Programme of Study Year 2
INVESTIGATING
and MAKING
Line
and Tone
Line Drawing
Background
At this stage of development, the child is probably progressing within the realms of 'symbolic representation' - i.e. the child will use familiar shapes/lines to represent various people/objects and their representations will be recognisable. Previously, the child's approach to line drawing has been directed towards realism, through his/her attention to shapes/outlines and size (scale).
Development
Further develop the child's approach to line drawing in regard to reality, through the child's attention to shapes/outlines and size/proportions of objects/people. For example, provide life-size rolls of paper. Ask pairs of children to draw around each others outlines. Provide a selection of materials, mediums and tools. Encourage the child to choose various items to fill in finer details. Use these life size figures to design/create a class montage. Follow up this exercise with free hand line drawing - ask the child to draw their partners figure on a smaller scale. Encourage attention to shapes/lines, size/proportions. Provide a different selection of materials, mediums and tools and encourage free choice usage with a purpose. Use these small scale figures to design/create a mini-montage. Encourage the child to compare/contrast the two montages in terms of style. shapes/lines, sizes/proportions, different uses of materials, mediums, tools etc.
Develop the child's approach to line drawing in regard to realism, through the child's attention to 'baselines' i.e. where things start and finish. At this stage of development, a child may create an image where the ground is indicated by a baseline on which things are firmly placed. Then, perhaps, creating a few baselines with houses, flowers, people etc. growing off at right angles. Nothing overlaps, with the ground underneath the feet, the sky overhead and space in between to depict air. A self-portrait may show unattached features with two circles for eyes; a circle/triangle or straight line for a nose; a line and semi-circle for mouth; and vertical lines or cloud shapes coming from the top of the head to represent hair.
Encourage the child to
develop from the stage of 'symbolic representation' to the stage of
'naturalism'. Provide opportunities
for the child to observe 'baselines' and experiment in creating more
realistic/natural images. For
example, provide opportunities for the child to study the natural form of our
faces. Tell the child that the nose
starts from the inside corner of the eye. Ask
the child to trace this line with their finger and feel where it
starts/finishes. After much tactile
exploration and observation, the child is ready to begin experimenting with the
creation of this image - drawing lots of noses, using different mediums.
Focus
Line drawings of the horizon; drawings with foregrounds, middle ground and backgrounds; portraiture. (Creating realism through 'baselines' gives depth to 2D art work)
Provide opportunities for the child to draw around objects 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, provide the child with different sized paint brushes and some paint. Direct the child to create different marks - i.e. hard/soft, fast/slow, big/small; turn the paintbrush on it's side, use the tip etc. Following this, perhaps set the child a challenge, 'painting without a paintbrush', encourage the child to innovate ways of painting without a brush and then experiment using the selected tools. Compare the marks made by the paintbrush with those of the other tools.
Tone
Develop the child's understanding and experience of contrast tone - i.e. look at the formation of shadows cast by objects and encourage the child to attempt to create shadows in their images.
COLOUR
Develop the child's understanding of colour - i.e. know that Red, Blue and Yellow are primary colours.
Know that Orange, Green and Purple are secondary colours.
Provide practical, hands-on opportunities for the child to explore colour theory - i.e. use primary colours to create secondary colours.
Provide practical, hands on opportunities for the child to use their knowledge/experience of colour mixing in colour matching exercises. E.g. Provide the child with source materials, such as magazines and ask him/her to select a picture which uses secondary colours - oranges, greens, purples. Ask the child to stick their picture on to a provided, larger piece of card. Using only the primary colours, encourage the child to mix and create the required colours to match those on the edge of their picture. Extend the colour from the edge of the picture to the edge of the card. This exercise uses a technique known as camouflage.
Provide practical, hands on opportunities for the child to create self-made colours in their art work - ask the child to give names to their self-made colours, e.g. chocolate brown, rose pink, 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.
Examples:
Stamp
Printing
Experiment with different mediums and print making tools to create design prints. E.g. designing a piece of wallpaper. Provide the child with a selection of print tools such as sponges, ready made stamps, junk items etc.
Ask the child to think of more ideas and collect these items, using the collected print tools as the stimulus, ask the child to design a piece of wallpaper - perhaps the child could work in a pair or small group. Once a design is complete, encourage the child to create their wallpaper.
Talk about the process, about how it looks, how it could be improved etc. create a wallpaper display - talk about which wallpapers look well together, which ones contrast etc.
Design and create a simple block print, E.g. encourage the child to design a simple pattern or shape. Next, demonstrate how to make a block print by gluing string to a piece of card.
Encourage the child to do this, manipulating the string to recreate their design. Encourage the child to use their printing block to create a printed 2D image. Other printing techniques may be applied such as using fingers or some other print making tools.
Talk about the overall effects - what worked, what didn't etc.
Impression
Printing
Experiment in 'bubble printing' i.e., taking an impression from a pattern of coloured bubbles. To begin, collect bubble shapes like spheres, balls, globes, balloons, etc. Talk about their shape, how they feel etc. Next, blow some bubbles mixed from water and squeezy liquid.
Talk about the bubbles, their form, their shape and how the light catches colour etc. Next, demonstrate how to create a 'bubble print' - i.e. mix a little washing up liquid with drawing ink (or thin paint), blow through a straw to straw to froth the bubbles, place on top to make print. Once dry, the process can be repeated using different colours.
Encourage the child to experiment and create their own 'bubble print'.
Talk about the patterns created, which bubbles made good designs and which coloured bubbles look good together etc.
Painting
Patterns
Create 'drip painting patterns'. This technique involves dipping a straw into a pot of paint and then let a drip fall onto a piece of paper. Use the straws to blow the paint across the paper creating an abstract design which can be coloured in or the child may add their own lines to make an image.
Create 'scrape painting patterns'. This technique involves pouring thick paints into trays or on plates. Dip the edge of a stiff piece of card into the paint and scrape it along the paper, changing direction and hand motion each time a new lot of paint is picked up.
Create 'comb painting patterns'. This technique involves painting a background colour or colours onto a piece of paper. When it is dry paint over it with a layer of thick paint of a contrasting colour. Cut a 'comb' from stiff card and use it to scrape a design into the paint. Matchsticks, lollisticks or twigs could also be used as tools to draw into the paint.
Create 'sugar printing patterns'. This technique involves mixing icing sugar with water to form a syrup-like consistency. Using a thick brush, quickly wash an even layer of the sugar mixture over the paper - smooth, less absorbent paper works best. Dip straws into thin paints and drop blobs onto the paper.
Watch feathery patterns appear. (Sugar paintings take a long time to dry).
For all the above techniques, talk about pattern, lines, colours, textures, shapes etc.
Sewing
Patterns
Create simple sewing patterns on binca, including blanket stitch, herring-bone, hem stitch, cross stitch, dot stitch, running stitch etc. Talk about the patterns created by different stitches. Collect a pile of clothes and encourage the child to identify the stitches used.
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 natural and man-made materials according to colour, texture, pattern or shape. This exercise could be carried out as a class activity, each child working in their table group. Provide a selection of materials, placing them in a heap in the centre of the table. Ask each table group to sort and group their materials 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 materials in terms of colour, texture, patterns, shape etc.
Experiment with different materials or textured mediums to create a 'colour collage'. E.g. use paint over textured papers to create 'fantasy flowers' in primary or secondary colours. Use textured materials like soap powder, wood shavings, sand etc. mixed with paint to create a textured medium. Use this medium to create textured paintings or backgrounds for other art work. Use pasta shapes, rice, lentils, peas, beans, egg shell pieces etc. to create an 'earth coloured' collage.
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
Texture Rubbings - talk about texture. Provide the child with paper and a selection of mediums/tools such as charcoal, crayons, pastels, 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.
Line and colour - Encourage the child to use different lines and colours to add
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, explore different techniques and experiment with a range of materials, mediums and tools.
Experiences
should include:
a)
Shape
Provide practical activities to develop the child's ability to recognise 2D shapes and basic 3D shapes - including a cube, cuboid, sphere, triangular pyramid and a cone.
Provide practical activities to develop the child's ability to sort 3D shapes - i.e. all the cube shapes in one pile, all the sphere shapes in the other.
Provide practical activities to develop the child's ability to match 3D shapes - i.e. cube to cube, sphere to sphere.
Provide opportunities for the child to use shape in their art work, creating both 2D images and 3D artefacts.
Examples:
2D
Arranging
'Geometric shapes'. Provide the child with a range of geometric shapes in different sizes and colours. Encourage the child to think of a design such as a boy, girl or a crocodile. Ask the child to draw their design using simple geometric shapes. Ask the child to arrange/cut their geometric shapes to match their design. Once arranged, the shapes can be glued onto a paper background. Encourage the child to talk about their arrangements - how it looks, difficulties encountered 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
Provide opportunities for the child to experience familiar mediums - i.e. plasticine and dough, encouraging free play, imagination and creativity.
Provide opportunities for the child to further experience the medium of papier mache. Provide opportunities for the child to model with a purpose, using more sophisticated shapes - e.g. creating a decorative vase. Provide the child with a cut off plastic bottle which can be covered with strips of papier mache. Once hard, the vase can be decorated and varnished.
Progress to the more sophisticated medium of clay. Introduce children to the medium of clay. Talk about it's importance in terms of chinaware - the teapot, cup, saucer, vase and ornament, all part of our everyday life. Provide the child with a piece of clay, encourage them to handle the clay and play with it. Demonstrate the way to make a 'thumb pot' by taking a small ball of clay - slightly bigger than a tennis ball - in your left hand and cradling it in your palm. Push the thumb of the opposite hand into the centre of the ball of clay until it is near the bottom of the ball. To thin and form the sides of the pot, rotate the ball of clay in your hand while exerting a little pressure with the first finger and thumb of the other hand. Try to build a rhythm in the rotary movement, as this helps to keep an even thickness all around the sides of the pot. Leave an extra thickness of clay at the rim to prevent cracking - this can be thinned out later. It helps to moisten your hands but don't soak them or the clay will turn soggy and break. Once the pot is formed, allow to dry, then paint or varnish.
A child can become very adept at making 'thumb pots' and the form can be used to build other artefacts such as model hedgehogs, fish or dinosaurs etc.
b) Form, Shape and Space
Provide opportunities for the child to see and touch a variety of forms - i.e., a solid object such as a table, T.V. or figure has form. Solid 3D objects occupy space. Talk about form and space in simple terms e.g. 'the solid, rectangular table top'.
Provide opportunities
for the child to see and touch a variety of construction materials - i.e.
natural materials like wood or stones.
Man made materials like plastic lego bricks or junk items like loo rolls,
tins, cardboard boxes etc. Solid 3D
objects are constructed from a variety of materials.
Talk about materials in simple terms, e.g. 'the cardboard box, tin can
or wooden lolli-stick' and 'the plastic lego bricks'.
Provide opportunities for the child to use form and space in their art work, creating 2D/3D images and 3D artefacts.
Examples:
Construction (simple replica design)
Provide opportunities for the child to create simple replica designs of simply shaped objects; and to construct their design using different construction materials. E.g. design and make a model T.V. or chair.
Construction
(architecture)
Provide opportunities for the child to create simple replica designs of simply shaped buildings, ships or even furniture; and to construct their design using lego. E.g. design and make a model house, rowing boat or a sofa.
Provide 'mixed media materials' which can be put together to create a simple sculpture. E.g. 'Tin man sculpture' Provide various tin cans - each with a small hole at centre bottom - various sized boxes, loo rolls and string/wire. Encourage the child to create a design for their sculpture. Encourage the child to create their sculpture. Talk about their sculpture in regard to it's shape, form etc.