Medium Term Planning for Art & Design - Mosaics Autumn Term 2008 Class 3

Mosaics – Overview of Key Skills NC POS – Art & Design KS2: 1a-c, 2a-c, 3a-b, 4a-c Concepts – Colour, pattern, line, shape, form, texture Cross-curricular links Talking about art – The past, other cultures History: Roman life, houses, art Skills and processes – Drawing in a sketchbook, Maths: 2-D shapes, tessellation collage (working with mosaic) Learning Whole-class Teaching Independent Work Success Criteria Assessment Resources, Objectives Opportunities including ICT What is a mosaic? Introduce the unit and the Ask them to make rough  Able to Drawings in sketch Images of mosaics (Week one) learning objectives attached to drawings of images or understand books and questioning (Roman and modern) it. Explain that we are using patterns they might like what a mosaic is during the plenary taken from internet.  To understand mosaics as our A&D project to use in their own  Able to use session. the concept of a this term as this links with our mosaics, either from some ideas to Books on Romans with mosaic history work on the Romans. those we have seen, ones draft initial mosaic pictures in.  To question and found in books on Roman sketches make thoughtful Ask life, or from their own  Able to Level 2 Art paper observations  What is a mosaic? ideas. understand how Pupils explore ideas. Pencils (drawing and about different  Have you ever seen a mosaics were coloured) Level 3 mosaics and mosaic? Where? Designs should be very used by the Pupils explore ideas and select ideas to  How are mosaics simple and use a limited Romans School mosaic and collect visual and other use in their own different from other colour palette. information for their work. William’s mosaic work art forms?  To understand  How are they made? how mosaics  What materials are featured in they normally made Roman life from?

Ask the children to look at pictures of different kinds of mosaics and identify features of these. Ask the children what they notice about the mosaics – materials, colours, design, size.

Vocabulary: Mosaic, Roman, floor, tile, tessera/tesserae, interstices, glass, paper, design, pattern What are the key Discuss how mosaics are Children use modelling  Able to Look at small mosaics Images of mosaics features of a mosaic? designed and made. clay/plasticine to create understand the made with modelling (Roman and modern) (Week two) their own tesserae and principles of clay. taken from internet. Using the images from the build these into small mosaic making  To understand previous week, talk about the mosaics on modelling  Able to make Level 2 Books on Romans with the materials and materials and designs used. boards. tesserae and They investigate and use a mosaic pictures in. processes used Focus on colours, patterns, put them variety of materials and processes to communicate to create simplicity of design. Stress importance of not together to Modelling clay or their ideas and meanings.. mosaics muddling colours together make simple plasticine  To select and try What did the Romans use to and keeping tessarae mosaics Level 3 Modelling boards out ideas to use make mosaics? What could we slightly apart using They investigate visual and Craft tools in their own work use? Cardboard for backing, interstices. tactile qualities in materials tesserae made from paper or and processes, communicate Digital camera to foam. their ideas and meanings. record children’s work Select one picture and demonstrate making and using tesserae to reproduce a part of the image.

Designing our mosaics Explain that we are going to Children sketch and colour  Able to create Completed sketches of Images of mosaics (Week three) design our own mosaics which their own designs in their their own their designs. (Roman and modern) we will then make. Explain the sketch books, clearly sketched design taken from internet  To create a success criteria: showing outlines and for a simple Level 2 design for a colour blocks of tiles to mosaic They design and make Books on Romans with images and artefacts. mosaic . Mosaic should be be used.  Able to mosaic pictures in  To apply their simple enough to demonstrate Level 3 experience of complete in the time Designs should be very that they have They design and make Sketchbooks mosaic making to allowed simple and use a limited designed to the images and artefacts for ensure their . Picture should be colour palette. success criteria different purposes. HB and coloured design is easily recognisable pencils workable . No more than six colours to be used . Interstices should be visible between the tiles Take ideas for subject matter from the class (e.g. flower, animal, food, geometric pattern, pupil’s name). Demonstrate on IWB how to sketch and colour the design using blocks of colour. Repeat so that there are two designs – one an object, the other a pattern. Creating our mosaics Recap on everything learnt Children transfer own  Able to Completed mosaics. Designs from (Weeks four and five) about mosaic making to date. designs to card bases. transfer design sketchbooks Ask children to recall the (Allow time for them to to make a Level 2 They design and make  To transfer success criteria for their review initial design if it is mosaic base Ready drawn designs images and artefacts. initial designs to mosaics, too complicated to meet  Able to use the for less able pupils a template for a the success criteria). relevant Level 3 (from clipart) mosaic Discuss next steps, allowing materials to They design and make  To build the children to make suggestions They then build up their create their images and artefacts for Thin card (A4 size) mosaic using as to how to create their mosaic using the materials own mosaic different purposes. paper or foam mosaics. provided. HB pencils tessarae Demonstrate the techniques Finished mosaics may have Paper or foam needed to carry out their a frame added to them, tesserae (in pots, by project: ready for display. colour)

. Transfer of design Second week – children Silver/gold paper onto card base should review their work tesserae . Annotation of design before beginning, adapting with colours it as necessary to meet Scissors . Application of glue and the success criteria. mosaic pieces (a small Glue sticks/pots of area at a time) glue . How to cut tiles to size and shape

Allow time for questions before children set to work on individual projects. Evaluating our finished Ask children to recall the Children complete short  Able to Completion of self- Completed mosaics mosaics success criteria that we set evaluation forms for their recognise and evaluation forms. Listening (Week six) for this project. own work. comment on the to groups working together Success criteria and presenting to the class. merits of other  To be able to Using one child’s work as an They then work in small pupils’ work Self-evaluation forms Level 2 evaluate their example, work through the groups to evaluate each  Able to suggest They comment on own work and self-evaluation form together others’ mosaics. Compare ways of differences in others' that of others finished mosaic with initial improving their work, and suggest ways of against given design. own work and improving their own. criteria that of others  To be able to Discuss what was Level 3 They comment on suggest was of easy/hard in the process. similarities and differences improving work between their own and Discuss what could be others' work, and adapt and improved and how. improve their own.

Groups choose one piece to present to the whole class

Mosaics – Lesson 1

Date Time 1 hour Lesson Exploring and developing ideas for Year Group 3/4 Teacher mosaics Learning Objectives Whole-class Teaching Independent Work Plenary Resources, including ICT What is a mosaic? Introduce the unit and the learning objectives Ask them to make rough Ask children to present Images of mosaics (Roman attached to it. Explain that we are using mosaics drawings of images or their work to the class, and modern) taken from  To understand as our A&D project this term as this links with our patterns they might like to explaining their initial internet. the concept of a history work on the Romans. use in their own mosaics, ideas. mosaic either from those we have Books on Romans with mosaic  To question and Ask: seen, ones found in books What kind of images do pictures in. make thoughtful  What is a mosaic? on Roman life, or from they think would be observations  Have you ever seen a mosaic? Where? their own ideas. easiest to reproduce as a Art paper about different  How are mosaics different from other art mosaic? Pencils (drawing and coloured) mosaics and forms? Designs should be very select ideas to  How are they made? simple and use a limited School mosaic and William’s use in their own  What materials are they normally made colour palette. mosaic work from?  To understand  What kinds of images do you find in how mosaics mosaics? featured in Roman life Ask the children to look at pictures of different kinds of mosaics and identify features of these. Ask the children what they notice about the mosaics – materials, colours, design, size.

Key Questions Vocabulary TA Support Success Criteria Assessment Opportunities  How is a mosaic Mosaic, Roman, floor, tile, tessera/tesserae, No TA support this lesson. I can explain what a Drawings in sketch books and made? interstices, glass, paper, design, pattern, mosaic is and how it is questioning during the plenary  What ideas do symmetrical made session. they give you for I can explain how mosaics Level 2 your own work? were used by the Romans Pupils explore ideas. (colour, texture, I can produce ideas in Level 3 Pupils explore ideas and collect composition) images to use in my own visual and other information for work their work. Mosaics – Lesson 2

Date Time 1 hour Lesson Exploring and developing ideas for Year Group 3/4 Teacher mosaics Learning Objectives Whole-class Teaching Independent Work Plenary Resources, including ICT What are the key Discuss how mosaics are designed and made. Children use modelling Look at finished mosaic Images of mosaics (Roman features of a mosaic? clay/plasticine to create work. Discuss how easy or and modern) taken from Using the images from the previous week, talk their own tesserae and difficult the children internet.  To understand about the materials and designs used. build these into small found it to make the the materials and Focus on colours, patterns, simplicity of design. mosaics on modelling tesserae and the mosaic. Books on Romans with mosaic processes used boards. pictures in. to create What did the Romans use to make mosaics? What How might today’s mosaics could we use? Cardboard for backing, tesserae Stress importance of not experience help you with Modelling clay or plasticine  To select and try made from paper or foam. muddling colours together your own mosaic design? Modelling boards out ideas to use and keeping tessarae Craft tools in their own work Select one picture and demonstrate making and slightly apart using using tesserae to reproduce a part of the image. interstices. Digital camera to record children’s work Key Questions Vocabulary TA Support Success Criteria Assessment Opportunities  What is a Mosaic, tile, tessera/tesserae, interstices, No TA support this lesson. I can explain the Look at small mosaics made tessera? plasticine, modelling clay, design, pattern, materials and processes with modelling clay.  How easy is it to symmetrical used to make a mosaic join tesserae to I can produce ideas in Level 2 make a mosaic? modelling clay to use in They investigate and use a  How has this my own work variety of materials and processes to communicate their helped you with ideas and meanings. your own design? Level 3 They investigate visual and tactile qualities in materials and processes, communicate their ideas and meanings. Mosaics – Lesson 3

Date Time 45 minutes Lesson Designing our mosaics Year Group 3/4 Teacher

Learning Objectives Whole-class Teaching Independent Plenary Resources, Work including ICT Designing our mosaics Ask children to think back to last week’s mosaic work. Discuss Children sketch and Review pupil’s work. Images of mosaics how easy or difficult the children found it to make the tesserae colour their own How do they match (Roman and modern)  To create a and the mosaic. designs in their the success criteria? taken from internet. design for a sketch books, clearly mosaic How might last week’s experience help you with your own mosaic showing outlines and Identify any areas Books on Romans with  To apply their design? colour blocks of tiles that may prove mosaic pictures in. experience of to be used. difficult to create in mosaic making to Explain that we are going to design our own mosaics which we will mosaic format. Sketchbooks ensure their then make. Explain the success criteria. Allow the children to Designs should be design is suggest their own ideas: very simple and use a HB and coloured workable limited colour palette. pencils . Mosaic should be simple enough to complete in the time They should cover the allowed whole page. Funky foam tesserae . Picture should be easily recognisable to be used next week, . No more than four or five colours to be used so children can see the . Interstices should be visible between the tiles colour palette available to them Take ideas for subject matter from the class (e.g. flower, animal, food, geometric pattern, pupil’s name). Demonstrate on IWB how Picture templates to sketch and colour the design using blocks of colour. Repeat so that there are two designs – one an object, the other a pattern. Key Questions Vocabulary TA Support Success Criteria Assessment Opportunities  Is your design Mosaic, tile, tessera/tesserae, interstices, design, pattern, Working with less able I can create my own Completed sketches of simple enough colour, symmetrical pupils. sketched design for a their designs. for a mosaic? simple mosaic  Have you used a Use templates if they Level 2 They design and make limited amount of cannot create own I can demonstrate images and artefacts. colours? drawing. that I have designed Level 3 to the success They design and make criteria images and artefacts for different purposes.

Mosaics – Lessons 4 and 5

Date Time 45 minutes Lesson Creating our mosaics Year Group 3/4 Teacher

Learning Objectives Whole-class Teaching Independent Work Plenary Resources, including ICT Creating our mosaics Recap on everything learnt about mosaic making to Children transfer own Review pupils’ work so Designs from sketchbooks date. Ask children to recall the success criteria for designs to card bases as a far, allowing pupils to  To transfer their mosaics, simple line drawing – no see each other’s work. Ready drawn designs for initial designs to colour. (Allow time for less able pupils (from a template for a Discuss next steps, allowing children to make them to review initial Do they match the clipart) mosaic suggestions as to how to create their mosaics. design if it is too success criteria?  To build the complicated to meet the Thin white card (A4 size) mosaic using Demonstrate the techniques needed to carry out their success criteria). Identify any areas that paper or foam project: are proving difficult to HB pencils tessarae They then build up their create in mosaic format . Transfer of design onto card base mosaic using the materials and discuss ideas for Foam tesserae (in pots, by . Annotation of design with colours provided. improving our work. colour) . Application of glue and mosaic pieces (a small area at a time) Finished mosaics may have Scissors . How to cut tiles to size and shape a frame added to them, ready for display. Pots of UPV glue Allow time for questions before children set to work on individual projects. Second week – children should review their work before beginning, adapting it as necessary to meet the success criteria. Key Questions Vocabulary TA Support Success Criteria Assessment Opportunities  Have you copied Mosaic, tile, tessera/tesserae, interstices, design, Working with less able I can transfer my Completed mosaics. your design pattern, colour, symmetrical, transfer, glue pupils, helping them to design to make a mosaic accurately? transfer their design to base Level 2 They design and make images  Are you only the card and stick tesserae and artefacts. completing a correctly. I can use the relevant Level 3 small area at a materials to create They design and make images time? their own mosaic and artefacts for different purposes. Mosaics – Lesson 6

Date Time 45 minutes Lesson Evaluating our mosaics Year Group 3/4 Teacher

Learning Objectives Whole-class Teaching Independent Work Plenary Resources, including ICT Evaluating our finished Ask children to recall the success criteria that we set for Children complete short Groups choose one Completed mosaics mosaics this project. evaluation forms for piece to present to their own work. the whole class. The Success criteria  To be able to . Mosaic should be simple enough to complete in the spokes- person evaluate their time allowed They then work in small presents the group’s Self-evaluation forms own work and . Picture should be easily recognisable groups to evaluate each findings and the that of others . No more than four or five colours to be used others’ mosaics. other children can against given . Interstices should be visible between the tiles Compare finished feed back their own criteria mosaic with initial comments.  To be able to Using one child’s work as an example, work through the design. suggest was of self-evaluation form together, explaining how it works. improving their Discuss what was work Take a digital photograph of their mosaic and leave a space easy/hard in the on the evaluation form for it. Ask the children to annotate process. the photo with answers to the evaluation questions. Discuss what could be improved and how. Key Questions Vocabulary TA Support Success Criteria Assessment Opportunities  What do you Mosaic, tile, tessera/tesserae, interstices, design, pattern, Working with less able I can recognise and Completion of self-evaluation like/dislike about colour, symmetrical, transfer, glue, evaluate, suggest, pupils, helping them to comment on the forms. Listening to groups your finished improve transfer their design to merits of other working together and presenting to the class. mosaic? the card and stick pupils’ work Level 2  What would you tesserae correctly. They comment on differences in do differently I can suggest ways others' work, and suggest ways of next time? of improving their improving their own. own work and that Level 3 of others They comment on similarities and differences between their own and others' work, and adapt and improve their own. Name______

Evaluating my finished mosaic

My finished mosaic looks like this

What do you like about your mosaic?______

How would you improve your work next time?______

What new skills have your learnt?______

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