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

If You Use AccessArt Resources…
You might like to…

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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

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. Look at foods from different religious ceremonies.

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

Pathway for Years 5 & 6

Disciplines:
Design, Making, Drawing, Sketchbooks

Key Concepts:

• That a mobile is a kinetic sculpture which relies on balance and counter balance of materials.

• That through ‘Design through Making’ we can explore how we can create objects which balance and move. 

• That we can be inventive and playful exploring sculptural elements which are both abstract and representational when creating a mobile.

In this pathway, suitable for ages 9-11, we explore the work of Alexander Calder. Calder created sculptures and mobiles using solid blocks of colour and simple shapes, exploring the relationships between the objects and lines.

This pathway encourages children explore the relationships between line, shape, form and colour when working in three dimensions. Pupils explore the relationships between design and fine art, and practise Design through Making. They have the opportunity to explore balance and counter balance, and learn to take creative risks and solve problems.

This pathway will take approximately half a term, based upon a weekly art lesson. 

Medium:
Construction Materials (card, wood, wire, string), Drawing & Painting media.

Artist: 
Alexander Calder

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) or a “Drawing and Sketchbooks” (Orange) pathway for ages 9 and above. This pathway could replace the “Shadow Puppets” or “2D Drawing to 3D Making” (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

Find the MTP for this pathway here.

Pedagogy in 250 Words: Making is Hard

Curriculum Links

Maths: Measuring, 2D and 3D Shapes

Science: Weight, Position, Direction & Movement, Shadows, Forces and Gravity

I Can…

• I have explored the work of a sculptor/designer and seen they explore shape, form, line, colour and balance to make mobiles (kinetic sculptures).

• I can use my sketchbook to make visual notes to record and reflect. I can progress these notes into drawings in their own right. 

• I can use my sketchbook to research the types of elements I might make, linking to an appropriate topic or idea. 

• I can use the Design Through Making technique to create elements (shapes or forms) using colour, marks, etc, and see how these elements balance as a mobile. I can handle materials and tools and I can persevere when I need to.

• I can present and share my work, talk about it with my classmates, and listen to their responses to my work. I can review my own work and think about what I might do differently.

• I can respond to the work made by my classmates and I can share my thoughts.

• I can take photographs of my work, thinking about focus, light and composition.

Time

This pathway takes 6 weeks, with an hour per week. Shorten or lengthen the suggested pathway according to time and experience. 

Materials

Drawing materials, Large sheets of cartridge paper, Glue sticks, Foam board or Cardboard, Wooden kebab skewers (or Dowling or thin green garden canes), String.

Pathway: Explore Sculpture Through Making a Mobile

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 explore line, shape, form and colour in three dimensions, challenging themselves to make a sculpture which balances and moves.

• Week 1: Introduce
  

  Introduce Alexander Calder

  

  Introduce children to the work of Alexander Calder with “Talking Points: Alexander Calder“.

  Follow the prompts on the “Discussion & Sketchbook Work” part of the “Talking Points: Alexander Calder” to develop understanding through sketchbooks and conversation. Encourage children to create “Visual Notes” in their sketchbooks as they watch.

• Week 2: Sketchbooks & Prep
  

  Show Me What You See

  Revisit “Talking Points: Alexander Calder” and this time make a series of drawings in sketchbooks based upon the “Sketchbook Development Work” section. 

  You may like to use the resource “Show Me What You See” for guidance on running the session. Encourage the children to not just make drawings of Calder’s mobiles, but also to understand how these drawings can begin to exist in their own right as images. 

• Week 3, 4 & 5: Draw, Paint, Cut, Build
  

  Drawing & Making

  Explore the “Mobile Construction Methods” post and the “Heavy/Light Mobile – Drawing and Making” resource. You may also like to see the “Kinetic Mobile Sculpture” resource – switching the knives for scissors. 

  Decide which method is right for your class. You can also tie the project into an existing classroom theme, for example an exploration of weather, or colour, or costume…

  

  Spend one or two lessons researching (use sketchbooks) and making the “elements” before going on to construct the elements into a mobile in the next week. 

• 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.

  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.

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

Pathway for Years 4 & 5

Disciplines:
Drawing, Sketchbooks, Construction

Key Concepts:

• That when we draw, we can use expressive marks to create tonal variety.

• That we can use both images and words as a starting point to create work.

• That we can combine drawing and making to make a creative response.

• That when we photograph 3D work, we can use light and tonal value to capture a sense of space, and we can use the qualities of the material (charcoal) to capture the atmosphere.

In this pathway, children discover how they can combine drawing and making to capture a sense of enclosed space using charcoal and model making materials.

Children are freed from the constraints of creating representational drawings based on observation – instead they use the qualities of the medium to work in dynamic ways. They will also see how 2d drawing can be combined with 3d making to create a sense of space.

Theme: Coal mining, Relationship of Body to Place, Enclosed Spaces

Medium:
Charcoal, Construction Materials 

Artists: Henry Moore

This pathway will take approximately half a term, based upon a weekly art lesson. 

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!

This pathway has been made in response to the exhibition Drawing in The Dark, a curation of Henry Moore’s coal mining drawings, inspired by the release of a new book written by art historian (and AccessArt Trustee), Chris Owen.

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) or a “Drawing and Sketchbooks” (Orange) pathway for ages 7 and above.

It could replace the drawing pathway “Gestural Drawing with Charcoal” pathway or making pathway “Set Design“.

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.

Session Recording: Exploring Charcoal

Curriculum Links

History: World War II

Science: Rocks, Electricity, Environmental changes

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

I Can…

• I can explore how artists sometimes make art inspired by certain places/experiences

• I have experimented with the types of marks I can make with charcoal

• I can use light and dark tonal values to create atmosphere in my work

• I can construct a model using cardboard and paper, combining drawing and making to make my own creative response

• I can talk about the work I have made with my classmates, sharing the things I thought were successful and thinking about things I would like to try again

• I can appreciate the work of my classmates and I can share my response to their work, identifying similarities and differences in our approach and outcomes. 

• I can take photographs of my work thinking about presentation, focus and lighting. 

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

Medium/large cardboard box, newsprint, charcoal (ideally both willow and compressed), erasers, black and white chalk, rags.

 Construction Materials (see list here )

Pathway: An Exploration of Coal Mining

A PDF of this pathway can be found here.

• Aims of the Pathway

  In this pathway pupils explore the work of Henry Moore made in response to working in a coal mine. Pupils explore how they can create atmospheric marks using charcoal, and use their own drawings as collage material when constructing a model. 

• Week 1: Introduce
  

  Explore Henry Moore Drawing in The Dark

  In 1942 Henry Moore spent one week creating observational drawings down the same coal mine that his father had worked in.

  Use the “Talking Points: Henry Moore Drawing in The Dark” resource to open up discussions about Moore’s coal mining drawings. Invite children to create “Visual Notes” inspired by the work that they see and the discussions that result on loose paper.

• Week 2: Drawing and Sketchbooks
  

  Drawing Coal Mines

  Use the “Drawing Source Material: Coal Mines” resource to get pupils to create drawings of coal mines using charcoal, focusing on light and dark areas.

  Choose stills from the videos and give children time to capture the environment of the miners. Consider how erasers might help to create lighter areas or highlight structures. Explore “Talking Points: What is Chiaroscuro?” to find out how artists use light and dark to create an atmosphere.

  Work on loose sheets of paper and finish the session by creating a “Backward Sketchbook” from all of the work created in the first two weeks.

• Choose…
  

  Choose a Stimulus

  Decide if you would like to use visual prompts or a quote as the stimulus for the coal mine structure…

• Option 1: Weeks 3 & 4: Inspired by Imagery
  

  Charcoal Cave

  

  Use and adapt the “Charcoal Cave” resource to create a coal mine.

  Refer back to sketchbook drawings and notes to help capture the sense of place.

  Provide pupils with stills from the films in the “Drawing Source Material” while they build their sets. Encourage children to build their own props.

  Consider the structure of a mine, thinking about the layout and equipment used to ensure the workers were safe. 

• Or…

• Option 2: Week 3 & 4: Inspired by Quotes
  

  Set Design

  

  Use and adapt the “Set Design with Primary Aged Children” resource and give children the opportunity to build a set using quotes from the “Talking Points: Drawing in The Dark” as a starting point.

  Combine this activity with part 1 of the “Charcoal Cave” to explore mark making with charcoal. Use the charcoal drawings to create an impactful space inspired by a quote.

• Optional:
  

  Add Figurative Drawings

  

  Use and adapt the “Exaggerating to Communicate” resource. Invite pupils to adopt the poses that miners had to squeeze into, to access smaller areas within the mines. Ask them to draw how it feels.

  Cut out the drawings and add them to the charcoal coal mining sets.

  

  Or use and adapt the “Drawings with Mass” resource to create a sense of weight in drawings.  

• Week 5: Photography
  

  Photograph

  Invite children to take photos of their sets in a dark room, using a torch to highlight areas of their coal mines and to capture the sense of space.

  

  Use and adapt this resource to find out how children can take high quality photographs of “3D Artwork“.

  Ask children to select their favourite images to print and add to sketchbooks.

• Week 6: Present & Share
  

  Share, Reflect & Discuss

  

  Clear a space and present drawings, sketchbooks, models and photographs.

  Walk around the space as if it were a gallery. Enable a conversation about the journey and skills learnt.

  Reflect on the work that has been made by running a class “crit“.

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Pathway: How can i use light & dark to create a sense of space, Inspired by Henry Moore?

For ages 11-14, explore this pathway inspired by Henry Moore’s coal mining drawings

PATHWAY: HENRY MOORE & THE SHELTER DRAWINGS

Explore the Shelter Drawings by Henry Moore with this pathway aimed at Primary ages

See the Pathway Used in Schools…

Discipline: Drawing, Collage, Set Design

In this pathway, suitable for ages 11 to 14, we explore a series of coal mining drawings made by Henry Moore. Use his work as the basis for conversation in the classroom, and then use the AccessArt resources below to enable a contextual exploration of figurative drawing, mark-making and collage, or scratch model design, inspired by Moore’s work.

This pathway has been made in response to the exhibition Drawing in The Dark, a curation of Henry Moore’s coal mining drawings, inspired by the release of a new book written by art historian (and AccessArt Trustee), Chris Owen.

Theme:
Mining

Medium:
Paper, Charcoal, Cardboard

Artist:
Henry Moore

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!

Four Studies of Miners at the Coalface, 1942, drawing. (HMF 2000a). Photo Michael Phipps. Reproduced by permission of The Henry Moore Foundation copy

1942 Henry Moore sketching two miners at Wheldale Colliery Henry Moore Foundation archive 7 x 8” black and white print. Photo: Reuben Saidman

Explore an Artist…

Talking Points: Henry Moore

Explore “Talking Points: Henry Moore” to introduce the artist and his ‘Pit Project’ to students. Use the questions to prompt discussion about the processes used by Moore and the work he created.

Invite students to make some “Visual Notes” as they watch the video.

A Brief History of Coal Mining

Watch some videos depicting the day-to-day life of a coal miner at “Drawing source Material: Coal Mining“.

Pause the films on interesting compositions and invite students to draw in sketchbooks. Take inspiration from the “Show Me What You See” resource to guide the session.

Pit Boys at Pit Head 1942 by Henry Moore, Wakefield Permanent Art Collection Image Courtesy of The Hepworth Wakefield LR copy

Figurative Drawing

Henry Moore created drawings of coal miners as they worked. You may want students to create some figurative drawings of classmates in sketchbooks.

A photographer once captured images of Moore drawing the miners as they worked. Use the “Drawing Someone Drawing Something” resource to emulate this idea.

Focus on drawing faces using the “Portrait Club” resource as inspiration for a classroom set up.

Mark-Making and Collage

In this resource, artist Laura McKendry demonstrates different ways to make expressive marks using charcoal, in order to create a collage of a coal mine scene.

Use the “Expressive Charcoal Collage: Coal Mines” to encourage students to explore ways of working expressively and abstractly using charcoal, and explore different mark-making processes to portray the enclosed space of a coal mine.

Set Design

Use and adapt “Introducing Set Designing – Exercise to Respond to Text” to create scratch set designs inspired by texts about Henry Moore’s coal mining experience.

Refer to “Talking Points: Henry Moore” to find texts to inspire the creation of scratch models.

Pathway for Years 1 & 2

Disciplines:
Sculpture, Drawing, Collage

Key Concepts:

• That there is a relationship between drawing & making – we can transform 2d to 3d.

• That we can use observational drawing and experimental mark-making together to make art.

• That we can work from similar stimulus or starting point but end up with very different individual results.

• That the individual results can then be brought together to make a whole artwork. 

In this pathway children continue to develop their understanding of sculpture and build their making skills.

The exploration starts with careful looking and drawing, and from this “grounded” basis children are encouraged to take creative risks by using experimental mark-making with a variety of media.

Children are then invited to explore how they can manipulate their drawings in an intuitive way to make 3d forms. Paper is twisted, folded, crumpled to become 3d and added to a simple structure. Children explore balance to finally created an individual bird.

The class birds can then be brought together to make a “flock” – with each child’s artwork valued as part of the whole.

Themes:
Birds, Wildlife, Local habitat

Medium:
Paper (sugar and cartridge), Soft pencils, wax crayons, watercolours, pastels, graphite, scissors, glue sticks, cardboard or foamboard, paper clips or wire.

Artists:
A variety (see resource)

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!

Teaching Notes

Find the MTP for this pathway here.

Please find the CPD session recording of the Making Birds pathway here.

Find an In The Studio session recording exploring observational and experimental drawing of feathers here.

Curriculum Links

Geography: Use language which supports understanding about continents (migration), maps, habitats.  

Maths: Explore the relationship between 2D/3D shapes, weight, measuring. 

Science: Explore birds, habitats, seasons, food chain 

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

I Can…

• I can look carefully at photos and films of birds, take in the details and overall shapes, and then made drawings of what I have noticed.

• I can drawn from life looking closely.

• I can experiment with a variety of drawing materials and test ways to make marks that describe what I see.  

• I can use colour in my drawings and mix two or more different media together.

• I have looked at the work of other artists who have been inspired by birds and I can share my response to their work.

• I can fold, tear, crumple and collage paper to transform it from 2d to 3d.

• I can use a variety of materials to make my own sculpture, and I have taken on the challenge of making my sculpture balance and stand.

• I have seen how my sculpture can be part of a class artwork. I can see how all our sculptures are individual.

• I can share my work with my classmates and teachers, and consider what was successful for me.

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

Sketchbooks, soft pencils, coloured pencils, handwriting pens, oil/chalk pastels, feathers, A2 cartridge, sugar paper, newsprint. 

Project 1: Rubbings- Small objects, wax crayons. 

Project 2: Drawing Fur (adapt to feathers) – Feathers, pastels, soft pencils.  

Corrugated card or foamboard, wire or paper clips, glue sticks.

Pathway: Making Birds

A PDF of this pathway can be found here.

• Aims of the Pathway

  This pathway aims to help children begin to understand the relationship between drawing and making, 2d and 3d. Pupils explore how to transform materials into sculpture, moving from mark making to balance and structure. 

• Week 1: Drawing as Research
  

  Drawing from Photographic Sources

  

  Visit the free to access “Drawing Source Material: Birds” resource to find films of birds shown in close-up.

  Pause the films at various points so that children can work in their sketchbooks to make drawings of birds.

  Encourage close and slow looking by talking as they draw – use your voice to attract their attention to features of the bird.

  Create momentum with the drawing by inviting pupils to make drawings of various timed lengths, before moving on to the next paused image/drawing.

  Experiment with a variety of media: soft B pencils, handwriting pens, pastels.

• Week 2: Developing Skills
  

  Drawing from Observation & Experimental Mark-Making

  

  Explore the “Feathers: Perfect for Mark-Making” resource.

  This time working from real feathers rather than photographic imagery, encourage the children to take creative risks and explore how they can draw feathers using a variety of mediums.

  Work in sketchbooks or on larger pieces of paper (A3) and experiment with how the paper size changes the nature of the mark-making (for example use sugar paper and cartridge paper).

  You might like to show pupils this work by artist Andrea Butler, in which Andrea shares how she uses the textures and colours within birds to inspire her artwork. 

• Week 3: Working Slowly Towards 3d
  

  Manipulating Paper from 2D to 3D

  

  Still working on paper, but this time on sheets of newsprint, sugar and cartridge paper, pupils will explore what happens when you fold, tear, crumple paper and start to manipulate it towards 3d forms. 

  Explore these three resources and decide which elements you would like to explore with your children:

  • Making Rubbings

  • Turning Paper Into Fur (adapt to feathers)

  • Manipulating Paper 2d into 3d

  Make sure you encourage playful exploration and celebrate invention. Pupils are not working towards a fixed outcome, instead they are developing making and creativity skills. 

• Week 4, 5: Watch & Make
  

  Explore Sculpture

  Pupils are now going to start making their sculptures.

  

  Watch the “What Is Sculpture” animation if you didn’t watch it with the class earlier in the year.

  

  Take a look at the free to access “Talking Points: Inspired by Birds” resource if you’d like to talk about how other artists have been inspired by birds. Work in sketchbooks guided by the “Show Me What You See” resource.

   

  

  Use the “Making Birds” resource to enable children to pull all their learning together and make small sculptures. 

• Week 6: Celebrate
  

  Reflect & Share

  Finally make time to display the birds as a “flock”. Here is an opportunity to talk about many pieces made by separate people can be exhibited as a single artwork.

  Use the “Crit” resource to help you explore how to talk about the work.

  

See the Pathway Used in Schools…

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Join our Facebook Group

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Share photos of work made by tagging us on social media

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Transform materials into birds

Challenge students to create sculptural birds

swoop

Explore birds and migration

flock

Create a school installation featuring a personalised bird from each child

Pathway for Years 1 & 2

Disciplines:
Sculpture, Drawing

Key Concepts:

• That when we make art in 3 dimensions it is often called Sculpture.

• That we can generate ideas through playful exploration.

• That we can build understanding of the properties of materials through manipulation.

• That making sculpture is a partnership between materials, ideas, hands and tools.

• That we can reflect upon our intention when we see our ideas made physical.

In this pathway children are introduced to what sculpture can be, and invited to explore the work of other sculptors whilst taking a playful and inventive approach to making their own sculptures.

The pathway encourages children to start voicing their response to sculptural artworks, including their own, and to give them time and space to explore properties of materials, and what happens when you join one or more materials together to construct new forms.

Theme:
Transformation & Invention

Medium:
Construction Materials (card, paper, wood, wire, string, fabric including recycled and found objects)

Artists:
Christo & Jeanne-Claude, Faith Bebbington, Caitlind r.c. Brown & Wayne Garrett

This pathway will take approximately half a term, based upon a weekly art lesson.

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!

Teaching Notes

Find the MTP for this pathway here.

Curriculum Links

Geography: Adapt the playful making approach to make sculptures of ports and harbours, towns, cities, villages, The Great Wall of China etc.

Maths: Uses language to support understanding of 2D/3D shapes, sequence, measuring, position & direction.

Science: Uses language to support understanding of properties and manipulation of materials.

PSHE: Collaboration, responsibility to the planet.

I Can…

• I have explored what we mean by “sculpture” and I thought about what I like about different pieces of sculpture.

• I can use my sketchbook to make drawings inspired by sculptures I have seen, to help me think about what I like, and to remember what I have seen. 

• I can use my hands to make small sculptures out of lots of different materials. I can bend, twist, fold, cut and fasten. 

• I can use my hands to make sculptures without designing first. I can just see what happens if…

• I can discover that sometimes working with materials is hard work – things break or my fingers hurt – but that is all ok!

• I can share my work and listen to what other people like about it. 

• I can look at other people’s work and sometimes share what I like about it with them. 

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

A3 Sugar paper, handwriting pens.  

Construction Materials (see list here )

Pathway: Playful Making

A PDF of this pathway can be found here.

• Aims of the Pathway

  This pathway aims to introduce children to the idea of Design through Making: a playful approach to exploring materials and constructing sculpture. 

• Week 1. Introduce the idea of “Sculpture”
  

  What Is Sculpture?

  Use the “What Is Sculpture?” resource to introduce children to the idea that when we make art in 3 dimensions it is often called Sculpture.

• Talk
  

  Enable Children to Be Curious & Articulate

  Use the animation above as a starting point to talk about Sculpture made by Sculptors.

  Use the artworks and questions on the free to access “Talking Points: Introduction to Sculpture” to help children explore sculpture made by other artists. 

  

  Explore the work of artists Linda Bell and Nnena Kalu through free to access “Talking Points: Linda Bell” and “Talking Points: Nnena Kalu“.

• Work in Sketchbooks
  

  Show Me What You See

  Invite pupils to make drawings of the sculptures using the free to access “Talking Points: Introduction to Sculpture” resource above. Create drawings in sketchbooks inspired by the videos and images using “Show Me What You See“. 

  

  Remember that children are using drawing as a way of collecting information and adding their own thoughts. They can also add words etc (no need for sentences). 

  Remember there is no need/requirement to add learning objectives to sketchbooks or to mark the pages in any way. 

• Week 2. Start Making
  

  The AccessArt Making Prompt Cards

  Time to let the children explore materials and tools and connect hand, heart and head. Before you introduce children to this activity, watch “Design through Making“.

   

  

  In this warm up session, introduce children to “The AccessArt Making Prompt Cards” a wide range of materials and invite them to make in a playful way without a predefined outcome in mind. 

  Openly invite the children to explore the materials without “knowing” what they will make (“We are going to be explorers and inventors…”). This comes easy to young children and we tend to grow out of it as we get older – but it’s an important skill to acknowledge and retain. 

  Collect together materials on the materials list in the Teacher notes column, and choose one or more of the prompts. 

  

  At the end of the session, tidy the room and clear a space to show the “sculptures” made. Remember these are just “doodles” of materials – and are the first stage in exploring the properties of materials, and how we can connect and combine to make new objects. 

  Ask the children to try to guess the prompt card used, and to talk about the sculptures as a class. 

• Week 3 & 4. Find Your Focus
  

  Make Your Sculpture

  Choose from one of the projects below, or adapt a similar approach to your own area of focus/curriculum theme.

   

  

  All the resources below share the common aim of enabling children to explore materials, simple tools and their ideas, with plenty of freedom to play and invent. 

  Give children plenty of time and space to explore, take creative risks, discover and share, without working towards a predefined outcome. Encourage and celebrate individuality.

  Have sketchbooks open on tables and encourage children to make notes (whatever form they take), and record and reflect.

• Project 1
  

  Creativity Medals

  

  Jan Miller is an Art and Design Technology teacher and magazine editor with 25 years’ experience. Invite children to create imaginative and unique “Creativity Medals” using recycled materials.

• 
  

  Or…

• Project 2
  

  Making a Roller Coaster

  

  KS1 children use their imaginations and sense of fun to collaborate to create a “Model Roller Coaster” with moving parts. 

• 
  

  Or…

• Projects 3 & 4
  

  Boats That Float & Sea Creatures

  Both these projects were illustrated with older children, but they follow the same playful making approach. Adapt by keeping tools simpler (ie scissors, but no pliers or glue guns).

  Boats That Float 

  Sea Creatures

• Week 5/6
  

  Presenting, Talking, Sharing, Documenting & Celebrating

  

  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 hardwork.

  If you have class cameras or tablets, invite the children to document their work, working in pairs or teams. Think about how the work is lit and what it is displayed on. Encourage them to feel able to change the background, turn the sculpture around etc. Explore how children can take high quality photographs of 3d artwork with this resource.

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

See the Pathway Used in Schools…

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

You May Also Like…

Making shells

Create shells out of recycled materials

Cardboard challenge

Get children thinking about how they can make something stand

Pathway for Years 1 & 2

Disciplines:
Drawing, Collage, Sketchbooks

Key Concepts:

• That drawing is a physical and emotional activity. That when we draw, we can move our whole body.

• That we can control the lines we make by being aware of how we hold a drawing tool, how much pressure we apply, and how fast or slow we move.

• That we can draw from observation or imagination.
  

• That we can use colour to help our drawings engage others.

In this pathway children are enabled to build an understanding about the way they can make marks on a drawing surface. They explore how the way they hold a drawing tool, and move their bodies, will affect the drawings they make. 

Children will begin to explore mark-making and experiment with how they can use the marks they make in their drawings. 

They are introduced to the fact that they can make drawings as a result of observation, without a seen subject matter. (i.e. from action or imagination) and that they can make drawings as a result of observation. Through their drawings children are able to talk about what they can see and how it makes them feel. 

The focus of the exploration is around spirals – an ancient symbol which we all recognise, and which lends itself to conversations around growth, movement and structure. 

Children are introduced to sketchbooks as a place of personal exploration, and enabled to make a sketchbook or personalise a bought sketchbook. 

Themes:
Pattern, Structure, Movement, Growth, The Human Body, Sound 

Medium:
Graphite stick or soft B pencil, Handwriting Pen, Pastels & Chalk, Paper, (Sketchbook Making Task: Paper, string, elastic bands, glue)

Artists: Molly Haslund

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!

“To paint a line for a minute and walk with it was something I had never done before, and it made me think a lot about how good simple things can be.” Chris Ofili

Teaching Notes

Find the MTP for this pathway here.

See the recording of the hour long zoom CPD to introduce teachers to this pathway.

Curriculum Links

Science: Uses language to support understanding of concepts of growth, human body and natural forms.

Maths: Explores pattern, symmetry.

PSHE: Peer discussion, collaboration

I Can…

• I can draw from my finger tips, my wrist, my elbow, my shoulder, my body.

• I can make a drawing using a continuous line for a minute or two.

• I have made a sketchbook (or perhaps decorated the cover of a bought sketchbook) and I feel like it belongs to me.

• I can draw from observation for a few minutes at a time.

• I can make different marks with different drawing tools. I have seen the different marks I can make with a soft pencil, a graphite stick and a handwriting pen.

• I have explored how water affects the graphite and pen, and explored how I can use a brush to make new marks.

• I can make choices about which colours I’d like to use in my drawing.

• I have seen the work of an artist and listened to how the artist made the work. I have been able to share how I feel about the work. 

• I can talk about what I like in my drawings, and what I’d like to try again.

• I can take photos of my artwork.

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

A2 newsprint, A2 cartridge or black paper, sugar paper (torn into squares), soft pencils, graphite sticks, chalk, handwriting pens, or graphite, sticks, coloured card, cardboard, recycled/scrap paper, elastic bands.

Pathway: Spirals

A PDF of this pathway can be found here.

• Aims of the Pathway

  This pathway aims to introduce children to the idea that making a drawing is a physical activity which uses the whole body and connects head, hand and heart. 

   

• Week 1: Make drawings using your body
  

  Making Spiral Drawings

  

  Invite children to use their whole body to create large scale “Spiral Drawings“.

  Use soft B pencils or graphite sticks. Work on large A2 sheets of paper (newsprint is fine).

  Invite students to experiment with different materials – graphite sticks, soft B pencils, handwriting pens, chalks.

  • Create large scale drawings.

  • Make spiral drawings to music.

  • Stand up and work in the playground using chalk. 

  • Juxtapose emotions eg.  ‘Create a quiet spiral… then create a LOUD spiral.’ Invite children to tune into how they are feeling and create a spiral that reflects their mood.

• Look & Talk
  

  Molly Haslund: Outdoor Drawings

  

  Explore our free to access “Talking Points: Molly Haslund” to discover an artist who makes drawings outside using her body as a drawing tool. Pause the videos and invite children to create drawings using the “Show me what you See” method.

  Fast engineering challenge: Respond to Molly Haslund’s work by asking children to make a tool that creates a circle when it has a drawing material attached. Use sticks, card, cardboard, tape, twine, straws etc.

  Juxtapose children’s exploration by looking at the work of women who make kolam in front of their homes every morning in the “Talking Points: The Ancient Art of Kolam” resource.

• Week 2: Develop your drawings
  

  Make Snail Drawings

  

  Create a “Snail Drawing” on a large square of white cartridge paper or black sugar paper, using chalk and oil pastels.

  This exercise explores different qualities of line, colour blending, mark making and makes a wonderful mounting piece. 

• Week 3: Introduce sketchbooks and either make your own sketchbook or personalise a bought sketchbook
  

  Make an Elastic Band Sketchbook

  It’s important that children feel a sense of ownership with their sketchbooks. Invite children to create their own elastic band sketchbooks using recycled paper and card. These sketchbooks will create an ideal platform for exploration and creative risk taking. Ask children to decorate the cover using collage.

• Or personalise a bought sketchbook to nurture ownership
  

  Making Spaces and Places in a Sketchbook

  “Make Spaces and Places in a Sketchbook” to change the way children use their sketchbooks and help to develop sketchbook techniques in future sessions.

  In the next session children will start working in their sketchbooks. 

• Week 4 & 5: Two drawing exercises
  

  Two Exercises to Encourage Close Looking & Experimental Mark-Making

  Working in a sketchbook, invite children to try the following two drawing exercises below.

  Continue with the spiral exploration by applying drawing skills to making observational drawings of shells.

  Where possible work from real shells, making sure each child can clearly see what they are drawing. If you do not have real shells then you can work from “Drawing Source Materials: Shells“.

  Do the exercises alongside the children (to model your own open exploration), or before the lesson so that you understand how it feels.

  By the end of this session children will have completed a number of  line drawings in their sketchbooks. 

• Exercise One
  

  Observational Drawing: Continuous Line

  Start the session by creating a calm meditative environment. Use this exercise to create “Observational Drawings using Continuous Line“. Encourage careful observation and intentional mark making. 

  Depending on how much time you would like to allocate to the warm up, you may want to ask children to experiment with scale, different materials, dominant and non dominant hand. 

• Exercise Two
  

  Experimental Mark-Making with Water Soluble Pens

  Adapt this resource and experiment with “Mark Making with Water Soluble Pens“

  Rather than try the whole resource which was originally written for older children, focus upon enabling the children to see what happens when they add water to observational drawings made using a handwriting pen (check first that the pen you use is water-soluble) or water-soluble graphite. How are the marks changed by the water? 

  As the children may not have experience of the colour wheel yet, strip this activity back to focus on the line, texture, and light and dark areas. 

• Week 6: 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 hardwork.

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

  You might like to get children to assemble the snail drawings made in Week 2 into a “class” Backwards Sketchbook.

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

See the Pathway Used in Schools…

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

You May Also Like…

Letting shape and colour co-exist

Layer chalk, pastel and pencil to use shapes intuitively

Backwards forwards drawing

Develop understanding and knowledge of subject matter through careful observation

Pathway for Years 5 & 6

Disciplines:
Printing, Collaging, Drawing

Key Concepts:

• That artists can use art as a way to express their opinions, using their skills to speak for sectors of society.

• That artists acting as activists often use print because it allows them to duplicate and distribute their message.

• That a carefully chosen image can be a powerful way to communicate as it is direct and crosses boundaries of language.

• That through art as activism we can come together. 

In this pathway children are introduced to the idea that they can use art as a way of sharing their passions and interests with their peers and community. We start by introducing pupils to artists who are activists, and then we go on to help pupils identify and voice the things they care about as individuals. 

There is then a choice of projects: the class can either make posters or zines, using using collage, print and drawing.

Medium:
Paper, Pen, Paint

Artists: Luba Lukova, Faith Ringgold, Shepard Fairey

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!

Teaching Notes

Find the MTP for this pathway here.

Curriculum Links

History: Look at the messaging from WW2 posters.

Science: Environmental changes, deforestation.

PSHE: Responsibility to the planet, Collaboration, Peer Discussion, Different Religions, Ethnic Identity.

I Can…

• I have seen how artists use their skills to make art which speaks about things which matter, often on behalf of whole communities.

• I have explored how I can find out what I care about, and find ways I might share my ideas with us.

• I have seen how my classmates may have different things they care about, or share things we care about, but they are all valid.

• I can create visuals and text which communicate my message.

• I can use line, shape and colour to make my artwork.

• I can use typography to make my messages stand out. 

• I can combine different techniques such as print, collage and drawing.

• I can reflect and articulate about my own artwork and artwork made by my classmates.

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, handwriting pens, sharpies.

Option 1: Make a Poster – Wall paper samples, white acrylic paint, PVA glue.
(For the screen printing) – Masking tape, silk screen mesh, printing ink, printing medium, newsprint, cartridge paper or other printable surface, pen/pencil, craft knives (optional), masking tape, cardboard for palette and squeegee, bucket, A4 Acetate sheets and pva glue (optional).

Option 2: The Art of Zines – Large sheet of cartridge paper, collage papers, newspaper, PVA glue.

Pathway: Print & Activism

A PDF of this pathway can be found here.

• Aims of the Pathway

  This pathway introduces pupils to the idea that artists can use their skills, vision and creativity to speak on behalf of communities, changing the world for the better. 

• Week 1: Introduction
  

  The Relationship Between Print & Activism

  We begin by introducing pupils to the idea that art can be used to express the opinions of artists, who in turn speak for sectors of society. Artists can be activists, and many artists choose print as a way to make their art, as it allows them to reproduce their artwork so that it can reach many people. 

  Choose one or more of the artists below to introduce to your class, depending on the project option you choose. 

• Introduce an Artist Activist
  

  Luba Lukova

  Use free to access “Talking Points: Luba Lukova“ to explore a designer who uses posters as a way to address injustice in the world. Use the questions at the bottom of the resource to help guide a discussion about the artists approach. 

• Introduce an Artist Activist
  

  Faith Ringgold

  Use free to access “Talking Points: Faith Ringgold” resource to explore an artist who makes painted quilts to communicate personal narratives, history and politics. Use the questions at the bottom of the resource to help guide a discussion about the artists approach.

• Introduce an Artist Activist
  

  Kate DeCiccio

  

  Use the free to access “Talking Points: Kate DeCiccio” to explore how posters can be used to communicate important messages within different communities.

• Find Your Voice…
  

  What Do YOU Care About?

  

  What do you care about? What is your message to the world? Sometimes it can be hard to find the right words, or be brave enough to say them outloud.

  The “Find Your Message” resource will help pupils to find their passion and their message, and enable them to communicate it in their own way. 

  Work in sketchbooks or on large sheets of paper. Work alone or in small groups of people you trust. 

  This activity will encourage children to start exploring who they really are, before they take their next steps to secondary school.

• Week 2,3,4 & 5
  

  Find your focus

  Decide whether you would like to explore pupil voice by making posters or making zines, and follow the pathways below.  

• Option 1
  

  Make a Poster

  This pathway shares how you can make a poster about something you care about. 

• Look and Talk
  

  Shepard Fairey

  

  Introduce discussions about street art and activism in the classroom using free to access “Talking Points: Shepard Fairey“.

• Make
  

  Create a Poster Inspired by Shepard Fairey

  

  Use the “Creating a poster inspired by Shepard Fairey” resource. Children will begin by collaging their own canvas and go on to create their poster design, through stencil, collage or screen print.

• 
  

  Screen Print Hack

  

  If you decide that you’d like to revisit screen print with the children or they haven’t had the opportunity to screen print before, here is a video for our “Screen Print Hack” to support this facilitation. 

  Children can also use collage and stencilling as a way to create their posters.

• 
  

  Or…

• Option 2:
  

  Make a Zine

  Use the following resources to inspire pupils to make a zine.

• Introduce
  

  Talking Points: What is a Zine?

  

  Use the free to access “Talking Points: What is a Zine?” to explore the purpose of Zines. 

• Be Inspired
  

  The Art of Zines

  See how older pupils made zines about things they cared about in the “Art of Zines” resource.

• Make
  

  Make a Simple Folded Sketchbook

  

  Use the “Simple Folded Sketchbook” resource as basis for your zine.

• Collage
  

  Fill your Zine

  

  Children may want to begin their zines by “starting with magazine imagery“.

  Supply children with a variety of magazine imagery which can be used to communicate their message.

  Invite children to modify their chosen imagery, by cutting, folding, sticking and juxtaposing whilst thinking about the composition of their zine pages. Images can be photocopied in black and white and drawn/painted over.

  Encourage experimentation and exploration of how best to communicate their message through text and word. 

• Week 6
  

  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 hardwork.

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

See This Pathway Used In Schools

If You Use AccessArt Resources…
You might like to…

Join our Facebook Group

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Share and Tag

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an exploration of artwork by Shepard Fairey

Take inspiration from Fairey’s methods of production and use of imagery to make work

Screen Prints Inspired by Shepard Fairey

Enjoy these examples of activist screen prints

Screen Prints Mesh Hack in Action

See the screen print mesh hack in action

Pathway for Years 5 & 6

Disciplines:
Drawing, Sculpture, Graphic Design, Collage, Sketchbooks

Key Concepts:

• That drawing and making have a close relationship.

• That drawing can be used to transform a two dimensional surface, which can be manipulated to make a three dimensional object.

• That when we transform two dimensional surfaces we can use line, mark making, value, shape, colour, pattern and composition to help us create our artwork.

• That we can use methods such as the grid method and looking at negative space to help us draw.

• That there is a challenge involved in bringing two dimensions to 3 dimensions which we can solve with a combination of invention and logic. 

This pathway contains two choices: 1) working towards a piece of sculpture, or 2) working towards graphic design/packaging. 

Both options allow children to explore the idea that drawing as a 2 dimensional activity can be used to transform surfaces which can then be manipulated into a 3 dimensional object. 

Along the way, children explore how mark making, line, tonal value, colour, shape, and composition can be used to inform the final piece. 

The sculptural project additional includes two methods to help build drawing skills: looking at negative space and grid drawing. 

The graphic design packaging project includes typography.

Medium:
Card, Paper, Drawing materials.

Artists: Lubaina Himid, Claire Harrup

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!

Teaching Notes

Find the MTP for this pathway here.

You can see a recording of a session sharing this pathway here. 

Curriculum Links

English: Create characters inspired by literature.

History: Create characters inspired by theme.

Maths: 2D and 3D shapes, measuring, symmetry, angles, plot points.

PSHE: Collaboration, Peer Discussion.

I Can…

• I have explored artists who use their drawing skills to make objects, and I can share my responses to their work, thinking about their intention and outcome.

• 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 composition to make my work interesting. 

• I can use negative space and the grid method to help me see and draw.

• I can explore typography and design lettering which is fit for purpose.

• I can transform my drawing into a three dimensional object.

• 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.

• I can photograph my three dimensional work, thinking about presentation, lighting, focus and composition. 

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

Option 1: Flat/Sculptural Drawings: Corrugated cardboard, silhouette images of dogs, handwriting pens, soft B pencils, collage papers/newspapers/photocopies, PVA glue, tape, scissors.

Option 2 Packaging: Cardboard food packaging, ink, brushes, handwriting pens, sharpies, acrylic paint/poster paint mixed with PVA, coloured paper, coloured crayons, scissors, string, big needles, glue, tape, wire.

Pathway: 2D Drawing to 3D Making

A PDF of this pathway can be found here.

• The Aim of the Pathway

  This pathway enables pupils to consider how 2 dimensional drawing might relate / transform to 3 dimensional making. 

• Find Your Focus
  

  Sculpture or Graphic Design?

  Before you begin, decide which focus you would prefer:

• Option 1
  

  Sculpture

  

  Sculpture – Explore drawing techniques such as grid drawing, using negative space, and mark making (including tonal value), before transforming your drawings into sculpture.

• Or…

• Option 2
  

  Graphic Design

  

  Graphic Design – Explore typography, line, shape, colour and composition to recreate food packaging, turning the flat graphics into 3d nets.

• 
  

  Follow Option 1 or Option 2 for the Full 6 Weeks Below

• Option 1:
  

  Flat Yet Sculptural Sculpture Project

• Option 1: Week 1: Introduce
  

  Introduce the Work of Lubaina Himid

  

  Introduce pupils to the work of Lubaina Himid, an artist working in London, using the free to access “Talking Points: Lubaina Himid” resource.

  Note for teachers on adult content: Please see the advisory on the Talking Points page above.

  Lubaina paints on wood to create flat, standing images which viewers can walk amongst. 

  With sketchbooks open use the “Making Visual Notes” resource so that pupils can note down things that they notice during the exploration. Use the questions on the resource to start discussion. 

• Option 1: Weeks 2 & 3: Draw
  

  Use Negative Space and the Grid Method

  

  Pupils will start to create their own “flat yet sculptural” artwork.

  In the resource we feature, we framed our exploration around dogs – but you can choose any focus you like. 

  Begin by introducing children to two key techniques which will help them both see and draw: 1) using negative space and 2) the grid method. 

  Use the “Use Negative Space to Believe What You See (and Scaling Up)” resource to help pupils understand these methods and begin their project work. 

• Option 1: Weeks 4 & 5: Draw
  

  Explore Mark Making, Tonal Value & Structure

  

  Continue the project by collaging and making the drawings into sculptures. Full instructions via the “Flat Yet Sculptural” resource. 

• Week 6
  

  Share, Reflect, Discuss

  Refer to the bottom of the pathway for help with running a crit.

  ---

• 
  

  Or…

• Option 2:
  

  Redesigning Food Packaging

• Option 2: Week 1: Introduction
  

  Graphic Designers and Food Packaging

  

  Use the free to access “Talking Points: Food Packaging” resource to explore food packaging. Use the questions on the resource to stimulate conversation.

  You may also like to take in food packaging of favourite foods and invite children to talk about the colours and design of the boxes etc. 

  Use the “Making Visual Notes” resource to give children the opportunity to note down things that they notice during the exploration.

  

  You could also look at “Which Artists: Claire Harrup” to see how an artist working for one of the big supermarkets designs her work. 

• Option 2: Week 2, 3, 4, 5: Draw, Paint, Make
  

  Explore Packaging Design

  

  Use the “Redesigning Food Packaging” resource to design your own food packaging. 

  You might like to start the project by watching the third video on the “Talking Points: Food Packaging” resource if you didn’t watch it last week. The process you will follow is slightly different but it gives a nice insight into how a designer might approach a similar project. 

  You may also like to visit the free to access “Talking Points: What is Typography?” resource if you would like to remind children how they can think creatively about lettering. 

  Throughout the project, use sketchbooks to test ideas and reflections. 

• Week 6 (both options)
  

  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. Have sketchbook work present too. 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. Explore how children can take high quality photographs of 3d artwork with this resource.

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

See This Pathway Used In Schools

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

You May Also Like…

drawing with wire like calder

Draw and create wire models of toys

Graphic inky still life

Explore bottle packaging through drawing and construction

Pathway for Years 5 & 6

Disciplines:
Making, Drawing, Sketchbooks

Key Concepts:

• That there are many traditions of using intricate cutouts as shadow puppets to narrate archetypal stories.

• That artists and craftspeople adapt the traditions they inherit to make them their own, and to reflect the culture they live in.

• That we can take inspiration from other artists and cultures and make the processes and techniques our own by using materials, tools and narratives which are important to us.

• That we can work in collaboration with others to make a shared experience. 

In this pathway children explore both traditional and contemporary artists and craftspeople using intricate cutouts to create artwork which is meaningful to the culture in which it is created. 

Pupils explore how they can take inspiration from other artists and craftspeople, and adapt ideas to suit their own way of working. Pupils create puppets working in collaboration.

Sketchbooks are used throughout to record, generate ideas, test and reflect. 

Medium:
Paper, Construction Materials 

Artists: Lotte Reiniger, Matisse, Wayang Shadow Puppets, Phillipp Otto Runge, Pippa Dyrlaga, Thomas Witte

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!

Teaching Notes

Find the MTP for this pathway here.

See the Zoom CPD session exploring making shadow puppets. 

Curriculum Links

English: Use literature to inspire narrative.

History: Create a narrative around area of focus.

Science: Human body, animals, light and shadow.

Music & Drama: Be Inspired, or make a creative response to, existing productions/themes.

PSHE: Responsibility to the planet, Collaboration, Peer Discussion, Different Religions, Ethnic Identity.

I Can…

• I have seen how a variety of artists and craftspeople use their interest in cutouts to generate imagery. I can share my response to their work with my classmates.

• I can use my curiosity to think about how I might adapt techniques and processes to suit me.

• I can use my sketchbook to record, generate ideas, test ideas and reflect.

• I can make a shadow puppet thinking about how the qualities of the materials I use affect the final outcome.

• I can manipulate the materials using tools so that the puppets I make have character and expression.

• I can make my puppets move in simple ways by articulating them.

• I can work with my peers to create a collaborative experience.

• I can share my work, as a team, and share and listen to feedback.

• I can give my feedback to the work of other teams, and appreciate the differences and similarities of their work to ours. 

• I can photograph or film our puppets and performance.

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, handwriting pens (black/coloured).

For the puppets: Coloured and black card, coloured tissue paper, doilies, fabric, string, wire, feathers, acetate card, paper fasteners/split pins, wooden skewers, PVA glue, tape, large white sheet (or whiteboard).

Pathway: Cut Outs & Shadow Puppets

A PDF of this pathway can be found here.

• Aims of the Pathway

  The aim of this pathway is to introduce pupils to the art of paper cutting, and understand how it can be used and adapted to create shadow puppets. 

  Pupils explore shadow puppets from a historical and contemporary perspective before making their own puppets, exploring line, shape, form and character.

• Week 1: Introduce
  

  Discover Artists & Approaches

  Explore the Talking Points below as an introduction to the project.

  Use as few or as many as you would like, depending upon time / area of interest. 

  Have sketchbooks open and make time during the exploration to use sketchbooks to use the “Making Visual Notes” resource. Pupils might make references, collect ideas, jot down methods of working, draw equivalents etc. 

• Introduce
  

  Talking Points: Lotte Reiniger

  

  Explore the work of Lotte Reiniger through the free to access “Talking Points: Lotte Reiniger” resource.

• Introduce
  

  Talking Points: Paper Cut Outs

  

  Explore artists who create artwork using paper cut outs using free to access “Talking Points: Paper Cut Outs“.

• Introduce
  

  Talking Points: Malaysian Shadow Puppets

  

  Find out about the 250 year old tradition of Wayang Kulit and how artists are adapting it to suit our times with our free to access “Talking Points: Malaysian Shadow Puppets“.

• Weeks 2, 3, 4 & 5: Explore & Create
  

  Making Shadow Puppets

  

  Use the following resources to help you explore how to make the puppets, and use the whiteboard as projection screen:

  Shadow Puppets & Whiteboards

  Shipwrecked!

  Shadow Puppets & Performance

  

  Have sketchbooks open and encourage pupils to remember the approaches explored in week 1, and to use the sketchbooks to further make notes, note down ideas, make quick sketches to test ideas/shapes etc.

  

  Depending upon how much time you have, you may want to work towards creating puppets for a performance following a narrative, or you may prefer to make standalone puppets.

  You may want to connect the puppets that you make to links within the curriculum, or even make puppets along the theme of transition or retrospection to celebrate the end of Primary School/moving on to Secondary School.

• Week 6: Present & Share
  

  Share, Reflect, Discuss

  

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

  If you have class cameras or tablets, invite the children to document the puppets. You could also film the puppet show. 

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

See This Pathway Used In Schools

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

You May Also Like…

Pathway for Years 5 & 6

Disciplines:
Design, Making, Drawing, Sketchbooks

Key Concepts:

• That artists who create furniture are often called craftspeople or designers. 

• That furniture is more than just practical – designers and craftspeople produce furniture which reflects the era or culture it is made in, or the personality of the maker. 

• That as artists, we can use a variety of materials to design and make our own model chairs. The chairs we make can reflect our personality, and be enjoyed by others. 

• There are certain requirements for a chair to be a chair (4 legs and a back?) – but we can be as imaginative as we like. 

• We can think about the form, structure, material and texture, as well as the way the chair is constructed, to help us make our chair unique. 

In this pathway children are introduced to the work of a craftsperson/designer, and they explore how the artist brings his personality to his work. They go on to explore chair design over the centuries to understand how furniture can reflect or define the age in which it was made.

Children then use a warm up making exercise to remind themselves that they can be inventive in their making, and that the things they make can communicate ideas to other people. Finally children go on to make their own chair (a model of) using the Design Through making technique. 

Medium:
Construction Materials

Artists: Yinka Ilori

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!

Teaching Notes

Find the MTP for this pathway here.

Please find the CPD session recording of the Take a Seat pathway here.

Curriculum Links

Maths: Measuring, 2D and 3D shapes, symmetry, angles.

Science: Forces and gravity.

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

I Can…

• I have explored the work of a craftsperson / designer and seen how they bring personality to their work.

• I have seen how chair design has changed through the ages.

• I can use my sketchbook to make visual notes to record and reflect.

• I can experiment with how I can make mini sculptures with lots of different materials, guided by a short sentence to help me.

• I can use the Design Through Making technique to make a model of a chair which expresses an aspect of my personality.

• I can see how my sketchbook exploration helped me work towards my final outcome, and I can see what I like and what I would like to do differently. 

• I can present and share my work, and talk about it with my classmates, and listen to their responses to my work.

• I can respond to the work made by my classmates and I can share my thoughts. 

• I can take photographs of my work, thinking about focus, light and composition. 

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, oil/chalk pastels, handwriting pens. Construction Materials (see list here).

Pathway: Take a Seat

A PDF of this pathway can be found here.

• Aims of the Pathway

  This pathway aims to introduce chair design to children. Children will explore what a chair can be and how the design and “personality” of a piece of furniture can make us feel.

• Week 1: Introduce a Craftsperson / Designer
  

  Exploring Chair Design

  

  Explore the work of contemporary artist and designer Yinka Ilori with our free to access “Talking Points: Yinka Ilori” resource. Watch the videos and use the questions to prompt class discussion.

  Have your sketchbooks open and use the “Making Visual Notes” resource to record and reflect. 

• Sketchbook Work
  

  Using Drawing to Build Understanding

  

  Use the free to access “Talking Points: History of Chair Design” resource as basis for some more sketchbook work. 

  Use the “Show Me What You See” technique to help pupil’s visually explore chairs.

  During the exercise, draw attention to the visual elements of the chairs, including talking about materials, form and structure. 

  By the end of the session sketchbooks should be full of pupils interpretations of different elements (shapes, lines etc) from the video.

• Week 2: Be Inventive
  

  Making Prompt Cards

  

  Before you begin, watch “Making is Hard” to remind everyone that making can be tricky! It’s okay if things don’t go to plan. Making is all about experimenting with materials to find out what is possible.

  Use the “Making Prompt Cards” resource to help children gain experiential knowledge. The prompts in the resource will provide inspiration to kick start creative thinking and enable an exploration of material and intention, without worrying about the design or purpose of what you are making. Children will make mini sculptures guided by the prompts on the cards.

• Week 3, 4 and 5
  

  Take a Seat

  Challenge children to become furniture designers with the “Take a Seat” resource, and invite children to create a chair which expresses their personality. 

  Encourage children to make intuitive choices when thinking about which materials to use, which shapes to make, and how they might connect materials together.

  Be inspired by the “Take a Seat Gallery“.

• Week 6: Present and Celebrate
  

  Share, Reflect, Discuss

  

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

  Display the work in a clear space, including sketchbook work, and walk around the work as if you were 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. Explore how children can take high quality photographs of 3d artwork with this resource.

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

See This Pathway Used In Schools

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

You May Also Like…

Making sculptures: the chair and me

Make sculpture inspired by your bodies relationship to the furniture around you

Pathway for Years 5 & 6

Disciplines:
Installation Art, Sketchbooks

Key Concepts:

• That as humans we react emotionally to colour.

• That artists can create immersive environments using colour, light, form and sometimes sound to create a transformative experience for others.

• That we can use colour in a brave and inventive way, trying new colour combinations and exploring the relationship between colour and form. 

• That we can test ideas, use our imagination, and share our vision with others by creating 2 and 3 dimensional models. 

In this pathway pupils are enabled to explore colour in a very personal and intuitive way. 

Taking inspiration from artists who use colour, light and form to create immersive installations, pupils are encouraged to create (propose) their own art work. They are enabled to imagine “what if…?” and encouraged to share their vision or imagining with others through mock-up artworks and models. 

Recognising pupils growing ability to articulate their thoughts, and understand that we can use art to bring people together through sharing common experiences, such as how our bodies and minds react in certain colourful environments, pupils are empowered to create their own response to simple sculptural challenges. 

Pupils use sketchbooks throughout to record, test and reflect. 

Medium:
Paper, Card, Paint, Light (coloured filters)

Artists: Olafur Eliasson, Yinka Ilori, Morag Myerscough, Liz West

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!

Teaching Notes

Find the MTP for this pathway here.

Curriculum Links

Science: Light, shadows.

PSHE: Collaboration, Peer Discussion.

I Can…

• I have explored the work of installation artists who use colour, light and form to create immersive environments. I have been able to imagine what it might be like to be in those environments, and to share my thoughts with others.

• I can respond to a creative challenge or stimulus, research the area, and make a creative response.

• I can create a 3d model or 2d artwork which shares my vision with others. 

• I can use a sketchbook to focus my exploration of colour, taking time to record thoughts, test ideas and reflect.

• I can take photos of my artwork, thinking about focus, lighting and composition.

• I can present my ideas and vision to others, articulate my thoughts and listen to the response of my classmates, taking on board their feedback.

• I can listen to the creative ideas of others, and share my feedback about 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

Selection of papers, elastic bands, cardboard, soft pencils, coloured pencils, oil/chalk pastels, water colour paint, inks, acrylic or ready mixed paint, brushes, collage papers, PVA glue, scissors.

Option 1: Mini World Light Boxes- Cardboard boxes, pencils, felt tip pens, sharpies paper/card, junk modelling materials, torches, marbling materials, paper, marbling inks, sticks for mixing, trays, PVA glue, scissors.

Option 2: Sculptural Challenge: Colourful Walls and Option 3: Sculptural Challenge: Light and Form – Construction Materials (see list here).

Pathway: Brave Colour

A PDF of this pathway can be found here.

• Aims of the Pathway

  This pathway gives pupils the opportunity to engage with colour in an intuitive and physical way.

  Pupils are given a greater degree of creative independence and the pathway invites pupils to  respond to the following questions:

  “How can we create colourful experiences? How do they make us feel? How might we connect to others through colour?”

  Pupils are encouraged to guide their own exploration, making choices about how they want to use colour in their artwork. 

• Week 1: Prepare
  

  Make a “Brave Colour” Project Sketchbook

  

  Fill the classroom full of colour and start as you mean to go on by inviting children to make a dedicated Brave Colour Project Sketchbook. 

  Use the “Elastic Band Sketchbook” resource to make the sketchbooks. Use white paper inside (use cartridge paper torn into double sized sheets – don’t use printer paper) so that pupils can fill it with the colours that appeal to them. 

  For the covers, use something durable like cardboard as a base, but invite pupils to personalise the covers with colours they are attracted to. This might involve paint, card, paper or fabric.

  Encourage pupils to use these sketchbooks throughout the project. Use the “Making Visual Notes” resource to capture colours, generate ideas and reflect. 

• Week 2: Be Inspired
  

  Explore the Work of Artists Using Colour

  

  As a class, explore the work of artists who use colour in their work – sometimes in the form of paint, sometimes light. 

  Explore the following Talking Point resources, using them as the basis for class discussion. Use the “Making Visual Notes” resource to give pupils time to jot down thoughts and ideas in their sketchbooks. 

  As this is a colour project, make sure pupils have ready access to colour – paper, paint, ink, pastel – so even though this session is about watching and talking, they can also easily reach for colours to apply to their sketchbook notes. 

  Explore one or more of the free to access resources below:

  

  Talking Points: Yinka Iloria and Colourful Spaces

  ---

  

  Talking Points: Morag Myerscough

  ---

  

  Talking Point: Carnovsky

  ---

  

  Talking Point: Olafur Eliasson

  ---

  

  Installation Artist – Liz West

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  You may also like to explore the “Talking Points: What is Installation Art?” resource. 

• Week 3: Collect Colour
  

  Exciting Colour

  

  Explore pattern designer Rachel Parker’s moodboard books. Invite children to “Collect Colour” from magazines to create their own colour moodboards. These moodbards can be used in the future as inspiration for other projects.

• Weeks 3, 4, & 5: Explore & Create
  

  Dream Big by Working Small

  Choose one of the following options to focus pupils exploration of “brave colour”. 

  Use sketchbooks to record, test and reflect. 

• Option 1
  

  Mini World Light Boxes

  

  Use the “Mini World Light Boxes” resource to create models of sculptural installations exploring light, colour and form.

• 
  

  Or…

• Option 2
  

  Sculptural Challenge: Colourful Walls

  

  Use the “Sculptural Challenge Number 1: Colourful Walls” resource and challenge pupils to create a design proposal for a colourful architectural installation exploring colour and form.

• Option 3
  

  Sculptural Challenge: Colour, Light, Form

  

  Use the “Sculptural Challenge Number 2: Colour, Light, Form” resource and ask children to create an idea for an installation which uses light, colour and form (and even maybe sound) to create an immersive experience for others.

• Week 6: Present and Share
  

  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 you were in a gallery.

  Give the work the respect it deserves. Remind the pupils of their hard work. Look back on all stages of the colourful journey and connect work made by pupils to that of the initial artists. 

  If you have class cameras or tablets, invite the children to document their work, working in pairs or teams. Explore how children can take high quality photographs of 3d artwork with this resource.

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

See the Pathway Used in Schools…

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To Colour

A sensory exploration exploring questions ‘What does colour smell like? What does colour feel like?’

Pathway for Years 5 & 6

Disciplines:
Architecture, Drawing, Sketchbooks

Key Concepts:

• That architects have a responsibility to design buildings which help make our world a better place, including thinking about the environmental impact of the buildings they design.

• That we can make creative choices which both serves ourselves as individuals and the communities we belong to. 

• That we can use form, structure, materials, and scale to design innovative buildings.

• That we can build architectural models to test out our ideas and share our vision. 

In this pathway children are opened to the idea that artists and designers have responsibilities, in the case of architects to design homes that help us have a brighter future. Children discuss as a class if it is best to design aspirational homes which make us feel good to live in, or tiny homes which benefit the environment. Or perhaps we can do both?

Children explore the work of architects and individual builder/designers, and use sketchbooks and drawing to collect, process and reflect upon ideas.

Children then go on to build an architectural model of their aspirational home or tiny house, before sharing as a class to see the village that has been made. 

Medium:
Foamboard, Ink, Card

Artists: Shoreditch Sketcher, Various Architects

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!

Teaching Notes

Find the MTP for this pathway here.

Curriculum Links

Geography: Opportunity to talk about issues surrounding climate change to inform the type of houses you make, and the materials you use.

History: Changes in Britain – How architecture has changed from your chosen civilisation topic. Design a bomb shelter inspired by WW2?

Maths: Measuring, 2D and 3D shapes, symmetry, angles.

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

I Can…

• I have explored domestic architecture which is aspirational and large, and I have explored the Tiny House movement. I can discuss with the class how both these ways of designing might affect our lives.

• I can use my sketchbook to collect, record and reflect my ideas and thoughts. 

• I can make larger drawings working from still imagery, using various drawing techniques for fifteen or so minutes. 

• I can explore how line, form, structure, material, and scale are all used to make architecture interesting, and help the designer meet the design brief. 

• I can make an architectural model using the ‘design through making’ technique, using my sketchbook to help free my imagination.

• I can present my work, reflect and share it with my classmates.

• I can respond to the work of my classmates, sharing my thoughts about their work in relation to the architecture we looked at during the project. 

• I can photograph my work considering lighting, focus and composition.

• I can make short films of my work giving a close-up tour of my architectural model.

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, handwriting pens, sharpies, A2 cartridge or sugar paper. Construction Materials (see list here)

Pathway: Architecture – Dream Big & Small

A PDF of this pathway can be found here.

• The Aim of the Pathway

  The aim of this pathway is to give pupils the opportunity to use their growing creative independence to discuss, decide, and design. Pupils will explore the responsibilities architects have to create a better world for us all by exploring whether we should “dream big or dream small” when it comes to planning for homes for the future. 

• Week 1: Introduce
  

  Dream Big or Small?

  

  Introduce pupils to the point for discussion and design:

  “As architects, should we aspire to fill the world full of amazing beautiful buildings, or do we serve ourselves and the planet better by designing small, modest, cleverly designed eco homes. Or can we do both?”

  Use the free to access “Drawing Source Material: Amazing Architectural Homes” resource to see aspirational architectural design.

  Use the “Making Visual Notes” resource to get children to note down forms, structures and materials that they like.

  

  Then use the free to access “Talking Points: Tiny Houses” resource. Again, use sketchbooks to make visual notes of the details, structures, materials, and ideas which appeal to the children.

  Have a class discussion, and perhaps even a vote, about what they feel is important in terms of house design to make the world a better place.

• Week 2: Draw
  

  Drawing Houses

  This week, children will work on larger sheets of cartridge or sugar paper (A3 or larger) and revisit the two resources used last week (“Drawing Source Material: Amazing Architectural Homes” and “Talking Points: Tiny Houses“). This time pupils will make drawings of paused moments in the video (so they are working from a still image).

  The aim here is not to design a building (they are not designing on paper) but instead to deepen understanding of the form and structures architects might use. Children will use drawing to help look more closely: to collect ideas for when they ‘design through making’. 

  Try to create between 3 and 5 drawings, each on a fresh sheet, during the session. Pupils will work in handwriting pen and, if they wish, coloured pen to highlight/accent certain features.

  They might like to be inspired by the drawings by the Shoreditch Sketcher. You can see his work at “Talking Points: Shoreditch Sketcher“.

  You might also like to use the following drawing exercises to inspire their drawings (using handwriting pen):

  Continuous Line Drawing

  Drawing with a Ruler

  If there is a sense of perspective in the image pupils are drawing, invite them to try to capture it on the page. Sometimes, if they are drawing from a still image on a whiteboard, they can use a metre rule or a cane to help see where the lines of perspective are. 

  Rather than try to draw the whole image, invite them to record what they consider to be the most important elements of the architectural design. 

• Week 3, 4, 5
  

  Make your Architectural Model

  

  Start Week 3 with a recap about the architectural dilemma: dream big or small?

  Decide as a class if the children are all going to make models of aspirational homes, or tiny houses, or a mixture of both. 

  Have sketchbooks open so that pupils can use them as reference material, and have access to the drawings made the week before. Use the “Ink and Foamboard Architecture” resource to help pupils build their architectural models.

  Tips:

  Remember they are not designing on paper first. Instead pupils are using sketchbooks as reference and using the “Design Through Making” technique.

  Remind pupils (if they get frustrated!) that Making is Hard!– but that’s ok! 

  Allow pupils plenty of time to cut and stick their shapes. You may want to get a head start by having a member of staff cut a selection of shapes beforehand so that pupils can use them as “building blocks” and then cut their own as they need them. See how to cut foamboard here Coming Soon.

  Buying foamboard (coming soon)

• Week 6
  

  Share, Reflect, Discuss

  

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

  Pupils will display the work in a clear space, and walk around the work as if they were in a gallery.

  Remember to display sketchbook work too, so that they remember the whole journey and give context to the outcomes.

  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. You could also make films by bringing the cameras really close to the models, to see different perspectives and interiors. Explore how children can take high quality photographs of 3d artwork with this resource.

   

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

See the Pathway Used in Schools…

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

You May Also Like…

Anglo Saxon Architecture

Making Architecture Inspired by Anglo Saxon Architecture

My House

A Cardboard Construction Project

Houses from Around the World

Drawing and Collaging

Pathway for Years 5 & 6

Disciplines:
Set Design, Making, Drawing, Sketchbooks

Key Concepts:

• That designers and makers design “sets” which form the backdrop/props to give context to drama (theatre, film or animation). 

• That we can use many disciplines including painting, making, drawing to create sets, as well as thinking about lighting, scale, perspective, composition, and sound. 

• That we can create our own “sets” to create models for theatre design, or backgrounds for an animation.

• That we can take our inspiration from the sources of literature or music to inform our creative response and to capture the essence of the drama. 

In this pathway pupils explore the work of set designers – in the first instance a set designer that works in theatre, and in the second instance a maker that creates sets for animation. 

Pupils go on to explore how they can create their own model set, inspired by a creative stimulus (poetry, prose, film or music). 

Sketchbooks are used throughout to brainstorm, record, test and reflect. 

Medium:
Paper, Card, Construction Media, Mixed Media, Paint, Drawing Materials

Artists: Rae Smith, Fausto Melotti, Tiny Inventions, Rose Hurley, Gabby Savage-Dickson

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!

Teaching Notes

Find the MTP for this pathway here.

Curriculum Links

English: Create set designs inspired by your chosen play or book (for example Esio Trot).

History: Create a ‘scene’ inspired by your chosen civilisation topic e.g. a Roman amphitheatre.

Science: Light, shadow.

Music & Drama: Link to projects in Music and Drama.

PSHE: Collaboration, Peer Discussion.

I Can…

• I have explored how other artists use their skills to build sets for theatre or animation, inspired by literature, film, poetry or music. I can articulate and share my response to their work.

• I can respond to a suggested stimulus (poetry, prose, music or short film) and design and build a model set which conveys my interpretation of the mood/narrative of the original stimulus. 

• I can use my sketchbook to brainstorm ideas, jot down thoughts, test materials, record and reflect.

• I can share my process and outcome with my classmates, articulating my ideas and methods. I can listen to their feedback and take it on board.

• I can appreciate the artwork made by my classmates and share my response to their work.

• I can take photographs or film of my artwork thinking about presentation, lighting, focus and composition. 

• I can use my animation set as backdrop to an animation.

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, A2 cartridge paper, charcoal, cardboard boxes, selection of small toys, construction materials.

Pathway: Set Design

A PDF of this pathway can be found here.

• Aims of the Pathway

  This pathway aims to introduce pupils to set design, either for theatre or animation. Pupils explore the work of designers/makers and then create their own model “sets” around a theme. 

• Find Your Focus
  

  Choose Theatre Design or Design for Animation

  Decide if you would like your pupils to explore Set Design for Theatre, or Set Design for Animation, and follow the stages below accordingly.

• Set Design for Theatre

  In this option pupils explore how designers design sets for theatre.

• Week 1: Introduce
  

  Set Design for Theatre

  Use the “Talking Points: Set Designer Rae Smith” resource to introduce pupils to the work of a set designer working in theatre.

  Pause the video at suitable points to open up conversation. Invite children to make a page or two using “Making Visual Notes” in their sketchbooks. They might make quick drawings of the sculptures, note down how they feel and also include any other thoughts that the videos prompt.

• Week 2, 3, 4 & 5: Create
  

  Set Design for Theatre

  

  Use the “Set Design With Primary Aged Children” resource to focus a project around how pupils can create their own model sets in response to a dramatic stimulus.

  Children will have the opportunity to draw, build and paint and by the end they will have an atmospheric and dramatic set in response to text. Use sketchbooks throughout to come up with ideas, jot down thoughts, test materials and reflect.

  You may also like to introduce the work of Melotti through the “Talking Points: Fausto Melotti” resource if children need further stimulation mid project.

  ---

• 
  

  Or…

• Set Design for Animation

  In this option pupils explore how animators build sets for their animations. 

• Week 1: Introduce
  

  Set Design for Animation

  

  Use the “Talking Points: Negative Space by Tiny Inventions” resource to see how animators created the set for their animation Negative Space. 

  Pause the video at suitable points to open up conversation. Invite children to make a page or two in their sketchbooks using “Making Visual Notes“. They might make quick drawings of the set, note down how they feel and also include any other thoughts that the videos prompt.

• Weeks 2, 3, 4 & 5: Introduce
  

  A Textiles Set

  

  Take further inspiration from artist Gabby Savage-Dickson and explore the “Gabby Savage-Dickson: Felting & Embroidering Sets” resource. 

• Create
  

  Rosie Hurley

  

  Explore the “Rosie Hurley: Esio Trot” resource – an artist who created a set based on the film Esio Trot. Explore all of the developmental stages in her sketchbook and see how it connects to the work that has been done in class.

  Again, ask children to have sketchbooks open and jot down any “tips” about the ways Rosie works in her sketchbooks which might be useful. 

  

  Use the “Animation Set Design Challenge” resource to inspire children to create their own set based upon a piece of music, prose, film or poetry. Follow a similar process as Rosie Hurley to create your set. 

• Extension
  

  Animate!

  Coming Soon

• Week 6: Reflect and Discuss
  

  Present, Talk, 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.

See This Resource Used In Schools…

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

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Drawing Exercise Responding to text

Adapt the workshop for younger students and create drawings in response to text

model making responding to text

Use text extracts as a starting point to make ‘scratch models’

Pathway for Years 3 & 4

Disciplines:
Painting, Drawing, Collage, Sketchbooks, Relief

Key Concepts:

• That when artists make work in response to static objects around them it is called still life.

• That still life has been a genre for many hundreds of years, and is it still relevant today.

• That when artists work with still life, they bring their own comments and meaning to the objects they portray.

• That we can make a still life creative response in many media: drawing, painting, collage, relief…

• That we can use line, shape, colour, texture, and form to help us give meaning to our work, and explore composition, foreground, background, and negative space. 

In this pathway children are introduced to the genre of still life as an old art form and also one which is still enjoyed by many contemporary artists. Pupils revisit and develop their drawing (and looking) skills using observational drawing of physical objects, and then go on to explore a project, either working in collage, photography and paint, clay relief, or graphic still life. 

Along the way children consolidate and develop their understanding of how we can use line, shape, colour, texture, form and composition to make their work. 

Medium:
Acrylic or poster paint, pen, pencil, ink, clay (depending upon project chosen)

Artists: Paul Cezanne, Peter Claesz, Melchior d’ Hondecoeter, Jan Davidsz, Jacob Vosmaer, Hilary Pecis,  Nicole Dyer, Baas Meeuws, Hirasho Sato

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!

Teaching Notes

Find the MTP for this pathway here.

Please find the CPD session recording of the Exploring Still Life pathway here.

Curriculum Links

History: Depict objects related to your chosen ancient civilisation topic or even arrange for a museum handling collection to visit your school.

Maths: 2D and 3D shapes, Pattern (on object).

Science: Plants, trees and flowers, rocks and fossils, light and shadow (explore all of these through your still life arrangement).

I Can…

• I have explored the work of contemporary and more traditional artists who work within the still life genre.

• I have felt able to express my thoughts about other artists’ work, and talk about the meanings of objects as artists present them.

• I can use my sketchbook to make visual notes, record and reflect. 

• I can draw from observation and think about how I can use line, colour, shape, texture, form and composition to make my artwork interesting.

• I can present and share my artwork, and explain how my sketchbook work helped build my knowledge and skills towards my final piece.

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, cartridge paper, sharpies or felt tip pens, handwriting ink or watercolour (undiluted or thick & diluted down to a wash), a fine brush and a thick brush, a small, solid object to draw.

Option 1: Cut Paper Collage Still Life – (to make the collage papers) A2 cartridge paper, A3 coloured sugar paper, sponges, brushes, bubble wrap scraps, acrylic or ready mixed paint (to make the collage), a still life arrangement, PVA glue, scissors.

Option 2: Cezanne Paintings to reference (digitally and printed), a still life arrangement (textured cloths/tea towels, colourful fruits, large bowls, glass vase or bottle, tea pot etc), large pieces of card in various colours for background, iPads/tablets/digital camera/iPhone for photographing.

Option 3: Clay Fruit Tiles – Selection of fruit and vegetables, drawing materials: charcoal, graphite, pencil, chalks, pastels, paper, card, tissue paper, scissors, cardboard, camera, photocopier or tracing paper, clay, clay tools, rolling pins, clay knives, boards, plastic bags, sponges, water pots, brushes, toothbrush and water (for joining clay onto your tile), acrylic paint.

Option 4: Graphic Inky Still Life – Inks, foamboard or cardboard, quills/brushes/pens, craft knife and cutting mat, PVA glue, variety of bottles to draw.

Pathway: Exploring Still Life

A PDF of this pathway can be found here.

• Aim of the Pathway

  The aim of this pathway is to introduce children to the genre of still life, explore traditional and contemporary still life artists, and make their own creative response.

  In doing so, they consolidate and develop many technical and visual literacy skills and concepts, including looking at line, colour, shape, texture, form, composition, foreground, background and negative space.

• Week 1: Introduce an artist
  

  Introduce the artist Paul Cezanne

  

  Use the free to access “Talking Points: Cezanne” resource to introduce pupils to the still lifes of Paul Cezanne. 

  Invite children to capture elements of his paintings in their sketchbooks as you discuss his work (focusing particularly on colours, lines and shapes). 

  You might like to use the “Show Me What Your See” or “Making Visual Notes” resources to help children embed exploration in their  sketchbooks.

  You might also like to visit the “What is Composition?” resource to help pupils think about about composition in still life artwork. 

• Work in sketchbooks
  

  Choose One of the Drawing Exercises Below

  

  Use the “See Three Shapes” exercise to help children appreciate how seeing simple shapes can help improve drawing skills, and how one material can be used in a variety of ways to create different qualities of line.

  

  Use the “Four Colour Gestural Drawing Exercise” resource to help children build their understanding of the subject matter, and think about how they can use marks to share their understanding. 

• Week 2: Explore Further
  

  Explore the Work of Contemporary and Traditional Still Life Artists

  

  Explore a variety of contemporary artists who study still life in different forms. Use our free to access “Talking Points: Contemporary Still Life” to prompt class discussion about the artists work.

  Compare and contrast with the work of Dutch and Flemish 16th century artists using the free to access “Talking Points: Flemish Painters” resource.

  Use the “Making Visual Notes” resource to record and reflect.

• Weeks 3, 4 & 5: Find Your Focus
  

  Choose a Project

  Choose between an exploration of:

  • Painting and collage

  • Photography,  composition and painting

  • Clay, texture and painting

  • Still life sculpture

• Option 1: Paint and Collage
  

  Cut Paper Collage Still Life

  

  Use the “Cut Paper Collage Still Life” resource to facilitate a collaged still life activity. This technique is very accessible – pupils paint sheets of paper before collaging with them. 

• 
  

  Or…

• Option 2: Photography, Composition and Painting
  

  Still Life Inspired by Cezanne

  

  Use the “Still Life Inspired by Cezanne” resource to invite pupils to make their own still life compositions, before photographing and painting them. This option is a great way to bring cameras into the classroom. 

• 
  

  Or…

• Option 3: Clay, Texture, Paint
  

  Clay Fruit Tiles

  Give children the opportunity to work with clay to make decorative “Clay Fruit Tiles“.

  Children will gain skills in working with clay as a resistant and responsive material, resulting in an exploration of texture, mark making, colour and composition.

• 
  

  Or…

• Option 4: Still Life Sculpture
  

  Graphic Inky Still Life

  

  Explore still life through drawing and construction. “Graphic Inky Still Life” gives children the opportunity to develop their observation and mark making skills to create charming and powerful 3d graphic images.

  Scaffold with sketchbook exercises such as “Continuous Line Drawing” and “Thoughtful Mark Making” to extend the project.

  Tip: This project was originally shared with slightly older children. It’s perfectly suited to this age group – just replace the knife-cutting of the foamboard shapes of the bottles with scissor cutting working on cardboard instead. 

• Intervention
  

  Learning to see

  

  If you feel pupils need help learning to see, use the exercises on the “Painting on Plaster” activity, which includes drawing exercises to explore composition, setting up an individual still life to encourage close looking, and using a viewfinder to help you see. Don’t progress to painting on plaster, unless you are interested in painting on plasterboard (link coming soon).

• Week 6: Present and 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 hardwork.

  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…

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

You May Also Like…

Thoughtful Mark making

Develop mark making vocab and decision making skills

Using pastel to capture texture

Explore using pastels, with graphite, to capture the texture of fabric

Blind Contour Drawing

Match the speed of drawing with the speed of looking

Drawing Vegetables

Explore a variety of media through drawing vegetables

Japanese sushi inspires our art

Create large-scale mixed media drawings inspired by food from Japan

still life acrylic paintings

Make acrylic paintings on canvases

Pathway for Years 3 & 4

Disciplines:
Sculpture, Painting, Drawing, Collage, Sketchbooks

Key Concepts:

• That we can respond to a creative stimulus through lots of different media (paper, pen, paint, modelling materials and fabric) to work towards drawing, painting, collage, and sculpture. 

• 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.

In this pathway children are enabled to begin to recognise that their individual creative response will be different to that of their peers, but that it is valued and 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. 

The pathway begins with an exploration of artists who make sculptures of food, working at unexpected scales, working in a sketchbook to make visual notes to consolidate their experience. 

Children then further develop drawing skills by drawing from still imagery and from life, and then teachers choose from two projects, one using dry materials (paper, card, pen, paint) to make a “corner shop”, or using modroc and other modelling and construction materials to make a shared sculptural feast.

Finally, if you have time, invite pupils to make a shared picnic drawing, before making time to present the work, reflect and share. 

Medium:
Paper/Card, Drawing Materials, Modelling Materials (incl. Modroc)

Artists: Claes Oldenberg, Lucia Hierro, Nicole Dyer

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!

Teaching Notes

Find the MTP for this pathway here.

See the recording of the Zoom CPD session Exploring Modroc.

Curriculum Links

History: Look at the food grown during the time of your chosen civilisation topic e.g. Iron Age farming.

Science: Soil, room to grow, nutrition, food groups, environmental changes.

PSHE: Supports Responsibility to the planet, Collaboration, Peer Discussion. Look at foods from different religious ceremonies.

I Can…

• I have explored the work of artists who are inspired by food 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 draw food using a variety of media, drawing from still images and from life, exploring how I can use line, shape, and colour to capture the texture and form of the food.

• I can make a sculpture of food, 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 drawing on different surfaces such as fabric, understanding how the drawing materials act differently to when they are used on paper.

• 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, coloured pencils, oil/chalk pastels, water colour, graphite sticks, still life arrangement of food

Option 1: Paint Your Corner Shop – Acrylic or poster paint, pencils, handwriting pens, cartridge paper, sellotape, PVA glue, scissors.

Option 2: Feast from Modroc Construction Materials (see list here )

Pathway: Festival Feasts

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 consolidate and further develop a variety of skills (drawing, painting, making) in a celebration of the ways food connects us, as families, cultures, and communities.

• Week 1 & 2: Be Inspired
  

  Explore & Draw

  For the first two weeks, pupils will spend time looking at the artists below and making drawings in sketchbooks. 

• Introduce
  

  Claes Oldenburg

  

  Explore the sculptures of Claes Olderburg with our free to access “Talking Points: Claes Oldenburg” resource.

  Whilst watching the videos, ask children to fill a couple of sketchbook pages using “Making Visual Notes“. They may draw quick drawings of the sculptures, note down how the sculptures make them feel and also include any other thoughts that the videos prompt.

• Introduce
  

  Lucia Hierro

  

  Explore the free to access “Talking Points: Lucia Hierro” to find out more about an artist who creates soft sculptures and installations related to corner shops.

  Children will fill one or two sketchbook pages using the “Making Visual Notes” resource, and consider the similarities and differences between Claes and Lucia. 

• Introduce
  

  Rowan Briggs Smith

  

  Explore “Making Mini Food” to see how a young artist made a collection of tiny plates of food.

   

• Work in Sketchbooks
  

  Show Me What You See

  

  See the free to access “Drawing Source Material: Food” resource.

  Children will work in sketchbooks, using the “Show Me What You See” technique to help them visually explore food.

  During the exercise, draw the children’s attention to the visual elements of their drawings, including talking about shape, colour, texture and composition. Try to capture all these qualities using different materials (and combinations of materials) such as pen, ink, pastel, oil pastel, watercolour and pencil.

  By the end of the session sketchbooks should be full of pupil’s interpretations of different elements (shapes, lines etc) from the video.

  

  Invite children to bring in food, or make a visit to a bakery and invite children to draw directly from life. How is it different to drawing from photographs? Use any of the drawing exercises on this page to inspire your drawings. 

• Week 3, 4: Find your Focus
  

  Explore Painting or Sculpture

  Invite children to explore their favourite foods through either of these community focused paint or sculpture activities. 

• Option 1
  

  Paint Your Corner Shop

  

  Explore painting and sculpture with the “Paint Your Corner Shop” resource. This activity encourages children to think about foods that they like or have other connections to. Children will paint jars / tins of food in 3 different ways. The paintings can be turned into 3D sculptures to form a classroom shop installation.

  Start the session with a “Continuous Line Drawing” warm up. 

• 
  

  Or…

• Option 2
  

  Feast from Modroc

  

  Give children the opportunity to work with new materials and make a “Feast from Modroc“. Making a sculptural feast allows each child to make their own sculpture which will contribute to a lavish class meal. Using modroc and other materials gives pupils the opportunity to explore texture and modelling as well as colour and form.

  Start week 3 by exploring the work of sculptor and artist Nicole Dyer whose work you can find on the free to access “Talking Points: Nicole Dyer” resource.

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

• Week 5: Collaborate
  

  Communal Picnic Drawing

  

  Finish off the summer term with this fun “Communal Picnic” activity.

  Start by laying out the picnic – bring food which contributes colour, texture, pattern and form to inspire – and allow lots of space between the food objects to allow the children to work directly on to the cloth. If you are working with a whole class rather than just a few children then you may prefer to try this activity in the hall or even outside, working on more than one sheet.

  This activity gives children the chance to work on a new surface (use old sheets from charity shops) and see how using the materials is different to using them on paper. 

• 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.

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Art Club Cafe

Making sculptural food in an after school club setting

Sushi Drawing

Drawing inspired by Japanese Sushi

Sushi Making

Making Sushi with recycled materials

Pathway for Years 5 & 6

Disciplines:
Printmaking (Monotype), Drawing, Painting, Collage, Sketchbooks

Key Concepts:

• That Monotype is a process where we make images by transferring ink from one surface to another to make a single print.

• That we can use the “distance” that monotype gives us between mark making and outcome to make images with texture and a sense of history/process. 

• That we can combine monotype with other disciplines such as painting and collage.

• That we can make art by expressing our own personal response to literature or film. 

In this pathway children explore the process of making monotypes. The pathway starts with an introduction to monotypes, and then children explore the work of an artist who uses monotypes to build sculptures and installations.

Pupils develop their mark making skills through a simple warm up exercise, before focussing upon a project which gives them the opportunity to use the monotype process (combined with painting and collage) to make a “zine”, inspired by a piece of poetry. The pathway provides two ways of making monotypes according to the space and time you have available. 

Throughout the project pupils use sketchbooks to collect ideas, test methods, and explore colour, line and mark making. 

Medium:
Paper, Ink, Carbon Copy Paper, Paint

Artists: Kevork Mourad

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!

Teaching Notes

Find the MTP for this pathway here.

Curriculum Links

English: Use a poem or story to inspire making your own monotype books.

History: Make a zine about your theme or focus.

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

I Can…

• I have understood what a Monotype is and can see how artists use monotypes in their work. I have been able to share my response to their work.

• I can study drawings made by other artists and identify particular marks they have used in their drawings. I can use my sketchbook to create a collect of marks for me to use later.

• I can listen to a piece of poetry and think about how the piece evokes colours, lines, shapes and words in my head, and I can use these to create imagery which captures the mood of the piece of poetry.

• I can use my sketchbook to explore my ideas. 

• I can use my mark making skills to create exciting monotypes, combining the process with painting and collage.

• I can share my thinking and outcomes with my classmates. I can listen to their views and respond.

• I can share my response to the artwork made by my classmates.

• I can photograph my work, thinking about lighting, focus and composition.

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, handwriting pens, cartridge paper, black sugar paper, assorted papers/cards, old maps or newspapers, A1 cartridge paper, assorted small objects and plants, PVA glue, tape, scissors.

Pathway: Making Monotypes

A PDF of this pathway can be found here.

• Aims of the Pathway

  The aims of this pathway is to remind/introduce pupils to the technique of making monotype and to enable them to use the technique to make artwork which is poetic and fluid. 

• Week 1: Introduce
  

  What is Monotype Printing?

  

  Use the free to access “What is Monotype?” resource to introduce pupils to the idea of making one off drawings through print. 

• Introduce an Artist
  

  Explore the work of Kevork Mourad

  

  Kervork Mourad creates huge sculptural monotypes on fabric. Find out about the concepts and processes that he uses. See the free to access “Talking Points: Kevork Mourad” resource.

  Use “Making Visual Notes” as a way to encourage children to collect information in their sketchbooks.

• Week 2: Open Up Mark Making Vocabulary
  

  Finding Marks Made by Artists

  

  Monotypes rely on mark making. Use the “Finding Marks Made by Artists” resource to remind pupils of the vast array of marks that are open to them in their work. 

  Encourage children to work in sketchbooks to create a lexicon of marks made by varying the tool, hold, pressure, speed and intention of the way the mark is made. 

• Week 3, 4, and 5: Using Monotype in a Project
  

  Creating a Visual Poetry Zine

  

  Over the next few sessions use the “Visual Poetry Zine with Monotype” resource to help pupils explore how they can use monotype to create their own personal books. 

  Invite pupils to use sketchbooks throughout as a place where they can test the monotype process and explore colour, line and mark making. 

• Week 6: Talk
  

  Share, Reflect, Discuss

  

  End the pathway by taking time to appreciate the developmental stages and the final outcomes in a clear space. Talk about intention and outcome through a ‘crit’.

  Display the work appropriately including having open sketchbooks. Use the “Crit in the Classroom” resource to help you.

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

See the Pathway Used in Schools…

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Monotype Videos

Videos to demonstrate various monotype processes

Pathway for Years 1 & 2

Disciplines:
Painting (Watercolour)

Key Concepts:

• That watercolour paint has special characteristics.

• That we can use the elements of surprise and accident to help us create art.

• That we can develop our painting by reflecting upon what we see, and adding new lines and shapes to help develop imagery. 

In this pathway children are introduced to watercolour. Through an open and exploratory approach, children not only discover what watercolour can do, how it acts and how they can “control” it, but also how the watercolour itself can help reveal the “story” of the painting. 

Themes:
Exploration, Discovery

Medium:
Watercolour

Artists: Paul Klee, Emma Burleigh

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!

Teaching Notes

Please find the CPD session recording of the Exploring Watercolour pathway here.

Find the MTP for this pathway here.

Curriculum Links

Geography: Adapt by choosing colour palettes which link with topics, e.g. blues/greens, for an exploration of imagery which evokes oceans. (The emphasis should remain on exploration of material, so any theme link should be applied lightly).

Maths: Explore identifying 2d shapes.

Music: Explore the connection between art & music and being in a mindful space.

I Can…

• I can explore watercolour and understand the different effects I can achieve.

• I can work without an end goal in mind – letting the paint lead me.

• I have had the opportunity to see the work of other artists who use watercolour and share my thoughts about their work.

• I can name and use primary colours and begin to understand how colours mix to make secondary colours.

• I can understand that we all see different things in the artwork we make. We all have a different response. 

• I can think about the marks I make and develop them further.

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

Sketchbooks, A3 cartridge paper, watercolour paints, paint brushes, coloured pencils.

Pathway: Exploring Watercolour

A PDF of this pathway can be found here.

• Aims of the Pathway

  This pathway aims to enable children to enjoy a freeing exploration of watercolour, building their understanding of the properties of the medium, and opening minds as to how imagery can be created. 

• Week 1: Exploring Watercolour
  

  Hands-On Exploration: What Can Watercolour Do?

  

  Working on sheets of paper or in sketchbooks, start with an exploration of what watercolour can do. Give children the opportunity to discover for themselves the way watercolour acts, and to decide what they like about it as a medium. 

  Take the opportunity to remind children about the names of colours, and to highlight primary colours, BUT let them explore all colours – they will start to understand colour mixing through casual experience and accident. 

  In the first instance the children aren’t drawing anything, instead they are just mark making with watercolour on paper. The journey is as important as the outcome.

  To aid your exploration take a look at the following resources:

  • Let Me Inspire You: Emma Burleigh

  • Exploring Through Watercolour

  The two videos above are made for slightly older children. Watch as a teacher to build your skill, and decide if you want to show any sections directly to your pupils. 

  • Teachers Introduction to Watercolour

  • Practising Watercolour Skills

• Week 2: Look & Talk
  

  Explore the Work of Paul Klee & Emma Burleigh

  

  Explore our free to access “Talking Points: Paul Klee” resource, and see the work of Emma Burleigh (who made the videos above). Talk as a class about your shared and individual responses to the work.

  Use the “Making Visual Notes” resource to encourage children to fill a couple of sketchbook pages with their personal responses to the artworks.

• Week 3: Developing Skills
  

  Building Imagery Through Watercolour

  

  Working on larger sheets of cartridge paper, children will continue to explore the kinds of marks that can be made with watercolour and the various techniques that can be used, this time working towards developing imagery from the imagination.

  Watch Emma’s video with the pupils, as she talks you through the process of the task. 

• Week 4 & 5: Continue Painting Development
  

  Working with Momentum and Focus

  

  Depending upon your pupils, develop the work and skills in the following ways:

  • If pupils need more time, allow them more time to work on the paintings they did in the previous week. 

  • If pupils have “finished”, invite them to make another painting using the same exploratory method, this time perhaps choosing different colours as a starting point.

  • Consider playing music in the classroom as the children paint. How does it change the energy levels and mood of the work?

  • If you are connecting this pathway to a curriculum theme, such as Continents, Oceans, Maps, Weather, Cities, Villages, Plants, Animals etc, then you may want to introduce the idea that children can explore these themes through watercolour painting BUT keep the exploration loose and open: don’t try to resist their exploration of the medium by controlling a desired “recognisable” end result. 

  • If you have some pupils who might like to push it further, watch “Part Three” from Emma Burleigh in which she works into dry watercolours with pen, pencils, crayons etc to build the image further. 

• Week 6
  

  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 hardwork.

  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…

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