New Curriculum Art SMART

Year 5

 

 

Short term Planning for Art and Design at Summerhill Primary School

Theme: Drawing

Idea for final outcome

 

From the ideas and techniques studied, children create their own drawing in the style of Keith Haring showing movement with the further inspiration of the Rugby World Cup and sport in general.

Mastering techniques

Can they identify and draw simple objects, and use marks and lines to produce texture?

Do they successfully use shading to create mood and feeling?

Can they organise line, tone, shape and colour to represent figures and forms in movement?

Can they show reflections?

Can they explain why they have chosen specific materials to draw with?

 

 

Use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight).

Use a choice of techniques to depict movement, perspective, shadows and reflection.

Choose a style of drawing suitable for the work (e.g. realistic or impressionistic).

Use  lines to represent movement.

Progress

 

 

Developing Preliminary Ideas (including the use of sketch book with guidelines)

 

 

  1. Look at the work of a variety of artists who show movement in their drawing:Degas - ballet dancers and studies at the circus (look at hip snapshot technique to freeze movement),
  2. Children note and discuss what such diverse work has in common - figures in action, movement, accurate limb placement).
  3. Take photographs of each other performing exercise to illustrate this snapshot idea and limb position.
  4. Re-emphasize 99% of all art is observation. Look at the anatomy drawing of DaVinci to show how understanding of anatomy is vital.
  5. Show and demonstrate ways to draw figures in poses using ovals.
  6. Look at the work of Roy Litchenstein to show a more modern approach. Look at how line peripheral to the subject can hint at movement.

 

Developing own ideas

  1. Children take pictures of each other moving.
  2. Sketch these in both stick form and using ovals.
  3. Develop same by adding detail.
  4. Use shading to see if this implies movement.
  5. Look more closely at the work of Keith Hering.
  6. See how he develops outlines of shapes.
  7.  Watch: https://www.youtube.com/watch?v=d4KKfndL3AU for a demonstration.

 

 

Techniques to develop

  1. Observation of physical shapes and movements.
  2. Drawing with felt tip pens.
  3. Using tracing paper to hint at movement.
  4. Experiment with line thickness and implement to see the effect on finished work.

 

Taking Inspiration from the Greats (classic and modern)

Keith Haring

Haring was an american artist who lived in New York. He was fascinated by the use of line and movement. He was influenced by Andy Warhol and much of his work was for the public in public spaces. Haring became internationally famous and acclaimed but died in 1990.

 

Presenting the final outcome

Create a final piece of work that can be laminated and placed in a public space.

 

Evaluate

Give examples of how your children responded to the starting points and ideas shown during the preliminary work?

Children enjoyed using pencils in ways not seen before: “I didn’t know dots could make shades.”

“Drawing straight lines is hard. You have to really take your time.”

“I liked doing this. It is like doodling.”

“I never thought about movement before.”

 

Are you planning on working in partnership with anyone?

 

How did they collect visual information?

We looked at the artists outlined above and Mrs Deary helpfully suggested we use a software program, to create matchstick figures that we could animate and pose. This gave us great ideas for our own drawings showing movement.

How well you feel the class mastered the age related techniques specified?

The class has learned about new artists and can certainly tell the work of Keith Harring. They have a greater appreciation of techniques for shading and how various artists have captured movement.

The children also successfully imitated Harring’s style, noting key features of his work.

Can you give examples of what they described about or liked in the work of the artist studied?

“It is really simple.” “I like the colours, they make me happy.” “I see this in other things like in the Keep Healthy adverts.” “The people do all look like they’re moving. I think it’s the lines.”

How did they critically evaluate their own work and that of others? What were their observations?

“I am pleased with my final piece. I didn’t think I was any good at Art but mine looks really good.”

“Next time I would try more than one figure, I would get them to dance or something.”

“I don’t think my colours are quite right. I like them, but they’re not right.”

“ I like the lines showing movement. I could use this on something else.”

Please share your planning template on the website ‘SMART’ and photographs of the project from preliminary  ideas to final outcome.

 

Art SMART Summer 2015