ART
ART
Embedded Files
Curriculum Areas
Curriculum Areas
Media and Technique
Observation and Reflection
Art History
Totem Pole Exhibition
Totem Pole Exhibition
INTENT: For children to use a variety of tools to add detail to a 3D image.
IMPLEMENTATION: We used our totem pole designs from the previous week to make a 3D scultpure using card and colouring pencils. We were inspired by the First Nation art work including the work of Henry Hunt.
IMPACT: Children could use their annotated designs from the previous week to make a mock totem pole out of cardboard.
INTENT: For children to use a variety of implements and techniques to make their totem pole design from clay.
IMPLEMENTATION: We reviewed various techniques in clay such as slip and scoring. We used our cardboard designs from last lesson to create our form from clay. We then used a variety of clay tools to create finer details on our totem pole.
IMPACT: Children could use a variety of techniques in clay to make a 3D version of their design in lessons 2 and 3.
This artist has successfully created a totem pole shape, and has included one 3D element in the shape of wings. They have used clay modelling techniques to create horizontal sections for the totem pole.
This artist has successfully created a totem pole shape, and has included one 3D element in the shape of wings. They have used clay modelling techniques to create horizontal sections for the totem pole.
This artist has started to emulate Henry Hunt's Totem Pole sculptures.
This artist has started to emulate Henry Hunt's Totem Pole sculptures.
This artist has successfully added on some 3D elements to the main structure of their totem pole. They have used clay modelling techniques to define the different elements of their design.
This artist has successfully added on some 3D elements to the main structure of their totem pole. They have used clay modelling techniques to define the different elements of their design.
They have improved their technique by making their carvings more distinct.
They have improved their technique by making their carvings more distinct.
This artist has successfully used a range of clay techniques to create a number of 3D elements to their totem pole. They have used a variety of clay techniques to clearly define the elements of their totem pole.
This artist has successfully used a range of clay techniques to create a number of 3D elements to their totem pole. They have used a variety of clay techniques to clearly define the elements of their totem pole.
They have developed their technique by slip and scoring to add on further 3D elements.
They have developed their technique by slip and scoring to add on further 3D elements.
Watercolour and Emotion-The Pre-Raphaelite Sisterhood
Watercolour and Emotion-The Pre-Raphaelite Sisterhood
INTENT: For children to compare and contrast artists from the sisterhood of the Pre-Raphaelite movement.
IMPLEMENTATION: First we studied artists from the Pre-Raphaelite sisterhood. Then we explored the use of cool and warm colours to create different emotions. Finally we created collage pages explaining our learning from today.
IMPACT: Children were able to explain the use of warm and cold colours to create emotions in the art work of the Pre-Raphaelite Sisterhood.
INTENT: For the children to experiment with watercolours and brushes.
IMPLEMENTATION: Children were given a small piece of sugar paper (similar texture to watercolour paper). They were then given different instructions, such as use 1 paint brush of water, use no water etc to see what the different effects were on the painting quality.
IMPACT: Children were able to experiment with their artist 'tools' before using them on their final piece in a few weeks time.
INTENT: For children to plan a watercolour painting inspired by the Pre-Raphaelite Sisterhood.
IMPLEMENTATION: First we studied some different watercolour techniques. Then we reminded ourselves of the use of pose, expression and symbolism in the art work of the Pre-Raphaelite Sisterhood. Then children sketched three different first designs for their final piece in pencil and then used watercolours to complete it.
IMPACT: Children were able to create three first designs for a watercolour painting inspired by the Pre-Raphaelite Sisterhood.
INTENT: For children to create a final watercolour painting inspired by the Pre-Raphaelite Sisterhood.
IMPLEMENTATION: First we looked at our three first designs from last week and evaluated them. Then we decided on our final design and sketched the outline in pencil. Finally we used watercolours using a variety of techniques to finish our final piece.
IMPACT: Children were able to create a final design of a watercolour painting inspired by the Pre-Raphaelite Sisterhood.
This artist has created emotion through the choice of colours and pose of the subject. They have used the watercolours successfully to build on colour to create emotions.
This artist has created emotion through the choice of colours and pose of the subject. They have used the watercolours successfully to build on colour to create emotions.
This artist has started to use layering to create texture and detail.
This artist has started to use layering to create texture and detail.
This artist has created emotion through the choice of colours and pose of subject. They have successfully emulated the essence of the Pre-Raphaelite sisterhood through the design of the background. They have used the watercolours to create texture and detail through layering.
This artist has created emotion through the choice of colours and pose of subject. They have successfully emulated the essence of the Pre-Raphaelite sisterhood through the design of the background. They have used the watercolours to create texture and detail through layering.
They have improved their technique by layering the watercolours.
They have improved their technique by layering the watercolours.
This artist has created emotion through the pose and expression. They have drawn the subject with the correct proportions. They have used watercolours to create emotions and mood.
This artist has created emotion through the pose and expression. They have drawn the subject with the correct proportions. They have used watercolours to create emotions and mood.
They have developed their technique by using graded wash to show the contrast between light and dark.
They have developed their technique by using graded wash to show the contrast between light and dark.
Henry Moore and the Blitz
Henry Moore and the Blitz
INTENT: To compare and contrast the sketches of Henry Moore during the Blitz
IMPLEMENTATION: First, we looked at the war time sketches of Henry Moore and discussed the use of light, shadow and reflection. Then we reminded ourselves of different shading techniques such as cross hatching, stipling and ink wash. Then we created a sketch book page about Henry Moore and annotated our sketches.
IMPACT: Children could discuss the Blitz sketches of Henry Moore and the use of form.
INTENT: To create an initial design of sketches inspired by Henry Moore.
IMPLEMENTATION: Children created several designs for sketches inspired by Henry Moore’s Blitz sketches using a range of sketching techniques
IMPACT: Children are able to use a variety of different shaped lines to indicate form in my drawings.
INTENT: To create/evaluate a final sketch inspired by Henry Moore’s Blitz sketches using a variety sketching techniques.
IMPLEMENTATION: After evaluating their initial designs, children created their final sketch based on Henry Moore's work.
IMPACT: Children are able to review and revisit their work in order to evaluate their own work and suggest improvements.
Children are able to make comments on the methods and approaches used in their work, compared to that of great artists.
This artist has used the hatching and random hatching technique to create the contrast between light and dark. They have also attempted to use cross hatching.
This artist has used the hatching and random hatching technique to create the contrast between light and dark. They have also attempted to use cross hatching.
They have improved their technique by adding form into their sketch through the use of lines.
They have improved their technique by adding form into their sketch through the use of lines.
This artist has captured the feeling and style of Henry Moore's Blitz sketches. They have successfully used shading to create light and dark.
This artist has captured the feeling and style of Henry Moore's Blitz sketches. They have successfully used shading to create light and dark.
They have improved their technique by adding form into their sketch through the use of lines.
They have improved their technique by adding form into their sketch through the use of lines.
This artist has created perspective using a variety of shading techniques. They have successfully created form using lines.
This artist has created perspective using a variety of shading techniques. They have successfully created form using lines.
They have developed their technique by experimenting with shading and perspective techniques.
They have developed their technique by experimenting with shading and perspective techniques.
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