Concepts and skills development for fifth and sixth classes
Through completing the strand units of the visual arts curriculum the child should be enabled to
An awareness of line
- recognise that lines can have varying qualities, e.g. of density, texture, pattern and
- use line expressively and with greater sensitivity to materials and tools
- interpret the human figure and progress beyond personal symbols (or schema)
- demonstrate more concentrated observation in interpreting the visual world
- use drawings and diagrams to solve design problems and to clarify and develop ideas to be carried out in another medium
An awareness of shape
- be sensitive to shape in the visual surroundings
- invent and experiment with a variety of shapes to create rhythm, balance, contrast, emphasis and/or a sense of space in drawings, paintings and other media
- focus sometimes on shape, edges and layout on the picture plane without emphasis on depth
- use overlapping shapes and scale to suggest three-dimensional depth
An awareness of form
- notice the three-dimensional nature of form and explore the relationships between the parts and the whole in complex form
- analyse and interpret the human figure and the structure of the human head in clay
- develop the surface of a clay form using line, rhythm, texture and pattern
- use three-dimensional materials as media in which to design and invent.
An awareness of colour and tone
- develop sensitivity to subtleties in colour and tone in the visual environment
- develop awareness of the effects of warm and cool colours, of complementary and harmonious colours and of variations in tone
- mix and use subtle colours and tones and create rhythm, emphasis, contrast, spatial effects, mood and atmosphere in two and threedimensional work
An awareness of texture
- explore the relationship between how things feel and how they look
- create variety, contrast and emphasis in surface textures using a range of materials and tools
- use a variety of drawing instruments to suggest texture from observation of objects
An awareness of pattern and rhythm
- analyse pattern in the visual environment through drawing, painting and other media
peeling birch bark, the waves on the sea, scaffolding, fishing nets, stone buildings - use repetition and variation of line, shape, texture, colour and tone to create contrasting and harmonious effects
An awareness of space
- continue to develop awareness of how people and objects occupy space
- develop basic understanding of aerial and linear perspective (spatial organisation)
- design and construct a model with multiple spaces, open and closed
with cells, rooms, enclosures.
Strand: Drawing
Strand unit: Making drawings
The child should be enabled to
- experiment with the marks, lines, shapes, textures, patterns and tones that can be made with different drawing instruments on a range of surfaces, demonstrating increasing sensitivity and control
looking closely at specially chosen objects and interpreting qualities of line, shape, texture, light and shade
concentrating as appropriate on outline drawing, silhouette, shape, tone, texture, pattern and rhythm and structure - discover how line could convey movement and rhythm
movement in nature (cloud shapes)
calligraphic styles (the Book of Kells)
cartoon figures in action - make drawings based on themes reflecting broadening interests, experiences and feelings
pastimes, outings, special events - draw imaginative themes using inventive pattern and detail
stories, poems, songs
dream cars, motorcycles or houses
futuristic fashion
characters in cartoon strips
designing and sketching plans for a threedimensional project - draw from observation
still life arrangements
aspects of the environment when viewed from different angles, using a viewfinder (or a classroom window) to help position objects and define space
the human figure (e.g. a classmate in a particular setting)
details of the human figure (e.g. a portrait of a classmate).
Strand unit: Looking and responding
The child should be enabled to
- look at and talk about his/her work, the work of other children and the work of artists
describing what is happening in the drawing
the choice of materials and tools and the effects that were intended
how movement, rhythm and form are suggested
problems encountered and solutions found in interpreting the human figure
the use of overlapping and/or scale to suggest space in depth on a page
the most satisfying aspect of the drawing
other interpretations of the theme or how he/she would approach it
what he/she feels about the interpretation.
Linkage
Print: experimenting with overlapping, contrasting, side-by-side shapes
Clay: developing awareness of form through drawing
Construction:developing ability to use drawing to design a structure
These and other possible links between strands could be developed as mixed-media activities.
A mixed-media approach within strands is also possible.
Integration
Music:interpreting (in line) sounds and sound pictures suggested by a variety of musical
instruments; drawing musical instruments as still life, as portrait accessories
Dance: interpreting (in drawing) themes explored though movement
Strand: Paint and colour
Strand unit: Painting
The child should be enabled to
- explore colour with a variety of colour drawing instruments, media and techniques
paint, crayons, oil and chalk pastels, chalks, inks, coloured pencils, felt-tipped and fibretipped pens
print, appliqué, collage, tonal exercises in small-scale mosaic - make paintings based on recalled feelings and experiences and discover ways of achieving spatial effects
interpreting themes chosen for their colour possibilities that reflect broadening experiences and interests
experimenting with colour and tone, with warm and cool colours, with overlapping, with basic aerial and linear perspective - express his/her imaginative life and interpret imaginative themes using colour expressively
stories and poems, including dramatic, atmospheric adventure stories
classmates acting as models to capture the action - paint from observation
setting up and painting colour arrangements of his/her own choice
aspects of the environment when viewed from different angles, using a viewfinder to help position objects or define space
using colour and tone to create spatial effects
the human figure or groups of figures in a particular setting
playing in a band, fashion modelling a portrait of a classmate in tones of one colour - become sensitive to increasingly subtle colour differences and tonal variations in natural and manufactured objects
looking at and trying to reproduce the colour combinations of objects of visual interest
using colour magazine cut-outs as an exercise in colour mixing - discover harmony and contrast in natural and manufactured objects and through themes chosen for their colour possibilities
mixing and juxtaposing colours to see how they react against each other - discover pattern and rhythm in natural and manufactured objects
using repetition and variation of complementary and harmonious colours and varieties of line, shape and texture - explore the relationship between how things feel and how they look
discovering texture in natural and manufactured objects
interpreting textures in colour and tone and in mixed media.
Strand unit: Looking and responding
The child should be enabled to
- look at and talk about his/her work, the work of other children and the work of artists
describing what is happening in the painting
complementary or harmonious colours and tones, and subtle colour differences
how rhythm, movement, atmosphere, variety, space-in-depth or form is suggested
what he/she or the artist was trying to express
how other artists have interpreted the theme in similar or dissimilar ways
how he/she feels about the painting
using the internet or a CD-ROM to access the work of an artist and to answer questions
as above.
Linkage
Drawing: interpreting qualities of line, shape, texture, light and shade
Construction: exploring the play of light and shade on structures
Fabric and fibre: developing colour awareness
Integration
Music:interpreting (in paint and colour) stories, mood, concepts and occasions portrayed in sound
Drama: interpreting (in paint and colour) themes explored through drama
Science: Energy and forces -- Light
Strand: Print
Strand unit: Making prints
The child should be enabled to
- experiment with more complex printmaking techniques
discovering how simple prints could be further developed
overprinting with contrasting shapes or colours
overlapping or placing shapes side by side
masking out areas and taking a further print
using an expanding colour range to create more complex images
experimenting with a related technique to make photograms that concentrate on expressive shape, negative shape, outline - use more complex print-making techniques to make theme-based or nonrepresentational prints
making a variety of relief prints
composing relief print blocks with line, shape, texture, pattern
re-interpreting his/her observational
drawings and sketches in relief prints
making monoprints, emphasising line, shape, texture
combining with other print-making techniques
making pictorial rubbings
interpreting some of his/her drawings in terms of flat shape or silhouette together with some interesting textures
making silk-screen prints re-interpreting some of his/her drawings
as flat shape - make prints for functional uses (as well as for their own sake)
experimenting with fabric-printing techniques
making posters
designing and printing cards and logos - use a computer art program to create original images that are not dependent on clip art.
Strand unit: Looking and responding
The child should be enabled to
- look at, handle and talk about natural and manufactured objects for experience of texture, shape and pattern
- look at and talk about his/her work, the work of other children and art prints or print design that demonstrate a variety of print-making techniques
describing the print
line, shape and negative shape, texture, pattern, colour and tone and the effect achieved
the decisions taken while working
the techniques used by the artist and speculating on why they were chosen
the most satisfactory elements or impact of the print.
Linkage
Drawing: experimenting with shape, texture, pattern, rhythm, structure
Paint and colour: developing colour awareness
Integration
Mathematics: experimenting with 2-D shapes and properties to solve problems in design
Strand: Clay
Strand unit: Developing form in clay
The child should be enabled to
- explore and discover the possibilities of clay as a medium for imaginative expression
experimenting with balance and proportion - use clay to analyse and interpret form from observation
modelling the human head or a sturdy human figure - explore some of the essential characteristics of three-dimensional work
developing understanding of structure through constructing and combining elements in clay
how the positioning of weight stabilises a figure or structure (e.g. in making a set of book-ends) - make simple pottery and sculpture
designing, making and decorating pinch or coil-built pots
designing imaginative pinch-pot sculptures (e.g. exotic animals or creatures) - experiment with and develop line, shape, texture and pattern in low relief
in non-representational or theme-based sculpture (e.g. rain dripping into a stream, the regatta) - make an imaginative slab-built structure
using multiple spaces for a more complex structure (e.g. a house with extensions) - work inventively and expressively with papier mâché
designing papier mâché masks, heads or models to illustrate stories, poems, songs and festivals.
Strand unit: Looking and responding
The child should be enabled to
- look at, handle and talk about natural and manufactured objects for experience of three-dimensional form
fruit, pottery, household items with interesting forms - look at and talk about his/her work, the work of other children and the work of sculptors, including relief sculptures (prints or slides)
describing the form
the experience of working with materials
analysing the relationships between the parts and the whole
ways of combining elements in constructing and achieving balance
what he/she or the artist was trying to express
problems encountered and solved in interpreting the human head in clay
pleasing aspects of the work - look at and talk about ritual masks, street theatre masks and figures, and functional and decorative pottery from different cultures and different times (slides or prints).
Linkage
Drawing: developing awareness of form through drawing
Construction: analysing form and structure through construction
Integration
Drama:interpreting (in clay or papier mâché) characters explored through drama
History:interpreting historical characters imaginatively in clay or papier mâché
Strand: Construction
Strand unit: Making constructions
The child should be enabled to
- explore and experiment with the properties and characteristics of materials in making structures
outlines and spaces created
how the different parts relate to the whole
the rhythms that are set up
whether the structure is delicately balanced or robust and solid
whether some areas of the structure are busier than others
exploring the possibilities of abstract freestanding paper sculpture
the play of light on the structure - make drawings from observation to analyse form and structure
drawing structures seen in nature and exploring light and shade
investigating structure and balance in contemporary architecture and sculpture - make imaginative structures
designing theme-based structures relating to local events and festivals
designing large-scale papier mâché forms and structures
monsters, dinosaurs, huge masks
designing non-representational structures in relief, concentrating on planes, shapes, rhythm, the play of light and shadow, texture
designing wire structures that emphasise line and are effective from all angles
designing a model with moving parts
using a suitable CAD program (where available) to design a structure.
Strand unit: Looking and responding
The child should be enabled to
- look at, investigate and talk about spatial arrangements, balance and outline in collections or photographs of natural and manufactured structures
large seed heads, containers (e.g. spiral sea shells)
shopping centres, churches - look at and talk about his/her work and the work of other children
describing the construction
how the materials chosen helped to fulfil or frustrate his/her intentions
spaces, outlines, rhythms created
what he/she feels about the construction - look at and talk about impressive examples of buildings created in the past in different parts of the world and at contemporary architecture, sculpture, engineering and design (slides or prints)
make a plan or model for an imaginative building.
Linkage
Drawing: analysing form and structure through drawing
Clay: using multiple spaces for complex structures
Integration
Drama: interpreting (as large-scale papier mâché forms and structures) characters and symbols explored through drama
History:interpreting historical events imaginatively as large-scale papier mâché forms and structures
Strand: Fabric and fibre
Strand unit: Creating in fabric and fibre
The child should be enabled to
- explore and discover the possibilities of fabric and fibre as media for imaginative expression
experimenting with line, shape, colour, pattern, texture, with variously textured fibres and open-weave fabric
textural effects with basic knitting and crochet stitches and woven-in items
inventing stitches for decorative effect
a simple batik experiment - make small inventive pieces in fabric and fibre
designing a collage or appliqué piece on an imaginative theme
interpreting a natural object in line, shape, colour, pattern, texture through collage or appliqué
developing the motif as a pattern, possibly as a repeat pattern to be used in fabric printing
knitting or crocheting small individual pieces
items for personal wear
combining knitting or crochet with other elements to create pieces of jewellery
weaving a wall-hanging using the natural environment as a source of visual inspiration - make simple character toys
making inventive use of old clothes and pieces of fabric to make toys based on stories, poems, drama - design and make a costume
an inventive and distinctive costume as a variation on a theme for members of a band
using a computer art program to create and modify a costume design.
Strand unit: Looking and responding
The child should be enabled to
- look at, handle and talk about a variety of fabrics and fibres for experience of tactile, visual and spatial qualities
soft, fluffy, coarse, smooth, stiff, warm, cool, finely or thickly woven or structured, textured colour and pattern
covering, folding and draping qualities
the work of artists who have used these fabrics - look at and talk about his/her work and the work of other children
describing the piece of work
how the materials chosen may have suggested ways of interpreting an idea
how different textures, colours and patterns combine
how challenges in construction and design
were or could be overcome
what is pleasing about the work - look at and talk about woven, embroidered, knitted and other fabrics, including interesting items of clothing from different times and cultures, and explore the role of textiles in culture
- look at fabric crafts and artefacts and visit a craftsperson at work if possible.
Linkage
Drawing: interpreting line, shape, texture, light and shade in drawings
Construction: using fabric and fibre in a sculptural construction
Integration
Drama: inventing a costume for a character explored through drama
Science: Materials -- Properties and characteristics of materials; Designing and making