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Year 1 |
Units |
Teaching
Activity |
Resources &
NC Guidance |
1a
Self Portrait |
Children make a self-portrait to communicate ideas
about themselves. They talk about images of children in drawings,
paintings and photographs and artists’ self-portraits in
order to develop ideas about how they will portray themselves.
They investigate a range of drawing materials and techniques and
learn how to mix and use colour in a painting. |
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Children could reproduce their portraits on the
computer.
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ICT Coverage:
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Online activity to practice drawing a face. |
ICT Coverage:
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Take digital photos of pupils and create effects using a paint
package or photo editing software. |
Extension activity:
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Take digital photographs of different parts of
the body and add description using hyperlinks. |
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Use a digital Camera and take a photograph of
the pupil. Create line drawings using the photograph and a graphics
tablet. Use a paint package to ‘fill’ in the portrait. |
ICT Coverage:
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After taking a digital photo, use the effect tools
in a program such as "Paint Shop Pro" to make a line
or charcoal drawing of the photo. This can be used as an aid to
assist with children's portrait drawing.
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| Resources to support teaching and learning (Lesson
plans, printables and pictures). |
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1b
Investigating Materials
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In this unit children investigate the qualities
of a variety of natural and made materials. They learn skills
for weaving and gain sensory experience of materials and an understanding
of colour and texture. They learn about how textiles are used
in their own and others' lives.
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Use intel microscope to explore the construction
of different fabrics. |
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Use a scanner to create a collage using different
types of materials. |
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Resources to support teaching and learning (Lesson
plans, printables and pictures).
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ICT Coverage:
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1c
What is Sculpture |
In this unit children develop their understanding
of shape, form, texture and the sensory qualities of materials.
They learn about the work of sculptors and about different kinds
of sculpture, including those made of natural materials. They
also learn skills for arranging materials they have collected
to make a relief collage and a sculpture. |
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Resources to support teaching and learning (Lesson
plans, printables and pictures). |
ICT Coverage:
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Year 2 |
Units |
Teaching
Activity |
Resources & NC Guidance |
2a
Picture this! |
Children explore an issue or event in their lives.
They learn how to use a viewfinder and record their observations
and ideas using a variety of methods, including photography and
collage. They look at and comment on the work of photographers
and illustrators. |
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After children have created a picture with a viewfinder
take a digital photo of the object. Compare the drawing with the
photograph.
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On an interactive whiteboard use hide or spotlight
tools to reveal parts of a photograph or picture. |
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Use an art package to crop a digital photo or
scanned magazine image and ask children to complete on screen. |
ICT Coverage:
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Look at examples of illustrations in children's
story books. |
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Take a digital photo of the children acting out
a scene that shows key moments from a story. Look at examples
of posed and action shots. |
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Resources to support teaching and learning (Lesson
plans, printables and pictures). |
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2b
Mother Nature, designer |
In this unit children explore line, shape, colour
and texture in natural forms. They make observations of natural
objects and use their observations as the basis for textile design.
They use their experience of fabrics to make a collage and learn
and use simple techniques for appliqué. |
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Walk around the school and take digital photos
of plants and animals in different areas. Children can use the
zoom facility in an art package to observe the shapes and textures. |
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Collect dead or dying materials to investigate
under a digital microscope. |
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Create an on screen collage of natural objects
by using a flatbed scanner or a search engine (Google) to gather
images. Use a paint or photo editing software (Paintshop Pro)
to manipulate the images. |
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Look at the work of Artists who use nature for
inspiration |
ICT Coverage:
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Create a William Morris style picture using the
stamps in an art package (RM Colour Magic, Dazzle)
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ICT Coverage:
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Children use an art package (Dazzle Plus, RM Colour
Magic, MS Paint, Revelations Natural Art) to create a picture
inspired by the work of Nancy Smith Klos.
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ICT Coverage:
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2c
Can Buildings Speak? |
Children explore shape and pattern in buildings.
They begin by producing prints and rubbings of patterns found
in buildings and go on to look at, and record, the use of shape,
space and pattern in local buildings. They question how these
features tell us something about the purpose of the building.
They work in groups to produce a relief sculpture for temporary
display, using their first-hand observations as a starting point.
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Show examples of public buildings
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ICT Coverage:
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Walk around the school and use digital camera
as 'viewfinder' to look closely at shapes and patterns in the
buildings. The images can be used as inspiration for paintings,
drawings, etc or could be manipulated using an art package.
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ICT Coverage:
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Use digital camera, scanner or Internet to capture
images of buildings. Use paint or photo software to manipulate
the images to create a piece of art. |
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Look at examples of murals created by artists.
Use a digital photo as inspiration for a large scale mural.
Use grid function on a Promethean whiteboard to help design plan
of large mural. |
ICT Coverage:
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Resources to support teaching and learning (Lesson
plans, printables and pictures). |
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Year 3 |
Units |
Teaching
Activity |
Resources & NC Guidance |
3a
Portraying Relationships |
Children investigate how paintings, prints, photographs
and other images that include figures communicate ideas about
relationships. They use composition skills to make a double portrait
that conveys ideas about themselves and their relationship with
another person in their lives. |
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Teacher or children can use web links on the right
or online art galleries to find portraits of groups or families
to investigate and discuss.
Use the pictures to inspire their own work. |
ICT Coverage:
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Use Picsearch image search (try searching for
'parent and child' or 'friends') to find photographs of different
relationships. |
ICT Coverage:
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Use a camera to take a photo of a composition
showing the relationship between two figures. This photo can be
used as the basis for their own paintings. |
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Resources to support teaching and learning (Lesson
plans, printables and pictures).
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3b
Investigating Pattern |
Children investigate patterns in textiles from
different times and cultures. They use ideas from these as a starting
point for developing their own designs. They investigate stenciling
and print-making techniques and explore ways of combining and
organising shapes, colours and patterns to make a decorative textile
piece. |
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Children create patterns using an art package
(Dazzle Plus, RM Colour Magic, MS Paint, Revelations Natural Art)
based on different times, cultures, animals or plants.
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ICT Coverage:
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Use paint software to explore symmetry (RM Colour
Magic, Dazzle Plus). |
ICT Coverage:
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Resources to support teaching and learning (Online
free subcription, Lesson plans, printables and pictures). |
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3c
Can We Change Place? |
Children explore sculpture in public buildings
and spaces. They explore and use shape, form, colour and pattern
to make a maquette or model of a sculpture for a site in the school
or the local area. They compare the ideas, methods and approaches
used in the work of different sculptors. |
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Children can explore the work of different Sculptors
on the Internet.
They can insert the pictures found into a word document to write
a description of the sculptors work.
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ICT Coverage:
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Visit examples of local sculptures, and use a
digital camera to record images from different views.
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Choose a nearby area, e.g. playground, garden,
and talk about its design and purpose. Ask the children to use
the digital camera to take photographs of shapes, colours and
patterns.
A video camera or tape recorder could be used to record people’s
comments about how the area is used and what they think and feel
about it. |
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| The children can look at Henry Moore's maquette
studio when working in their groups on the small-scale version
of their sculpture.
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Email sculptor to ask for information about their
work. |
ICT Coverage:
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Year 4 |
Units |
Teaching
Activity |
Resources & NC Guidance |
4a
Viewpoints |
Children explore how to convey the atmosphere
and story of a dream. They explore different viewpoints in the
school environment as a setting for their dream. They invent a
number of characters who are photographed ‘on location’
and develop a narrative to describe the dream. They go on to make
prints based on the narrative. They compare the ideas, methods
and approaches used in their own and other artists’ and print
makers’ work. |
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Using the Digital Camera the children can take
photos of themselves. Images can then be manipulated using different
'effects' in photo or paint software to create effects.
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Use a video or a digital camera to take a short
video sequence of the dream. |
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Use flash to create a dream sequence. |
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Use an Art package and a graphics tablet to draw
the feelings of dreams (Dazzle Plus, RM Colour Magic, Revelations
Natural Art). |
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Look at artists who used the theme of dreams and
nightmares in their work.
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Create multi-media collage based on a personal
dream or fantasy
Use a whiteboard to display slideshow. |
ICT Coverage:
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Use a digital camera to create a fantasy world. |
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Resources to support teaching and learning (Lesson
plans, printables and pictures). |
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4b
Take a Seat |
In this unit children explore the design of chairs.
They discuss what chairs tell us about everyday life and the way
people rest, eat and relate to each other. They look at examples
of designs in the past and in other cultures as inspiration for
developing their own imaginative designs for a chair for a particular
character or occasion. |
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Children can use a digital camera to take photographs
of different sorts of chairs around the school or local area.
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Children search the Internet for pictures of chairs
in common use.
An interactive whiteboard is ideal for pointing out and annotating
design features and parts of the chair when displayed on the board
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Look at and compare chairs from different times
and cultures. Identify the similarities and differences in the
shapes and forms of chairs.
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The digital camera can be used to take pictures
during construction for writing about afterwards or of the finished
product to incorporate into stories about the character the chair
is designed for.
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ICT Coverage:
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Resources to support teaching and learning (Lesson
plans, printables and pictures).
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4c
Journeys |
Children explore how signs, symbols and metaphors
can be used to communicate ideas and meanings about a journey.
They produce a mixed-media work, combining drawing, painting,
collage and print-making techniques. They learn about artists,
craftspeople and designers who communicate their ideas through
signs and symbols. |
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Create multi-media collage based on journeys. |
ICT Coverage:
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Explore a range of maps and aerial photographs
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Use the Internet to explore a range of symbolic
art from different cultures.
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Use a painting package to begin to explore symbolic
journey ideas (Dazzle Plus, Colour Magic, Revelation Natural Art).
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Explore signs and symbols and their meanings,
and use them inspire own designs.
Clipart cd roms or Microsoft Office Clipart has many examples
of signs and symbols to explore |
ICT Coverage:
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Resources to support teaching and learning (Lesson
plans, printables and pictures).
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Year 5 |
Units |
Teaching
Activity |
Resources & NC Guidance |
5a
Objects and Meanings |
Children select, arrange and present objects in
a still-life painting. They investigate the work of artists who
have used the theme of still life in a variety of ways to convey
ideas and feelings. They develop skills of observation and recording,
and knowledge and understanding of colour, tone and composition.
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Look at the work of artists, which could be used
as a basis for their own work, on the internet. |
ICTCoverage:
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Create still life paintings using the ‘stamp’
tool in an art package (RM Colour magic, Dazzle Plus) based on
artists’ work. |
ICT Coverage:
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Place a series of objects (e.g. Fruit and veg.)
on a flat bed scanner to create a still life picture.
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ICT Coverage:
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Use a scanner or a search engine (Picsearch) to
collect images for a still life. Use photo or paint software (Paint
Shop) to manipulate the images to create an on screen collage. |
ICT Coverage:
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Create a still life line drawing using an art
package (Dazzle Plus, Colour Magic, Revelation Natural Art) and
use paint tools to complete the picture. |
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Scan pupils’ paintings and create an online
‘Art Gallery’ on the schools’ website. |
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Use digital camera as a viewfinder, take picture
of subject(s)/object(s) and use photograph as stimulation for
painting. |
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Resources to support teaching and learning (Lesson
plans, printables and pictures). |
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5b
Containers |
Children explore the craft tradition of making
vessels and containers. They develop their own designs and build
a three-dimensional form to represent a vessel or container that
will hold something special that they would wish for. They consider
examples by contemporary designers and ceramicists and look at
work from different cultures. |
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Introduce pupils to the work of contemporary craftspeople. |
ICTCoverage:
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Teachers and children can obtain
examples from the web site opposite.
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ICTCoverage:
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Pupils use the British Museum’s ‘Compass’
to explore containers from around the world.
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ICTCoverage:
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Take digital photographs of completed containers
and create an online art gallery on the school website. |
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Resources to support teaching and learning (Lesson
plans, printables and pictures). |
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5c
Talking Textiles |
In this unit children explore how stories have
been represented in textiles in different times and cultures.
They work together to make a two- or three-dimensional work based
on a familiar story, myth or legend. They investigate and use
a range of materials, techniques and textile processes to create
surface patterns and textures and other visual and sound effects. |
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Look at the Bayeux Tapestry.
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ICTCoverage:
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Plan, draw or design an Egyptian tomb painting
using an Art Package and Clipart (RM Colour Magic, Dazzle Plus)
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Create Egyptian Tomb Paintings using photo shop,
paint shop and/or scanner. |
ICT Coverage:
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Create a tapestry using an art package (Dazzle
Plus, Colour Magic) to retell a story e.g. Theseus and the Minotaur. |
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Look at symmetry in Tibetan Shrine Cloth –
create your own design using an Art Package (Dazzle Plus, Colour
Magic). |
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Use an art package to create Vietnamese Ceramic
designs (Dazzle Plus, Colour Magic). |
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Resources to support
teaching and learning (Lesson plans, printables and pictures).
Register for free.
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Year 6 |
Units |
Teaching
Activity |
Resources & NC Guidance |
6a
People in Action |
Children explore how to convey movement in their
work. They explore dynamic activities such as sport, dance, drama
and music as a starting point for making work in two dimensions.
They look at how the idea of movement is shown in different kinds
of art, such as photography, illustrations, cartoons, paintings,
prints, and experiment with different methods and techniques to
show movement. |
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Use images of movement to show technique. |
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Use Web sites to find movement examples. The web
site opposite has sports images highlighting expression. |
ICTCoverage:
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Use a video camera when rehearsing body gesture
and movement. Children can watch in ‘slow motion’
the act of falling, sprinting from a start line or a dance move.
Discuss ideas and feelings about this.
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In pairs make a series of short poses that describe
the sequence of an action and ask the other to record the poses
with a camera and then use these to make outline drawings in sketchbooks. |
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Create a multimedia presentation including digital
photos and video, and the work of famous artists. |
ICT Coverage:
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Children can use the Internet to research the
work of different artists and photographers and identify a range
of ways in which figures and forms in movement can be represented.
Discuss the ways in which visual effects can be used to show movement.
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ICT Coverage
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Resources to support teaching and learning (Lesson
plans, printables and pictures). |
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6b
What a Performance |
Children investigate headwear and costume worn
in different times and cultures, including theatre costume. They
use this as a starting point for designing and making a piece
of headwear for a character in a story, using a range of textiles
and other materials. |
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Look at examples of theatre designs, costumes,
and headwear from different times and cultures.
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ICT Coverage:
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Look at examples of the work of contemporary designer–makers. |
ICT Coverage:
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Develop a design brief, for groups or for the
whole class, to design a piece of headwear for a character in
a story, e.g. design and make a hat for the Madhatter’s
Tea Party. |
ICT Coverage:
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Use the digital camera to take photos of the work
in progress to compare ideas, methods and approaches in their
own and others’ work. |
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Make an on screen hat gallery |
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Use the video camera to record a fashion show
or the performance of the characters in their plays. |
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6c
A Sense of Place |
Children explore the rural and/or urban landscape
as a starting point for two-dimensional work. They record their
observations through drawing and photography. They use shape,
form, space, colour, texture and pattern to develop and communicate
their ideas in a painting. They consider the ideas, methods and
approaches of artists who have responded to landscapes in different
ways. |
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Use of digital camera to record the landscapes
they visit. These can then be used as a reference point.
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ICT Coverage:
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Set up an email project where pupils email descriptions
of landscapes to each other. Pupils create pictures based on the
descriptions. |
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Online interactive activity for interpreting photos. |
ICT Coverage:
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The children could create a virtual gallery of
work using the digital camera or scanner. |
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Use the internet to research landscape painters
like Constable, Gainsborough, Hockney, Turner, Heron, Sutherland,
Leger, Escher.
On an interactive whiteboard, individual images can be annotated
and then saved to a “notebook” to be printed or revisited.
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ICT Coverage:
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Resources to support teaching and learning (Lesson
plans, printables and pictures). |
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Units |
Teaching
activity |
Resources
& NC Guidance |
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Visiting a museum, gallery or site |
This unit provides a structure for a visit to
a museum, gallery or site, or any visit outside school. The visit
would be most effectively used at the start or in the middle of
a unit of work, so that work back at school can be based on the
information and experience acquired. If it is used at the end
of a unit, it can round off work in an enjoyable and exciting
way, but to be effective, children must be able to see it as the
culmination of what they have been learning.
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Use email/Internet to find out information about
a gallery.
Children could also write up their notes on Word and make a presentation
on the gallery or museum in Powerpoint. |
Links for local art galleries and museums:
ICT Coverage:
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General Web Resources |
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An exciting range of art reproductions
that covers the History of Art from cave painting to the present
day. |
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7000 artists on database. Art Museums
worldwide.
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Artists in schools. Register of a
wide range of artists and craftspeople who work with pupils
of
all ages. (Cambridge based)
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Events, museums and galleries in London.
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Research, publications, materials
and support for teachers. |
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Very well designed site of the Henry
Moore Foundation, which is based in Hertfordshire. Publications,
Henry Moore biography, events, newsletter.
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Information on local artists, galleries,
open studios, events and exhibitions.
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Publications include The Arts Inspected,
with case studies from three schools as examples of good practice. |
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Victorian artist, particularly William
Morris, the Pre-Raphaelites, Symbolists.
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Exhibitions/competition/awards, virtual
art gallery, UK galleries and museums by region.
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Schemes of work for Key Stages 1 to
3, publications. |
