Programme of Study Year 5/6
INVESTIGATING
and MAKING
LINE
and TONE
Line
Drawing
Background
At this stage of development the child is most likely progressing within the realms of 'naturalism' - i.e., the child will attempt to make representations of increasingly sophisticated images that they observe, remember or imagine. Previously, the child's approach to line drawing has been directed towards realism through his/her attention to shapes/outlines, size/proportion, baselines, the representation of 3D forms, detail and developed understanding of positive and negative images.
Development
Further develop the child's approach to line drawing in regard to realism through the child's attention to '3D forms' and 'detail'. 3D forms can be realistically represented in 2D images by creating depth. Detail is achieved by imitating the more closely observed markings on a face/object etc.
For example, provide opportunities for the child to create free hand line drawings from the direct observation of a collection of objects - some of these objects may overlap or cover parts of another object. Encourage the child to use/develop the knowledge/skills acquired previously in regard to line techniques which can be used to create 3D representations of solid shapes/objects. Encourage an 'open environment' where the child feels confident to ask for additional resources; e.g. the child may decide a viewfinder would help their attempts to focus on creating finer detail or perhaps the child may decide an alternate graded pencil is required - encourage independence by agreeing with the child's suggestion and telling him/her to fetch what they need.
Develop the child's approach to line drawing in regard to realism, through the child's attention to 'perspective' - i.e. single point perspective where buildings/different scenes look as though they are disappearing towards the horizon.
For example, before the child starts to experiment with drawing in perspective talk Fox Talbot who invented the first working camera - (the camera takes a full-frontal image seen from a single viewpoint). Talk about photographs and show photo's taken from different viewpoints. Talk about perspective in terms of using line drawing techniques which can be used to create an image of a solid 'object' - the image created is an exact replica of the object when viewed from a particular point.
Talk about the meaning of some terms that are used when experimenting in perspective; i.e. the Horizon Line, the Vanishing Point and Vertical Lines.
Demonstrate perspective to the children, then encourage the child to experiment freely. Perspective is a sophisticated technique used to create depth in 2D images. (Provide a simple starting point for the child, i.e. single point perspective in regard to drawing streets or simple buildings like a block of flats).
Provide practical, hands on opportunities for the child to work within the more sophisticated realms of 'scale' i.e. creating enlargements or miniatures of a selected image.
For example, shoe the children how to make a 1cm grid on a plastic, transparent material, like perspex. Ask the child to draw a larger grid, say 5cm, on a larger material, like A3 cartridge paper. From a collection of art work postcards, ask the child to select one and lay the perspex grid over the top of it. Encourage the child to reproduce each square exactly to the larger size - (create miniatures, i.e., scale down, using the opposite technique).
Encourage the child to self-select the desired mediums/tools to add colour/other details to their image.
Other
Mark Making
Provide opportunities for the child to experiment and innovate different mark making techniques - using a selection of materials, mediums and tools - to represent various people/objects in the natural/made world.
For example, put various materials, mediums and tools in the middle of a table. Play a piece of music. Ask the child to listen to the music and when it is finished, to select a material and medium/tool. Tell the child that the music will be played again and this time, you want the child to respond to the music by making whatever marks they feel/imagine. Talk about their responses, compare/contrast with the work of other class members and other artists.
Additionally, provide practical, hands on opportunities for the child to experience more advanced line making techniques such as drawing characters, cartoon characters or even pavement art.
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 use different grades of pencil to create tone in their art work; encourage the child to observe that tone also creates depth in a 2D image. (Whilst looking at a face or scene etc. encourage the child to squint their eyes slightly as this helps you to identify tones more easily).
COLOUR
Provide practical, hands on opportunities for the child to experiment more purposefully in mixing/applying colour to their art work and evaluating the effects.
For example, when a child chooses to apply colour to a 2D image or a 3D form, encourage them to use colour knowledge and mixing skills in regard to creating 'hues' and 'shades' of colour. (N.B. Hue, means the 'title of a colour' or 'colour family' - a hue of a colour is created by adding different colours to the original 'true' colour. Shade means 'depth of lightness and darkness' in a colour - shades of a colour are created by mixing different amounts of Black, White or Grey to a single colour.)
Develop the child's understanding of colour theory in regard to opaque and transparent colour. i.e. know that opaque colour is colour which covers a surface, therefore, it is the colour we see, not the surface - e.g. using acrylic paint. Know that transparent colour is colour which allows the surface beneath to be visible - e.g. using water colours.
Provide practical, hands on opportunities for the child to experiment with opaque and translucent colour mediums. Encourage the child to observe the effects created and relate these effects to purpose.
For example, provide opportunities for the child to research the uses of translucent colours and talk about the discoveries. Create a theme - i.e. 'designing a stained glass window'. Encourage the children to find/collect inspirations for their design from D.I.Y. pamphlets, magazines and perhaps a visit to church. Encourage the child to create a design. Using the 'glasscol kit', encourage the child to bring their design to life. Whilst on task, encourage the child to talk about their design, choice of colours etc. Following completion, encourage the child to compare/contrast their work with that f other class members and other designers.
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.
At this stage of the child's development, the child should be 'set free', responding confidently and enthusiastically to 'themes' or 'titles' presented at the start of a project. The child should be introduced to new, more sophisticated and use past, familiar knowledge and skills to enhance their work.
The child should be encouraged to work 'freely' - with little 'interference' from the teacher - experimenting, reflecting and modifying as they progress, finding their own direction. The child should be encouraged to use design skills and 'mixed media' knowledge to select resources and create their own art work).
Experiences
should include a selection of the following:
Cultural Block Printing (African)
Screenprinting
Marbling
Logo
Optical Patterns (Op. Art)
Repeated Images (Andy Warhol)
Provide opportunities for the child to explore a selection of these techniques in response to a theme or 'title' given to their work. Instructions, information, ideas and specialist equipment are available from the Art department - just ask!
Talk to the child during the design and making processes, in relation to the responses, intentions, progress, modifications, evaluations and developments in future work. Encourage the child to think of a use for their work, in the classroom or school environment. Encourage the child to design a display of theirs/others work, comment on the display etc.
Other
Pattern Making
Encourage the child to design and create 'contour patterns', growth patterns', 'line patterns' or patterns using mixed media such as 'charcoal and eraser patterns'.
Instructions and ideas regarding the techniques above are available from the art department - just ask!
Once the patterns are created, talk about the image created, patterns, lines, shapes, form, space, colours, overall composition etc.
Encourage the
child to design a display of theirs/others work, comment on the display etc.
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.
(Again, at this stage of development, the child should be 'set free', responding confidently and enthusiastically to 'themes' or 'titles' presented at the start of a project. The child should be introduced to new, more sophisticated techniques and use past, familiar knowledge and skills to enhance their work. The child should be encouraged to work 'freely' - with little 'interference' from the teacher - experimenting, reflecting , modifying and evaluating as they progress, finding their own direction.
The child should be encouraged to use design skills and 'mixed media' knowledge to select and use resources to create their own art work)
Experiences
should include:
Decide upon, select and use a range of natural/man made materials, mediums and tools to create a collage. The collage may be based on a 'theme', like 'Blackpool'; or in response to a stimuli, like Arcimboldo's seasonal face paintings; or perhaps introduce the child to a new technique such as 'Dossier'. Instructions and ideas are available from the Art department - just ask!
Talk to the child during the design and making process, in relation to their responses, intentions, progress, modifications, evaluations and developments in future work. Talk about their choice of design, media used, purpose, composition, lines, patterns, texture, colours, shape, form, space, etc.
Encourage the child to
design a display of theirs/others work, comment on the display etc.
Further develop the child's' knowledge of collage, introducing the child to the technique of 'Mosaic', i.e. a carefully selected arrangement of 'broken pieces' glued to a surface to create an image. Instructions and ideas regarding 'mosaic' are available from the Art department - just ask!
Talk to the child during the design and making process, in relation to their responses, intentions, progress, modifications, evaluations and development in future work. Talk about their finished piece - choice of design, composition, patterns, texture, lines, colours, shape, form, space, etc. Encourage the child to design a display of theirs/others work, comment on the display 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 and
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, exploring different techniques and experiment with a range of materials, mediums and tools.
Experiences
should include:
a)
Shape & Space
Provide practical activities to develop the child's ability to identify an increasing range of 2D shapes and 3D shapes - e.g. octagon, dodecagon, heptagonal cone etc.
Provide opportunities for the child to use shape and space in the art work, creating both 2D images and 3D artefacts.
Examples:
2D arranging
'Picture shapes & spaces'. Demonstrate the different ways to cut and arrange pictures, creating spread or mixed designs. Instructions and ideas regarding 'Picture shapes & spaces' are available from the Art department - just ask!
Once the 2D arrangement is created, talk about the image created , composition, shapes, space, form, patterns, colours etc. Encourage the child to design a display of theirs/others work, comment on the display etc.
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. develop the child's experience of 'clay relief' or introduce the child to the technique of 'Slabware'. The 'clay relief' could be in response to stimuli, like looking at visuals of historical, ancient remains, or a trip to the museum.
the 'slabware' could be based on a simple 'title' like 'house' or on a 'theme' such as 'Anglo Saxon Village'
Instructions and ideas regarding 'clay relief' and 'slabware' are available from the Art department - just ask!
Talk to the child during the design and making processes, in relation to their responses, intentions, progress, modifications, evaluations and development in future work. Talk about their finished piece - choice of design, composition, shape, form, space etc.
Encourage the child to design a 3D display of theirs/others work, comment on the display etc.
Provide opportunities for the child to experience the medium of wax and model with a purpose - e.g. creating a wax candle. Instructions, ideas and equipment regarding 'wax candles' are available from the Art department - just ask! Talk to the child during the design and making processes, in relation to their responses, intentions, progress, modifications, evaluations and development in future work.
Talk about their finished piece - choice of design, composition, shape, form, space used etc.
Encourage the child to identify a use for their model - e.g. ornament, produce light etc.
Encourage the child to design a 3D display of theirs/others work, comment on the display etc.
(The child will also develop their experience of using 'Mod-Roc' in regard to sculpture - see later )
b)
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 house, model 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 building is rectangular sided, Tudor style house with wooden, black and white panels' 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 compose a 3D image.
Provide opportunities for the child to use form and space in their art work, creating 2D/3D images and 3D artefacts.
Examples:
Architecture
'Historical Features'. Provide opportunities for the child to create architectural designs - perhaps a Facade - in regard to either Greek classical or Tudor styles. A visit to Bolton Museum or Hall-ith-Wood to make observational sketches would be a good starting point.
Instructions and ideas regarding the process of creating a 'Facade' are available from the Art department - just ask!
Talk to the child during the design and making processes, their responses, intentions, progress, modifications, evaluations and development in future work. Talk about their finished piece - choice of design, composition of lines, shape, form, use of space etc.
Encourage the child to design a display of theirs/others work, comment on the display etc
Sculpture
Develop the child's experience in regard to the technique of 'casting' e.g. Mod-Roc could be used to make casts of hands or feet. instructions and ideas regarding 'casting' are available from the Art department - just ask!
Talk to the child during the design and making processes, in relation to their intentions, progress, modifications, evaluations and development in future work. Talk about their finished piece - design, composition, shape, form, space etc.
Encourage the child to design a 3D display of theirs/others work, comment on the display etc.
Provide opportunities for the child to develop knowledge, skills and creativity in regard to sculpture - i.e. present a 'theme' or 'title' for their design and encourage the child to select and use their desired medium. e.g. themes like 'heads' or 'the musicians' work well - the child would create their own design and may choose to use wire and Mod-Roc or clay or wax etc.
Talk to the child during the design and making processes, in relation to their intentions, progress, modifications evaluations and development in future work. Talk about their finished piece - choice of design, composition, shape, form, use of space etc.
Encourage the child to design a 3D display of theirs/others work, comment on the display etc.
Display
The child should be taught how to 'mount' their work and provided with opportunities to practise this technique.