ART, CRAFT & DESIGN PROGRAMME OF STUDY

INVESTIGATING and MAKING

LINE  &  TONE

Line Drawing

Background

Previously, the child's approach to line drawing has been directed towards realism through his/her attention to shapes/outlines, size/proportion, 'baselines' and the representation of 3D form.

Development

Further develop the child's approach to line drawing in regard to realism, through the child's attention to 3D forms.  Three dimensional forms can be realistically represented in 2D images by creating depth. 

Further develop the child's ability to create depth by providing more sophisticated opportunities for the child to experiment with different line techniques which can be used to create a 3D representation of a solid form. 

For example, show the child the techniques involved in drawing simple, solid objects like a jug, sugar bowl, lamp, fruits etc.  Develop the child's approach to line drawing in regard to realism, through the child's attention to 'detail'  i.e.,  the more closely observed markings on people/objects.

For example:   prior to observational line drawing,  provide the child with a viewfinder. 

Explain it's purpose  i.e.  it allows close observation on part of face or object and helps the child to focus on finer details.  Provide a selection of observational sources and encourage the child to choose their own source, use the viewfinder practically and create a more detailed image. 

Develop the child's understanding of 'positive and negative images'  i.e.  the positive image being the solid part of a 3D form and the negative image being the spaces in-between.

For example:  ask the child to attempt an observational free hand line drawing of a chair. 

On a separate sheet encourage the child to draw only the solid parts of the chair, producing the positive image.  Then, on another sheet, to draw the spaces in-between the chair, producing the negative image.  Provide opportunities for the child to draw around objects, use stencils and templates and then imitate what has been drawn in free hand.  Encourage a sense of freedom to create images, expressing ideas/feelings and encourage the child to feel an increasing level of control over the image being created.

Other Mark Making

Provide opportunities for the child to experiment in using different mark making techniques - using a varied selection of materials, mediums and tools - to represent various people/objects in the natural/made world.

For example:  show the child different pencil techniques, like cross-hatching.  Provide different grades of pencil, encourage the child to attempt new pencil techniques and perhaps, innovate their own.  Set a challenge - provide 3 different materials and three different mediums/tools.

Tell the child you want them to create an image of a plant (from direct observation); an image of a shell (from memory); and an image of an imaginary character.  Ask the child to create each image on a separate material, using a different medium/tool for each one.   

Tone

Develop the child's understanding and experience of tone - i.e.,  encourage the child to study the lightness/darkness cast over faces/objects etc.  Encourage the child to create tone in their art work.  (Whilst looking at a face or object, encourage the child to squint their eyes slightly as this helps you to identify tones more easily).

Develop the children's understanding in regard to pencil grades - i.e.  graphite pencils are graded from H to B indicating the softness, range of tone or blackness of the mark that the pencil will make.  The H range contains the hardest, greyest pencils.  The higher the number beside H, the harder and greyer will be the tone created.  The B range contains the softer and blacker pencils.  The higher the number beside the B, the softer and blacker will be the tone created. Provide opportunities for the child to experiment with and use different graded pencils in their art work.

(Perhaps create a labelled chart of pencils for reference, which the child can stick into their sketch books)

 Colour

Further develop the child's understanding of 'colour hues'  which means  'the title of the colour' i.e.  be able to identify recognised hues of colour - e.g.  Emerald, Pea Green, Olive, Lime Green, Khaki, Sage etc.
(develop this understanding by talking about the child's own self-created colours   or other source material such as a 'decorators colour chart')

Know that hue is  a kind of colour family - e.g.  The Red Family; and that different hues of  Red are created by adding different colours     to a true Red.  Provide practical, hands on opportunities for the child to experiment in creating hues of colour by means of colour matching exercises.

For example:  provide the child with a decorators colour chart, available from any D.I.Y.  superstore.

Explain to the child that they are to create these hues of colour by colour mixing.  Ask the child which materials, mediums and tools would best suite the exercise etc.  Develop the child's understanding of 'shade'  which means  'the depth of lightness and darkness'  in a colour - i.e.  know that shades of a colour are created by mixing a colour - such as Blue,  with different amounts of Black, White or Grey;  creating different shades of Blue  -  Light Blue, Dark Blue  etc.  Provide practical, hands on opportunities for the child to experiment in creating shades of a colour.

For example:  encourage the child to observe the sky which, during the day, is often made up of a selection of shades of Blue.

Provide the child with the relevant materials, mediums and tools.

Ask the child to create an image of the sky, using as many shades of Blue as they can create.

Encourage the child to talk about the process of creating shades etc.

Pattern

Develop the child's knowledge, skills and creativity through the provision of a selection of experiences - i.e.  opportunities for the child to experience various methods of pattern making, explore different pattern making techniques and experiment with a range of materials, mediums and tools.

Experiences should include:

Roller Printing   Introduce the child to the process of  'Monoprinting'  and 'Duoprinting'  using the 'Rollerprinting'  technique and polystyrene pre-prints.  Instructions regarding the  process of monoprinting and duoprinting are available from the Art department  -  just ask.

Demonstrate the process of monoprinting and duoprinting.

Encourage the child to create a design for their pressprint - two designs will be required for the duoprint!  Also, ask  the child to select their own materials - i.e.  different papers or fabric.

Once the monoprinting and duoprinting has been experienced, talk more about processes involved - the child should make notes.

Talk about the finished piece, image created, patterns, shapes, composition, form, colours etc.

Talk about what worked well and what didn't and what could be improved in future attempts.

Encourage the child to  think of the display arrangement of their/others work  and to comment on the arrangement, the overall effect etc.

Batik

Introduce the child to the technique of 'Batik'  and progress the child's experience  of creating patterns on fabric.

Batik is an ancient form of resist  dyeing which originated in Java  centuries ago.  Hot wax to the fabric prior to dyeing.  The fabric will not absorb dye in the areas covered in wax.  Many colourful designs can be created.  This process can then be repeated according to the number of colours required in the pattern.  Instructions regarding the process of 'Batik'  are available from the Art department - just ask!

Encourage the child to create a design and then create their  design using the technique of 'Batik'.Talk about the process involved - the child should make notes.

Talk about the finished piece, image created, patterns, shapes, composition, form, colours etc.  Talk  about what worked well and what didn't and what could be improved in future attempts.

Encourage the child to think about the display arrangement of their/others work and comment on the arrangement, the overall   effect etc.

Embroidery

Further develop the child's sewing skills, introducing the child to the technique of 'Embroidery'  -  e.g.  creating a motif.  Using binca, hessian or perhaps plastic, with soft cottons or stranded cottons.  Instructions regarding the process of 'Embroidery'  are available from the Art department- just ask!.

Encourage the child to create a design and then create their  design using the technique of embroidery.

Talk about the process involved - the child should make notes.

Talk about the finished piece, the image created, patterns, shapes, composition, form, colours etc.

Talk about what worked well and what didn't and what could be improved in future attempts.

Encourage the child to think of uses for embroidered     fabric - perhaps create a card or picture using the embroidered fabric.  If the embroidery is to be displayed, encourage the child to think about the display arrangement of their/others work and comment on the arrangement, the overall effect etc.

Positive and Negative Patterns

Introduce the child to the technique of creating  'positive and negative' images.  Achieve this by using 'medium techniques' such as wax and chalk.

Instructions and ideas regarding  positive/negative images created by chalk and wax are available from the Art department - just ask!  Once the positive and negative images   have been created talk about the process, i.e.  the resistance properties of chalk and wax; the positive and negative images created, patterns, composition, form, space, shapes, colours etc.

Talk about what worked well and what didn't and what could be improved in future attempts.

Encourage the child to think about the display arrangement of their/others work and comment on the arrangement, the overall effect etc.

(N.B.  Positive and Negative images can also be achieved through 'monoprinting' and again, instructions are available from the Art department - just ask!)

Texture

Develop the child's knowledge, skills and creativity through the provision of a selection of experiences - i.e.  opportunities for the child to experience various methods of creating texture, exploring texture creating techniques and experiment with a range of materials, mediums and tools.

Experiences should include:

Collage

Explore, select and use a range of natural/man made materials, relating  properties to purpose - i.e.  to create a desired effect.  E.g.  provide the child, or better still, a table group of 4 - 5, with a basic design, such as an outline of Cinderella's carriage.  Ask each table group to create a sketch of the design and decide which materials could be used to create their desired effect.Each child should make notes/sketches to plan their design - e.g.  Curtains of carriage in purple velvet or carriage door in gold foil  etc.    When the group have completed their planning, encourage them to gather the required resources independently and commence creating their design.  Once complete, talk about  their design, how the materials are used to create an effect, the effects created, the use of texture, colour, pattern etc.

Talk about what worked well, and what didn't and what could be improved  in future attempts.

Encourage each group to evaluate which collage is most effective and encourage display ideas for this collage.  Further develop the child's knowledge of collage in terms of definition - i.e. collage is a French word which means 'to paste'.  Introduce the child to the technique of 'Decoupage' i.e.  a carefully selected, overlapped arrangement of pictures, usually glued to a box and varnished to create a hard, strong exterior.

Show examples of 'Decoupage' and encourage the child to create a design on a 'theme'.  Provide different sized boxes  and encourage the child to 'recycle' the box using their decoupage design. Once complete, talk about their decoupage box, the image created, textures, patterns, shapes, colours, etc.

Encourage the child to think of a use for their box, in the classroom or school environment.  If the boxes are to be displayed, encourage the child to think of the display arrangement of their/others work and comment on the arrangement, the overall effect etc.

Model Collage

Encourage the child to arrange classroom displays of 3D artefacts and talk about their choices.  Encourage the child to comment on informative and creative displays in the classroom and school environment.

Mark Making

Line and colour

Encourage the child to create texture in 2D images and 3D artefacts through their use of line and colour.

SHAPE, FORM  &  SPACE

Develop the child's knowledge, skills and creativity through the provision of a selection of experiences - i.e.  opportunities     for the child to experience various methods of creating shape, form and space, explore different techniques and experiment with a range of materials, mediums and tools.

Experiences should include:

Shape & Space

Provide practical activities to develop the child's  ability to identify a range of 2D shapes and 3D shapes - e.g. pentagons, heptagons, triangular prism, hexagonal cone etc.  Provide opportunities for the child to use shape and space in their art work, creating both 2D images and 3D artefact.

Examples:

2D arranging:

'Explode a shape'  Demonstrate how to cut out sections from a simple shape and arrange these sections by spreading out away from the original shape.  The 'spread design' is glued to paper of a contrasting colour.  Instructions and ideas regarding 'Exploded shapes'  are available from the art department - just ask! Once complete, talk about the designs, composition, the use of shape and space to create an effect etc.  'Reflected shapes' .

Demonstrate how to cut out simple shapes and place them in symmetry by aligning them opposite to their 'cut out' space.  The image created is a positive/negative symmetrical design which should be glued to paper of a contrasting colour.

Instructions and ideas regarding reflected shapes are available from the Art department - just ask!Once complete, talk about the designs, composition, the use of shape and space to create an effect etc.    'Tessellated shapes'.  Demonstrate how to design and create a tessellated shape picture using two different paper materials.  The tessellated picture should be glued to paper of a contrasting colour.  Instructions and ideas in  regard to  'tessellated shapes' are available from the Art department - just ask!Once complete, talk about the shapes, their composition, the way they fit together.

Other 2D arranging

Provide opportunities for the child  to arrange shapes with a purpose - e.g.  arranging shapes to create a greetings card.

3D Modelling

Further develop the child's experience of the more sophisticated medium of clay, i.e., introduce the child to the technique of 'clay relief'.

Instructions and ideas regarding the process of 'clay relief' are available from the Art department - just ask!

Provide opportunities for the child to model with a purpose - e.g.  create a clay tile.  Once the 'relief tile'  has been formed, it can be painted or simply varnished.  Talk about the process of 'relief'  and the finished tile, it's composition, shape, form, patterns created by the relief etc.

Encourage the child to think of a tile's purpose - i.e.  to decorate or cover a surface such as a wall or floor etc.

Encourage the child to think of a display arrangement such as covering a bare wall, perhaps using a cheque board effect like a draughts board.  Talk about the display, the effects created etc.

(The child will also be introduced to the mediums of Plaster of Paris and Mod Roc in regard to sculpture - see later)

Form & Space

Provide opportunities for the child to see, touch and talk about a variety of 3D forms  -  i.e. a solid object such as a table, figure or sculpture has form.  Solid, 3D objects occupy space.

Talk about form and space, encouraging the child to build up a vocabulary to describe it  -   e.g.  'the sculpture seems to be in the figure of a small boy, huddled up with his hand stretched out in front of him'  etc.  Extend the child's understanding of 'form and space' in relation to the 'composition' of 2D images - i.e. the balance of shapes/forms and spaces used to compare a 2D image.  Provide  opportunities for the child to use form and space in their art work, creating 2D/3D images  and 3D artefacts.

Examples:

Architecture

'Interior Design'  Provide opportunities for the child to create architectural designs of a room interior  -  e.g.  creating the interior design for a 'fantasy  bedroom',  identifying materials to construct various designed items, colour schemes etc.  Talk about the child's designs i.e.  the composition of the interior, the lines used to create forms, function etc.  the use of space and so on.  Talk about the materials identified to construct the furniture etc.  in regard to the materials  properties and function etc.

Talk about the colour schemes chosen, shades of colour etc.'The Environment'.  Provide opportunities for the child to create architectural designs in response to the environment - e.g.  creating a design for a 'dream house'.  Take the class on a tour of the local environment.  Encourage the child to make sketches etc.  Following this, talk about the sketches made, pointing out different features, talk about building materials observed etc.

Encourage the child to create a design of the frontage of their 'dream house'.  Talk about the child's designs, i.e.  the composition of the building, the lines used to create forms, functions etc.  the use of space and so on.

(N.B.  Architectural Designs can be used to create great displays - talk about display possibilities)

Sculpture

Provide opportunities for the child to sculpture, using wire and Mod-Roc,  responding to a 'theme' e.g.  'dancing figures 'Instructions regarding 'wire sculpture are available from the Art department - just ask!

Encourage the child to create a design for their sculpture based on a theme. Encourage the child to create their sculpture.  Talk about their sculpture, it's composition, form, shapes, use of space etc.

Encourage the child to think of a 3D display arrangement and talk about their ideas etc.    Provide opportunities for the child to sculpture using Plaster of Paris, introducing the child to the technique of 'casting'.  Instructions and moulds are available from the Art department - just ask!

Encourage the child to select a designed mould for their sculpture.  Encourage the child to create their sculpture which can  then be carved, painted and varnished.  Talk about their sculpture, it's composition, form, shapes, use of  space etc.

Encourage the child to think of a 3D display arrangement and talk about their ideas etc.

Colour

Develop the child's understanding of colour - i.e.  know that a combination of primary colours creates secondary colours.

Know that a combination of primary and secondary colours creates almost all other colours.

Know that Black is created by mixing Red, Blue and Yellow. Know that White is 'no colour' in the sense that it can't be made by colour mixing, it is manufactured.  Provide practical, hands on opportunities for the child to explore these colours theories  -  i.e.  create a colour wheel.

Develop the child's understanding of 'colour temperature' - i.e.  know that warm colours are Reds, Yellows, and Oranges (these advance in an image)Know that cool colours are Blues, Greens and Purples  (these recede in an image) (develop this understanding by looking at a colour wheel and other source  materials)

Develop the child's understanding of 'complementary colours' - these are located directly opposite on the colour wheel  -  i.e.

Red    -     GreenBlue    -     OrangeYellow -    Purple

Provide practical, hands on opportunities for the child to use their knowledge/experience of colour mixing.

Encourage the child to experiment, creating a wide selection of colours to be used in their art work. For example:  tell the child that the planet Venus has exploded.  Show the children colour photographs of Venus - before the explosion.

Ask the child to create an image of the exploded Venus using whatever combination of colour they feel necessary.  Develop the child's understanding of 'colour hues'  -  which means 'the title of a colour'  i.e.  Begin to identify recognised hues of colour - e.g.  Emerald, Pea Green, Lime Green, Khaki, Sage etc.  (develop this understanding by talking about the child's own self-created colour or other source material such as a 'decorators colour chart'

Pattern

Develop the child's knowledge, skills and creativity through the provision of a selection of experiences - i.e.  opportunities for the child to experience various methods  of pattern making.

Explore different methods of pattern making techniques and experiment with a range of materials, mediums and tools.

Examples:

Roller Printing

Introduce the child to the technique of 'Roller Printing'.  Show the child the materials, mediums and tools required and demonstrate the process.  Provide ready  made block prints and encourage the child to explore the process of 'roller printing'.

Encourage the child to  design and make a 'pressprint' using polystyrene sheets and rollers.  Tell the child that 'pressprinting' is the reverse process of 'blockprinting' - (the child's previous experience).  It is an impression made by a pencil onto polystyrene.  Once the design is complete it can be inked - using a roller - and duplicated onto paper/fabric.  Encourage the child to design and make a 'pressprint' with a purpose,  i.e.  designing and making the pattern for a piece of fabric.  Once the design is complete, repeat the process for creating a 'pressprint'  using polystyrene sheets, inks and rollers.  Once the designed pressprint has been used to pattern a piece of fabric, talk about the patterns created, colours used, use of space etc.  Encourage the child to think of a use for their patterned fabric in the classroom or school environment - and use the child's work accordingly.   

Tie Dye Patterns

Introduce the child to the technique of 'tie dye' and progress the child's experience  of creating patterns on fabrics.  Tie dye is a very simple but effective method of creating a patterned effect which - unlike printing - is almost a 'secret' until the very last moment.  The media required and instructions regarding the process involved are available from the Art department - just ask!

(Ask the child to bring in an old piece of clothing to dye - like recycling it)

Once the child has experienced Tie-Dye, talk about the process involved, the effects created, what worked well and what didn't and how their work could be improved in future attempts.

Involve the child in the display of their work, encourage the child to arrange and comment on the arrangement of their s/others work.

Weaving Patterns

Introduce the child to  the method of 'weaving'  materials,  starting with the technique of 'paper weaving'.

Talk about the process of weaving and demonstrate how to create a framework and how to weave the paper strips into the framework.  Instructions  regarding the process involved are available from the Art department - just ask!  Provide the child with scissors, ruler, pencil, glue and a selection of A3 sugar papers and various strips which vary in colour, width and texture.

Encourage the child to design their pattern first, then use the paper-weaving technique to produce their design.  Once complete, talk about the patterns created, the combination of colours used, the use of form and space,  shape, texture etc.  Talk about what worked well and what didn't and how their work could be improved in future attempts.

Involve the child in the display of their work, encourage the child to arrange and comment on the arrangement of their/others work.

Develop the child's understanding of the method of 'weaving'  in regard to the manufacture of fabrics.

Talk about the process of weaving - i.e., that weaving is a method of fabric construction using vertical and  horizontal elements that hold each other in position;  a textile can be made by the horizontal weft threads passing over and under the vertical warp threads.  (The child will possess reasonable understanding of the process from hands-on experience of paper weaving)

Provide various fabrics which the child can observe closely and point out vertical/horizontal threads which hold together to create the fabric.

Demonstrate the process of weaving threads to create woven fabric.  Instructions regarding 'weaving fabrics' are available from the Art department - just ask!   Provide opportunities for the child to weave with a purpose, e.g.  create a wall hanging or picture in a frame which means the child works individually and each individual piece is either joined or displayed together at the end.

Decide on a theme such as seasonal or Tudor colours and all the weavings could be based on squares.  Provide a selection of different kinds of threads/wools - rough, smooth, bobbly, heavy, light, thick, thin etc.  -  and encourage the child to select and create their own design.  Once the weaving  is complete, talk about the patterns created, the combination of colours used, form, texture etc.

Talk about what worked well and what didn't and how their work could be improved in future attempts.  Involve the child in the display of the hanging(s) - where would be an appropriate place?  etc.

Develop the child's sewing skills in regard to the technique of 'appliqué',  i.e. adding sequins, beads, mesh etc.  to  fabric.   This could be achieved in relation to weaving  -  i.e.  adding appliqué materials to a woven fabric.    Other Pattern Making   Create 'coloured glue patterns'.  Glue can be trailed easily and used  with other mediums can create great coloured, abstract patterns.

Provide the necessary materials, mediums and tools - i.e.  glue, paper, dry powder paints and pepper or flour pots.  Ask the child to trail the glue over the paper to make a pattern;  put dry powder paint into a pepper or flour pot and sprinkle over the glue; repeat with different colours; shake off any excess powder and fix with spray.Talk about the patterns created, colours used, texture etc.

Encourage the child to think of display ideas, comment on the display etc.  Create 'coloured tiles'  Encourage the child to design a tile using different patterns, e.g.  divide a cardboard cut out tile into six equal segments and ask the child to design a different pattern in each segment - crosses, dots, stripes etc.  When the design is complete, provide a selection of paints and tell the child that only complimentary or perhaps harmonious or temperature colours can be used.Once the 'coloured tile'  is created, talk about patterns, colours etc.

Encourage the child to think of a use for the tiles, - e.g.  tile a bare wall in the classroom or corridor.

Talk about the arrangement of tiles - the form and space which could be used, e.g.  creating a chequered effect like a draughts board.

Texture

Develop the child's knowledge, skills and creativity through the provision of a selection of experiences - i.e.  opportunities for the child to experience various methods of creating  texture, exploring texture , creating techniques and experiment with a range of materials, mediums and tools.

Examples:

 Collage

Explore and sort fabric cut-offs and threads according to colour, texture, pattern.  This exercise could be carried out as a class activity, each child working in their  table group.  Provide a selection of fabrics and threads - wool, velvet, cotton, nylon, leather, ribbon, linen, binca, silk, satin, lace, hessian, net - placing them in  a heap in the centre of the table.  Ask each table group to sort and group their fabrics/threads according to the above criteria.

Following this,  take the class on a tour of every table.  Encourage each table  group to talk about their choices and describe their fabrics/threads in terms of colour, texture, pattern etc.

Experiment with different fabrics/threads to create a 'coloured landscape collage'  E.g.  provide fabrics/threads in either complimentary or perhaps harmonious   or temperature colours, asking the child to select according to certain colour criteria.

Encourage the child to create a landscape design and use selected fabrics/threads to create a 'coloured landscape collage'  Once complete,  talk about the effects created through colour choices, shapes, patterns, textures etc.

Talk about what worked well and what could be improved in future attempts.  Model Collage   Encourage the child to arrange classroom displays of 2D artefacts and talk about their choices.

Encourage the child to comment on informative and creative display in the classroom and school environment.

Mark Making

Texture Rubbings

Talk about texture.  Provide the child with paper and a selection of mediums/tools such as charcoal, crayons, pastels, chalks, coloured pencils etc.

Encourage the child to take rubbings - provide an environment to do so,  such as the school nature area; or provide a selection of textured surfaces.  Talk about the textured images created - line, pattern, colours used etc.

Ask the child to imitate their rubbings using freehand line drawing.

Textured Mediums

Talk about the creation of 'textured paint'  by adding textured materials like soap powder, wood shavings, sand, glitter, tooth paste, rice, flour, sugar etc.

Encourage the child to think of materials which could be added to paint to create a true inspired textured medium.

Encourage the child to use different 'textured paints' to create textured paintings or backgrounds for other art work.

Line & Colour

Encourage the child to use different lines and colours to add texture to their art work.

SHAPE, FORM & SPACE

Develop the child's knowledge, skills, and creativity through the provision of a selection of experiences - i.e.  opportunities for the child to experience various methods of creating shape, form and space, explore different techniques and experiment with a range of materials, mediums and tools.

Experiences should include:

Shape

Provide  practical activities to develop the child's ability to identify 2D shapes and basic 3D sphere, triangular pyramid and a cone.

Provide practical activities to develop the child's ability to sort 3D shapes - i.e.  all the cubed shaped objects in one pile, all the sphere shaped objects in the other.

Provide practical activities to develop the child's ability to match 3D shapes  -  i.e.  object to shape,  such as box to cuboid or orange to sphere.

Provide opportunities for the child to use shape in their art work, creating both 2D images and 3D artefacts.

Examples:  

2D arranging

'Overlapping  cut out shapes'.

Demonstrate how to cut and fold basic shapes like squares i.e.  square shapes with a square space  in the middle.  Instructions regarding 'overlapping cut out shapes' are available from the Art department - just ask!

Encourage the child to  decorate their cut out shapes with patterns.  Arrange the decorated shapes so that they over lap on a piece of paper.  When the design  is in place,  glue the shapes to the paper.

Talk about their arrangements - it's composition, how shapes overlap, the use of space, the contrast of colours and patterns which emerge.

Talk about what works well and what doesn't and what could be improved in future attempts.

Encourage the child to contribute to the display of the art work - i.e.  what form  the display will take, the composition of images to create an overall effect etc.

Other 2D arrangements:

Provide opportunities for the child to arrange shapes with a purpose - e.g.  arranging shapes to create a greetings card.

3D Modelling

Provide opportunities for the child to experience the familiar medium of paper mache.

Provide opportunities for the child to model with a purpose, using more sophisticated shapes, e.g.  creating a decorative ornament or picture frame or basket etc.  Provide the child with a cardboard base or demonstrate how to create the required base and encourage the child to design and make their own.  The base can be covered with strips of paper mache.  Once hard, encourage the child to design the objects' decoration  -  it can then be varnished.Talk about the process of making and using paper mache.

Talk about the child's finished piece - the design, the use of materials/mediums/tools to create the design etc.  What worked well and what didn't and what improvements could be made in future attempts.

Encourage the child to think of a 3D display arrangement and talk about their ideas etc.

Develop the child's experience of the more sophisticated medium of clay, i.e.  introduce the child to the technique of 'wrapping'.  Instructions regarding the process of 'wrapping' are available from the Art department - just ask!

Provide opportunities for the child to model with a purpose - e.g.  create a clay vase.Once the wrapped vase is formed, it can be decorated with beads or small pebbles or simply painted or varnished.

Talk about the process of 'wrapping' and the finished vase, it's composition, shape and form.  Talk about the decoration used, patterns colours etc.

Encourage the child to think of it's purposes  -  to hold flowers, ornamental etc.

Encourage the child to think of 3D display arrangement and talk about their ideas etc.  Further develop the child's experience of the more sophisticated medium of clay,  i.e.  introduce the child to the technique of 'rolling'.  Instructions regarding   the process of 'coiling' are available from the Art department - just ask!

Provide opportunities for the child to model with a purpose - e.g. create a coil pot.  Tell the child  that 'coiling'  was the first method of pottery used by human kind,  such as, the massive  wine and oil  vats of Ancient Greece.  'Coiling' is still used in the wine making areas of Southern Spain.'Coiling'  works best with soft clay that has been kneaded well to remove all air bubbles and modelling on a wooden surface.Once the 'coil pot'  is formed, it need only be varnished for authenticity.

Talk about the process of 'coiling' and the finished pot, it's composition, shape and form.    Encourage the child to think of other uses, different to those mentioned.

Encourage the child to think of a 3D display arrangement and talk about their ideas. 

Form & Space

Provide opportunities for the child to see and touch a variety of forms - i.e.  a solid object such as a table, figure or vase has form.  Solid objects occupy space.

Talk about form and space, encouraging the child to  build up a vocabulary to describe it,  e.g.  "The vase is narrow and cylinder in shape".  Provide opportunities for the child to select and use a variety of construction materials  -  i.e.  natural materials like wood or stones.  Man-made materials like cardboard  boxes, egg cartons, loo rolls, plastic bottles and other junk items.

Talk about materials in regard to their properties and functions,  e.g.  "The plastic tray would make a good base for building a model garden"'  Provide opportunities for the child to use form and space in their art work,  creating 2D/3D images and 3D artefacts.

Examples:

Construction (Exterior Design)

Provide opportunities for the child to design landscapes and to construct their design using child selected construction materials.  E.g.  design and make a model garden or a 'fantasy garden'  or a 'play area'.

Architecture  

Provide opportunities for the child to create architectural designs of simply shaped buildings  e.g.  'housing a pet or animal'  such as a dog kennel, bird house, hamster cage etc. 

Talk about the child's designs i.e.  the composition of the building, the lines used to create form, function etc.  the use of  space and so on.

Encourage the child to identify the materials which could be used in their design and to make a note of these.  (Architectural designs can be used to create great displays - talk about the display of their designs)

Sculpture

Provide opportunities for the child to explore  'Paper Sculpture'  techniques.  E.g.  'Icicle Sculpture'  Instructions regarding 'paper sculpture' are available from the Art department - just ask!

Encourage the child to create their sculpture and demonstrate some of the techniques used to create various paper forms.

Encourage the child to create  their  sculpture.

Talk about their 'paper sculpture';  it's composition, form, shapes etc.

Encourage the child to think of a 3D display arrangement and talk about their ideas etc.

Possible Art Themes/Titles linked to curriculum topics:-

Story characters

Lettering

Words

Colour

Shape & space

Materials

Heating/cooling

Human life cycle

Habitats

Earth, sky & space

Electricity

Forces

Sound

Solutions

The skeleton & muscles

Plants

Tudors

Romans

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