Curriculum Relevance

All 'Express Yourself' Programmes

Scotland
In the National Guidelines for the curriculum Expressive Arts 5-14, the ability to do the following are identified as key stages for pupils aiming at level C, D, E, Art & Design. This relates to the learning outcomes titled Ideas and Create in this document:

• Ideas: through the use of materials, techniques, skill and media the pupil will learn to investigate visually and record
• Create: using various materials, techniques, skills and media

  England and N. Ireland
  In the National Guidelines for the curriculum, the ability to do the following are identified as key stages for pupils aiming at level 2-3-4, Art & Design. This relates to the learning outcomes titled Ideas and Create in this document:

• Ideas: knowledge, skills and understanding – exploring, investigating and developing ideas
• Create: Making art, craft and design and evaluation

  Wales
  In the National Guidelines for the curriculum, the ability to do the following are identified as key stages for pupils aiming at level 2-3-4, Art & Design. This relates to the learning outcomes titled Ideas and Create in this document:

• Ideas: Understanding and investigating
• Create: Making

  Programme 1 - Learning Outcomes

  Ideas:
  

• Recording ideas from experience and observation
• Using a sketchbook
• The importance of a sketchbook as a body of reference material Create:
  
• Telling a story through art to engage an audience
• Developing pencil control
• Identifying and selecting the main characteristics of an object or subject to produce a simplified drawing
• How to position an object/subject on a page
• Introducing a sense of movement to a drawing
• Selecting and rejecting elements in order to stick to the main point of a scene
• Understanding that what you leave out of a picture is as important as what you include
• Using colour to help objects stay in the background, stand out or convey feeling

  Cross Curricular Areas

  Language:
  

• Organising stories into scenes that have a beginning, middle and end
• Developing ways of linking scenes

  Programme 2 - Learning Outcomes

  Ideas:
  

• How to collect and gather information to collate an image
• Using a local resource (in this case, the museum) as a research tool to produce creative work
• Using drawing and photography as a visual research tool
• Using a digital camera

  Create:
  

• Planning the composition of a photograph
• How to take a photograph
• Using a photocopier to blow up and scale down images to play with scale within the picture composition (thinking about perspective and 2D space)
• Composing a picture by cutting and pasting images (using scissors and glue)
• Understanding the principles of photographing people and objects, getting close in and holding the camera steady, getting down to the model’s eye level to take a photo if they are smaller than you
• Understanding the difference between the terms ‘portrait’ (short length of paper at the top) and ‘landscape’ (longest length of paper at the top or following the horizon)
• Where to focus the lens
• Understanding the principles of framing and scale in photography, how to distance themselves from an object in order to alter its size
• Acting out scenes, using props to help make your pose realistic when cut out, eg sit across a stool if you are sitting on an animal in your final photo
• Using a photocopier to increase and decrease the size of objects

  Cross Curricular Areas
  

• Personal writing about dreams
• Photography is not only used within an arts context, the activities can also be tailored to any part of the curriculum, eg a local history project or a science project

  Programme 3 - Learning Outcomes

  Ideas:
  

• Understanding how 3D sculptures are built from 2D shapes
• Taking apart 3D sculptures to form 2D plans to aid the understanding of the construction process (The children will take apart tennis balls, footballs and boxes to understand net shapes)

  Create:
  

• Learning how to plan out a 3D sculpture on a flat piece of paper considering shape and scale
• Constructing 3D sculptures of things found in the sky using plastic and tape, models to be drawn, cut and stuck and inflated using electric fans, a hairdryer on a cool setting creates the same effect

  Cross Curricular Areas

  Mathematics:
  

• Working out the nets of 3D shapes

  Technology:
  

• Designing 3D sculptures that are airtight and suitable for inflating

  Language:
  

• Giving their inflatable sculptures a title

  Programme 4 - Learning Outcomes

  This process forms the basis of an investigation into abstraction and identity.

  Ideas:
  

• Learning about abstraction and how to abstract information and forms from both visual and three-dimensional sources through a series of drawing exercises
• Teaching the children to create a particular atmosphere through the use of colour as opposed to drawing objects
• Working together to investigate the use of colour
• Discussing cold and warm colours and primary colours, with an emphasis on how colours work together, how you can create a feeling of space with colour, and how colours make you feel
• Demonstrating how optical effects can create a particular mood

  The children will need to experiment with various exercises before beginning the main activity.

  Create:
  

• Time is spent on colour mixing, colour as tone and mark-making using acrylic paint
• Drawing forms the basis of a design for a painting
• Using a photocopier to increase and decrease the size of drawings or collected images
• Using flat shapes to construct a collage
• Understanding the difference between portrait and landscape
• Combining colour, texture and pattern while learning to make a composition
• Mixing paint
• Experiencing the effects of using different sized paint brushes

  Programme 5 - Learning Outcomes

  Ideas:
  

• Imagining the village under the water and sketching it out

  Create:
  

• Translating information to construct a 3D version of a section of the village from cardboard
• Making sure that all of the buildings and other constructs are built to scale
• Marking out the main details of the buildings in dark paint
• Working in groups and making team decisions

  Cross Curricular Areas
  

• This model-making exercise can be tailored to any part of the curriculum, eg a local history project or a geography project

   
  
  
  

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