BLACKHORSE PRIMARY SCHOOL – Foundation Medium Term Plan
UNIT:
Class/ Year:
Willow & Yew (Year 6)
Term: T1 (2014)
Creative Arts plan (Art & Design and Music) – Picasso & A Wartime Sing Song
UNIT OUTCOME:
KS2 PoS OBJECTIVES (STATUTORY REQUIREMENTS):
Art & Design – Painting (See p.2)
Children will use colour to show moods and feelings to produce a blitz
street scene in the cubist or abstract style of Picasso using Level 4 Chris
Quigley skills (see below).
Art & Design:
Pupils should be taught:
To develop their techniques, including their control & their use of materials, with creativity,
experimentation and an increasing awareness of different kinds of art, craft and design;
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 (e.g. pencil, charcoal, paint, clay);
About great artists, architects and designers in history.
Music – Singing focus (See p.5)
The children will listen to, appreciate and sing various wartime songs to link
to their main topic of Bristol at War, focusing on level 4 CQ, including
sustaining a drone or melodic ostinato [A melody which is repeated over and
over again through a piece of music].
They will apply some knowledge of staff notation when singing; they do not
need to read the notes but just notice patterns.
Listening focusWartime focus, e.g. Glenn Miller, Vera Lynn
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Y6 T1 (Creative Arts) Picasso and A Wartime Sing Song
Music:
Pupils should be taught to:
Play and perform in solo and ensemble contexts, using their voices and playing musical instruments
with increasing accuracy, fluency, control and expression;
Improvise and compose music for a range of purposes using the interrelated dimensions of music;
Listen with attention to detail and recall sounds with increasing aural memory;
Use and understand staff and other musical notations;
Appreciate and understand a wide range of high-quality live and recorded music drawn from different
traditions and from great composers and musicians;
Develop an understanding of the history of music;
ASSESSMENT for Art & Design: (Taken from the Chris Quigley skills progression ladder for Art & Design)
Most will be able to:
Art & Design Level 4:
I explore ideas and collect visual and other information to
help me to develop my work. I keep these in my art
sketchbook.
I can create colours by mixing to represent images I have
observed [in the natural and man-made world].
I experiment with different colours to create a mood.
I make comments on the ideas, methods and approaches
used in my own and others’ work, relating these to the
context in which their work was made.
I adapt and refine my work to reflect the purpose and
meaning of the work.
My paintings use colour and shapes to reflect feelings
and moods.
I sketch (lightly) before I paint so as to combine lines with
colour to produce images that convey a purpose.
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Some children will not have made so much progress.
They will be able to:
Some children will have progressed further.
They will be able to:
Art & Design Level 3:
I explore ideas and collect visual and other information
for my work
Art & Design Level 5:
I use this in developing my work, taking account of the
purpose.
I mix colours using tints and tones.
I use watercolour paint to produce washes for
backgrounds and then add detail.
I experiment in creating mood and feelings with colour.
I comment on similarities and differences between my
own and others’ work.
I am developing a style of my own.
My paintings convey a purpose.
Some of my paintings include texture gained through
paint mix or brush technique.
I analyse and comment on ideas, methods & approaches
used in my own & others’ work, relating these to context.
I adapt and improve my own work.
I use a number of brush techniques using thin and thick
brushes, to produce shapes, textures, patterns and lines.
I make notes in my sketchbook of how artists have used
paint and paint techniques to produce pattern, colour,
texture, tone, shape, space, form and line.
Y6 T1 (Creative Arts) Picasso and A Wartime Sing Song
My paintings are based on observations and can convey
realism or an impression of what I observe.
I combine colours and create tints, tones and shades to
reflect the purpose of my work.
The lines in my paintings are sometimes stark and cold
and at other times warm to reflect different features or
intentions.
SUBJECT
Art-1
Mon pm
KEY SKILLS &
VOCABULARY
I explore ideas &
collect visual and
other info to help
me to develop my
work.
I keep these in my
art sketchbook.
Nazi
gestapo
period
cubism
abstract
mood
feeling
portray
Art-2
Tue pm
I sketch (lightly)
before I paint so as
to combine lines
with colour to
produce images that
convey a purpose.
composition
INDIVIDUAL/ GROUP LEARNING
A
AA
WALT (I can...)
WHOLE CLASS LEARNING
BA
Explain about and
imitate Picasso’s styles
of painting.
History of Pablo – not popular with
Nazi ideal of art. Gestapo. Link to
Spanish Civil War & WW2. See
websites – have a table of netbooks.
Ch to be shown
very clear
examples of
abstract. What do
you notice about
them? Basic bright
colours.
Ch to visit the
Picasso Gallery
and the different
areas to observe
different periods
in Picasso’s
history.
Teacher to quick
sketch in
children’s sketch
books for
support.
They should
sketch
observations in
sketch books.
Use sources and
sketches already
created. Ch can
use teacher’s
modelled sketch
too.
CQ L3: I use
watercolour paint
to produce washes
for backgrounds
and then add
detail.
Success Criteria:
- Tell a partner some of
the history of Picasso.
- Recognise differences
and similarities of
Picasso’s different
painting periods.
- I can collect ideas by
sketching in my sketch
book.
Sketch clear lines to
create a scene.
Success Criteria:
- Sketch lines lightly
- Make lines clear and
defined.
Share galleries:
• Compare colours from Blue
period (190-1904) and Rose period
(1904-1906)
• Use African period (1907-1909)
and Cubism (1909-1912) to
contrast colours/ ideas.
• Further comparisons and
introduction of abstract approach –
bright colours. What moods are
conveyed here? Spanish Civil War
period (1937) Guernica. Colours.
Recall last session plenary.
Introduce need to consider colour
and mood to convey feeling.
Model sketching a Bristol skyline
during a blitz raid. Keep referring
to Picasso’s style and comment on
colours intended to use when it
comes to painting.
PLENARY
LINKS
CQ L5: I use this in
developing my
work, taking
account of the
purpose.
Intro artwork
outcome & ch
to look at
various
examples of
blitzed street
scenes in
preparation for
next session.
History
Maths
Computing
Ch to choose
paper size and
type then sketch
their composition
of a blitzed scene
of Bristol/
London.
Decide on cubist
or abstract style.
What effect will it
have on the
audience?
Gather thoughts
on colours that
will need to be
created
tomorrow.
Why that
colour?
Intended effect?
Geography
History
Ch to practise
mixing and begin
painting their
Picasso style
abstract scene.
CQ L5: Some of my
paintings include
texture gained
through paint mix
or brush technique.
Reiterate
teaching points
of mixing
colours. Review
what you have
done today with
a partner and
the skills you’ve
used.
History
Speaking &
Listening
- Consider composition.
Art-3
Wed pm
I can create colours
by mixing to
represent images I
have observed.
I experiment with
different colours to
create a mood.
primary colours
secondary
Page 3 of 6
Mix colours to create
a mood.
Success Criteria:
- Mix paints to create a
colour to convey a feeling
or mood.
Model mixing a variety of colours
to represent various feelings and
moods. Recall how abstract allows
for colours to not necessarily
match the reality.
Link back to images of Blue/ Rose
period.
- Paint carefully, creating
detail where possible.
Y6 T1 (Creative Arts) Picasso and A Wartime Sing Song
Support to create
a background
beforehand.
Teacher to
support creating a
texture.
SUBJECT
Art-4
Thu
Maths
session
KEY SKILLS &
VOCABULARY
My paintings use
colour and shapes
to reflect feelings
and moods.
mood
feeling
portray
WALT (I can...)
Colour shapes to
reflect feelings and
moods.
WHOLE CLASS LEARNING
BA
INDIVIDUAL/ GROUP LEARNING
A
AA
Teacher to support and give
feedback depending on children’s
progress last session.
Ch to work
together to mix
colours.
Ch to continue
painting and
mixing where
necessary.
Success Criteria:
- Mix paints to create a
colour to convey a feeling
or mood.
- Paint carefully, creating
detail where possible.
Art-5
Thu
English
session
Art-6
Thu pm
Ch to consider
CQ skill – The
lines in my
paintings are
sometimes stark &
cold and at other
times warm to
reflect different
features or
intentions.
PLENARY
Review through
mini-plenaries as
we go.
History
I adapt and refine
my work to reflect
the purpose and
meaning of the
work.
Adapt and refine my
artwork thinking about
the meaning of the
work.
Teacher to support and give
feedback depending on children’s
progress throughout topic.
Ch to ensure their artwork is finished within this session
and they should continue to adapt and refine their work
following thought time and critical feedback from peers/
teachers.
Begin sharing
artwork and
feedback so ch
can use next
session.
Speaking &
Listening
I make comments
on ideas, methods
& approaches used
in my own & others’
work, relating these
to the context in
which their work
was made.
Comment on artwork,
thinking about
methods used.
Lead the discussion where the
children review their and their
peer’s paintings. What do you
think? Relate back to Picasso and
intended purpose.
Questions and
‘things to look’ for
checklist for
support.
Sum up whole
project and
share what we
thought of
different pieces
of artwork.
Who was
Picasso? How
have you
imitated him?
English
Speaking &
Listening
evaluation
Success Criteria:
- Comment on a piece of
artwork thinking about
techniques used.
Individuals to walk
the ‘art gallery’
and consider skills
learned and ‘What
you think…’
comments.
CQ L5: I analyse &
comment on ideas,
methods &
approaches used in
my own & others’
work, relating these
to context.
- Identify the feeling or
mood that has been
conveyed to you, the
audience!
USEFUL WEBSITES:
http://www.mykidsart.com.au/Pablo_Picasso_Famous_Artists_My_Kids_Art.html
Overview of his life and periods of his life through painting.
http://mrnussbaum.com/pablo-picasso-works-for-kids
Brilliant for links to famous artwork & YouTube videos on his artwork, incl. Guernica.
http://www.bbc.co.uk/learningzone/clips/pablo-picasso/9071.html
Dramatized autobiography on BBC Class Clips so a winner!
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LINKS
Y6 T1 (Creative Arts) Picasso and A Wartime Sing Song
ASSESSMENT for Music: (Taken from the Chris Quigley skills progression ladder for Music)
Most will be able to:
Music Level 4:
I sing in tune.
I breathe well and pronounce words, change pitch and
show control in my singing.
I perform songs with an awareness of the meaning of the
words.
I hold my part in a round.
I perform songs in a way that reflects their meaning and
the occasion.
I can sustain a drone or melodic ostinato to accompany
singing.
I can play an accompaniment on an instrument (e.g.
glockenspiel, bass drum or cymbal).
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Some children will not have made so much progress.
They will be able to:
Music Level 3:
I can sing songs from memory with accurate pitch.
I sing in tune.
I can maintain a simple part within a group.
I understand the importance of pronouncing the words in
a song well.
When I sing songs I show control in my voice.
I play notes on instruments with care so they sound clear.
I perform with control and awareness of what others in the
group are singing or playing.
Y6 T1 (Creative Arts) Picasso and A Wartime Sing Song
Some children will have progressed further.
They will be able to:
Music Level 5:
I sing or play from memory with confidence.
I perform alone and in a group, displaying a variety of
techniques.
I take turns to lead a group.
I sing or play expressively and in tune.
I perform showing expression.
I hold my part in a round.
I am confident in singing or playing solo.
I sing a harmony part confidently and accurately.
SESSION
Mus-1
Mus-2
SONG
 Run Rabbit, Run Rabbit (Flanagan & Allen)
 Potato Pete Betty Driver
 Wish Me Luck (Gracie Fields)
KEY SKILLS & VOCABULARY
FOCUS/ NOTES FOR WHOLE CLASS LEARNING
L4: I sing in tune.
L4: I breathe well and pronounce words, change pitch and show
control in my singing.
Sing Run Rabbit as part of a round (L4).
L3: I can maintain a simple part within a group.
L5: I take turns to lead a group.
melody
Practise breathing in preparation for Potato Pete – ch to
recognise the speed of the song. Why was it written?
L4: I perform songs in a way that reflects their meaning and the
occasion.
Who were the intended audience for this song?
ostinato
Mus-3
 Who Do You Think You Are Kiddin’ Mr
Hitler? (Jimmy Perry & Bud Flanagan)
L4: I can play an accompaniment on an instrument (e.g.
glockenspiel, bass drum or cymbal).
Music recorded by Bud Flanagan – wartime artist but song
written in the late 1960s.
Mus-4
 We’ll Meet Again (Vera Lynn)
L4: I perform songs with an awareness of the meaning of the words.
evocative
Discuss the meaning and how evocative this song is? Highlight
the ‘celebrity’ of Vera Lynn? Link to Gracie Fields. Forces
Sweethearts.
L5: I perform alone & in a group, displaying a variety of
techniques.
L4: I can sustain a drone or melodic ostinato to accompany singing.
Written in the 1970s – music has been inspired by the war.
Mus-5
 Who’s This Geezer Hitler from Blitz (Lionel
Bart)
drone
ostinato
Mus-6
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 Classical musical inspired by war
 Glenn Miller instrumental
New Curriculum
Listen with attention to detail and recall sounds with
increasing aural memory;
Y6 T1 (Creative Arts) Picasso and A Wartime Sing Song
Ch to paint or draw to the classical music piece. What does
it make you think of? Moods and feelings that are conveyed?