By Yu-Ching Chiu

In this resource, artist and artist educator Yu-Ching Chiu shares her adaptation of the Manipulating Paper: Turning 2D into 3D resource. This session aims to give pupils the opportunity to gain experience in executing 3D design on paper using the Design through Making approach. Yu-Ching works across pre-university Foundation level, however, her adaptations could be translated across a variety of ages.

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What We Like About This Resource…

“I really like how Yu-Ching’s process combines hand-drawing and painting, before moving across to digital. Combining those processes ensures that the illustrations retain a very warm, tactile look to them, but the digital element refines the imagery. We really like what Yu-Ching says about the benefits of silent books being universally understood and feel that the benefits and challenges of not using words means that the imagery has to be really clear, which encourages lots of exciting creative problem-solving.” – Tobi, AccessArt

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See This Resource Used in Schools…

Pathway for Years 4 & 5

Disciplines:
Sculpture, Painting, Drawing, Collage, Sketchbooks

Key Concepts:

• That Illustrators use line, colour and shape to create drawings which bring stories to life.

• That we can use other people’s artwork as a creative stimulus, and use lots of different media (paper, pen, paint, modelling materials and fabric) to work towards our own artwork.

• That we can use our knowledge and curiosity of line, shape, colour and form to make playful and inventive art. 

• That we can make an individual artwork which contributes to a larger shared piece, or we can work on a shared artwork.

• That making art can be fun and joyful, and that we can find subject matter which inspires us all and brings us together.

This pathway provides a framework for teachers to enable pupils to create their own work in a variety of media, in response to the work of an author/illustrator (in this case Maurice Sendak).

The project explores: Mark making with pen, pencil and ink, making a shared drawing, colour mixing (soft pastels), making sculpture (plastic bags, paper, wire, modroc) and collage.

As with all AccessArt approaches, the emphasis is on a journey of building independent learning through lots of experimentation and creative risk taking, and balances sketchbook and exploratory work with high quality and varied final outcomes. 

Themes: Narrative, Landscape, Character Development

Medium: Pens, Soft B Pencils, Ink, Collage Paper, Plastic bags, Paper, Wire, Modroc, Modelling Materials

Artists: Maurice Sendak, Shaun Tan

If you use this resource in your setting, please tag us on social media: #InspiredBy @accessart (facebook, twitter) @accessart.org.uk (instagram) and share the url. Thank you!

Additional Pathway

This pathway is an additional pathway to help you extend, develop or further personalise the AccessArt Primary Art Curriculum.

We suggest this pathway is used to replace a “Working in 3 Dimensions” (Blue) Pathway – it works well in replacement of Telling Stories Through Drawing & Making (Years 3 & 4), or Set Design (Years 5 & 6).

Please note the activities in this pathway are best suited to more confident teachers who are happy with a higher level of interaction with the work, and more able or experienced pupils.

You may also like to use the activities in this pathway with a smaller group of children in an after school club or community context.

Teaching Notes

Tips from Teachers

“Put a long piece of paper down on each table. Four children per piece of paper works the best so they don’t get too crowded.

Put examples of the book on their tables and three different sized black pen. Do the ink drawings in one lesson and then the black pen detail in the next and colour in the next with pastels.”

Find the MTP for this pathway here.

See the recording of the Zoom CPD session Exploring Modroc.

Journeyful Teaching: Teaching for The Journey, Not The Outcome

Pedagogy in 250 Words: Making is Hard

Curriculum Links

English: Responding to Texts and Narrative

Geography: Landscapes and Habitats

Science: Animals, Plants and Trees

PSHE: Supports Responsibility to the planet, Collaboration, Peer Discussion.

I Can…

• I have explored the work of an Illustrator and used my sketchbook to record my observations.

• I can draw directly from life, making quick sketches expressing emotion and personality.

• I can explore mark making, and use marks to create a (sometimes shared) background.

• I can mix colours using soft pastels.

• I can make a sculptural creature or person, understanding that by working in 3d my sculpture will be seen from different viewpoints, and be inspired by the drawn background.

• I can present my work as part of a larger artwork, and I can share my response to my own work and also to the work of my peers.

Time

This pathway takes 6-8 weeks, with an hour per week. Shorten or lengthen the suggested pathway according to time and experience. Follow the stages in green for a shorter pathway or less complex journey.

Materials

Pens (3 different thicknesses), Soft B Pencils, Sketchbooks, A3 Cartridge Paper, Soft toys, Black Ink, Quills, Roll of Paper, Soft Pastels, Glue Stick

Modroc, Plastic Bags, Sellotape Construction Materials (see list here )

Pathway: Drawing and Making Inspired by Illustrators

A PDF of this pathway can be found here.

• Aim of the Pathway

  The aim of the pathway is to give children the opportunity to be inspired by the mark making and visual story telling of illustrators, and to feel enabled to make their own creative response in both two and three dimensions. 

• Week 1: Introduce
  

  Introduce an Artist

  Begin by introducing story to inspire drawing and making. 

  You may want to explore Where the Wild Things Are, using our “Talking Points: Maurice Sendak“.

  Or draw and make inspired by ‘The Arrival’ by Shaun Tan using “Talking Points: Shaun Tan“.

  This pathway can be adapted to a book you are currently studying in class.

• Drawing & Mark-Making
  

  Observational Drawing

  

  Be inspired by the mark making of Maurice Sendak and apply it to observational drawings of the children’s own toys in the Drawing Soft Toys Inspired by “Where the Wild Things Are” by Maurice Sendak resource.

  By the end of this session children will have practised observational skills, explore mark-making (both their own and that of the artist) and produced one or more drawings of their own toys.

• Week 2: Collaborative Drawing
  

  Shared Ink Drawing

  Explore making collaborative drawings in small groups, using new materials and new skills in the Shared Ink Drawing Inspired by “Where the Wild Things Are”resource.

  

  By the end of this session, pupils will have explored how they can work together to create sections of landscape, exploring notions of “background” and “context”, using ink and quills.

• Week 3: Colour Mixing
  

  Adding Colour

  

  Explore colour mixing in an empirical way by mixing soft pastels directly onto the shared landscape drawing created above, as shown in the Adding Colour to Shared Ink Drawing Inspired by “Where the Wild Things Are” resource.

  By the end of this session children will have created coloured backgrounds which are full of exciting marks and atmospheric colours, ready for the stage below.

• Week 4: (Optional) Life Drawing
  

  Life Drawing Inspired by ‘Where The Wild Things Are’

  Practise drawing from life in the Life Drawing Inspired by “Where the Wild Things Are” resource. 

  By the end of this session, children will have explored drawing directly from life, making quick sketches by looking for “big” shapes which express emotion and personality, to develop sketchbook work. 

• Week 4: Drawing From Imagination
  

  Drawing Imagined ‘Wild Things’

  

  Combine mark making and life drawing skills with inspiration from the shared communal background drawing, to create drawings of wild things from imagination, in the Drawing our own “Wild Things” to Inhabit our Imagined Landscape resource.

• Week 5 & 6 & 7: Making
  

  Making Sculptural ‘Wild Things’

  

  Explore working in 3 dimensions using wire, paper and modroc to create sculptures of Wild things, in the Making Sculptural “Wild Things” (Session 1) resource.

  You can find detailed information on using Modroc in the classroom here. 

  

  Continue working on the sculptures, and return to the starting point of the journey in week 1 by adding collaged drawings to the sculptures. Display the finished sculptures in front of the communal drawings. Making Sculptural “Wild Things” (Session 2 & 3)

• Week 8: Share and discuss
  

  Share, Reflect, Celebrate

  

  End the pathway by taking time to appreciate the developmental stages and the final outcomes in a clear space.

  Depending upon the project option chosen, display the work appropriately including having open sketchbooks. Use the “Crit in the Classroom” resource to help you. 

  Encourage children to reflect upon all stages of the journey.

  If available, children can use tablets or cameras to take photographs of the work.

  Explore how children can take high quality photographs of 3d artwork with this resource.

See This Pathway Used In Schools

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Pathway for Years 5 & 6

Disciplines:
Drawing, Sketchbooks

Key Concepts:

• That we use the word form to describe a three-dimensional shape.

• That when we draw on two-dimensional surfaces we can use line, mark making, value, shape, colour, pattern and composition to help us create an illusion of form, mass or volume.

• That contour marks can help to describe volume and form/mass.

• That we can mix colours and use a range of media to create atmosphere and meaning in drawings.

• That drawing and sculpture share a close relationship, and can inform each other.

This pathway enables pupils to consider how 2 dimensional drawing can convey a sense of form/mass and volume. By looking at the drawings of Sculptors’ Henry Moore, and Christo and Jeanne-Claude we can explore the ways in which they portrayed an illusion of form and meaning in their drawings.

Pupils will explore a range of mark-making, taking inspiration from artists’ work and will have the opportunity to experiment with a variety of materials.

Medium:
Drawing materials, Loose sheets of paper varying in size, shape and quality.

Artists: Henry Moore, Christo and Jeanne-Claude

If you use this resource in your setting, please tag us on social media: #InspiredBy @accessart (facebook, twitter) @accessart.org.uk (instagram) and share the url. Thank you!

Additional Pathway

This pathway is an additional pathway to help you extend, develop or further personalise the AccessArt Primary Art Curriculum.

We suggest this pathway is used to replace a “Drawing and Sketchbooks” (Orange) Pathway  “Typography and Maps” (Years 5 & 6) or “2D Drawing to 3D Making” (Years 5 & 6).

You may also like to use the activities in this pathway with a smaller group of children in an after school club or community context.

Teaching Notes

Find the MTP for this pathway here.

Curriculum Links

Maths: 2D and 3D shapes, weight, symmetry, angles, mass, volume

Science: Properties of objects, shadows, rocks

PSHE: Collaboration, Peer Discussion

I Can…

• I can describe the difference between shape (2d) and form (3d).

• I can explore how artists use their skills to make drawings which capture form.

• I can use my sketchbook to record and reflect, collecting the ideas and approaches I like which I see other artists use.

• I can use line, mark making, tonal values, colour, shape and/or composition to give my drawings a feeling of form.

• I can share my work with others, and talk about my intention and the outcome. I can listen to their response and take their feedback on board.

• I can appreciate the work of my classmates. I can listen to their intentions and share my response to their work.

Time

This pathway takes 6 weeks, with an hour per week. Shorten or lengthen the suggested pathway according to time and experience. Follow the stages in green for a shorter pathway or less complex journey.

Materials

Loose sheets of cartridge paper, Handwriting pens, Soft B pencils, Water-soluble graphite, Wax crayon, Watercolours, Ink

Pathway: Exploring Form Through Drawing

A PDF of this pathway can be found here.

• The Aim of the Pathway

  This pathway gives pupils the opportunity to explore how we can convey 3-dimensional form through drawing, conveying a sense of mass and volume. Inspired by the work of Sculptors Henry Moore and Christo and Jean-Claude, pupils will make creative responses through a series of drawing exercises on loose paper, resulting in a collection of drawings for a backwards sketchbook.

• Week 1: Introduce an artist
  

  Introduce Henry Moore’s Shelter Drawings

  

  Introduce students to the work of Henry Moore. Find out how Moore’s practise as a sculptor impacted his drawing style in this resource exploring “Henry Moore’s Shelter Drawings“.

  Use the “Making Visual Notes” resource to help record on loose paper.

• Drawing Exercise
  

  Drawing Hands

  

  Create continuous line drawings of cupped hands to explore the word ‘concave’ and what this means in relation to form. Use the “Drawing Hands” resource to run this guided session. Create the drawings on loose sheets of paper.

• Week 2: Draw and Collage
  

  Explore 3 Dimensions using Lego

  Invite pupils to create simple drawings of lego blocks on sheets of paper, considering angle and perspective. Use the “Explore 3 Dimensions using Lego” resource to help you guide this session. Work on loose sheets.

• Week 3: Ink and Pen Drawings
  

  See Three Shapes

  

  Explore outline, form and shadow using the simple “See Three Shapes” exercise. Create drawings on loose sheets of paper.

• 
  

  Drawing with a Ruler

  

  Challenge children to create observational “Drawings with a Ruler“. Consider how mark making can be used to contour, giving mass and form to the drawing. See “Ruler Drawings” created using more spherical subject matter and see how the drawings change. 

  Ask pupils to consider their favourite exercise from the session, which did they prefer and why?

• Week 4 & 5: Introduce an Artist
  

  Introduce Christo and Jeanne-Claude

  Introduce pupils to the work of Christo and Jeanne-Claude using “Talking Points: Christo and Jeanne-Claude“. Explore their drawings of wrapped monuments to see the first stages of their concepts.

• Drawing and Painting
  

  Drawings With Mass

  

  Bring in a physical subject matter, in this case potatoes and pebbles, and combine with the mark-making skills learnt previously, to explore how we can create a sense of form and 3d shape through line. Use the “Drawings with Mass“ resource here. Work on loose sheets of paper.

  What kinds of lines might they use to make a drawing of an object which feels heavy and solid? Where is the shadow? Where is the light? How can they make it feel rounded?

• Week 6: Sketchbook
  

  Backwards Sketchbook

  

  Invite students to create a “Backwards Sketchbook” filled with loose works created throughout the pathway.

• Share & Celebrate
  

  Share, Reflect, Discuss

  

  Time to see the work which has been made, talk about intention and outcome.

  Invite children to display the work in a clear space and walk around the work as if they are in a gallery. Give the work the respect it deserves. Remind the children of their hard work.

  If you have class cameras or tablets, invite the children to document their work, working in pairs or teams.

  Use the resource here to help you run a class “crit” to finish the project. 

See the Pathway Used in Schools…

Join our Facebook Group

Join the AccessArt Network group on Facebook and ask questions of others using our resources

Share and Tag

Share photos of work made by tagging us on social media

See This Resource Used In Schools…

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Pathway: Using Art To Explore Global Issues

This resource is features in the ‘Using Art To Explore Global Issues’ pathway

Drawing Source material: ice

Talking Points: Drawn To Antarctica

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Pathway for Years 5 & 6

Disciplines:
Sculpture, Painting, Drawing, Collage, Sketchbooks

Key Concepts:

• That art can help us focus on, and explore, big issues. By looking at the artwork of others, and by making our own artwork, we can feel empowered to explore topics which might otherwise be overwhelming to us.

• That by working alongside others on a similar project we can feel a shared sense of purpose. We can feel supported and understood.

• That we can bring many disciplines together (including drawing, painting and sculpture) into one artwork.

In this pathway children are enabled to begin to recognise that they are able to make an individual creative response which will be different to that of their peers, but one which comes from the same starting point and share a similar message. They learn that all artwork, however it is made and by whom, will be valued, and that each piece can contribute to a larger shared artwork. 

As children progress through the school, they are enabled to use and further develop the knowledge and skills learnt so far, and bring their personal likes, dislikes and experience to a project, working towards being confident creative decision makers. 

By using a variety of media and techniques, all children are enabled to explore and succeed.

The projects featured centre around an exploration of global warming and ice worlds, but this pathway can easily be adapted to explore other global issues such as deforestation or weather patterns. Change your source material accordingly.

Try to make sure you leave time at the end of the project for a discussion over the global issue to emerge, based upon the artwork.

Theme: Climate change, Landscape, Habitats, Animals

Medium:
Drawing Materials, Modelling Materials (incl. Modroc)

Artists: Faith Bebbington, Frances Hatch, NOMINT

If you use this resource in your setting, please tag us on social media: #InspiredBy @accessart (facebook, twitter) @accessart.org.uk (instagram) and share the url. Thank you!

Additional Pathway

This pathway is an additional pathway to help you extend, develop or further personalise the AccessArt Primary Art Curriculum.

We suggest this pathway is used to replace a “Working in 3 Dimensions” (Blue) Pathway or a “Print, Colour, Collage” (Yellow) Pathway.

It works well in replacement of  the Set Design (Year 5 & 6) or Activism (Year 5 & 6) Pathway.

Please note the Modroc Polar Bear activities in this pathway are best suited to more confident teachers who are happy with a higher level of interaction with the work, and more able or experienced pupils.

You may also like to use the activities in this pathway with a smaller group of children in an after school club or community context.

Teaching Notes

Find the MTP for this pathway here.

See the recording of the Zoom CPD session exploring Modroc.

Curriculum Links

Geography: Climate zones, North & South Hemispheres

Science: Animals, Predators/Prey, Environmental changes.

PSHE: Supports Responsibility to the planet, Collaboration, Peer Discussion.

I Can…

• I have explored the work of artists who use art as a way of drawing attention to global matters, and I can share my responses with the class.

• I can use my sketchbook to record and reflect how the artist’s work makes me feel.

• I can use my sketchbook to make drawings, working from still images, videos and from life, demonstrating close looking and drawing. I can use these drawings to inspire my sculpture.

• I can make a sculpture of an animal, understanding that by working in 3d my sculpture will be seen from different viewpoints.

• I can explore and experiment using “Design through Making”, and I can discover how I can transform and construct with different materials to make my sculpture.

• I have seen how my own sculpture can form part of a larger artwork, and how we can all find inspiration in each others’ ideas.

• I can explore painting and collaging using colour mixing and different surfaces and see how the materials respond to each other. I can create an environment for my sculpture.

• I can present my work as part of a larger artwork, and I can share my response to my own work and also to the work of my peers.

Time

This pathway takes 6 weeks, with an hour per week. Shorten or lengthen the suggested pathway according to time and experience. Follow the stages in green for a shorter pathway or less complex journey.

Materials

Soft B pencils, Charcoal, Acrylic Paint

Construction Materials

For Ice Worlds

Fruit Crates, A variety of paper, Making Tape, PVA glue

For Polar Bears

Modroc sheets, Newspaper, Plastic bags, Masking Tape

Pathway: Using Art To Explore Global Issues

A PDF of this pathway can be found here.

• Aim of the Pathway

  The aim of this pathway is to give children the opportunity to understand that art can be used to enable an exploration of important issues which affect us all. Through drawing and making, and through looking at art made by other people, we can build our understanding of the issues involved, and make a creative response to share with others.

• Week 1: Introduce
  

  Look and Draw

  

  Introduce pupils to a stop-motion campaign about the effects of melting ice with “Talking Points: A WWF Campaign“. Find out how ice was used to create the animation and discuss the impact of the campaign.

• Drawing in Skethbooks

  

  Continue the session by exploring “Drawing Source Material: Polar Bears“. 

  Refer to the first section of the”After School Art Club: Drawing, Collage, Painting and Sculpture. (Part 1)” resource to help you guide the drawing session. 

• 
  

  Find Your Focus

  Choose between whether you would like to create sculptures of polar bears or if you would like to make 3d ice world landscapes. For less experienced teachers we would recommend following the Ice World resource.

• Week 2/3/4/5
  

  Option 1: Create an Ice World

  Begin by introducing pupils to the work of artist Frances Hatch through “Talking Points: Drawn to Antarctica“. Use the questions to prompt discussion and feed into sketchbook and 3d work.

  Explore colour, form and texture in a playful way. Working in small groups pupils will create a 3d interpretations of an “Ice Worlds“.

  If you have time at the end of week 5, add some of the drawings made of Polar bears in week 1 to the ice worlds.

• Week 2/3/4/5
  

  Option 2: Build a Polar Bear

  Introduce pupils to sculptor Faith using the “Talking Points: Faith Bebbington“.

  

  Invite children to create “Visual Notes” documenting what they notice about the artists work.

• Week 3: Build
  

  Creating Sculptural Forms

  

  In this session pupils will be creating a sculpture of a polar bear using either plastic bags or newspaper and tape. Refer to Part Two of “After School Art Club: Drawing, Collage, Painting and Sculpture. (Part 1)“.

• Week 4: Introduce Modroc
  

  Using Modroc

  

  Once the forms are complete, invite children to cover them in modroc. See “How to Use Modroc” to find practical advice about how to use modroc, or refer to our our recorded Zoom CPD “Exploring Modroc“.

  Use Section 3 of the “After School Art Club: Drawing, Collage, Painting and Sculpture. (Part 1)” for extra support.

   

• Week 5: Paint
  

  Paint the Polar Bears

  

  Finish off the polar bear sculptures with some paint. Explore part 4 of the”After School Art Club: Drawing, Collage, Painting and Sculpture. (Part 1)” resource to see how you can use and adapt the session in your classroom.

• Week 6: Share and discuss
  

  Share, Reflect, Celebrate

  

  End the pathway by taking time to appreciate the developmental stages and the final outcomes in a clear space.

  Depending upon the project option chosen, display the work appropriately including having open sketchbooks. Use the “Crit in the Classroom” resource to help you. 

  Encourage children to reflect upon all stages of the journey, and reference the artists studied. 

  If available, children can use tablets or cameras to take photographs of the work.

  Explore how children can take high quality photographs of 3d artwork with this resource.

If You Use AccessArt Resources…
You might like to…

Join our Facebook Group

Join the AccessArt Network group on Facebook and ask questions of others using our resources

Share and Tag

Share photos of work made by tagging us on social media