THE ROMANS
|Art & Design |Summer Term |
|Knots and Tangles |Year 4 |
|Learning Objectives |Suggested Activities |Resources |
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|To be able to draw accurately from observation. |Children to discuss the subject of knots and tangles – brainstorm ideas (eg hair, string |Knotted strings/threads/laces etc… |
| |or rope, rubbish tips, yoga!) Everyday examples and ideas about how they could use these |Knot & Tangles picture pack |
|To be able to make appropriate decisions |as a stimulus for artwork. They could collect images from magazines/ internet etc… to | |
|about composition for drawing. |provide a starting point for the project. This could be a Learning Log activity- To |Log books. |
| |collect a series of pictures/images of objects that are knotted/tangled. Children could | |
|To understand the term ‘contrast’. |use magazines/Internet etc… and stick the images that they have collected into their art | |
| |log book. | |
|To know what is meant by the term ‘still life.’ | | |
| |Children to make quick observational sketches of different types of knot in their log | |
|To understand the reasons for using a ‘neutral’ background for still life|books. They could use magnifying glasses or viewfinders to focus closely on each knot. | |
|compositions. |Use a variety of textures, such as thick string but also shoelaces. How can the children | |
| |make marks to capture the textures of each knot? Could do this as a ‘rotation’ with | |
| |children having ten minutes on a table where each place set has a particular type of | |
| |knot, then move to a table with a different style of knot etc…so that they make 5 or 6 | |
| |sketches in an hour. They could mentally divide a page of their log book into 6 in order |Thick string |
| |to consider the ‘scale’ of each drawing. |Rope |
| | |Shoelaces |
| | |Wool |
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| |Tie up a range of materials into ‘knots’ eg bin liner/ crisp packets/ plastic bag/ | |
| |fabrics/ newspaper/bubblewrap/netting/wrapping paper. Fray or cut edges to add extra | |
| |interest. Discuss the term ‘still life. | |
| |Challenge the children to produce a detailed observational drawing of an object/objects | |
| |that are knotted/tangled. Set up some still life compositions of objects that are knotted| |
| |or tangled. Take photos of the compositions from different angles. (eg above/ different | |
| |side views). Print pictures and either put into log book or present them for a class | |
| |display.) | |
| |Children to arrange two objects with contrasting textures that have been knotted (eg | |
| |plastic bag / newspaper). Children to decide upon landscape/portrait format. Use neutral | |
| |backgrounds to make light & dark shades stand out (eg place on a green or grey sugar | |
| |paper- explain why neutral backgrounds can help by highlighting the contrasts. Dark | |
| |shades don’t appear so dark on a dark background, light tones don’t appear so light on a | |
| |light background!) |Plastic bags /fabrics /newspaper/ netting/crisp packets /wrapping paper|
| | |etc… |
| |Demonstrate to the children how to create a ‘knotted pattern’ , showing them examples of | |
| |the finished product. Use the guidance in the Knots & Tangles pack to help. Decorate the | |
| |patterns using felt pens and careful choices of colour. (eg colour families / | |
| |complementary colours.) | |
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|To be able to create a ‘knotted pattern’ through taking ‘lines for a | | |
|walk.’ | |Knotted Pattern guidance (Knots & Tangles Pack) |
| | |Examples of knotted patterns |
| | |Cartridge Paper |
| | |Sketching pencils |
| | |Felt pens |
| | |Thin black pens / outliners |
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|To be able to create a variety of images using printing processes. |Children to make ‘string’ prints and ‘glue’ prints. Discuss processes and evaluate |Glue |
| |similarities and differences- quality of marks, ways to extend or develop each process. |Printing Inks |
|To be able to control the printing process in order to achieve a desired |This could be done as a whole afternoon ‘Print Workshop.’ |String |
|effect. | |Polystyrene tiles |
| |String prints- glue string onto a piece of card (about A5 size) in an interesting |Glue gun |
| |pattern. Paint using a limited colour range (either warm colours or cold colours) Discuss|Wax crayons |
|To be able to make choices about materials, composition and colour. |what we mean by these terms. | |
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| |Glue Prints- use a glue bottle and take the glue ‘for a walk’ squeezing a pattern of | |
| |squiggles/knots over the paper. Allow the glue to dry hard and then paint & print using a| |
| |limited colour range. Glue gun glue would be an alternative option to PVA. | |
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| |Prints could also be made by ‘scratching’ or ‘etching’ into polystyrene tiles and then | |
| |printing. Compare effects of the different techniques. This could alternatively be done | |
| |by colouring a piece of card with black crayon and etching out a design . | |
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| |Before making the prints the children could make smaller test-prints for log books, or | |
| |alternatively, the children could record some of the processes in their log books by | |
| |cutting a section (about a quarter) of their card and making a print in their log book – | |
| |annotating each image with brief details of process (glue printing/ string | |
| |printing/etching etc). | |
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|To be able to produce a piece of ‘textiles’ art work around the theme of |Look at images of creepers etc… that are twisted and knotted. Use a silk-screen frame (or|Coathangers |
|knots and tangles. |alternative frame, such as a coathanger) as a starting point. Tie/plait tangle various |Silk screen frame |
| |threads onto the frame. Use different thicknesses (thick wool, thin cottons, even include|Range of textiles materials |
| |thin ropes/hessians) Threads could be dyed in various shades to explore a chosen colour |Dylon dyes |
| |family. When the art work is complete it could be removed from the frame and mounted onto|Buckets |
| |appropriate coloured card. |Coloured card |
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| |Return to brainstormed ideas. Discuss the processes that the children have tried out and | |
| |challenge them to plan their own piece of artwork based on the theme of ‘Knots & | |
| |Tangles.’ (Some children may need to have some scaffolded ideas) Could simply be an | |
| |observational still life drawing of appropriate objects (but more ambitious and greater | |
|To produce an ‘independent’ piece of artwork based on the theme of knots |range to be encouraged than as compared to observational drawings at the start of the | |
|and tangles. (Extension work) |project) or it could involve other processes (eg use of textiles / printing / modelling | |
| |wire etc) Children to be allocated 2 to 3 sessions to plan and produce their piece. Would|Textiles box |
| |be helpful to have 2 or 3 different examples that reflect variety. |Collection of photos relating to knots & tangles theme. |
| | |Variety of dyes |
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| |Reflect on the art project with a partner, within small groups, and as a whole class. | |
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| |Children could set up a class exhibition at the end of the project and invite other | |
| |classes or their parents in. | |
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|To evaluate their own work, and the work of others. | | |
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