Concepts

Same as for third and fourth classes

Strands

Same as for third and fourth classes

Concepts

An awareness of line

• Recognise that lines can have varying qualities of density, texture, pattern and direction, and can create shapes and suggest movement, rhythm and form
• Use line expressively and with greater sensitivity to materials and tools
• Interpret the human figure and progress beyond personal symbols
• Demonstrate more concentrated observation in interpreting the visual world
• Use drawings and diagrams to solve design problems and to clarify and develop ideas to be carried out in another medium

An awareness of shape

• Be sensitive to shape in the visual surroundings
• Invent and experiment with a variety of shapes to create rhythm, balance, contrast, emphasis and a sense of space in drawings, paintings and other media
• Focus on shape, edges and layout on the picture plane without emphasis on depth
• Use overlapping shapes and scale to suggest 3D depth

An awareness of colour and form

• Develop sensitivity to subtleties in colour and tone in the visual environment
• Develop awareness of the effects of warm and cool colours
• Mix and use subtle colours and tones and create rhythm, emphasis, contrast, spatial effects, mood and atmosphere in 2D and 3D work

An awareness of texture

• Explore the relationship between how things feel and how they look
• Create variety, contrast and emphasis in surface textures using a range of materials and tools
• Use a variety of drawing instruments to suggest texture from observation of objects

An awareness of pattern and rhythm

• Analyse pattern in the visual environment through drawing, painting and other media
• Use repetition and variation of line, shape, texture, colour and tone to create contrasting and harmonious effects

An awareness of space

• Continue to develop awareness of how people and objects occupy space
• Develop basic understanding of aerial and linear perspective
• Design and construct a model with multiple spaces, open and closed – with cells, rooms, enclosures

Strand: Drawing

• Experiment with the marks, lines, shapes, textures, patterns and tones that can be made with different drawing instruments on a range of surfaces
• Discover how line could convey movement and rhythm movement in nature, Book of Kells, calligraphic styles, cartoon figures in action
• Make drawings based on themes reflecting broadening interests, experiences and feelings – pastimes, outings, special events
• Draw imaginative themes using inventive detail and pattern – stories, poems, songs; dream cars, motorcycles, houses; futuristic fashion; characters in cartoon strips
• Draw from observation – still life, aspects of the environment viewed from different angles (using a viewfinder); the human figure

Strand Unit: Looking and responding

• Look at and talk about his own work, the work of other children and the work of artists – describe what is happening; the choice of materials and tools; how rhythm and form are suggested; problems encountered and solutions found; the use of overlapping and scale; other interpretations of the theme; what he feels about the interpretation

Strand Unit: Painting

• Explore colour with a variety of materials and media – paint, crayons, oil or chalk pastels, felt-tipped pens; print, collage; using a computer art program to experiment with the effects of warm and cool colours
• Make paintings based on recalled feelings and experiences, exploring the spatial effects of colour and tone, using overlapping with some consideration of scale – recent and vividly recalled events from own life; everyday familiar locations
• Express imaginative life and interpret imaginative themes using colour – songs, stories, poems; what might happen next in an adventure story; make large scale paintings of characters and story features
• Paint from observation – make large scale paintings that emphasise colour, tone, texture, shape and rhythm, portraits of classmates
• Discover colour in the visual environment and become sensitive to colour variations – mixing and reproducing as accurately as possible the colours of objects of visual interest; using colour and tone to create a background, middle ground and foreground in simple still lifes, landscapes and cityscapes
• Discover harmony and contrast in natural and manufactured objects – working out a colour scheme for a 3D model
• Discover pattern and rhythm in natural and manufactured objects
• Explore the relationship between how things feel and how they look – discovering texture in natural and manufactured objects; interpreting textures in colour and tone and in mixed media

Strand Unit: Looking and responding

• Look and talk about own work, the work of other children and the work of artists – describe what is happening in the painting, the colours and tones chosen, the lines, shapes, textures and  patterns created, how they are arranged, how colour was used, what the artist was trying to express, what he likes best about the painting, the work of other artists who have interpreted the theme in a similar or dissimilar way; how he feels about the painting; using the internet or CD Rom to access the work of an artists and to answer questions as above

Strand Unit: Print

• Experiment with more complex print techniques – discovering how simple prints could be further developed; overprinting with contrasting colours; overlapping
• Using more complex techniques to make theme-based or non-representational prints – make a variety of relief prints; composing relief block prints with line, shape, texture and pattern; re-interpreting observational drawings and sketches in relief prints; making mono-prints, making pictorial rubbings, making silk-screen prints
• Make prints for functional uses – making posters, designing and printing cards and logos
• Use a computer art program to create original images that are not dependent on clip art

Strand Unit: Looking and responding

• Look at, handle, and talk about familiar objects for experience of shape, texture and pattern
• Look at and talk about his work, the work of other children and art prints that demonstrate a variety of print-making techniques– describe print, line, shape, colour and tone, texture, pattern; how materials and  tools were used to create effects; what he likes about the print; looking at some prints to investigate print-making techniques; how problems were solved; the decisions taken while working; the techniques used by the artist and speculating on why they were chosen; the most satisfying elements or impact of the print

Strand Unit: Clay

• Explore and discover the possibilities of clay as a medium for imaginative expression
• Use clay to analyse and interpret form from observation
• Explore some of the essential characteristics of 3D work – develop an understanding of structure
• Make simple pottery and sculpture
• Experiment with and develop line, shape, texture and pattern in low relief
• Make an imaginative slab-built structure
• Work inventively and creatively with papier-mache

Strand Unit: Looking and responding

• Look at, handle and talk about natural and manufactured objects for experience of 3D form – pebbles, shells, fruit, household items
• Look at, talk about own work, the work of other children and figures by famous sculptors – form, what artist was trying to express, what he likes best about the work, problems encountered and solved, the experience of working with materials
• Look and talk about ritual masks, street theatre masks and figures, functional and decorative pottery (slides or prints)

Strand Unit: Construction

• Explore and experiment with the properties and characteristics of materials in making structures – outlines and spaces; how the different parts relate to the whole; the rhythms that are set up; the play of light on the structure; the overall sense of balance created; paper sculptures with moving parts; make a model of the immediate school environment
• Make drawings from observation to analyse form and structure – a bird’s nest; make a model of Swords Castle; design large-scale papier-mache forms and structures – monsters, dinosaurs, huge masks, crib
• Make imaginative structures – wire sculpture using light weight florists’ wire; design a model with moving parts

Strand Unit: Looking and responding

• Look at collections and photographs of natural and built structures and investigate spatial arrangements, balance and outline
• Look at and talk about his own work and the work of other children – describe the structure, the materials and tools chosen, how the spaces were arranged, how the balance was achieved – honeycomb, bridges, tower blocks,
• Look and talk about a local building, at a famous building and visually stimulating artefacts (or slides or prints) – make a plan or model for an imaginative building
• Look and talk about interesting examples of contemporary architecture and the work of great architects and builders of history

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