuewith our Aboriginal theme (started in literacy) and represent ourpersonal journeys in the style of Aboriginal art. The children willresearch Aboriginal art using the internet. In particular, theywill find information about the life and work of Emily.They will print images to include in their sketchbooks and makedetailed notes about the style, shapes, lines and coloursused.

list of websitesfor children to use

introductoryPowerPoint

sketchbooks

glue

vocabulary:

lines, pattern,texture, colour, symbols

2

To question andmake thoughtful observations about starting points for theirwork

To keep notes about my journey in my Art Sketch Book, usinglabels, captions and short paragraph to describe it

To compare and discuss my ideas about journeys with mypartner

Ask the childrento talk about a familiar journey, eg their journey to school, ajourney around the school, a journey between two other places. Askthem to describe and note in detail what they remember passing onthe way. The children are to use the Mike Smith method to map theirjourney and write a description to accompany this in theirsketchbooks.

Mike Smith mappingsheets

sketchbooks

3

To collect visualand other information to help them develop their ideas, includingusing a sketchbook, to question and make thoughtful observationsabout the stimulus for their work

To take meaning fromimages to generate ideas for my work

To keep notes about thepurpose of my work in my Art Sketch Book, using labels, captionsand short paragraphs.

The children willexplore a range of maps, aerial photographs, abstract art and otherstimulus material. Discuss the use of lines, shapes and patterns inthe material and how they have been used to indicate objects andfeatures. Point out that their use can be decorative as well asfunctional. Ask the children to make visual notes in theirsketchbooks of some of the patterns in the stimulus material thatthey could use to represent their own journeys. Ask the children toinvent their own signs and symbols using different combinations ofthe lines and shapes in their sketchbooks. Encourage the childrento avoid obvious signs and symbols and to embellish and developtheir signs and symbols, using colour if they wish

examples ofabstract art from a range of cultures that combine lines, shapes,colours and patterns for decorative effect

vocabulary:

aerial photographs, maps,diagrams, structures, mazes, as the crow flies, birds eyeview,

4

To investigate andcombine visual and tactile qualities of materials and processes andto match these qualities to their ideas about a journey

To experiment with differentmaterials and techniques to find the best ones to represent myjourneys

Ask the childrento think how they will compose their picture of the journey. Whatcomposition are they going to use? Does it have to be in arectangle? Could they use other shapes, like a circle? Could thejourney start in the middle and work its way out to the edge? Whatsigns or symbols will be used to represent ideas about the journey?The children will be given sand as a canvas and will be encouragedto experiment with different ways of using line and to try tocreate unexpected and interesting shapes and patterns to divide uptheir picture space. Ask them to incorporate signs and symbols torepresent their journey. Take photographs as a record of their work(to be included and annotated in sketchbooks).

sand

digitalcamera

sketchbooks

vocabulary:

lines, pattern,texture, shape

5

To investigate andcombine visual and tactile qualities of materials and processes andto match these qualities to their ideas about a journey

To create a collage torepresent a part of my journey. It will combine both visual andtactile qualities

To combine colour; pattern;texture; line and tone and shape to suit the purpose of mywork.

Show the childrenthe paper collage work in Looking Down by Steve Jenkins. Link towork on maps and aerial photos. Use paper to create arepresentation of their journey. Focus on shape and texture,including smooth, flowing lines for rivers and hard edges forbuildings and roads, etc

Make sure no whiteis showing through the collage.

tissuepaper

glue

paper

copy of LookingDown by Steve Jenkins

vocabulary:

collage, shape,texture, line smooth, hard, pattern

6

To question andmake thoughtful observations about starting points for theirwork:

To use a paint package torepresent part of my journey in the style of Paul Klee.

To compare and discuss my ideaswith others in the class

Introduce childrento the idea of taking a line for a walk, as a way of creatingshapes and areas that represents a journey. Children will researchwork of Paul Klee on the internet and then create their ownpictures using Dazzle paint package. The children will sharethese with the rest of the class

Periodically (andmost importantly at the end) show examples of good work/ideas.Focus on line and effect of pattern and shape on the page. Discussnext step.

Access to ICTsuite and Dazzle paint package

List of websitesfor research

Paul KleePowerPoint

vocabulary:

line, colour,pattern, shape, symbols

7

To investigate andcombine visual and tactile qualities of materials and processes andto match these qualities to their ideas about a journey

To know that art can be both visual and tactile. I choose the bestcombination for my work

To adapt and improve my work,thinking about the best way to represent my journey.I usewill experiment with painting, collage and print in my work

Practical sessionexploring the materials and processes that will best convey thedifferent parts of their journey. Children will explore:

painting, egusing different consistencies of paint, varying brush marks, mixingsand with paint to give it a texture

print making, egcreating surface texture using rollers, sponges, engraving andprinting from an inked surface

Discuss childrenswork so far. Have they decided which materials and processes theyare going to use? Record decisions in sketchbooks.

Paint; sand;polystyrene tiles; rollers; paper; sponges; sticks ; cotton buds;table covers and paintbrushes.

vocabulary:

texture, colour,print-making, painting, pattern, texture, shape

8

To investigate andcombine visual and tactile qualities of materials and processes andto match these qualities to their ideas about a journey

To know that art can be both visual and tactile. I choose the bestcombination for my work

To adapt and improve my work,thinking about the purpose of the work

To suggest improvements to mywork and keep notes in my Art Sketch Book

Children begintheir journey pictures. I will encourage them to think about theshape of their image and the surface qualities of their work.Encourage them to experiment with line, shape, pattern and texture,including:

lines and marks,eg direct, meandering, accidental, intentional

pattern, eggeometric, symmetrical, asymmetrical

texture, egrough, smooth, shiny, shimmering

colour, eg pure,mixed, earth, natural, artificial, bright, dull

as above

9

Toinvestigate and combine visual and tactile qualities of materialsand processes and to match these qualities to their ideas about ajourney

To compare and discuss my ideas with others

To look at my own work and thatof others, discussing whether it meets the purpose.

To adapt and improve my work,thinking about the purpose of the work

Look at workcompleted so far. How could this be improved? The children willcomment on their own work as well as that of others and adapt theirpictures accordingly. The children should complete the pictures inthis session

as above

10

To compare ideas,methods and approaches in their own and others work and say whatthey think and feel about them

I look at my own work and thatof others, discussing whether it meets the purpose.

Exhibit thecompleted images along with the preliminary work. Ask the childrento reflect on what they and others have done and to describe andevaluate their work using the vocabulary they have learnt. Whatsigns and symbols have they used? How well have they used line,shape, pattern and texture to describe their journey? How well havethey used and combined different media? How well do the materialsand methods they used match their ideas?

childrenscompleted work

sketchbooks

digitalcamera

Communication

Skills

Application

OfMathematics

Information

Technology

WorkingWith

Others

ImprovingOwn Learning and Performance

ProblemSolving

  I can show relationships betweenpeople in my drawings

 I cansay what I think and feel about the work of others and myown

  My skillsin:

o  Drawing,

o  Painting,

o  Collage,

o  Textiles,

o  Sculpture, and

o  Photography

help me to communicatemy ideas, using:

o  Colour,

o  Pattern,

o  Texture,

o  Line& tone,

o  Shape & form.

  I recognise right angles in shapesor objects

  I recognise and draw parallel andperpendicular lines

  I can use the properties of shapesto explore patterns (eg tessellation, Islamic Art etc)

  I can visualise and make 3d shapesfrom 2d drawings

  I use theInternet to research artists

I use the printed images I takewith a digital camera and combine them with other media

I use the computer to alter imagesand to combine them with other images

I use a paint package to alterscanned images

I present a collection of my ICTwork on a slide show presentation

  I am beginning to understand theviewpoints of others by looking at images, people, places and so onfrom a different angle

 I canmake useful comments on the ideas of others

  Ican describe and explain art from other cultures, and knowhow artefacts came to be in museums

 Iadapt and improve my work, thinking about the purpose of thework

 Isuggest improvements to my work and keep notes in my Art SketchBook

  I keep notesabout the purpose of my work in my Art Sketch Book, using labels,captions and short paragraphs.

  I can select visual informationabout people to show in my portraits

 Iexperiment with different materials and techniques to find the bestones for the purpose of my work

  I know that artcan be both visual and tactile. I choose the best combination formy work

Communication

Skills

Application

OfMathematics

Information

Technology

WorkingWith

Others

ImprovingOwn Learning and Performance

ProblemSolving

  I look at familiar still-lifeobjects to paint and draw

 Mywork uses both visual and tactile qualities. Sometimes they arecombined in one piece of work

 My work has a purpose and a meaning. Iuse:

o  Drawing,

o  Painting,

o  Collage,

o  Print,

o  Digital Media,

o  Textiles, and

o  Sculpture

in my work.

  I know that a full rotation is360 and I makepatterns that rotate

  My 3d and tactile work includes arange of shapes, such as pyramids, prisms, triangles andquadrilaterals.

  I make 2d and 3d shapes that areaccurate

  I use language such as angles,faces, pairs of parallel lines, symmetry

  I create digital images withanimation, video and sound to communicate my ideas. I present themto others.

  I scan images and take digitalphotos, and use software to alter them, adapt them and create workwith meaning.

  I use theInternet for research

 Icompare and discuss my ideas with others

 Iunderstand a range of other cultures art and design and use thisas inspiration for my own work

  I work on group projects, sharingmy ideas and listening to others to design artefacts.

 Ilook at my own work and that of others, discussing whether it meetsthe purpose.

 Ikeep notes in my Art Sketch Book about how I might develop my workfurther

  I learn aboutthe work of others through looking at their work in books, theInternet, visitsto galleries and other sources of information

 Itake meaning from:

o  Images,

o  Stories,

o  Drama,

o  Music,

o  theNatural world, and

o  Artefacts

to generate ideas for mywork

 Icombine:

o  Colour,

o  Pattern,

o  Texture,

o  Line& tone,

o  Shape & form

to suit the purpose of mywork