Outcomes/Evidence of what they have learnt (Where will this be found? Will it be in a book? Topic book? Display? Photographic evidence?

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1 Year 3/4 Key Skills to be covered, taken from Lancashire Key Learning Document pitching at the correct year group and differentiation within plan for different groups Be specific in the key skills, and make them more understandable for children. Consider what it is YOU feel the children should learn as well as the National Curriculum: Exploring and Developing Ideas: We will select and record our ideas in our sketch book, together with notes and ideas about our work and any information we find out about specific artists Evaluating and Developing Work: We will compare ideas, methods and approaches from amongst the class and with known artists and say what we think and feel about them, adapting them as needed Drawing: We will make marks and lines using a wide range of media and experiment with different grades of drawing media to create lines, marks, forms and shapes and begin to show an awareness of working in 3D We will apply tone in our drawing in a simple way for effect and create textures and patterns using different media Possible Cross-curricular links, especially opportunities for English, Mathematics and Computing within teaching: English links Research artist and work, notes and evaluation Mathematics links Grids and proportion Computing links Research artist, gather images Other links Brazil Olympics topic Possible Experiences including visits/visitors/other: Chas Jacobs Consider what could augment your planning to really enthuse the children in your class: Could invite Chas Jacobs for drawing workshop Invite parents to after school gallery of work Visit botanical garden to sketch rainforest plants Visit Blackpool zoo to observe, photograph Amazonian animals Display/Resources ideas: Consider what resources could be brought into the classroom and what display work could be completed either before/during or after topic is taught: Display final pieces with frames in Brazil corridor In class create a sketch book page display board for children to add notes/ images/ sketches of Brazil to as their ideas develop select best images from children sketch books to add too it too! Could create a big/3d version of one of our compositions

2 Session Key Objective from skills listed above (What is it that you want the children to learn?) 1 We will select and record our ideas in our sketch book, together with notes and ideas about our work and any information we find out about specific artists 2 We will make marks and lines using a wide range of media and experiment with different grades of drawing media to create lines, marks, forms and shapes and begin to show an awareness of working in 3D We will compare ideas, methods and approaches from amongst the class and with known artists and say what we think and feel about them, adapting them as needed Year 34 B3 Art Medium term planner Drawing Possible Activities including use of Computing and other technologies, and showing at least 3 differentiations KWL drawing and chas Jacobs as a class/in groups. Then in sketch books children make notes on Chas Jacobs style, including colour, and composition (things not next to each other)- making notes on images of his work. Some research LA one image with support notes as a group could crop a bigger image into several smaller ones to simplify MA one image notes with a partner HA- compare 2 or 3 of his images (could extend to sketching areas that they like/mimicking colour) Sketching/ shading methods Starter- take a pencil for a walk (show me all the different ways/ shapes you can make with your pencil) guided experiment in mark making- teacher tells a story of an Amazon rainforest monkey swinging through trees, scared in fright, floating in the amazon river, snoozing away etc. chn must represent this on a page of sketch book without taking their pencil off the page. Discuss kinds of marks with a partner and share with class- when heavy marks? When light? What shapes used and why? Today experiment with pencil making different kinds of marks. Experimenting grid; light-heavy, hatch, cross hatch, stippling, scribbles loose/tight, patches of hatching in different directions, zig zags, any others the children can think of. Fill in a grid making light to dark tones. HA- use several grades of pencil to do this can they discover some grades are good for dark and some for light? MA- grid independently LA- supported to mimic style (less style on the grid) Outcomes/Evidence of what they have learnt (Where will this be found? Will it be in a book? Topic book? Display? Photographic evidence? Notes and images in sketch books Experimentation grid Drawn and shaded leaf Possible extension into homework if appropriate to enhance and deepen learning Collect / research images of Chas Jacobs work Experiment with other ways to make marks and shade Apply to sketch and shade a whole rainforest scene? 10 minute application of skills: Apply this- children given image of Amazonian leaf chn sketch and represent light/dark areas using a variety of the techniques. HA- more complex leave shape encourages to use a mix of styles MA- use one style to shade light and dark area of leaf.

3 LA- simple leaf shape give outline - supported ot identify dark and light areas. Simple leaf (light and dark easily identifiable) More complex 3 We will make marks and lines using a wide range of media and experiment with different grades of drawing media to create lines, marks, forms and shapes and begin to show an awareness of working in 3D Review mini class gallery on table appraise each other s work silent choose one to comment on something you really like where a light/dark technique has been used really well. Discuss how we could apply these methods when drawing our final Brazil style Chas Jacobs piece. Colour Starter 100 colours: with a partner chn need to make 100 different colours using only red, blue, yellow, black and white pencil l crayon (10 min challenge) encourage use of different shading techniques from last week do they discover that mixing colours, different pressure and mixing more than 2, using black to darken or using white to lighten- can all make different colours and shades? Add quick notes afterwards about the techniques they discovered. 100 colours experimentation and notes 3D shaded shapes- different colours, media with notes. Christ the redeemer sketch 100 colours challenge with only black blue red? We will apply tone in our drawing in a simple way for effect and create textures and patterns using different media

4 100 colour grid Choose several colours- look carefully at shading how have they made them look 3d? Using different colours and techniques chn practise shading cube, cone, sphere in different media (20 mins) discuss light source and work from dark to light. use lamp and observational drawing to practise. LA- shading and cross hatching only (cylinder, cube, cone) but in different colours supported to add notes to their sketches. MA shading and cross hatching only but with pencil crayon and another media (felt tip/ chalk/ oil pastels/ wax crayons) different colours add notes to their sketches about how they have made them look 3d HA- choice of covering pattern and colours for all shape choices and in any media add notes to their sketches about how they have made them look 3d and comparing the different media. Apply these skills:

5 3d Christ the redeemer give image to use Observational drawing sketch simple outline and use shading to create a 3d effect. LA- given top half of sketch draw bottom and shade in colours MA supported to sketch outline and to identify light and shade then children independently shade in colour HA- draw all of outline from observation and choose from any shading pattern Again a mini gallery to compare and celebrate work how have they used shading? Who has used effectively? Chn add notes to their own sketch about what they have done successfully with colour and shading and what they would improve. 4 We will select and record our ideas in our sketch book, together with notes and ideas about our work and any information we find out about specific artists Composition what learned about Brazil that we would want to include? Collect images of brazil, Rio Olympics, brazil maps all iconic images of Brazil. (Christ the Redeemer, amazon river snaking, Amazon rainforest, iconic amazon animals, Olympic rings, Rio 2016 logo, carnival costumes? Flag, hot weather, blue skies) Cut and pasted image arranged into composition for final piece with notes and then sketch into a final composition Research ionic images of Brazil Chn select images they want to use and arrange them as a Chas Jacobs stlye composition in their sketch books. Adding notes to their design about composition, shading technique/s (shading, cross hatch, stippling etc.)and colour (colour that reflects chas Jacobs bright style). NB chn include sun a light source to aid with their shading. LA- select images and arrange composition as a group with support and then sketch into a final composition MA- select images and arrange into a simple composition and then sketch into a final composition HA- look carefully at layering of Chas Jacobs compositions when arranging their own can they create a layered composition with objects up front, middle and background. and then sketch into a final composition

6 5 We will sketch lightly to create an outline for our final piece 6 We will apply tone in our drawing in a simple way for effect and create textures and patterns using different media 7 We will compare ideas, methods and approaches from amongst the class and with known artists and say what we think and feel about them, adapting them as needed Year 34 B3 Art Medium term planner Drawing On an A3 sheet of drawing paper children lightly sketch the outline of their composition. LA- as composition was done in a group draw a grid over the top and supply lightly gridded A3 paper to help children with proportion of their sketch- support to transfer MA- chn lightly grid their composition in sketch book halve, quarter, then eighth (may need support with this). This could then be repeated lightly onto their A3 to aid transfer HA-chn may use gridding technique if they wish but given independent in sketching. Self eval how successful is it how you wanted? What is your next step- start again? Colour? Chn now add shading, tone and colour using the design and notes in their sketch books. Model identifying light and dark areas of each object by using the light sourceprobably un in the sky. LA encourage to use pencil crayon and a couple of simple shading techniques MA choose a media to work in stick to one. HA encourage to mix media if they want to (felt tips, wax crayons, pastels etc.) May take several lessons- at the end of each lesson children self-evaluate their progress and their success at shading. Evaluate our work Set up class room as a gallery- each piece with a title and name tag Children choose a piece to evaluate (ensure everyone s is evaluated) give 2 stars and a wish. Chn then use their feedback to self-evaluate- composition, colour in chas style, shading/3d, final finish. LA- support to evaluate MA- sentence starters/ display success criteria to evaluate against. HA- allow to give feedback in a more open way- could write an art review A3 outline sketch of their final piece Final piece Peer and self evaluation sheets/ comments