Jmb

LearningObjectives

POS

Possible TeachingActivities & key vocabulary

Linked to

Resources /ICT

Expected LearningOutcomes/ assessment

Children shouldlearn:-

      Romanmosaics

      Celtic brooch /necklace designs

     Illuminatedletters

Hist/ geog

to question andmake thoughtful observations about starting points for theirwork

1

Ask the children totalk about a familiar journey, eg their journey to school, ajourney around the school, a journey between two other places.Ask them to describe and note in detail what they remember passingon the way.

Explore a range of maps, aerial photographs, abstract art and otherstimulus material. Discuss the use of lines, shapes and patterns inthe material and how they have been used to indicate objects andfeatures. Point out that their use can be decorative as well asfunctional.

Hist/ geog

Display sourcematerial that shows how journeys are visually represented indifferent cultures, eg Western, Native American, Aboriginalcultures

describe places,events and journeys they have experienced

identifydifferent ways of representing objects and features related to mapsand journeys

to collect visualand other information to help them develop their ideas, includingusing a sketchbook

1

      Ask the children tomake visual notes in their sketchbooks of some of the patterns inthe stimulus material that they could use to represent their ownjourneys.

Askthe children to invent their own signs and symbols using differentcombinations of the lines and shapes in their sketchbooks.Encourage the children to avoid obvious signs and symbols and toembellish and develop their signs and symbols, using colour if theywish.

Emphasise thefunction of the sketchbook for exploring and storing informationand ideas. Some children may need to be encouraged to explore morethan one idea.

      explore how lines canbe used to create patterns

design theirown signs and symbols to represent objects, events or people

to question andmake thoughtful observations about the stimulus for theirwork

1

      Display the workproduced so far and encourage the children to talk about why theychose to use particular shapes.

Askthe children to think again about a journey (this could be thejourney discussed at the start or an imagined journey). Talk abouthow they can represent the journey. What is the journey about?If it is imagined, what fantastic places will they journey to andwhat will they see on the way?

RE

Hist/ geog

Signs have adirect meaning, eg a cross means church. Symbols often havehidden or multiple meanings, eg the circle can stand for unityand for the cycle of birth, life and death.

Celtic crossesin the church yard.

      describe and explainthe signs and symbols they make

comment on similarities and differences in their own and othersideas and preparatory work

to investigateand combine visual and tactile qualities of materials and processesand to match these qualities to their ideas about a journey

2

      Ask the children tothink how they will compose their picture of the journey. Whatcomposition are they going to use? Does it have to be in arectangle? Could they use other shapes, like a circle? Could thejourney start in the middle and work its way out to the edge? Whatsigns or symbols will be used to represent ideas about thejourney? Encourage them to experiment with different ways ofusing line and to try to create unexpected and interesting shapesand patterns to divide up their picture space. Ask them toincorporate signs and symbols to represent their journey.

Help the children tochoose the materials and processes that will best convey thedifferent parts of their journey. These could include:

painting, eg usingdifferent consistencies of paint, varying brush marks, mixing sandwith paint to give it a texture

collage, egexploring the surface pattern and textures of a range of papers,overlaying different kinds of tissue paper

print making, egcreating surface texture using rollers, sponges, engraving andprinting from an inked surface

Encourage thechildren to think about the shape of their image and the surfacequalities of their work. Encourage them to experiment with line,shape, pattern and texture, including:

lines and marks,eg direct, meandering, accidental, intentional

pattern, eggeometric, symmetrical, asymmetrical

texture, eg rough,smooth, shiny, shimmering

colour, eg pure, mixed, earth, natural, artificial, bright,dull

Hist/ geog

Paul Klee-taking a line for a walk

represent indiagrammatic form and as a decorative piece, a real or imaginedjourney

combine differenttechniques in their work

select materials andprocesses and organise and combine these in their work

experiment with visual and tactile qualities

tocompare ideas, methods and approaches in their own and others workand say what they think and feel about them

3

Exhibit the completed images along with the preliminary work. Askthe children to reflect on what they and others have done and todescribe and evaluate their work using the vocabulary they havelearnt. What signs and symbols have they used? How well havethey used line, shape, pattern and texture to describe theirjourney? How well have they used and combined different media? Howwell do the materials and methods they used match theirideas?

Literacy

Afinal exhibition could include the childrens work and objectsassociated with travelling and journeys.

explain their choiceof content, form, materials and technique

identify similarities and differences between their own and otherswork

Resources for the unit-

sketchbooks

drawing materials

painting materials

materials for paper collage, eg card,coloured tissue, coloured and textured paper, glue,scissors

materials for print making

aerial photographs, ancient and modernmaps, weather maps, diagrams of mazes and other structures seenfrom above

examples of abstract art from a range ofcultures that combine lines, shapes, colours and patterns fordecorative effect, eg:

Aboriginal paintings representing areal or imagined journey

work by Paul Klee using signs andsymbols to represent landscape or a journey

  work by contemporary artists such as Richard Long, theBoyle family, Lesley Davey

  Celtic art work- celtic knot patterns