Pathway for Years 3 & 4
Disciplines: Drawing, Sketchbooks
That when we draw we can use gestural marks to make work.
That when we draw we can use the expressive marks we make to create a sense of drama.
That when we draw we can move around.
That when we draw we can use light to make our subject matter more dramatic, and we can use the qualities of the material (charcoal) to capture the drama.
In this pathway, children discover how to make drawings that capture a sense of drama or performance using charcoal.
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. Linking drawing to the whole body helps children see drawing as a physical activity, whilst a sense of narrative feeds the imagination.
This pathway will take approximately half a term, based upon a weekly art lesson.
Cave art, Movement, Human Body, Relationship of Body to Place
Charcoal, Paper, Body
Heather Hansen, Laura McKendry, Edgar Degas
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Music & Drama: Listen to music to influence marks and movement while children do the “Dancing with Charcoal”.
I have seen how artists use charcoal in their work. I have been able to talk about the marks produced, and how I feel about their work.
I have experimented with the types of marks I can make with charcoal, using my hands as well as the charcoal.
I can work on larger sheets of paper, and I can make loose, gestural sketches using my body.
I can understand what Chiaroscuro is and how I can use it in my work.
I can use light and dark tonal values in my work, to create a sense of drama.
I have used my body as a drawing tool to make drawings inspired by movement, and seen how other artists do the same.
I have taken photographs of my work, thinking about focus, lighting, and composition.
I have shared my work with my classmates and talked about what I felt was successful and what I might like to try again. I can voice what I like about my classmates work and how it makes me feel.