Year+1+Art

ART Year 1 || =Painted faces=

Information ||

Objectives
• To discuss the ways in which artists and photographers portray themselves and others • To create a self-portrait that: – uses painting and drawing tools in art software and a digital image of themselves – communicates ideas about themselves • To develop appropriate vocabulary

Prior learning
To benefit from this lesson, children should: • have looked at a range of portraits by various artists and photographers; • have discussed ways in which masks and make up can be used to change how we look; • have made pictures of themselves using mirrors and traditional media; • have discussed how artists are using digital tools alongside traditional tools to create their art.

Vocabulary
portrait, motif, digital, expression, colour, airbrush

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • digital camera • art software package (in this Example, //Revelation Natural Art//) • samples of artists’ portraits, photographs of different expressions, masks and face painting

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use a digital camera and transfer photographs to a computer; • use the selected art software.

Preparation for this lesson
Before the lesson, take some digital portraits of the children using a digital camera – ask pupils to choose an expression for their photo. If you have the support of a teaching assistant, she or he could work with the pupils so that they all get a chance to take a photograph with the camera. Set up the relevant software and the photographs on the shared area of the network and on the computers that the children are to use. Prepare the software on your own computer ready for display. Prepare a set of help cards, or prompts and diagrams, to help children to remember what to do when they are using the software.

Lesson extract ||

Starter
Discuss with the class the ways in which they have used traditional mark-making tools to create portraits of themselves. Open a blank page in the software you are using and explain how the different tools and colour palette are arranged on the screen. Working with the pupils, create a page that has lots of different colours and different sizes of brush marks on it. If you are using an interactive whiteboard, pupils could paint over their portrait using a finger as a brush – over a period of time all pupils could try this for themselves. Demonstrate how to: • select the paintbrush tool, change its size and select different colours; • use the airbrush tool to apply an airbrush effect over painted marks; • use the undo command if they make a mistake or change their minds; • save their image.

Main activity
Ask the class to work in pairs at the computers. Show them where the digital photographs are stored. On your own computer, open a portrait and demonstrate how the same tools can be used to paint over their digital photograph. Explain that in modifying their portrait they should not paint over every part of their face. Talk about the ways in which colour can be used to express different moods and feelings. Encourage pupils to use their imagination to change the look of their face using the same tools that were used in the starter exercise. Remind pupils how to use the undo command if they have made a mistake. Demonstrate how to use the ‘Save as’ option to save their modified image, giving it a different file name. Show pupils how to print their portraits.

Plenary
Bring the whole class together and look at a selection of the children’s work on the large screen. Ask pupils to describe the tools that they used and how they differ from using traditional mark-making tools.

Next steps
The printed computer portraits could be displayed alongside the traditional portraits to create a display showing a range of approaches to creating images. The digital portraits could be developed by applying filter effects to parts of the image. This could be demonstrated as a group session with pupils taking it in turns at an interactive whiteboard.

Notes ||

Links to QCA schemes of work
The lesson links to QCA Art and Design Unit 1A Self Portrait.

Context of this lesson
This lesson comes in the middle of a sequence of lessons on ‘Painted faces’. It focuses on using computer drawing and painting tools to modify a digital image of children’s own portraits. The lesson could take place in a computer suite with two pupils sharing a computer so that they can support each other in using the different tools. Alternatively, pupils could work in pairs on a classroom computer with support from a teaching assistant.

Subject links
This lesson can be linked to literacy sessions in which pupils create phrases and sentences to describe themselves.

Why use ICT?
The advantages of using ICT are as follows. • Using art software, children can explore, draft and present pictorial information. They can experiment directly and quickly with different images. Their work can be saved, developed and refined later. • ICT allows teachers to project enlarged visual images for whole class demonstration and discussion. • ICT allows children to draft and present pictorial information in an attractive format. Their work can be saved, and refined or added to later.

ART Year 1 || =Surface pattern=

Information ||

Objectives
• To investigate the qualities of natural and manufactured materials • To create a collage that combines different surface textures, including some generated with ICT • To introduce specific vocabulary to describe textures and materials

Prior learning
To benefit from this lesson, children should: • have looked at the properties and textures of a range of natural and manufactured materials; • be familiar with the cut, paste and repeat options in the selected software.

Vocabulary
natural, manufactured, texture, pattern

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • digital camera • suitable painting and drawing software into which digital pictures can be imported (in this Example, //QX3 TM Plus//) • samples of patterned materials, threads, wools, lace, satin, natural and manufactured materials that can be used to make collages

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use the selected software.

Preparation for this lesson
In a previous lesson, get children to create collages of materials that have different patterns and different surface qualities. Use a digital camera to take photographs of the collages. You may wish to use the Internet to find information on artists’ work that relates to the project. Before the lesson, set up the selected software and digital photographs of collages on the shared area of the network or on the computers that the children are to use. Prepare the software on your own computer. Prepare a set of help cards, or prompts and diagrams, to help children to remember what to do when they are using the software.

Lesson extract ||

Starter
Discuss with the class the ways in which they have created a collage based on natural and manufactured materials. Explain how they can use the digital photographs of their collage to create a repeating pattern on the computer. Open a blank page in the software you are using. Use the paintbrush to make some marks on the screen. Show children how to cut out a shape and paste it somewhere else on the page. Demonstrate how to use the repeat tool to create a repeating pattern. Show the children how to use the undo command if they are not happy with the position of part of their pattern. Finally, show the children how to save their image.

Main activity
Organise the class to work in pairs or small groups at the computers. Show the pairs where their digital photographs are stored. Open a collage and demonstrate how the same tools as you used in the starter can be used to cut out a section from a collage and repeat it several times. Ask children to open their photograph and to cut and paste different sections several times to create an interesting design on the screen. Remind them how to use the undo command if they are not happy with the position of their cut section or if they have made a mistake. Ask children to save their images. Now demonstrate how to use the symmetry or mirror tool to create a symmetrical pattern from one section of their collage. Ask children to choose an interesting part of their design to create their own symmetrical pattern. Ask children to save their images. Print both images.

Plenary
Bring the whole class together. Ask children to describe the tools that they used and how these tools differ from using traditional mark-making tools. Open one or two of the children’s images so that the whole class can look at them on the large screen. Ask children to compare and contrast their digital prints with their traditional collage.

Next steps
Add a section of one of the computer printouts to the traditional collage.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Art and Design Unit 1B: Investigating materials QCA Science Unit 1C: Sorting and using materials

Context of this lesson
This lesson comes at the end of a sequence of lessons on surface pattern. It focuses on using the cut, paste and repeat tools to create a pattern that will be printed and added to children’s traditional collages.

Subject links
Links can be made to classifying activities in mathematics and science, and to work on repeating patterns in mathematics.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • ICT allows children to draft and present pictures and patterns in an attractive format. Their work can be saved, and refined or added to later.