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Curriculum Relevance
All 'Express Yourself' Programmes
Scotland
In the National Guidelines for the curriculum Expressive Arts 5-14, the ability to do the following are identified as key stages for pupils aiming at level C, D, E, Art & Design. This relates to the learning outcomes titled Ideas and Create in this document:
Ideas: through the use of materials, techniques, skill and media the pupil will learn to investigate visually and record
Create: using various materials, techniques, skills and media
England and N. Ireland
In the National Guidelines for the curriculum, the ability to do the following are identified as key stages for pupils aiming at level 2-3-4, Art & Design. This relates to the learning outcomes titled Ideas and Create in this document:
Ideas: knowledge, skills and understanding – exploring, investigating and developing ideas
Create: Making art, craft and design and evaluation
Wales
In the National Guidelines for the curriculum, the ability to do the following are identified as key stages for pupils aiming at level 2-3-4, Art & Design. This relates to the learning outcomes titled Ideas and Create in this document:
Ideas: Understanding and investigating
Create: Making
Programme 1 - Learning Outcomes
Ideas:
Recording ideas from experience and observation
Using a sketchbook
The importance of a sketchbook as a body of reference material Create:
Telling a story through art to engage an audience
Developing pencil control
Identifying and selecting the main characteristics of an object or subject to produce a simplified drawing
How to position an object/subject on a page
Introducing a sense of movement to a drawing
Selecting and rejecting elements in order to stick to the main point of a scene
Understanding that what you leave out of a picture is as important as what you include
Using colour to help objects stay in the background, stand out or convey feeling
Cross Curricular Areas
Language:
Organising stories into scenes that have a beginning, middle and end
Developing ways of linking scenes
Programme 2 - Learning Outcomes
Ideas:
How to collect and gather information to collate an image
Using a local resource (in this case, the museum) as a research tool to produce creative work
Using drawing and photography as a visual research tool
Using a digital camera
Create:
Planning the composition of a photograph
How to take a photograph
Using a photocopier to blow up and scale down images to play with scale within the picture composition (thinking about perspective and 2D space)
Composing a picture by cutting and pasting images (using scissors and glue)
Understanding the principles of photographing people and objects, getting close in and holding the camera steady, getting down to the model’s eye level to take a photo if they are smaller than you
Understanding the difference between the terms ‘portrait’ (short length of paper at the top) and ‘landscape’ (longest length of paper at the top or following the horizon)
Where to focus the lens
Understanding the principles of framing and scale in photography, how to distance themselves from an object in order to alter its size
Acting out scenes, using props to help make your pose realistic when cut out, eg sit across a stool if you are sitting on an animal in your final photo
Using a photocopier to increase and decrease the size of objects
Cross Curricular Areas
Personal writing about dreams
Photography is not only used within an arts context, the activities can also be tailored to any part of the curriculum, eg a local history project or a science project
Programme 3 - Learning Outcomes
Ideas:
Understanding how 3D sculptures are built from 2D shapes
Taking apart 3D sculptures to form 2D plans to aid the understanding of the construction process (The children will take apart tennis balls, footballs and boxes to understand net shapes)
Create:
Learning how to plan out a 3D sculpture on a flat piece of paper considering shape and scale
Constructing 3D sculptures of things found in the sky using plastic and tape, models to be drawn, cut and stuck and inflated using electric fans, a hairdryer on a cool setting creates the same effect
Cross Curricular Areas
Mathematics:
Working out the nets of 3D shapes
Technology:
Designing 3D sculptures that are airtight and suitable for inflating
Language:
Giving their inflatable sculptures a title
Programme 4 - Learning Outcomes
This process forms the basis of an investigation into abstraction and identity.
Ideas:
Learning about abstraction and how to abstract information and forms from both visual and three-dimensional sources through a series of drawing exercises
Teaching the children to create a particular atmosphere through the use of colour as opposed to drawing objects
Working together to investigate the use of colour
Discussing cold and warm colours and primary colours, with an emphasis on how colours work together, how you can create a feeling of space with colour, and how colours make you feel
Demonstrating how optical effects can create a particular mood
The children will need to experiment with various exercises before beginning the main activity.
Create:
Time is spent on colour mixing, colour as tone and mark-making using acrylic paint
Drawing forms the basis of a design for a painting
Using a photocopier to increase and decrease the size of drawings or collected images
Using flat shapes to construct a collage
Understanding the difference between portrait and landscape
Combining colour, texture and pattern while learning to make a composition
Mixing paint
Experiencing the effects of using different sized paint brushes
Programme 5 - Learning Outcomes
Ideas:
Imagining the village under the water and sketching it out
Create:
Translating information to construct a 3D version of a section of the village from cardboard
Making sure that all of the buildings and other constructs are built to scale
Marking out the main details of the buildings in dark paint
Working in groups and making team decisions
Cross Curricular Areas
This model-making exercise can be tailored to any part of the curriculum, eg a local history project or a geography project
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