This is an excellent chance to work in an interactive way with pupils,
encouraging discussion of line, shape, texture etc and using the
online Line and Shading images to illustrate pupils’ ideas.
Speaking and listening is a central element with the online images
the visual reinforcement
In application there was a very significant improvement in all
pupils drawing skills as a result of their understanding of language
and artistic concept and confidence in the aims of their drawing
Introduce this lesson with a high level discussion of shape, line
and tone focused on specific natural objects. It is important to
model the mixing of colour techniques to reinforce these concepts
and to draw out children’s use of language to support learning.
Let the children rotate around tables paint, crayons, oil pastels
A plenary session where the children introduce and explain how
they produced their piece of work helps to reinforce the language
A visit to the museum and art gallery can be highly memorable for
children. They have commented on the ‘space’ and ‘quietness’
and responded to the ambience of the environment and the observation
that ‘things are real’ with excellent drawing work.
This is the point where pupils start to make personal choices which
will decide all their subsequent work. It is an ideal opportunity
for speaking and listening, to discuss an area of design that attracts
a child and why s/he is attracted to this.
Use the pattern interactive in a cross-curricular way linking it
with Maths in particular. Pupils should discuss the effect of changing
the position of the image using the language of ‘rotate’
and ‘symmetry’ etc. Link work online to types of pattern
the children can design using specific shapes or patterns lifted
from their own drawings of nature.
This is the point when the desired final outcome begins to emerge.
Make it clear what type of repeat patterns you want as an outcome.
An alternative to producing a fabric base for collage work is to
create an ink painting as a base. Another option is for the children
to produce a fabric banner, with each creating a fabric collage
to be sewn onto a banner. This would be a separate outcome from
the painted repeat patterns.
Collage as part of banner
Collage as part of banner
Build upon the collage as desired. If the choice has been ink painting,
develop this with sewing stitches and buttons, or glue items on.
The ink painting or fabric collage should be mounted onto the background
of the children’s painted repeat patterns. These can be turned
into calendars if you are working in the autumn term.
If the desired outcome is the banner, plan with the children where
their fabric collages should be positioned on the banner. This provides
an ideal opportunity for collaborative group discussion about detail
of design and balance of the overall image. The children can then
commence sewing on their finished product.
If time, the lesson can end with individual presentations of work,
providing a speaking and listening focus.
This is a chance for the children to finish evaluating their work
and to revisit images of designed objects from the art gallery to
make comparisons. This is an opportunity to introduce the work of
other artists such as William Morris. The differences and similarities
between their own work and the work of other artists should be drawn