Year 6 Gallery Rebels Midterm Planning

ENGAGE STAGE Memorable Experience Visit a local or national art gallery to view an art exhibition. Engage in conversations about work seen, discussing artistic features such as composition, colour, form and meaning. Use the signage and explanatory texts to find out information about the art work. Book a curator to show the children around the exhibition and talk about the artworks exhibited. Encourage children to talk about what they can see using artistic language, recording favourite images and forms in a sketch book. Curriculum Enrichment: Let’s Start the Art!

Essential Skills Children could… Programmes of Study

Make a beautiful sketch book or journal using a range of different papers (if possible, try some that are handmade). Use card or fabric to D&T DT M 1 Select from and use a wider range of make a cover and join using a simple pamphlet stitch. Teacher Note Use more complex tools tools and equipment to perform practical tasks Let the children’s imagination run wild! Create extra details like internal with increasing accuracy. accurately.AD 1; DT M 2 or external pockets, string or ribbon fastenings and interesting lettering on the front cover. Visit an artist’s studio or invite an artist in to school to make art Art & Design together! Find out what art or artists have inspired their visitor’s work AD 2 Improve their mastery of techniques Describe and explain the ideas, and listen to explanations about ways in which different pieces were such as drawing, painting and sculpture with methods and techniques used to created. Join in with practical activities alongside the artist. Teacher a range of materials (e.g. pencil, charcoal, create artwork on a particular Note paint, clay).AD 3; En SL 1, 2 theme or genre. Local arts organisations may be able to help or recommend artist visitors. Explore the science of colour through a range of colour-based investigations including chromatography and marbling. Write a scientific Sc WS 5 Report and present findings from account of their observations. Teacher Note Science enquiries, including conclusions, casual Children could try simple chromatography using filter paper or Choose the most effective approach relationships and explanations of and degree even kitchen roll! For example, place a spot of ink from a black, non- to record and report results, linking of trust in results in oral and written forms such permanent marker pen near the bottom of the paper, then place upright to mathematical knowledge. as displays and other presentations.Sc WS 1, in water. Let the children observe what happens as the solvent travels 3 up the paper. Different components of the ink will move at different rates separating and revealing the colours in the black ink. Use internet search engines to source images of art from any of the modern art genres. Set up a digital portfolio and download images, Computing Co 5 Use search technologies effectively, saving them for reference and printing. Choose and print some favourite Take account of accuracy appreciate how results are selected and images. Teacher Note and potential bias when searching for ranked, and be discerning in evaluating Encourage children to experiment with sizing and orientation and selecting information. digital content.AD 3; Co 6, 7 before printing. How about creating a hyperlink for each image for future reference? Use the internet to research the location of significant art galleries around the world. Mark their location on a world map, finding out about the cities, where they are placed and suggesting reasons why they Ge LK 1 Locate the world’s countries, using Geography were built there. (Hint: consider travel links, population and maps to focus on Europe (including the Use search engines, index, tourism.)Teacher Note location of Russia) and North and contents and other research Talk to the children about their discoveries and encourage them to South America, concentrating on techniques to locate and share their ideas. Which galleries would they like to visit? Why? their environmental regions, key physical and interpret information. Children could visit the websites of each gallery to find out relevant human characteristics, countries, and major facts such as: What exhibitions are showing? How many people have cities.Co 5, 7; En SL 7; Ge SF 1 visited in the past year? How much would it cost to travel there? How long would it take to get there? DEVELOP STAGE Curriculum Enrichment: The Impressionists

Essential Skills Children could… Programmes of Study

Look closely at the works of Impressionist artists and discuss the techniques used to create the ‘Impressionist’ effect. Use a variety of Art & Design brushes and painting tools to apply paint in short strokes (‘impasto’), AD 2 Improve their mastery of art and design Use paint techniques characteristic of mixing and layering paint on the paper or canvas. Teacher Note techniques, including drawing, painting and a specific genre (e.g. particular In Impressionist painting colours are applied side-by-side with as sculpture with a range of materials.AD 3; En brush strokes, colours and little mixing as possible, creating a vibrant surface. Pure Impressionism SL 1 paint application techniques). avoids the use of black paint and wet paint is placed directly onto wet paint without waiting for applications to dry. This produces softer edges and blending of colours. Investigate how light changes the appearance of objects or buildings Sc L 4 Use the idea that light travels in Science during the day. Create outdoor installations or still life scenarios, on a straight lines to explain why shadows have the Explain how light behaves and sunny day. Take photographs over the course of the day to see what same shape as the objects that cast them.Co travels in straight lines. changes occur. Print the images taken and display them sequentially to 6; AD 2, 3 see how shadows affect the objects over the course of the day. Teacher Note The Impressionists were mainly concerned with the transient effects of sunlight, capturing the essence of the subject, rather than its details. Painters often worked in the evening to produce ‘effets de soir’, the shadowy effects of evening or twilight. Using a range of online and offline historical source materials, find out how the Impressionist movement began, what it involved and why it was initially unpopular. Share findings, discussing and comparing Art & Design information sourced. Use sketch books to record a final commentary, Describe and explain the ideas, displaying examples of art works from the internet in the sketch books AD 3 Learn about great artists, architects and methods and techniques used to or journals. Teacher Note designers in history.Co 5, 7; En R C 5 create artwork on a particular theme ‘For an Impressionist to paint from nature is not to paint the subject, but or genre. to realise sensations’ – Paul Cezanne. Present a range of quotes by Impressionist artists and critics of the time as an insight into how both sides felt. Explore the science of colour! Use a colour wheel to identify complementary colours (those directly opposite on the wheel such as red and green) and harmonious colours (those next to each other on Art & Design the wheel such as green and yellow) which please the eye. Use AD 1 Create sketch books to record their Mix and use colour to reflect mood swatches of coloured paper to investigate how different colours affect observations and use them to review and and atmosphere. each other when placed together. Teacher Note revisit ideas.Sc WS 1, 5 Children could make small experimental colour collages, recording these in a sketch book or journal. Provide examples of colour around us in both nature and design. Take a ‘virtual’ wander around the city of Paris – home to some of the largest collections of Impressionist art in the world! Use maps and street Geography plans to explore the bustling modern city and locate significant Ge SF 1 Use maps, atlases, globes and Use internet and satellite mapping landmarks on a map. How about the Eiffel Tower, the Louvre Museum, digital/computer mapping to locate countries tools and images to find out and Notre Dame Cathedral, the Arc de Triomphe, Sacré Coeur and the and describe features studied.Ge LK 1; Co 5, present geographical Musée d’Orsay? Plan a day trip around the city, suggesting a route on 7 information about a place. foot or by Metro. Teacher Note Can the children find out how many galleries in total are located in Paris? Curriculum Enrichment: Express Yourself

Essential Skills Children could… Programmes of Study Look closely at a range of Expressionist art. Discuss their initial reactions and brainstorm the emotive language that might describe it. Art & Design Record ideas in a sketch book, sketching small parts of bigger paintings AD 1 Create sketch books to record their Use a variety of media to represent to show colour and compositions. Teacher Note observations and use them to review and light, shade, form, pattern and texture Expressionist art was entirely subjective, intended to distort the world revisit ideas.AD 3; En SL 11 in a range of drawing work. for emotional effect. The aim of Expressionist art was to express meaning and emotional experience rather than physical reality. Artists sometimes refer to Expressionism as the opposite of Impressionism. Explore the work of Mary Wigman, one of the pioneers of Expressionist dance. Discuss why her work was revolutionary and how PE it was different from other dance of the time. Work in groups to create Move in time to music, creating Expressionist dance sequences that portray a particular feeling or PE 4 Perform dances using a movements that express the meaning mood. Teacher Note range of movement patterns.En SL 11; AD 3 and mood of the piece. Mary Wigman (1886-1973) was a German dancer, choreographer and pioneer of Expressionist dance. Examples of her work can be accessed online. Listen to a range of music by the Expressionist composer Arnold Schoenberg. Listen carefully, describing the mood of the music Music and reflect upon ways the composer uses sounds and tonality to create Mu 2 Compose a piece of music different effects. Use a range of percussion instruments to compose a Improvise and compose music using the based on a theme (e.g. a film piece of music in the Expressionist genre, perhaps in the ‘nightmarish’ interrelated dimensions of music.Mu 4, 5 or a special event). style of Schoenberg. Teacher Note Practise compositions, creating a simple graphic score. Paint a self-portrait in the style of the Expressionist artists. Choose Art & Design an emotion to portray and experiment with a range of colours and Use paint techniques characteristic of brush strokes to create it. Teacher Note AD 2 Improve their mastery of art and design a specific genre (e.g. particular Children could begin this process by taking digital portraits of each techniques, including drawing, painting and brush strokes, colours and other and using them as a building block for paint work. Digital images sculpture with a range of materials.AD 3; Co 6 paint application techniques). can be adapted using colour and distortion before painting and should be displayed together with the finished piece. All in the eyes? Analyse a range of faces to interpret the feelings they reveal. Sort into groups according to the emotions shown. Discuss PSHE how what we feel affects our bodies. What happens to the features on Explain how a variety of social our face as we express different feelings and emotions? Identify on a PSHE 1d Recognise, as they approach and personal relationships diagram of the brain the place where our emotions, moods and feelings puberty, how people’s emotions change at might change over time, are generated. Teacher Note that time and how to deal with their including transition, loss, Emotions are generated from the limbic system, deep under the feelings towards themselves, their family and divorce, separation and cortex. The amygdala and hippocampus, both small limbic structures, others in a positive way.Sc WS 3 bereavement. are believed to be the primary areas for managing our emotions. At its most basic function, this part of the brain pushes us away from danger and towards opportunity. Curriculum Enrichment: The Surrealists Essential Skills Children could… Programmes of Study

Look closely at a range of Surrealist art, discussing initial reactions and making notes about things that interest them in a sketch book or Art & Design journal. Use a small viewfinder to locate and sketch out areas of Describe and explain the ideas, AD 1 Create sketch books to interest. Teacher Note methods and techniques used to record their observations and use The Surrealist movement mixed the boundary of dreams and create artwork on a particular theme them to review and revisit ideas.AD 3 reality, featuring surprising and often comical elements. Significant or genre. Surrealist artists include Max Ernst, Joan Miró, Salvador Dalí, Alberto Giacometti, Kansuke Yamamoto and Enrico Donati. Experiment with the possibilities of ‘Automatic Drawing’ as practised by the Surrealists, working outdoors on large canvasses to create patterns and lines using a range of drawing media. Use computer graphic software to explore automatic drawing. Be inspired by the work Art & Design AD 2 Improve their mastery of art and design of Joan Miró, using colour blocks to create pictures using initial drawing Use pattern to add detail, movement techniques, such as drawing, painting and work. Teacher Note and interest to a piece of work. sculpture with a range of materials.AD 3; Co 6 The practice of ‘Automatic Drawing’ was developed by the Surrealists in the mid-1920s as a means of expressing the subconscious. It was often used as a basis for further artworks with ideas transferred to form the basis of paintings as in the work of Joan Miró and Salvador Dali. Research the life and times of Salvador Dali. Discover how he began work as an artist, why he turned to Surrealism, his foray into film, the Art & Design importance of his paintings and sculptures, and where he lived and Describe and explain the ideas, died. Create a timeline of his life using facts and images found during AD 3 Learn about great artists, architects and methods and techniques used to your research to bring it alive. Teacher Note designers in history.En R C 5; Co 5 create artwork on a particular theme Salvador Dali was a Spanish artist who painted strange, dream- or genre. like pictures. He was famous both for his art and his larger-than- life personality. Co 6 Select, use and combine a variety of Watch short clips from the film work of Dali discussing the themes and software (including internet services) on a the weird and wonderful imagery used. Work in teams to create a one- range of digital devices to design and create a Computing minute Surrealist film using an inanimate object or objects moving using range of programs, systems and content that Design and create/use a range of stop-frame animation techniques. Teacher Note accomplish given goals, including programs to accomplish given goals. Encourage children to think through their ideas, scripting each collecting, analysing, evaluating visual stage before shooting. Make sure they have a good light source and presenting data and information.En SL 7, and have an interesting or fun concept. 11 Investigate a range of Surrealist sculpture work, both old and new. Consider what the work might be about and make drawings and notes about different examples. Use a range of second-hand and found D&T objects to make a Surrealist sculpture of their own using different joining DT M 2 Select from and use a wider range of Join materials, using the most and cutting techniques to construct the model. Give their sculptures a materials and components, according to appropriate method for the title and put them on display as part of a class exhibition! Teacher Note their functional properties and materials or purpose. Encourage children to collect random items from home and other aesthetic qualities.AD 3; En W C 1b places such as car boot sales and second-hand shops. Take digital images as the children construct their models and sculptures and display these as part of a class gallery. INNOVATE STAGE Provocation SUSPENDED TREASURES Hi! I’m Kim, curator of the City Art Gallery. I’m currently preparing the gallery for an important exhibition of the work of Damien Hirst, a prominent British artist known for his provocative artwork. We’re really excited to have some of his most famous works to exhibit – maybe you’ve heard of his controversial formaldehyde work? I’m working on a fun, miniature section of the exhibition to attract a younger audience called ‘Suspended Treasures’. I need lots of exhibits! Could you help me? You’ll need to use your science skills as well as your art skills! Let me know if you’re interested and how you get on! Programmes of Study Spoken Language En SL 11 Consider and evaluate different viewpoints, attending to and building on the contributions of others. En SL 9 Participate in discussions, presentations, performances, role play, improvisations and debates. Writing En W C 2a Select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. En W C 1a Identify the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. Art & Design AD 3 Learn about great artists, architects and designers in history.AD 1 Create sketch books to record observations and use them to review and revisit ideas. Computing Co 6 Select, use and combine a variety of software (including internet services) on a range of digital devices and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information. D&T DT M 2 Select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualities. Science Sc WS 1 Plan different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary. Innovate Board Steps Look at examples of Damien Hirst’s controversial formaldehyde work. Make notes in your sketch book to record things you find out, remembering to add your own personal view. Consider what you might ‘suspend’ to create work of a similar style. A leaf? A flower? A snail’s shell? Why not source a more humorous item – a small model animal? A dinosaur? Or even a set of false teeth! Record your design ideas in your sketch book or journal. Suspending your items could be tricky! Find out what substance would be a good alternative to formaldehyde by testing a range of various child friendly solutions. You could try: very salty/sugary water, clear hair gel, oil, resin, vinegar, gelatine, jelly, water and ice. Remember to take photographs to record your experiments! Decide what type of container you will use to hold your suspended treasure! See what you have in the kitchen cupboard or the garden shed! The more unusual the better – but remember, the viewer must be able to see your treasure within it! Use all your preparation work to create your masterpiece. Take a digital photograph to record the different stages of creation including your final piece. To create a weird and wonderful name for your art work. Hirst’s work has, on occasion, been misunderstood. To address this and prevent any misunderstanding of your ideas, write a short explanatory sign to be displayed alongside your work. Work together with others in your class to organise an exhibition space that shows your artworks in the best possible light. Contact Kim to inform her of your progress. Write her an email, attaching digital images and information about your work. Why not invite parents, carers, or a local gallery curator to come and hear all about your project and view your artwork. You will need to collate a catalogue of everybody’s work to sell at the viewing. EXPRESS STAGE Curriculum Enrichment: Curators!

Essential Skills Children could… Programmes of Study Invite parents and carers in to school to view their artwork. Explain Art & Design the different work exhibited and answer visitors’ questions. Be prepared Explain how studying other artists’ to describe techniques and materials used and how the work represents AD 2 Improve their mastery of art and design work has influenced and developed their intentions and feelings. Teacher Note techniques, such as drawing, painting and their own. Adapt and refine own work Work together with the children to turn the classroom or school hall sculpture.En SL 5 in the light of evaluations. into a special gallery space. Provide refreshments for parents and carers as part of the gallery experience. Reflect upon their work by writing a summary review in their personal Art & Design sketch book. Share their reflections with an adult and explain what they Describe and explain the ideas, AD 1 Create sketch books to record their have learned about the different genres. Teacher Note methods and techniques used to observations and use them to review and Encourage children to use artistic language when reflecting upon create artwork on a particular theme revisit ideas.En SL 5; AD 2 their work including words such as composition, colour, mood, texture, or genre. tints, tones, shades, form and feeling. Rehearse and perform their Expressionist dance for an audience. Aim PE for a polished performance and select an appropriate piece of PE 6 Compare performances with previous Move in time to music, creating accompanying music that suits its mood. Teacher Note ones and demonstrate improvement to movements that express the meaning Involve the children in filming the groups’ performances. Compare achieve their personal best.PE 4; Mu 5 and mood of the piece. own work to that of Mary Wigman. How were they similar? How were they different? Use maps and globes to plan a world tour for an exhibition of their work. Use the internet to locate the world’s most prestigious galleries Ge LK 1 Locate the world’s countries using Geography and plot a route that takes their work around the world. Calculate how maps to focus on Europe (including the Plot a route on a map, globe or many miles their work would travel and how many people could location of Russia) and North and satellite image suggesting the potentially see it! Teacher Note South America, concentrating on fastest route from one place to Some of the world’s most significant art galleries might include their environmental regions, key physical and another and the most effective the Louvre in Paris, the Metropolitan Museum of Modern Art and human characteristics, countries and major mode of transport. the Guggenheim in New York, The Tate Modern and National Gallery cities.Ge SF 1 in London, The Vatican in the Vatican City and the Van Gogh Museum of Amsterdam. Art & Design Dip different coloured wools in watered-down glue and wrap around AD 2 Improve their mastery of art and design Create abstract forms an inflated balloon. When they’re dry, pop the balloons to create techniques, including drawing, painting and choosing appropriate materials a rainbow-coloured ceiling installation! Teacher Note sculpture with a range of materials.DT M 2 and tools, demonstrating Use PVA glue to dip a variety of coloured wools, wrap the wool the awareness and influence of around a balloon former and leave to dry. Burst the balloon when the a specific art genre. glue has thoroughly dried and hang the rainbow balloons from the ceiling or outdoors to transform the environment into a world of abstract colours! Create a ‘Damien Hirst’ spin painting by dropping different coloured paints on to a spinning canvas. Build their own rotating base plate using a simple motor. Then decide which colours to use. Time to spin that D&T wheel and create something amazing! Teacher Note DT TK 3 Understand and use electrical Design products incorporating the Other spin mechanisms could include an old record player, a systems in their products (e.g. motors).AD 2, 3 most appropriate electrical systems. children’s spinning top or a potter’s wheel. Take photographs of the children creating their spin paintings. Protective clothing is essential – this activity is great fun but very messy!