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Medium Term Planning for Art & Design - Mosaics Autumn Term 2008 Class 3
|Mosaics – Overview of Key Skills |NC POS – Art & Design KS2: 1a-c, 2a-c, 3a-b, 4a-c |
|Concepts – Colour, pattern, line, shape, form, texture |Cross-curricular links |
|Talking about art – The past, other cultures |History: Roman life, houses, art |
|Skills and processes – Drawing in a sketchbook, collage (working with mosaic)|Maths: 2-D shapes, tessellation |
|Learning Objectives |Whole-class Teaching |Independent Work |Success Criteria |Assessment Opportunities |Resources, including ICT |
|What is a mosaic? |Introduce the unit and the learning |Ask them to make rough drawings of |Able to understand what a mosaic |Drawings in sketch books and |Images of mosaics (Roman and |
|(Week one) |objectives attached to it. Explain that |images or patterns they might like |is |questioning during the plenary |modern) taken from internet. |
| |we are using mosaics as our A&D project |to use in their own mosaics, either |Able to use some ideas to draft |session. | |
|To understand the concept of a |this term as this links with our history |from those we have seen, ones found |initial sketches | |Books on Romans with mosaic |
|mosaic |work on the Romans. |in books on Roman life, or from |Able to understand how mosaics | |pictures in. |
|To question and make thoughtful | |their own ideas. |were used by the Romans | | |
|observations about different |Ask | | |Level 2 |Art paper |
|mosaics and select ideas to use in |What is a mosaic? |Designs should be very simple and | |Pupils explore ideas. |Pencils (drawing and coloured)|
|their own work |Have you ever seen a mosaic? Where? |use a limited colour palette. | | | |
|To understand how mosaics featured |How are mosaics different from other art | | |Level 3 |School mosaic and William’s |
|in Roman life |forms? | | |Pupils explore ideas and collect |mosaic |
| |How are they made? | | |visual and other information for | |
| |What materials are they normally made | | |their work. | |
| |from? | | | | |
| | | | | | |
| |Ask the children to look at pictures of | | | | |
| |different kinds of mosaics and identify | | | | |
| |features of these. Ask the children what | | | | |
| |they notice about the mosaics – | | | | |
| |materials, colours, design, size. | | | | |
| | | | | | |
| |Vocabulary: | | | | |
| |Mosaic, Roman, floor, tile, | | | | |
| |tessera/tesserae, interstices, glass, | | | | |
| |paper, design, pattern | | | | |
|What are the key features of a |Discuss how mosaics are designed and |Children use modelling |Able to understand the principles |Look at small mosaics made with |Images of mosaics (Roman and |
|mosaic? |made. |clay/plasticine to create their own |of mosaic making |modelling clay. |modern) taken from internet. |
|(Week two) | |tesserae and build these into small |Able to make tesserae and put them| | |
| |Using the images from the previous week, |mosaics on modelling boards. |together to make simple mosaics |Level 2 |Books on Romans with mosaic |
|To understand the materials and |talk about the materials and designs | | |They investigate and use a |pictures in. |
|processes used to create mosaics |used. |Stress importance of not muddling | |variety of materials and | |
|To select and try out ideas to use |Focus on colours, patterns, simplicity of|colours together and keeping | |processes to communicate their |Modelling clay or plasticine |
|in their own work |design. |tessarae slightly apart using | |ideas and meanings.. |Modelling boards |
| | |interstices. | | |Craft tools |
| |What did the Romans use to make mosaics? | | |Level 3 | |
| |What could we use? Cardboard for backing,| | |They investigate visual and |Digital camera to record |
| |tesserae made from paper or foam. | | |tactile qualities in materials |children’s work |
| | | | |and processes, communicate their | |
| |Select one picture and demonstrate making| | |ideas and meanings. | |
| |and using tesserae to reproduce a part of| | | | |
| |the image. | | | | |
|Designing our mosaics |Explain that we are going to design our |Children sketch and colour their own|Able to create their own sketched |Completed sketches of their |Images of mosaics (Roman and |
|(Week three) |own mosaics which we will then make. |designs in their sketch books, |design for a simple mosaic |designs. |modern) taken from internet |
| |Explain the success criteria: |clearly showing outlines and colour |Able to demonstrate that they have| | |
|To create a design for a mosaic | |blocks of tiles to be used. |designed to the success criteria |Level 2 |Books on Romans with mosaic |
|To apply their experience of mosaic|Mosaic should be simple enough to | | |They design and make images and |pictures in |
|making to ensure their design is |complete in the time allowed |Designs should be very simple and | |artefacts. | |
|workable |Picture should be easily recognisable |use a limited colour palette. | | |Sketchbooks |
| |No more than six colours to be used | | |Level 3 | |
| |Interstices should be visible between the| | |They design and make images and |HB and coloured pencils |
| |tiles | | |artefacts for different purposes.| |
| | | | | | |
| |Take ideas for subject matter from the | | | | |
| |class (e.g. flower, animal, food, | | | | |
| |geometric pattern, pupil’s name). | | | | |
| |Demonstrate on IWB how to sketch and | | | | |
| |colour the design using blocks of colour.| | | | |
| |Repeat so that there are two designs – | | | | |
| |one an object, the other a pattern. | | | | |
|Creating our mosaics |Recap on everything learnt about mosaic |Children transfer own designs to |Able to transfer design to make a |Completed mosaics. |Designs from sketchbooks |
|(Weeks four and five) |making to date. Ask children to recall |card bases. (Allow time for them to |mosaic base | | |
| |the success criteria for their mosaics, |review initial design if it is too |Able to use the relevant materials|Level 2 |Ready drawn designs for less |
|To transfer initial designs to a | |complicated to meet the success |to create their own mosaic |They design and make images and |able pupils (from clipart) |
|template for a mosaic |Discuss next steps, allowing children to |criteria). | |artefacts. | |
|To build the mosaic using paper or |make suggestions as to how to create | | | |Thin card (A4 size) |
|foam tessarae |their mosaics. |They then build up their mosaic | |Level 3 | |
| | |using the materials provided. | |They design and make images and |HB pencils |
| |Demonstrate the techniques needed to | | |artefacts for different purposes.| |
| |carry out their project: |Finished mosaics may have a frame | | |Paper or foam tesserae (in |
| | |added to them, ready for display. | | |pots, by colour) |
| |Transfer of design onto card base | | | | |
| |Annotation of design with colours |Second week – children should review| | |Silver/gold paper tesserae |
| |Application of glue and mosaic pieces (a |their work before beginning, | | | |
| |small area at a time) |adapting it as necessary to meet the| | |Scissors |
| |How to cut tiles to size and shape |success criteria. | | | |
| | | | | |Glue sticks/pots of glue |
| |Allow time for questions before children | | | | |
| |set to work on individual projects. | | | | |
|Evaluating our finished mosaics |Ask children to recall the success |Children complete short evaluation |Able to recognise and comment on |Completion of self-evaluation |Completed mosaics |
|(Week six) |criteria that we set for this project. |forms for their own work. |the merits of other pupils’ work |forms. Listening to groups | |
| | | |Able to suggest ways of improving |working together and presenting |Success criteria |
|To be able to evaluate their own |Using one child’s work as an example, |They then work in small groups to |their own work and that of others |to the class. | |
|work and that of others against |work through the self-evaluation form |evaluate each others’ mosaics. | | |Self-evaluation forms |
|given criteria |together |Compare finished mosaic with initial| |Level 2 | |
|To be able to suggest was of | |design. | |They comment on differences in | |
|improving work | | | |others' work, and suggest ways of| |
| | |Discuss what was easy/hard in the | |improving their own. | |
| | |process. | | | |
| | | | |Level 3 | |
| | |Discuss what could be improved and | |They comment on similarities and | |
| | |how. | |differences between their own and| |
| | | | |others' work, and adapt and | |
| | |Groups choose one piece to present | |improve their own. | |
| | |to the whole class | | | |
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Mosaics – Lesson 1
|Date |Time 1 hour |Lesson Exploring and developing ideas for mosaics |Year Group 3/4 |Teacher |
|Learning Objectives |Whole-class Teaching |Independent Work |Plenary |Resources, including ICT |
|What is a mosaic? |Introduce the unit and the learning objectives attached to it. |Ask them to make rough drawings of |Ask children to present their work |Images of mosaics (Roman and modern) |
| |Explain that we are using mosaics as our A&D project this term as |images or patterns they might like to|to the class, explaining their |taken from internet. |
|To understand the concept of a |this links with our history work on the Romans. |use in their own mosaics, either from|initial ideas. | |
|mosaic | |those we have seen, ones found in | |Books on Romans with mosaic pictures in.|
|To question and make thoughtful |Ask: |books on Roman life, or from their |What kind of images do they think | |
|observations about different |What is a mosaic? |own ideas. |would be easiest to reproduce as a |Art paper |
|mosaics and select ideas to use in |Have you ever seen a mosaic? Where? | |mosaic? |Pencils (drawing and coloured) |
|their own work |How are mosaics different from other art forms? |Designs should be very simple and use| | |
|To understand how mosaics featured |How are they made? |a limited colour palette. | |School mosaic and William’s mosaic |
|in Roman life |What materials are they normally made from? | | | |
| |What kinds of images do you find in mosaics? | | | |
| | | | | |
| |Ask the children to look at pictures of different kinds of mosaics| | | |
| |and identify features of these. Ask the children what they notice | | | |
| |about the mosaics – materials, colours, design, size. | | | |
|Key Questions |Vocabulary |TA Support |Success Criteria |Assessment Opportunities |
|How is a mosaic made? |Mosaic, Roman, floor, tile, tessera/tesserae, interstices, glass, |No TA support this lesson. |I can explain what a mosaic is and |Drawings in sketch books and questioning|
|What ideas do they give you for |paper, design, pattern, symmetrical | |how it is made |during the plenary session. |
|your own work? (colour, texture, | | |I can explain how mosaics were used|Level 2 |
|composition) | | |by the Romans |Pupils explore ideas. |
| | | |I can produce ideas in images to |Level 3 |
| | | |use in my own work |Pupils explore ideas and collect visual |
| | | | |and other information for their work. |
Mosaics – Lesson 2
|Date |Time 1 hour |Lesson Exploring and developing ideas for mosaics |Year Group 3/4 |Teacher |
|Learning Objectives |Whole-class Teaching |Independent Work |Plenary |Resources, including ICT |
|What are the key features of a |Discuss how mosaics are designed and made. |Children use modelling |Look at finished mosaic work. |Images of mosaics (Roman and modern) |
|mosaic? | |clay/plasticine to create their own |Discuss how easy or difficult the |taken from internet. |
| |Using the images from the previous week, talk about the materials |tesserae and build these into small |children found it to make the | |
|To understand the materials and |and designs used. |mosaics on modelling boards. |tesserae and the mosaic. |Books on Romans with mosaic pictures in.|
|processes used to create mosaics |Focus on colours, patterns, simplicity of design. | | | |
|To select and try out ideas to use | |Stress importance of not muddling |How might today’s experience help |Modelling clay or plasticine |
|in their own work |What did the Romans use to make mosaics? What could we use? |colours together and keeping tessarae|you with your own mosaic design? |Modelling boards |
| |Cardboard for backing, tesserae made from paper or foam. |slightly apart using interstices. | |Craft tools |
| | | | | |
| |Select one picture and demonstrate making and using tesserae to | | |Digital camera to record children’s work|
| |reproduce a part of the image. | | | |
|Key Questions |Vocabulary |TA Support |Success Criteria |Assessment Opportunities |
|What is a tessera? |Mosaic, tile, tessera/tesserae, interstices, plasticine, modelling|No TA support this lesson. |I can explain the materials and |Look at small mosaics made with |
|How easy is it to join tesserae to |clay, design, pattern, symmetrical | |processes used to make a mosaic |modelling clay. |
|make a mosaic? | | |I can produce ideas in modelling | |
|How has this helped you with your | | |clay to use in my own work |Level 2 |
|own design? | | | |They investigate and use a variety of |
| | | | |materials and processes to communicate |
| | | | |their ideas and meanings. |
| | | | | |
| | | | |Level 3 |
| | | | |They investigate visual and tactile |
| | | | |qualities in materials and processes, |
| | | | |communicate their ideas and meanings. |
Mosaics – Lesson 3
|Date |Time 45 minutes |Lesson Designing our mosaics |Year Group 3/4 |Teacher |
|Learning Objectives |Whole-class Teaching |Independent Work |Plenary |Resources, including ICT |
|Designing our mosaics |Ask children to think back to last week’s mosaic work. Discuss how easy or difficult |Children sketch and colour |Review pupil’s work. How do |Images of mosaics (Roman and |
| |the children found it to make the tesserae and the mosaic. |their own designs in their |they match the success |modern) taken from internet. |
|To create a design for a mosaic | |sketch books, clearly showing |criteria? | |
|To apply their experience of mosaic|How might last week’s experience help you with your own mosaic design? |outlines and colour blocks of | |Books on Romans with mosaic |
|making to ensure their design is | |tiles to be used. |Identify any areas that may |pictures in. |
|workable |Explain that we are going to design our own mosaics which we will then make. Explain | |prove difficult to create in | |
| |the success criteria. Allow the children to suggest their own ideas: |Designs should be very simple |mosaic format. |Sketchbooks |
| | |and use a limited colour | | |
| |Mosaic should be simple enough to complete in the time allowed |palette. They should cover the | |HB and coloured pencils |
| |Picture should be easily recognisable |whole page. | | |
| |No more than four or five colours to be used | | |Funky foam tesserae to be used |
| |Interstices should be visible between the tiles | | |next week, so children can see |
| | | | |the colour palette available to|
| |Take ideas for subject matter from the class (e.g. flower, animal, food, geometric | | |them |
| |pattern, pupil’s name). Demonstrate on IWB how to sketch and colour the design using | | | |
| |blocks of colour. Repeat so that there are two designs – one an object, the other a | | |Picture templates |
| |pattern. | | | |
|Key Questions |Vocabulary |TA Support |Success Criteria |Assessment Opportunities |
|Is your design simple enough for a |Mosaic, tile, tessera/tesserae, interstices, design, pattern, colour, symmetrical |Working with less able pupils. |I can create my own sketched |Completed sketches of their |
|mosaic? | | |design for a simple mosaic |designs. |
|Have you used a limited amount of | |Use templates if they cannot | | |
|colours? | |create own drawing. |I can demonstrate that I have |Level 2 |
| | | |designed to the success |They design and make images and|
| | | |criteria |artefacts. |
| | | | |Level 3 |
| | | | |They design and make images and|
| | | | |artefacts for different |
| | | | |purposes. |
[pic] [pic] [pic]
[pic] [pic] [pic]
[pic] [pic] [pic]
[pic]
Mosaics – Lessons 4 and 5
|Date |Time 45 minutes |Lesson Creating our mosaics |Year Group 3/4 |Teacher |
|Learning Objectives |Whole-class Teaching |Independent Work |Plenary |Resources, including ICT |
|Creating our mosaics |Recap on everything learnt about mosaic making to date. Ask children to |Children transfer own designs to card|Review pupils’ work so far, |Designs from sketchbooks |
| |recall the success criteria for their mosaics, |bases as a simple line drawing – no |allowing pupils to see each | |
|To transfer initial designs to a | |colour. (Allow time for them to |other’s work. |Ready drawn designs for less able |
|template for a mosaic |Discuss next steps, allowing children to make suggestions as to how to |review initial design if it is too | |pupils (from clipart) |
|To build the mosaic using paper or |create their mosaics. |complicated to meet the success |Do they match the success | |
|foam tessarae | |criteria). |criteria? |Thin white card (A4 size) |
| |Demonstrate the techniques needed to carry out their project: | | | |
| | |They then build up their mosaic using|Identify any areas that are |HB pencils |
| |Transfer of design onto card base |the materials provided. |proving difficult to create in | |
| |Annotation of design with colours | |mosaic format and discuss ideas |Foam tesserae (in pots, by colour) |
| |Application of glue and mosaic pieces (a small area at a time) |Finished mosaics may have a frame |for improving our work. | |
| |How to cut tiles to size and shape |added to them, ready for display. | |Scissors |
| | | | | |
| |Allow time for questions before children set to work on individual |Second week – children should review | |Pots of UPV glue |
| |projects. |their work before beginning, adapting| | |
| | |it as necessary to meet the success | | |
| | |criteria. | | |
|Key Questions |Vocabulary |TA Support |Success Criteria |Assessment Opportunities |
|Have you copied your design |Mosaic, tile, tessera/tesserae, interstices, design, pattern, colour, |Working with less able pupils, |I can transfer my design to make |Completed mosaics. |
|accurately? |symmetrical, transfer, glue |helping them to transfer their design|a mosaic base | |
|Are you only completing a small | |to the card and stick tesserae | |Level 2 |
|area at a time? | |correctly. |I can use the relevant materials |They design and make images and |
| | | |to create their own mosaic |artefacts. |
| | | | |Level 3 |
| | | | |They design and make images and |
| | | | |artefacts for different purposes. |
Mosaics – Lesson 6
|Date |Time 45 minutes |Lesson Evaluating our mosaics |Year Group 3/4 |Teacher |
|Learning Objectives |Whole-class Teaching |Independent Work |Plenary |Resources, including ICT |
|Evaluating our finished mosaics |Ask children to recall the success criteria that we set for this project. |Children complete short |Groups choose one piece to |Completed mosaics |
| | |evaluation forms for their own |present to the whole class. | |
|To be able to evaluate their own |Mosaic should be simple enough to complete in the time allowed |work. |The spokes- person presents |Success criteria |
|work and that of others against |Picture should be easily recognisable | |the group’s findings and the | |
|given criteria |No more than four or five colours to be used |They then work in small groups to|other children can feed back |Self-evaluation forms |
|To be able to suggest was of |Interstices should be visible between the tiles |evaluate each others’ mosaics. |their own comments. | |
|improving their work | |Compare finished mosaic with | | |
| |Using one child’s work as an example, work through the self-evaluation form |initial design. | | |
| |together, explaining how it works. | | | |
| | |Discuss what was easy/hard in the| | |
| |Take a digital photograph of their mosaic and leave a space on the evaluation|process. | | |
| |form for it. Ask the children to annotate the photo with answers to the | | | |
| |evaluation questions. |Discuss what could be improved | | |
| | |and how. | | |
|Key Questions |Vocabulary |TA Support |Success Criteria |Assessment Opportunities |
|What do you like/dislike about your|Mosaic, tile, tessera/tesserae, interstices, design, pattern, colour, |Working with less able pupils, |I can recognise and comment |Completion of self-evaluation forms. |
|finished mosaic? |symmetrical, transfer, glue, evaluate, suggest, improve |helping them to transfer their |on the merits of other |Listening to groups working together and|
|What would you do differently next | |design to the card and stick |pupils’ work |presenting to the class. |
|time? | |tesserae correctly. | |Level 2 |
| | | |I can suggest ways of |They comment on differences in others' |
| | | |improving their own work and |work, and suggest ways of improving |
| | | |that of others |their own. |
| | | | | |
| | | | |Level 3 |
| | | | |They comment on similarities and |
| | | | |differences between their own and |
| | | | |others' work, and adapt and improve |
| | | | |their own. |
Name__________________
Evaluating my finished mosaic
My finished mosaic looks like this
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What do you like about your mosaic?__________________________________
_____________________________________________________________
How would you improve your work next time?____________________________
_____________________________________________________________
What new skills have your learnt?____________________________________
___________________________________________________________
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