Grange Primary Foundation Subject Weekly Planning

CURRENT IEP TARGETS (please complete for your class) NAME TARGET SUCCESS CRITERIA

YEAR 3 Connected Curriculum Unit: Audio Visual Autumn 2

Cross-Curricular Links: Science - Light and Shadows

VOCABULARY: RESOURCES: Silhouette Lesson 1: torches Shadow White paper – A3 Light Pencils Dark Contrast Lesson 2: sketches from previous lesson Collage Magazines Masking tape PVA glue Composition Lesson 3: Black A3 paper Coloured paper PVA glue Rulers pencils

to create sketch books to record their observations and use them to review and revisit ideas to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] to learn about great artists, architects and designers in history. Art Pupils should be taught to compare ideas, methods and approaches and adapt their work according to their views, also how they might develop their work further.

Subject/Date: LI: To make a silhouette portrait SC: I can create a shadow I can make the shadow a sensible size Session 1 (2 hours) I can trace around the shadow I know what a silhouette is

Activity/differentiation Recap what children learned about shadows in art. What is a shadow? How do we create a shadow? Introduce the vocabulary: silhouette. Mixed ability groups of 3 A silhouette is the dark shape and outline of someone or something visible in restricted light against a brighter background. Rachel or Natasha to Tell children they are going to draw a silhouette of their friend. Can they think of a way we could do this? TTYP work with Hana’s group Feedback ideas. Elicit the response that we will need torches, sheets of paper and a pencil. How many people will we to ensure full need to do this? (Three – one subject; one holding the torch; one drawing around the shadow) participation and to Have the subject sit parallel to the cupboard doors. Turn the overhead lights off. One child holds the torch. Encourage support her in tracing children to discuss how close or far away they should stand in order to create the right sized shadow to fill the paper. the sillhouette Children rotate in groups until each child has drawn a silhouette.

NB: If girls have long hair, it makes for a good silhouette if they wear it in a pony tail as the outline will be more interesting!

Plenary: Children to assess their silhouette portraits. Does it look like their subject? Is it a good size? Discuss: How should we colour them? Take children’s suggestions

Afl /key questions: What is a shadow? How do we create a shadow? How can we make a silhouette? What will we need?

Subject/Date: L.I: To use collage to render a SC: I can think about my partner’s likes and dislikes silhouette I can carefully cut out pictures from magazines Session 1 (2 hours) I can arrange pictures in a creative way to make a collage

Activity/ Children to look at their silhouettes from last time. Tell children they are going to render their friend’s Differentiation: silhouette using cut outs from magazines. Children sit in their groups of three and look through magazines. Tell them to choose their favourite pictures and roughly cut them out of the magazines. As above, one adult to support Hana’s group. Either Children then give their favourite pictures to the child who has their silhouette. Tell children they are Natasha or Rachel to rotate amongst other groups encouraging discussion and trying different going to fill their friend’s head with all that child’s favourite things. arrangement or compositions. Children turn over the silhouette and start collaging the back of the silhouette. Cover the majority of the back of the portrait with the cut outs. Encourage children to think about the placement and composition – not to randomly stick the pictures, but to think whether they look good next to one another – what would be a creative and interesting composition. Encourage children to place the pictures first before using PVA glue to secure them in place. Regularly stop the class to review individuals collaging attempts.

When children have covered most of the back of the white paper in pictures, turn the paper over so that the portrait is visible and CAREFULLY cut along the lines of the silhouette.

Plenary: Children to give two stars and a wish to the child who made their silhouette portrait.

Afl /key questions: What does collage mean? Think about your partner – what are their likes and dislikes? How can you arrange the pictures in an interesting way? Subject/Date: L.I: To use mount a picture SC: I can think about the overall composition and frame it I can measure a frame Session 1 (2 hours) I can mount my picture

Activity/ Children to look at their rendered silhouettes. Tell children they are going to mount these on black Differentiation: paper. Will it be best to mount them horizontally (landscape) or vertically (portrait)? Discuss the merits of each position.

Children to place their portraits on the paper and when they are happy, stick them in place.

Now ask children to consider what we could do to complete our project? Talk about borders and frames. Show children the ppt. about photo frames. Point to the purpose of a frame – to protect pictures and make them stand out. Talk about the dominant colours in each child’s portrait and how to think about making a frame to compliment these.

Using coloured paper children measure and cut a 3cm frame and mount it on black paper.

Challenge: When children finish, write a short paragraph to describe the process of creating their portrait. Ensure that they include a description of their subject (the pupil) and some of their favourite things!

Plenary: Children to place their portraits on their table and go around the classroom as if it is an art gallery. Afl /key questions: