Programme 1: Chad McCail - Every picture tells a story

Activities

Programme 1 activities

Before viewing
As this is the first programme in the series, ask pupils:

• to describe what an artist does
• why some people become artists
• where artists work
• what materials artists use
• whether different artists use different materials
• whether being an artist is a real job

  Language development
  Ensure that the children have an understanding of the following artistic vocabulary and key terms:
  

• motion curves: small lines drawn near an area of movement on the body which help to animate a figure or object.

  After viewing
  Ask pupils to think of a time when they felt strong emotions that they would like to share with the class. Ask them to write down the events, then group them together in logical order into no more than six categories:

  1. What was it?
  2. Where did it happen?
  3. How did it start?
  4. Who was involved?
  5. Why did it happen?
  6. What was the eventual outcome?

  The drawing where possible should be sourced from life, eg if there was a car involved, get them to draw one from the classroom window or take a group out of school in order to collect their reference material. This exercise is also an enjoyable way of translating a story from a school outing or a summer holiday.

  Materials needed:
  

• A4 sketchbook
• A2 paper
• lead pencils
• black and coloured felt pens
• tracing paper to help position drawings in a scene
• Gouache paints

  Where painting to a line has been mastered, the Gouache paint can be substituted for coloured felt pens. The paint is to be kept flat using very little water. When using paint, black felt pens must be permanent unless drawing is outlined after it has had plenty of time to dry – watch out for clothes.

  
  
  
  

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