Section 1: Exploring and developing ideas
- Introduce the unit by discussing images that represent a variety of moods, emotions or feelings, eg panic, happiness, anger, anxiety. Ask the pupils to analyse and comment on the visual qualities of these images and to highlight key features, eg gesture, harmony, movement, framing. Ask them what they think and feel about these images.
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Section 2: Exploring and developing ideas (2)
- Show examples of abstract and expressionist painting. Ask the pupils to identify or interpret in each case:
- the visual qualities of the work
- the way that the artist has used visual qualities and techniques
- the impact on the viewer
- Show the pupils further examples of particular movements or styles of art, eg surrealism, fauvism, futurism, pop art. Ask them to work in pairs to analyse and comment on the examples. Ask them to identify in each case two or three key features of the work and say what kind of idea, mood or feeling is communicated by the artist and to produce a piece of writing from this.
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Section 3: Exploring and developing ideas (3)
- Ask pupils to work individually, in pairs or in groups to research in depth one particular style or movement in art. Ask them to select images and other visual reference material and store them in a sketchbook, on videotape, photographically or in electronic form.
- Ask the pupils to make a visual analysis of one or more examples and annotate this, identifying the key features and characteristics of the work. Ask them to identify the images that are most effective in communicating ideas, considering the impact of composition and use of media.
- Encourage the pupils to discuss and develop their ideas with each other and with you.
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Section 4: Exploring and developing ideas (4)
- Ask the pupils to make a sequence of drawings based on one particular image to show how it might be adapted and developed to convey the idea of change over time or to communicate the idea of movement.
- Ask them to develop their series of drawings using line and colour to convey a particular mood, emotion or feeling. Encourage pupils to work on a variety of scales and seek out unusual interpretations.
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Section 5: Investigating and making (1)
- Ask the pupils to work in groups to create a moving image, using digital video and editing practices. Ask each group to discuss the images they have produced so far and choose one to develop into a moving image.
- Ask the groups to consider who the work is for and why it will be produced, eg to explain the work of art to a young child, to advertise a product.
- Discuss the moral and social issues related to basing their work on the work of another, eg copyright, ownership, the implications of manipulating work produced by someone else.
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Section 6: Investigating and making (2)
- Demonstrate the use of tools and processes and ask pupils to explore these, eg:
- building a simple optical toy with drawn moving images
- drawing on 16mm clear leader film with permanent marker pens, and projecting this to produce a moving image
- building simple models in modelling dough and animating them, using 8mm film cameras or video cameras
- combining drawn and painted images digitally to produce composite images, and using image manipulation packages to produce simple animations
- using video and film to produce short sequences of moving images that convey an emotion to the viewer
- Ask pupils to agree how they will develop the image, the techniques they will use, who will do what and how they will achieve the end result. Ask them to use moving image techniques and combine these with soundtracks.
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Section 7: Evaluating and developing work (1)
- Discuss the outcomes of pupils’ work. Consider what impact the use of film, moving images and new technology has had on the work.
- As part of the evaluation process, ask the pupils to look at the saved images from the developmental work to see how far their work reflects their original intentions.
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Section 8: Evaluating and developing work (2)
- Ask the pupils to analyse how visual qualities have been used in their own and others’ work and how these reflect their intentions.
- Use the evaluation to make changes to their work.
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