Year+3+Art

Year 3 || =Poster advert=
 * ART


 * Information ||

Objectives
• To learn how to use a digital camera to capture an image • To learn how to transfer a digital photograph to a computer • To review, modify and evaluate work as it progresses

Prior learning
To benefit from this lesson, children should: • have looked at and discussed examples of: – the work of graphic designers or artists such as Matthew Roby, by using the Internet, making visits to galleries, looking at posters; – adverts, including posters, fliers, magazine adverts, TV or radio adverts; • have analysed critically different examples of graphic designs and discussed how the artists have exploited text and images; • have decided on a product to advertise in a poster, such as a book or video, and the purpose and audience for the advert; • have listed the ideas and types of media to use in their poster designs; • have produced their poster using a range of media.

Vocabulary
advert, image, digital, digital camera, open, save, image, graphic designer, artist, poster, purpose

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • presentation software (in this Example, //PowerPoint//) • graphics software that enables colour manipulation of selections (in this Example, //Revelation Natural Art//) • digital cameras • scanner and scanner software • posters/designs created previously

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.

Preparation for this lesson
Prepare a set of help cards, or prompts and diagrams, to help children to remember what to do when they are transferring digital photographs to a computer.


 * Lesson extract ||

Introduction
Begin by reviewing children’s completed adverts. Ask: Q What do you think and feel about this advert? Q How could you develop this work in the future? Q If you could create your image again, what would you do differently? Encourage others to evaluate the work by commenting on the image in a positive way. Remind children how to use the digital camera, including taking pictures and deleting images. For example, you could pretend that you have forgotten how to use it and ask children to give you instructions. Encourage them to come to the front to show what to press.

Main activity
Organise the class to work in groups so that each group has a digital camera. Give the groups time to practise taking photographs of the classroom, their friends, and various objects. Using one group as an example, show how to save a digital image from a disk or media card onto the computer as a JPEG file. Ask each group to practise this skill, saving one image each. Now demonstrate how to place a design flat on a surface and use the digital camera to take a picture of the image. Transfer the photograph to the computer. Ask the groups to take digital pictures of their own design and save them on the computer as before. Remind children that they will need to remember where they have saved their work as the photographs will be needed in the next lesson. Alternatively, children could scan their images and save their scanned image as a JPEG file.

Plenary
Bring the whole class together. View and review a selection of the digital images.

Next steps
Show children how to use the tools in image manipulation software (in this Example //Revelation Natural Art//) to change the size, colour, focus or shape of the image, to flip or rotate it, to use the brush tool, to fill an area, to undo or erase, to add details from other images using copy and paste, and to use special effects such as smearing, spraying, highlighting, softening and spraying. Ask children to refine their images and experiment with adding text to them. Use a selection of questions to encourage the children to think in a reflective manner: Q How did you feel as you worked on this image? Q Did you have a good starting point? Q What could have been better about your starting point? Q How could you develop your work in the future? Q If you could create your image again, what would you do differently? Q What are the similarities and differences between your original photograph and the end product?


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA ICT Unit 2B: Creating pictures QCA ICT Unit 3A: Combining text and graphics

Context of this lesson
This lesson is the third or fourth session in a series of six lessons.

Subject links
Links can be made in literacy to non-fiction writing for an audience. For example, children could be asked to write a review of their adverts.

Why use ICT?
The advantages of using ICT are as follows. • A digital camera can be used to record children’s compositions created using traditional materials. The photographs can be used for discussion and evaluation with the whole class. • Using image manipulation 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 and to model different compositions for whole-class demonstration, discussion and evaluation.

ART Year 3 || =Investigating pattern=

Information ||

Objectives
• To develop visual ideas through exploration of African adire cloth • To design a repeat pattern using digital images of leaves, flowers and other natural forms • To develop a digital sketchbook

Prior learning
To benefit from this lesson, children should: • know how to download and save images from the Internet; • be able to identify a line a symmetry in a simple pattern.

Vocabulary
pattern, motif, symbolism, symmetry

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • Internet access to a website showing textiles using repeating patterns (in this Example, [] ) • presentation software to display images gained from the web (in this Example, //PowerPoint//) • digital cameras • art or graphics software which allows the creation of repeated patterns in design (in this Example, //Revelation Natural Art//)

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use a digital camera; • use the selected graphics software; • prepare a slide presentation using presentation software.

Preparation for this lesson
Collect examples of African textiles, either actual samples or a series of photographs inserted into a presentation file. Create a classroom display of pattern from a variety of African cultures and traditions to show how the patterns can communicate spiritual, religious and political beliefs. Have ready a collection of leaves, flowers and other natural forms for children to create a motif that they then photograph. Bookmark the relevant website (in this Example, [|www.adire.clara.net/adiregallery.htm] ) so that children can access it easily. Set up the graphics software on the shared area of the network or on the computers that the children are to use. Prepare the relevant software on your own computer ready for display. Prepare a set of prompts and diagrams to help children to remember what to do when they are using the software.

Lesson extract ||

Starter
Discuss examples of African textiles, either actual samples or projected as photographs. Draw attention to features such as the symmetry and repetition. Ask pupils to identify lines of symmetry, or to point out how a motif is repeated. Organise the class to work in pairs or small groups at the computers. Direct pupils to the appropriate website. Ask them to follow the links on the resource page that relate the making of the fabric to its history. Demonstrate how to download and save images of adire cloth, making a note of the title. Discuss with class the symbolism of natural forms and the titles of some of the adire designs.

Main activity
Organise the class to work in small groups with the digital cameras and the natural materials that you have prepared. Ask the groups to make their own motif using the leaves and flowers. They should then photograph their motif. Help the children to transfer their photographs to the network computers. (The class could take a break at this point.) Organise the class to work in pairs or small groups at the computers with the graphics software. Remind the class how to use the cut and paste facilities. Ask the groups to create a repeating pattern, using combinations of adire imagery and their own photographs. Demonstrate how to use the edit tools to select and rotate their image. Ask the groups to save their images.

Plenary
Bring the whole class together. Ask one or two groups to show their repeated patterns to the class. Encourage discussion about the personal symbolism or ‘naming’ of their designs.

Next steps
Print copies of the children’s photographs and add them to their digital sketchbooks.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Art and Design Unit 3B: Investigating pattern

Context of this lesson
This lesson comes at the beginning of the unit. Pupils are introduced to the patterns found in a range of African textiles, with the aim of generating ideas and images for their digital sketchbook or archive. The lesson could take place either side of a break, or could be split into two lessons.

Subject links
Links can be made to work on symmetry in mathematics, or to a study of Africa in geography.

Why use ICT?
The advantages of using ICT are as follows. • The Internet gives access to a much wider range of information and resource material than is offered by the traditional print resources in a school. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • Digital cameras allow imagery to be collected quickly. • The edit tools in graphics software allow children to repeat, rotate and reflect a motif in order to create patterns. The patterns can easily be refined to bring about improvements. • Digital archives can present opportunities for extending the understanding of the purpose and function of a sketchbook. They can be used across the curriculum for recording personal resources and research.