Year+4+Art

Year 4 || =Viewpoints=
 * ART


 * Information ||

Objectives
• To recognise key concepts underlying cubism, particularly the innovative shift away from the use of a single viewpoint in art • To use software to create, modify and combine images using layers • To use digital photography and ICT to collect and record information, to explore and develop ideas, and to modify and improve designs

Prior learning
To benefit from this lesson, children should: • have looked at and discussed some cubist paintings by Picasso and Braque; • know something of the context of this period and how cubism challenged the then prevailing orthodoxy of a single viewpoint; • have selected a scene, still life or figure and used a digital camera to photograph it from at least three different viewpoints.

Vocabulary
layers, transparency, viewpoint, cubism

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • digital camera • graphics software that enables layers to be created by allowing images to be superimposed one upon another (in this Example, //Paint Shop Pro//) • graphics tablets (optional)

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

Preparation for this lesson
Before the lesson, set up the relevant software and photographs on the shared area of the network or 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
Remind the class of the cubist paintings by Picasso and Braque. Tell children that in this lesson they will use ICT to combine and modify different views of a single image. Show children how to combine different views of the same image in two separate layers. Then show them how to use the eraser tool to erase parts of the image in one layer to reveal the image below. Compare this technique with the use of a shape cut-out tool. Remind the class about the undo and redo tools.

Main activity
Organise the class to work in pairs or small groups at the computers to explore the techniques that you demonstrated. Initially, use only two layers. As work progresses, suggest to the class that they add another view on a third layer. As they experiment, tell children to save different versions (as JPEG files). This will provide a record of their different ideas and evidence of their research. Children will find the experimental process to be cyclical as their experiments will often lead to images that are overworked. Suggest that they use the undo tool to retrace their steps back to earlier versions. The later stages of their experimentation will be concerned with simplifying and reaching a combined image that responds to their intentions. At this stage, some children may add a further transparent layer on top of the combined photographic images. They could use the paintbrush tool to draw in on the new layer the main features of the emerging composition. If children have graphics tablets, these could be used effectively to over paint the combined photographs, drawing on the conventions of cubist paintings. However, if they only have a mouse, they will only be able to add fairly simple lines. In this case, the painting phase would be better done on paper with a real brush.

Next steps
The images (JPEG files) can be placed into a digital sketchbook using presentation software. This will show the development of children’s ideas and choices. You could extend the work to drawing from direct observation but from multiple viewpoints to reinforce and illuminate children’s understanding of cubism.


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA Art and Design Unit 4A: Viewpoints

Context of this lesson
This extract is a supplement to the QCA Art and Design Unit 4A, Viewpoints. It uses ICT to demonstrate and illuminate concepts that underpinned the evolution of cubism by Picasso and Braque. The cubist technique of portraying images from multiple viewpoints can be used to complement the main thrust of the unit. Alternatively, it can be used to refocus the unit towards an investigation into the work of Picasso, taking account of his work as a cubist and beyond.

Subject links
Links could be made to reading and writing activities in literacy.

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 explore, draft and present pictorial information (in this case, digital photographs). They can experiment directly and quickly with different images. Their work can be saved, and refined or added to later. • Presentation software can be used to create a digital sketchbook to show the development of children’s ideas and choices.

ART Year 4 || =Take a seat=

Information ||

Objectives
• To use an artist’s website as a visual resource • To make a virtual visit to an art gallery using a gallery website • To create a digital collage presenting visual research • To begin to consider the theme of ‘musical chairs’

Prior learning
To benefit from this lesson, children should: • have collected images of chairs and/or drawn their favourite chair at home; • have seen an image of a chair by the artist, (in this Example //Gaye Chorlton//), and know that music inspires Gaye Chorlton’s chairs; • have discussed magical chairs or chairs for special occasions or rituals; • have taken photographs of a display of musical instruments and stored them on the computer; • know how to use the facilities of the chosen graphics software to create a digital collage.

Vocabulary
research, design, fantastic and strange, digital collage

Resources
• data projector or interactive whiteboard linked to a laptop • ICT suite or set of laptops • Internet access to artists websites (in this Example, //Gaye Chorlton// - [|http://www.gayechorlton.co.uk] ) • children’s digital photographs of musical instruments • graphics software (in this Example, //Paint Shop Pro//) • software to play music and appropriate music files • internet access to image search services (in this Example, //Google Image Search// []= ) • graphics tablet and pen to edit digital images (in this Example, //Graphire 2//) • digital cameras

ICT skills needed by teachers
To teach this lesson, teachers need to know how to: • download images from the Internet; • use the selected graphics software.

Preparation for this lesson
Before the lesson, set up the graphics software on the shared area of the network (in this Example, //Paint Shop Pro//). Also set the software up on the computers that the children are to use. Prepare a set of prompts and diagrams to help children remember what to do when they are using the graphics software. Have ready the children’s photographs of musical instruments for display. Prepare the software on your own computer. Bookmark the websites that you will use in the lesson.

Lesson extract ||

Starter
Ask children to present their photographs of musical instruments using a data projector or interactive whiteboard. Discuss how musical instruments and music can inspire designers and artists.

Main activity
Remind children about the work of an artist (in this Example, //Gaye Chorlton//), and access her website (in this Example, [|http://www.gayechorlton.co.uk] ). Explore the images on display. Discuss words that describe the chairs. Select two chairs that communicate the theme of music or celebration and save these images. Organise the class to work in small groups at the computers using your chosen graphics software. Ask the groups to create a digital collage that combines the elements of their research.

Plenary
Bring the whole class together. Discuss the digital collages, exploring the ideas behind the artists’ work.

Next steps
Ask children to consider a favourite song that could inspire the development of their own chair design. Use song lines from their favourite songs to influence the production of a digital collage using text. Children could use their visual resources to create a collaged sketchbook, using printouts of their digital collage and their digital photographs.

Notes ||

Links to QCA schemes of work
The lesson links to: QCA Art and Design Unit 4B: Take a seat

Context of this lesson
This lesson takes place at the beginning of the unit. Children collect images that will help them to create their own three-dimensional model of a chair, inspired by the work of Gaye Chorlton, and by their own research into musical instruments.

Subject links
Links can be made to literacy, particularly in the narratives that could be created around the owner or function of the chairs being explored.

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. For example, children can make virtual visits to art galleries, museums and design studios. • ICT allows teachers to project enlarged visual images for whole class demonstration and discussion. • 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 graphics 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. • Presentation software such as Microsoft //PowerPoint// can be used to create a digital sketchbook to show the development of children’s ideas and choices.