Talented pupils in Art & Design
In first session we looked at:
- what is a talented pupil ?,
- how do we recognise talent?,
- what characteristics do we identify/look for ?
In providing appropriate challenge it is important to review existing schemes of work to identify opportunities for extending talented pupils.
Pupils need to be encouraged to talk about, discuss, compare and give opinions on all types of works of art. Being familiar with and understanding specialist terminology and vocabulary is essential if pupils are to develop the ability to describe, explain and justify their own work and that of other artists.
Using Rod Taylor’s model of ‘Content, Form, Process, Mood’ is a way to enable children to engage with and talk about art work without burdening them with historical and social contextual facts and details. Only by regular reflection and discussion will children begin to make connections across time, place and cultures.
Content
Looking at what the work is about. The subject matter of the piece.
What do you think this work is about?
What can you see in the painting / print / textile / sculpture / photograph etc?
What action is happening ?
How are the objects arranged ?
What do you think they represent ? Why do you think this?
What has the artist called the work? Why has it been given this title? Does the title alter the way we see the work?
How many people / animals / flowers / objects / shapes / colours etc. can you see?
Is the subject matter realistic, exaggerated, distorted, abstracted ? Why is this ?
When did the scene take place? Is it modern, old, ancient etc ?
Is the artist trying to tell us a story or show his skill or record and event accurately ?
Form
Looking at the formal elements in the work of art.
How have the parts been arranged or put together ?
Are they carefully positioned? Or haphazard /regular / balanced / random etc?
What shapes can you see in the composition ? Are they repeated or echoed elsewhere?
How would you describe the colours that the artist has used?
What colours are there? Cold / warm / complementary / dark / light / bright / dull?
Do things look solid, heavy, 3D ? Or are they transparent, flat, weak / lacking space? What kind of textures are there in the surface of the work? Rough / smooth / soft / hard sleek / shiny etc ?
Are they deliberate or accidental ?
How do you think the artist has made this type of surface.
What use of tonal contrast has been made? Are there strong highlight and shadow areas ?
Does the tone create space or make the objects look solid ?
What size and scale is the work ? What clues are there ?
Process
Looking at how the work has been made
How would you describe the work ? What terms do we use for work of this type?
What materials have been used to make this piece of art ?
Are there a mixture of materials and media ?
How do you think the artist built up or developed this work ? Can you describe how you think he started ? What would be needed ?
Is there any other evidence about the process used ? Drawings / plans / models / sketch books which might tell us about how it was put together?
What words would you use to describe the working methods employed ? Carved / scratched / shaped / moulded / joined / cast / stitched / painted / smeared / printed etc ?
Mood
Looking at the expressive qualities of the work, how it makes us feel, what it makes us think about.
Is this an interesting piece of work ? Is it happy ? does it make you feel sad, lonely, unsettled, melancholy, like laughing or cheerful etc?
What makes us feel this way ?
Is it the subject matter? How it has been portrayed or what it shows ?
Is it the colours / textures / tone used which create the mood ?
Would you like to own the work or not ? Why do you feel this way ?
Does the title of the work affect how you feel towards the piece.
Do you think the work is purely for decoration or has is got a meaning ?
What was the artist trying to say through this work ? What makes you think this ?
Context
Looking at the wider view
Do you know who created the work ? When and where was it made ?
Are there any evidence or clues which tell us these things?
Does this work have elements in common with other art forms of the time? Music, poetry, literature, film, fashion etc.
What events were going on at the time ? Is it linked to any historical, social or religious purpose ?
Who was the work made for ? How do we know ?
Are there other works which are similar in any way ? Do they link to this work ?
Do you know / can you find examples of other work by this artist ?
How do these compare ? Are they similar / different ? In what way ?
Examples of activities that might be used to extend and enrich pupils' art and design work (based on QCA Schemes of work for art and design)
Key stage 1 – Year 2Unit 2B Mother nature, designer
This unit focuses on observing natural forms
/ Extensiontask / Enrichment task
Encourage the pupils to make carefully observed drawings of a wide range of natural forms. Ask gifted and talented pupils to develop their drawings in tow and three dimensional media
Suggest to gifted and talented pupils that they collaborate to make a large scale textile collage based on their observations of the colours and textures of natural forms
Ask gifted and talented pupils to make suggestions for displaying their individual and collaborative work and to talk to the class about their work
Key Stage 2 – Year 3
Unit 3B Investigating Pattern, This unit focuses on exploring patterns in textiles from different times and cultures. / Extension
task / Enrichment task
Encourage children to collect and explore pattern structures from a variety of cultural backgrounds. Ask them to identify component shapes and forms. Encourage them to try to make simple variations in the pattern, to experiment with changes and explore different colour schemes. Ask them to print or collage borders for the class display
Suggest that they combine their printing blocks to make a collaborative fabric print, exploring positioning, combinations and colour schemes.
Ask children to talk to the class about what different sources they used for developing their pattern, which combinations of shape they prefer and why.
Key stage 2 – Year 4
Unit 4A Viewpoints
The focus of this unit is conveying the atmosphere and story of a dream / Extension
Task / Enrichment
Task
Encourage the gifted and talented pupils to explore a wide range of ideas relating to dreams. Stimulate discussion about visual effects and how they are affected by putting sound with them
Suggest that they explore different possibilities for combining image and sound to create effects and to document their experiments in their sketchbooks using annotated drawings
Ask them to select a film or video sequence that they have found especially effective in building up a feeling or impression. Ask them to show it to the class and explain why they think it is effective
Key Stage 2 – Year 5
Unit 5B Containers
This unit involves children in exploring the craft tradition of making vessels and containers / Extension Task / Enrichment Task
Encourage children to look for unorthodox forms of containers. Ask them to develop designs for containers based on the shape of the calabash gourd and consider how these could be decorated with African patterns
Suggest that they work in teams of 3 or 4 using a bowl or liner as a former to make a large scale papier mache bowl. Find ways of joining two together and adding a neck or attaching a rim. Experiment with decorative effects.
Ask pupils to consider how the bowls can be displayed in school and how they would present their investigative and development work. Ask them to describe the process used and make suggestions for improving their final designs.
Key Stage 2 – Year 6
Unit 6a What a performance.
In this unit children explore and investigate head-dresses and costume worn in different times and cultures, experiment with materials and media for creating headgear for different purposes / Extension
task / Enrichment task
Encourage children to collect examples of headgear from different sources, comparing their styles and purposes. Identify materials , colours, shapes and texture. Make a collection of suitable samples
Suggest that they make headwear designs for a particular event or character, explaining their choice and preferences. Link to a performance, play or dance routine. Experiment with materials and construction techniques to find the best ways of making the head gear. Make and decorate. Suggest that they draw what they have made in their sketchbooks from two different angles. Include details and samples of materials.
Ask children to design the rest of the costume to go with the head gear or develop into a mask to hide the identity or emphasize the character. Use digital camera to record different views of the completed work and the children wearing them. Scan into computer and use software to change and manipulate images.
Use as illustrations for a story or performance.