Concepts

Same as for first and second classes

Strands

Same as for first and second classes

Concepts

An awareness of line

• Recognise that lines have varying qualities and can create shapes, textures, patterns, rhythms and movement
• Look closely at and interpret the visual environment with increased sensitivity to materials and tools
• Begin to show more keenly observed action in figure drawing and painting
• Begin to use line sketches and diagrams to clarify design ideas to be interpreted in 3D form

An awareness of shape

• Become sensitive to shape and the relationships between shapes in the environment
• Invent and experiment with a variety of shape characteristics to create movement, balance, contrast, emphasis and a sense of space in paintings, drawings, collage and print

An awareness of form

• Recognise the 3D nature of shape and objects – a mountain, a car, a teapot,  a piece of fruit
• Explore the relationships between the parts and the whole of a complex form – balance, symmetry, the play of light and shade
• Interpret form, creating surface texture in line, pattern and rhythm
• Use materials as media in which to design and invent

An awareness of colour and tone

• Develop sensitivity to colour and tone in the visual environment
• Analyse and mix increasingly subtle colours and tones
• Become aware of the effects of warm and cool colours and of variations in tone
• Begin to use colour and tone to create emphasis, rhythm, contrast in 2D and 3D work

An awareness of texture

• Explore the relationship between how things feel and how they look
• Create variety and contrast in surface texture using a range of materials and tools
• Experiment in interpreting texture in drawing and painting

An awareness of pattern and rhythm

• Discover and explore pattern in nature and in visual surroundings – ripples in water, sand formations on the shoreline, flowers
• Recognise and use repetition and variation of line, shape, texture, colour and tone in 2D and 3D work

An awareness of space

• Discover awareness of how people and objects occupy space
• Create space and depth in drawings and paintings – by diminishing sizes of figures and objects further away by overlapping
• Develop an understanding of how spaces can be organised through experience of construction

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 – outline drawing, silhouette, shape; using a computer art program to create images and to organise a composition
• Make drawings from recalled experiences, emphasising pattern, detail, context and location
• Express imaginative life and interpret imaginative themes – stories, poems, songs, imaginary people, places, creatures and objects
• Draw from observation – still life, the human figure

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, problems encountered and solved, work of artists who have interpreted this theme in a similar or dissimilar way

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
• Express the relationship between how things feel and how they look

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

Strand Unit: Print

• Experiment with a widening range of print-making techniques
• Use a widening range of print-making techniques to make theme-based or non-representational prints – making relief prints, composing relief block prints, impressing found items into a slab of clay, making a variety of small-scale relief prints (stamp printing), making stencils, making mono-prints, combining with other techniques
• Make prints for functional uses – wrapping paper, boxes, posters
• 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 – 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
• Look at and talk about examples of print design in everyday life

Strand Unit: Clay

• Explore and discover the possibilities of clay as a medium for imaginative expression
• Make simple clay pots
• Make sturdy figures in clay
• Work inventively and expressively with cubes or oblong blocks of clay
• Develop line, shape, texture and pattern in clay
• Work inventively and expressively 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, simple potter
• 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
• Look and talk about ritual masks, street theatre masks and figures, functional and decorative pottery (slides or prints)

Strand: Construction

• Explore and experiment with the characteristics and properties in making structures – washing-up bottles to make model of Round Tower with the emphasis on balance and construction
• Make drawings from observation to analyse the structures of buildings and the natural structure of plants – design and model a skyscraper; make a model of St Colmcille's BNS, model of St Colmcille’s RC Church, make planets, spaceships and rockets; investigate structure balance in contemporary architecture – Eiffel Tower, Golden Gate Bridge
• Make imaginative structures – a new town, designing papier mache forms and structures- exotic heads

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)
• Look and talk about interesting examples of contemporary architecture and the work of great architects and builders of history

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