Jamie Lynne4

Wk/ls

Objectives

Activities

Including classroomorganisation and differentiation

PlannedAssessment

Resources

1

1.5hours

Exploring anddeveloping ideas.

To collect visual andother information to help them develop their ideas about theenvironment.

To explore ideas fordifferent purposes.

Touse adigital camera to take images of the world. To look at and discuss:lines, patterns, textures, shapes and colours

Touse adigital camera to take images of the world. Use line tone and shapeto represent things seen. To begin drawing simpleperspective

Touse adigital camera to take images of the world. To explore negative andpositive images. To use line, tone and shape to investigatedifferent landscapes.

Before the lessonarrange a visit to a part of the local area of particular interestto the children.

Introduction

Explain to the chnthat this terms Art topic will be based around our environment andour local landscape. Discuss links with geography. Tell thechildren that we will be going for a walk and we will be usingdigi blue equipment to takephotographs of the landscape. Ask the children what they know aboutthe area, its history and why it looks the way it does. Children todiscuss in talk partners the meaning of Urban and Rural landscapes.Can they describe an area in Cannock that has an urban landscape?What about rural? Discuss the meaning of a natural environment anda man made environment. Explain that these are the features theyneed to identify when they are on the walk. Ask them toidentify features of the natural and made environment, to say howthey think the environment has been changed and shaped fordifferent purposes, and to share their experiences of living in thearea.

MainActivity

During the visit eachchild is to take a landscape photograph (urban or rural) using thedigi blue equipment.

The children mustthen draw thumbnail sketchesof the selected landscape focusing on relative proportions, linesand shape within area selected. Children do not show theirpartner the sketch. The children can use view finders to aid them.

During the walk thechildren must discuss in talk partners views they think includeinteresting features, eg fields, walls, hedges, waste spaces,waterways, details of buildings, such as decorative work, columns,windows, towers, doorways.

Childrento work in pairs to take a digital image of a rural or urbanlandscape. Children to then draw a sketch of the chosenlandscape. Children to continuedrawing thumbnail sketches during the walk for use later.T support.

Childrento work in pairs (for support) to take an independent image of arural or urban landscape. Children to then draw a sketch of thechosen landscape. Children to consider the use of line, tone andshape when drawing. Children to continuedrawing thumbnail sketches during the walk for use later.

Childrento use a digital camera to take images of rural or urbanlandscapes. Children to discuss the feeling of the landscape andthe mood behind it. Children to explore using negative and positiveimages, how does this change the mood/feeling of the image?Children to then draw a sketch of their chosen landscape usingline, tone and shape accurately. Children to continuedrawing thumbnail sketches during the walk for use later.

Plenary

Children to discussin pairs the view they selected, using appropriated vocabulary.Then show the thumbnail sketch they drew to partner. Was it whatthe partner expected? How could they improve the sketch?

WILF:

Childrenwho explore different landscapes in the area they live. Childrenwho can discuss reasons why they think the environment has changedand with support can collect visual images to back up theirideas.

Childrenwho can discuss the different views in their local environment.Children who can independently collect visual images to investigatethe different landscapes.

Childrenwho accurately use a digital camera to take images of the localenvironment. Children who can discuss the urban and rural parts ofCannock and discuss the man made and natural features of the viewthey have chosen. Children who confidently use line,tone and shape to investigate different landscapes.

Formative Assessment:

Evaluation:

2

1.5hours

To reflect on theirwork and to select and record from first hand observations of theenvironment.

To compare ideas,methods and approaches on others work.

Toreproduce a small section on a larger scale To explore tone usingdifferent grades of pencil, pastel or chalk. To understand and usethe term perspective.

As above.To begin to draw simple perspective.

Toindependently select the appropriate resource to create a drawingin the style of an artist.

Introduction:

Children to comparetheir photographs from lastweek with the sketch they created on the visit. Children toevaluate the sketch theycreated. Children to have 2 minutes thinking time comparing whatthey think they did well/not so well? How could they improve thesketch? Have they included everything in the landscape? What didthey miss? Did they add anything? Children to then discuss theirwork with a talk partner. Children to explain if they took a ruralor an urban landscape, children to discuss why they chose thatparticular landscape.

Do the children knowof any artists who have created urban paintings? Explain to thechildren that we are going to be looking at the work of Lowry tohelp inspire us with our paintings. Does anyone know any of thefamous paintings that Lowry created? Do any of the children knowanything about Lowry. Research Lowry together using theinternet www.thelowry.com/lslowry.htm.Also use bbc newsreel about L S Lowry painting robbery(4^th May 2007) to show children how valuable his workhas become. (www.bbc.co.uk)  Run throughPPT, investigating Lowryspaintings.

During PPT askquestions: What can they see? What is the focus of the work? Whydid Lowry select that particular viewpoint? What was the purpose ofthe work? Who was it for? How has the artist used line, colour andpattern in the work? Discuss methods orapproaches used and how they relate to the ideas in the work.Children to work in a group of 4 and discuss one painting indetail, children to discuss the style Lowry has used with teacher. Children to present their work tothe class.

Skill:Talk about the useof perspective. Explain, by referring to artists work or throughdemonstrations, how to:

makeobjects that are further away from the viewer smaller, to give theidea that they have receded into thedistance

makeparallel lines appear to converge as they get further away from theviewer

makeobjects paler and bluer as they recede (aerial perspective)

arrange everything inthe composition on the same plane (vertical perspective)

MainActivity

Children to place aview finder over a particular area of their photograph, children todraw that part of the photograph in the style of Lowry.

Childrenuse a 5cm by 5cm view finder. Children to explore toneusing different grades of pencil,pastel or chalk. Children to discuss perspective in thephotograph and explain how they are going to layer the things theysee.

Childrenuse a 10 cm by 10 cm view finder. Children to work independently toexperiment using different grades of pencil, pastels or chalk.Children begin to draw simple perspective. Childrento exploretone using different grades of pencil, pastel or chalk.

Childrenuse a 15cm by 15cm view finder. Children to independently selectthe appropriate resources to create the drawing in the style ofLowry.

Plenary

Children sit inability groups, children to present their drawing and to state howthey think they have created a drawing in the style of Lowry.Children to compare their drawings with a Lowry painting. How is itsimilar/different? DiscussWhy didyou choose to use the materials you did?  Are you happy withhow it worked out? Why? 

WILF:

Childrenwho with support select a suitable area to work with, and reproducecarefully using observational skills.

As above.independent.

Asabove. Childrenwho select appropriate medium to work in. Childrenwho refine control of selected media compared to previouswork

FormativeAssessment:

Evaluation:

3

1.5hours

A sense ofplace

Investigating andMaking

to use a variety ofmethods and approaches to communicate observations, ideas andfeelings in a painting.

To encourage closeobservation of a small area of a painting and to focus attention onpaint techniques, texture and colour.

To usecolour to express mood. To introduces different types of brushesfor specific purposes. With support.

As above.To Create different effects by using a variety of tools andtechniques such as dots, scratches and splashes

As above.To use different methods, colour and a variety of tools andtechniques to express mood.

The ChangingWorld http://news.bbc.co.uk/cbbcnews/hi/newsid_4760000/newsid_4762000/4762089.stm

Introduction

Recap last lesson.Look through Newsround images the changing world (see websiteabove). How do the chn think artists have responded to thesechanges? What about urban changes? Explain to the chn that for thefirst part of this lesson we will be investigating the way in whichLowry responded to the urban environment. Split children intomixed ability groups, place a Lowry painting per group face down onthe desk. Each group is to select a scribe, name the groups A,B,Cand D. The chn have 3 minutes to write a detailed paragraph aboutwhat they see in the painting. When the 3 minutes is over swap theparagraphs A will have B, C will have D. New group is to readparagraph and draw what they read. After another 3 minutes showeach group the painting they have read about. The groups must thenedit the paragraph they have been given, they have 1 minute to dothis. When this activity is over the chn must answer the followingquestions about the painting: What can they see? What is the focusof the work? Why did the artist select that particular viewpoint?What was the purpose of the work? Who was it for? How has theartist used line, colour and pattern in the work? Chn present workto the class.

Explain thatcharacteristic ofLowrys works are their very pale backgrounds, which help toemphasise the importance of the architecture. Explain that Lowryonly used 5 colours in his paintings. Can any one detect what theyare? Flake white, ivoryblack, ochre, prussian blue and vermilion, all of which wereapplied directly from the tube.

Skill:Look at http://painting.about.com/od/paintingforbeginners/ss/HoldingBrush.htmhow to hold a brush. Children to work independently and investigatepaintbrush effects, for example, thinner and thicker brushes,wetter and dryer brushes. After 5 minutes use Lowry painting anddiscuss the techniques they believe Lowry used in different partsof the painting, for example, I believe Lowry used a thinner brushwhen painting the people in the images.

MainActivity

Children to startpainting the photograph they took in week 1 in the style of Lowry.Encourage chn to use perspective skill from last week and to selectthe appropriate materials in painting. Chn to limit their paletteto only five colours. Children to consider the mood they would liketo portray in their painting and to select the appropriate coloursto fit the mood they would like to depict.

Encourage thechildren to:

paintin the large areas of the composition first

workfrom lighter colours to darker colours

use alimited colour palette

T to walk aroundthe room making suggestions and assessing pupils.

TAsupport.

Plenary

Chn to evaluate theirwork so far and discuss next steps.

WILF

Childrenwho show some evidence of selecting materials to use for a specificpurpose.

Childrenwho show evidence of independence in selecting techniques andmaterials for use in a painting. Chn create a painting in the styleof Lowry.

As above.Children who show independence in selecting colour to expressfeelings and mood in a painting.

FormativeAssessment:

Evaluation:

4

1.5hours

To reflect on theirwork in progress and adapt it according to their own ideas to use avariety of methods and approaches to communicate observations,ideas and feelings in a painting.

Todevelop an understanding of the subject matter and techniques usedin Lowrys work. To develop drawing and painting skills.

To usecolour to express mood. To introduces different types of brushesfor specific purposes. With support.

As above.To Create different effects by using a variety of tools andtechniques such as dots, scratches and splashes

As above.To use different methods, colour and a variety of tools andtechniques to express mood.

Introduction

Recap on last lesson.Chn to work in partners and reflect on the work they have done sofar. Discuss in talk partners, what are they trying to depict intheir paintings? How will they adapt the painting according totheir message? In talk partners chn to discuss the progress of thepainting and what they need to do next.

Skill:Ask the chn todescribe (talk partners) some of the painting techniques they usedlast lesson when starting the painting. Discuss painting techniques(see resources) scrumbling, frottage, impasto, sgraffito andglazing with the chn. In Art books chn to paint an example of eachtechnique. Chn to analyse photo and discuss how and where they willuse painting techniques.

Mainactivity:

Children to finishpainting the photograph in the style of Lowry. Chn to consider thepainting techniques and how they will use them in their painting.Chn to limit their palette to only five colours. Children toconsider the mood they would like to portray in their painting andto select the appropriate colours to fit the mood they would liketo depict.

Encourage thechildren to:

paintin the large areas of the composition first

workfrom lighter colours to darker colours

use alimited colour palette

T to walk aroundthe room making suggestions and assessing pupils.

TAsupport.

Plenary

Chn to evaluate thefinished painting. Chn to describe in talk partners what paintingtechniques they used and how the painting is in the style of Lowry.Chn ask talk partner questions: What can they see?What is the focus of the work? Why did they select that particularviewpoint? What was the purpose of the work? Who was it for? Howhas they used line, colour and pattern in the work?

WILF

Childrenwho show some evidence of selecting materials to use for a specificpurpose. Children who show some evidence of using the appropriatepainting technique for parts of their painting.

Childrenwho show evidence of independence in selecting techniques andmaterials for use in a painting. Chn create a painting in the styleof Lowry.

As above.Children who show independence in selecting colour to expressfeelings and mood in a painting.

Formative Assessment:

Evaluation:

5

1hour

To select and recordfrom first-hand observation of the environment

To learn aboutImpressionism through the works of Claude Monet, gain anunderstanding of the Impressionistic movement in art,

To learnabout and experience impressionism

Asabove. To use avariety of methods and approaches to communicate observations,ideas and feelings in a painting.

Asabove. To useline, tone and shape to investigate different landscapes.

Introduction

Recap last lesson.Discuss with the chn that today we will be learning about anotherartist, have they heard about Claude Monet? Run through PPT askingquestions: What can they see?What is the focus of the work? Why did Monet select that particularviewpoint? What was the purpose of the work? Who was it for? Howhas Monet used line, colour and pattern in the work? When finisheddiscuss how Monet is different compared with Lowry.

Split the class intomixed ability groups, place a paintings by Monet and Lowry facedown on the table. Chn have 5 minutes to study the paintings andwrite down as many similarities and differences. After 5 minuteschn to Rally Robin and share ideas. Explain theImpressionism movement in art and its importance (artists who wereinfluenced by it) http://longwood.cs.ucf.edu/~MidLink/Impress.html, Display severalpaintings by Claude Monet. Walk around the classroom galleryand discuss with thestudents what thoughts the paintings bring to mind, what emotionsthey evoke. Start by modelling with your thoughts of these works ofart. Explain to the chn how different paintings can stir differentthoughts and emotion. Explain impressionism is a style of painting characterized byan artist's abstract interpretation of objects or scenes. Unmixedprimary colors and small brush strokes are used to simulate actualreflected light. The word "impressionism" was used for the firsttime in the French magazine, Charivari on April 25, 1874. Artcritic Louis Leroy was shocked by Monet's new artist style, whichbroke away from traditional, realistic painting. Leroy thought hiswork looked like blobs of paint that barely suggested reality.Unwittingly, Leroy named the most important artistic phenomenon ofthe nineteenth century after Monet's painting, "Impression:Sunrise". Influenced by Eugene Boudin, a seascape artist whopracticed painting outside (plein air), Monet abandoned his artstudio and painted on location (sur le motif). He achieved a freshimpression of nature by capturing transient light and color. Hisbrush strokes were simple and unblended on the canvas, whichcreated a shimmering sensation of light.

Main Activity allgroups

Explain to the chnthat for this activity we will be abandoning the classroom andgoing outside to paint a scene. They will be painting theirimpressionsof the landscape.

Plenary

Discusswhat it might have been felt like to have been an impressionistpainter. What influenced their work--- wind, temperature, theseason, amount of light, the view? Have the students title theirpictures "Impression:_______" (fill in the blank) and write it onthe back. Hang the pictures on the board. Ask the students to guessthe titles.

WILF:

FormativeAssessment

Evaluation

6

1.5hours

To use a variety ofmethods and approaches to communicate observations, ideas andfeelings in a painting.

Toconsider their feelings on their local area and portray how theyfeel in their art work.

As above.To use the style of Lowry and Monet to recreate alandscape.

Asabove. To use their art work to send out a message of how they feelabout their local environment.

Introduction

Recap last lesson anddiscuss the term impressionism. Explain to the chn that for todaylesson they will be using what they have learned during this unitto recreate a 360 degree view of a chosen part of theirenvironment. Chn to work in groups of 4 to take photos using digiblue of a 360 degree view they would like to recreate in paint. Thechn must discuss in groups the message they would like to depict.Can they find a 360 degree area that has urban and rural views? Canthey find a view that sends a message out about environmentalissues? Chn to work in mixed ability groups. Chn pick an area ofthe school, chn must consider environmental issues when takingimages.

Main Activity allgroups back in classroom

Tprint off images taken Explain that artistsmake works for different purposes, eg to show how people lived, orthe effects of industry on the landscape. Ask the children how theymight see their environment differently if they were a differentperson, eg an elderly person who had always lived in the area, aproperty developer, or a nature lover. How will they portray howthey see their environment when recreating the painting? Chndiscuss in groups the message they want to depict for people whoview their art work. What do they want to say about their localarea? Chn to discuss in groups how they will recreate the 360degree view using paint. How will they keep objects on the samelevel? Will they need to draw lines on their paper first? Chn todecide who will paint which view. Chn discuss together the approachthey are going to take. Will they draw first and then move topaint? Children to start recreating the paintings, using the styleof Lowry or Monet or both.

Plenary

Children write theirmessage on a large piece of paper and place next to art work.Children walk around the room and view other groups work inprogress. Does the work depict the message so far? Childrenevaluate their own and other groups work. Chn to discuss in groupswhat they need to do next. How do they feel about their local area?Does their work reflect their feelings?

WILF:

Formative Assessment

Evaluation

7

1hour

To compare ideas,methods and approaches in their own and others work and say whatthey think and feel about them

To describe how theymight develop their work further.

Introduction

Chn discuss in groupsthe work they have done so far, what will they do next? Before theybegin chn to discuss the purpose of the painting. Chn discusstechniques they could use for different parts of the painting, andthe artist they are using to inspire their painting.

Main Activity allgroups

Children to finishpainting the photograph in the style of Lowry or Monet. Chn toconsider the painting techniques and how they will use them intheir painting. Chn to limit their palette to only five colours.Children to consider the mood they would like to portray in theirpainting and to select the appropriate colours to fit the mood theywould like to depict.

Encourage thechildren to:

paintin the large areas of the composition first

workfrom lighter colours to darker colours

use alimited colour palette

T to walk aroundthe room making suggestions and assessing pupils.

TAsupport.

Plenary

Children to put theirwork together to fit the 360 degree view. What message are theysending out about their environment? Allow teams tolook at others work. Can we offer constructive criticism? Do ourpaintings have impact? Can we improve them in any way? Children toname the paintings. Children to present the paintings to other Y6classes and discuss the message they re sending out about theirlocal environment.

WILF:

Childrenwho can use their art work to reflect how they feel about theirlocal environment.

Childrenwho compare and comment on their ideas, methods and approaches andhow these relate to the purpose of their work.

Asabove. Chn who adapt and improve their work to realise theirintentions.

Formative Assessment

Evaluation