|Description||medium term plan for art unit on Journeys|
|File 1||221_Art med term 2008 Journeys.doc|
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Medium Termplanning: Year 4 Term 2Subject Art & Design QCA Unit 4C Journeys
Possible TeachingActivities & key vocabulary
Expected LearningOutcomes/ assessment
Celtic brooch /necklace designs
to question andmake thoughtful observations about starting points for theirwork
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.
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
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
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?
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
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
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
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?
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-
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