Year 6
Drawing
Understand that there is often a close relationship between drawing and making. Understand that we can transform 2d drawings into 3d objects.
Understand that graphic designers use typography and image to create packaging which we aspire to use.
Understand that there are technical processes we can use to help us see, draw and scale up our work.
Explore using negative and positive space to “see” and draw a simple element/object.
Use the grid system to scale up the image above, transferring the image onto card.
Use collage to add tonal marks to the “flat image”.
Sketchbooks
Use sketchbooks to:
Practise seeing negative and positive shapes.
Using the grid method to scale up an image.
Explore what your passions, hopes and fears might be. What makes you you? How can you find visual equivalents for the words in your head?
Explore colour: make colours, collect colours, experiment with how colours work together.
Explore combinations and layering of media.
Develop Mark Making
Make visual notes to capture, consolidate and reflect upon the artists studied.
Printmaking
Understand that artists sometimes use their skills, vision and creativity to speak on behalf of communities they represent, to try to change the world for the better.
Understand that the nature of the object (artwork in gallery, graffiti on wall, zine) can be specific to the intention of the artist.
Explore what kinds of topics or themes YOU care about. Articulate your fears, hopes, dreams. Think about what you could create (possibly working collaboratively) to share your voice and passion with the world.
Use screen printing and/or monoprinting over collaged and painted sheets to create your piece of activist art.
Or create a zine using similar methods.
Painting
Understand that the fabrics used to make clothes have been designed by someone. That there is a relationship between td shape and pattern and 3d form and function.
Explore how we can use layers (physical or digital) to explore and build portraits of ourselves which explore aspects of our background, experience, culture and personality.
Make independent decisions as to which materials are best to use, which kinds of marks, which methods will best help you explore.
Making
Understand that artists use a variety of media including light and sound as well as physical media to create installations. Understand that installations are often immersive, enabling the viewer to enter the artwork.
Understand that designers & makers sometimes work towards briefs, but always brings their own experience in the project to bear.
Understand that artists and designers add colour, texture, meaning and richness to our life.
Understand that artists reinvent. Understand that as artists, we can take the work of others and re-form it to suit us. That we can be inspired by the past and make things for the future.
Use the device of scaled model to imagine what your installation might be, working in respond to a brief or “challenge” to enable a viewer to “have a physical experience of colour.”
Use a variety of materials, including light and sound, to make a model of what you would build. Think about structure of space, how the viewer would enter, what they would see, feel, hear. Use colour in a brave and bold way, reflecting upon how this might make the viewer feel.
Use a variety of materials to design (through making) and construct a scaled piece of furniture. Bring your personality and character to the piece. Let your nature inform the choice of materials and shapes you use.
Combine making with drawing skills to create shadow puppets using cut and constructed lines, shapes and forms from a variety of materials. Working collaboratively to perform a simple show sharing a narrative which has meaning to you.
Visual Literacy and Articulation
Look at the work of designers, artists, art activists, installation artists, craftspeople and puppeteers.
Understand that artists use art to explore their own experience, and that as viewers we can use our visual literacy skills to learn more about both the artist and ourselves.
Understand we may all have different responses in terms of our thoughts and the things we make. That we may share similarities. Understand all responses are valid.
Reflect upon the artists’ work, and share your response verbally (“I liked… I didn’t understand… it reminded me of… It links to…”).
Present your own artwork (journey and any final outcome), reflect and share verbally (“I enjoyed… This went well… I would have liked… next time I might.. I was inspired by….). Talk about intention.
Work collaboratively to present outcomes to others where appropriate. Present as a team. Share responses to classmates work, appreciating similarities and differences. Listen to feedback about your own work and respond.
Document work using still image (photography) or by making a drawing of the work. If using photography consider lighting and focus. Some children may make films thinking about viewpoint, lighting & perspective.