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Art and design at key stages 1 and 2 (Year 5/6)
Unit 6C: A sense of place
Section 3: Investigating and making
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Objectives |
| Children should learn: |
- to reflect on their work in progress and adapt it according to their own ideas
- to use a variety of methods and approaches to communicate observations, ideas and feelings in a painting
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Activities |
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Outcomes |
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Children: |
- Discuss with the children how they might select one of their thumbnail sketches to make a composition for a painting or how they could combine ideas from their first-hand observation to create their own view.
- Ask them to draw their composition onto a large piece of paper or card. If they are enlarging one of their sketches they could use a grid system to do this; if they are combining views, they could do it 'by eye'.
- Encourage the children to refer to their sketchbook drawings and details as a resource as they develop the composition. Talk about the use of perspective. Explain, by referring to artists' work or through demonstrations, how to:
- make objects that are further away from the viewer smaller, to give the idea that they have receded into the distance
- make parallel lines appear to converge as they get further away from the viewer
- make objects paler and bluer as they recede (aerial perspective)
- arrange everything in the composition on the same plane (vertical perspective)
- Ask the children to select the approach to perspective that best suits their own ideas about their painting of the environment.
- Encourage the children to:
- paint in the large areas of the composition first
- work from lighter colours to darker colours
- use a limited colour palette, eg red, yellow, black and white, or blue, yellow, black and white
- concentrate on one or two visual elements, eg colour and pattern or pattern and texture
- refer to the works of artists and their use of the methods and techniques, eg how colour, pattern, texture and paint are used
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- develop one or more of their sketches to make a large composition that records their ideas about the environment
- select and use an approach, methods and techniques
- create a large painting based on their observations and experiences of the environment
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Points to note |
- Children can continue to record and annotate details in their sketchbooks throughout the unit.
- Perspective is the way in which artists manipulate a flat surface to bring the viewer into the space.
- Encourage the children to work from a limited palette of colours, mixing these together and using black and white to lighten and darken the colour.
- Support the children by referring to photographs and other information. Ask the children to identify pattern, decoration and detail, eg shapes, patterns and textures on buildings in brick, ceramic, wood, and to consider how they might use this information in their work.
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This unit is divided into sections. Each section contains a sequence of
activities with related objectives and outcomes. You can view this unit by
moving through the sections or print/download the whole unit.
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