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Programme 1: Chad McCail - Every picture tells a story
Activities
Programme 1 activities
Before viewing
As this is the first programme in the series, ask pupils:
to describe what an artist does
why some people become artists
where artists work
what materials artists use
whether different artists use different materials
whether being an artist is a real job
Language development
Ensure that the children have an understanding of the following artistic vocabulary and key terms:
motion curves: small lines drawn near an area of movement on the body which help to animate a figure or object.
After viewing
Ask pupils to think of a time when they felt strong emotions that they would like to share with the class. Ask them to write down the events, then group them together in logical order into no more than six categories:
1. What was it?
2. Where did it happen?
3. How did it start?
4. Who was involved?
5. Why did it happen?
6. What was the eventual outcome?
The drawing where possible should be sourced from life, eg if there was a car involved, get them to draw one from the classroom window or take a group out of school in order to collect their reference material. This exercise is also an enjoyable way of translating a story from a school outing or a summer holiday.
Materials needed:
A4 sketchbook
A2 paper
lead pencils
black and coloured felt pens
tracing paper to help position drawings in a scene
Gouache paints
Where painting to a line has been mastered, the Gouache paint can be substituted for coloured felt pens. The paint is to be kept flat using very little water. When using paint, black felt pens must be permanent unless drawing is outlined after it has had plenty of time to dry – watch out for clothes.
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