Do resources affect how ICT can be developed within the 2000 Art and design curriculum at

1
Do resources affect how ICT can be developed
within the Art and design curriculum?
Do resources affect how ICT can be developed
within the Art and design curriculum?
Do resources affect how ICT can be developed
within the Art and design curriculum?
Do resources affect how ICT can be developed
within the Art and design curriculum?
Do resources affect how ICT can be developed
within the Art and design curriculum?
?
Do resources affect how ICT can be developed
within the Art and design curriculum at key stage
?
Do resources affect how ICT can be developed
within the 2000 Art and design curriculum at
KS3
?
?
?
Do resources affect how ICT can be developed
within the Art and design 2000 curriculum at key
stage 3?
2

• IT, through developing and recording ideas for
  example, in an electronic sketchbook , using the
  internet to investigate the work of artists,
  craftspeople and designers, using IT to extend
  and enhance their use of materials and processes,
  exchanging work and ideas using e-mail, and
  developing their own class art gallery as a web
  site.
• Extract from the Art and Design National
  Curriculum 2000

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• Will there be enough computers and equipment for
  all pupils to use simultaneously throughout the
  allotted task time?
• .Is all the equipment working properly and does
  it have the relevant software on them all?
• .Do you have to book the room out in advance and
  will its availability be staggered over a period
  of time?
• .Are you dependant on the quality of materials
  and equipment in the conclusion of a finished
  piece or is the computer going to be a tool in
  part of a process?

Problems when planning ICT use in Art and Design
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• To plan and implement a Unit of Work that uses
  the most basic and commonly used software and
  hardware available.
• To devise a way of working that could be used in
  any school without a need for sophisticated
  software.

Aims of the Curriculum Development Assignment
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AIMS To establish connections between
critical studies and practical work. To
develop new practical skills using ICT and
combine them with existing practical
skills. To use ICT as a tool in part of a
process combining experimental and traditional
art techniques. To encourage imaginative
individual responses. To identify distinctive
characteristics of images and artifacts from
different periods and cultures. To encourage
communication and develop a respect for own
work and that of others.
Teaching Aims
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Pupils will look at and discuss the work of
Joan Miro, and art produced with ICT.
(1b,3a,b,4b,c,5d) Pupils will draw a
self-portrait from direct observation using only
line. (1a,2b,4a,c,) Pupils will develop
their self portrait on the Computer using various
tools to distort facial areas into shapes that
have their designs drawn from previous research
into Joan Miro. (2a,b,c,3b,4a,5b,c) Pupils
will experiment with pattern and tone using the
restrictive tools on the computer.
(2b,c,4a,5c) Pupils will use ICT as a tool
rather than a research vehicle.
(2a,5c) Pupils will extend their art and
design vocabulary through ICT. (1a,b,2c,3b,4c
,5c)
Teaching Objectives
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First or second hand experience Direct
experience Imagination Develop ideas Gather
resources Reproduction Investigating and
making
Knowledge Skills and Understanding
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2D ICT Colour Texture Tone Scale Books Mode
rn painting
Breadth of Study
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BASED ON THE NEEDS OF ONE PUPIL 3 x A4 sheets
of white paper. Pencils. Mirror tiles. A
Computer with Microsoft Word. Black laser
printer. A3 instruction sheet 4 sheets of
coloured A4 paper. Scissors and glue.
Equipment and Materials
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one

• The pupils will produce three self-portraits, A4
  in Scale using either pen or pencil.
• The drawings should take no longer than 10
  minutes each and concerned with line rather than
  tone.
• The pupil should draw one portrait using their
  good hand, one with their bad hand and one with
  their mouth.
• The aim is for the pupils to start to think more
  about areas of shape within the face instead of
  worrying about trying to create an accurate
  representation of themselves.

Stages of Work
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Right hand
Left hand
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Mouth
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two

• Pupils will be introduced to the work of Miro.
  Connections will be made with the areas of line
  and shape in his work to the marks made by the
  pupils.
• Pupils will select areas from their three
  drawings, distort and enlarge them.
• The face will then be re constructed with these
  shapes to form an abstracted self portrait.

Stages of Work
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Three

• .Pupils will take the drawings of themselves into
  the computer room and reproduce the images on
  Microsoft Word using only lines to construct the
  face.
• Pupils will distort the lines using the software
  to create shapes that are reminiscent of those
  used by Miro
• . On certain areas of the face pupils will use
  the toolbars and Fill options to produce a
  textured appearance on the portrait.
• The portrait will then be printed out.

Stages of Work
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• With your mouse click on the MENU that is marked
  AUTOSHAPES.
• This will bring a new menu up your screen.
  Choose LINES that is on the top of the menu.
• This will then bring another menu to the side. If
  you could then choose SCRIBBLE which is on the
  bottom right hand corner. This is a drawing tool.

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.With this SCRIBBLE drawing tool you can draw the
shapes that you have created in your
sketchbooks. However the shape must be drawn
with one continuous line not made with smaller
lines joined together. When the shapes are
drawn click onto the line of the shape and small
squares will around the outside of the shape.
These are called HANDLES
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.When the small squares are around the shape this
means that that shape is now ACTIVE. You can
now fill this area will colour and pattern. By
dragging one of the little squares with your
mouse you can change the size of your shape too.
Click on the paint bucket on the bottom
toolbar. This will bring up a colour table.
Underneath the colour table is a box that says
FILL effects. Click on this button.
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.A new box will appear titled FILL effects.
Click on the heading that says PATTERNS and
choose patterns to fill in your shapes.
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.This will be what your shape looks like when you
have filled it with a pattern.
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.CIRCLES AND RECTANGLES are created in a similar
way as before. Click on either the rectangle or
oval icons on the bottom toolbar. You will have
to keep your finger pressed down on the left-hand
mouse button, and then drag your mouse to create
the size of shape you want. If you select the
shape by clicking on the line the small squares
should appear around the outside of the shape.
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You are then able to FILL the shape with either
patterns or colour in the same way as before.
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If you repeat and vary the shapes you will be
able to draw the shapes from your sketchbooks and
create the face on the computer.
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four

• Each portrait will be printed out on to four
  different A4 coloured sheets of paper.
• As the image is static, holding its size and
  position through the printing process, the pupil
  is left with four identical print outs although
  on different coloured sheets.
• The pupils must choose a base sheet on which to
  create a collage using the other three sheets.
• With the printouts being the same in scale, it is
  possible for the collated pieces to match exactly
  with the base sheet.
• This will create the appearance of a multi
  coloured computer printout.

Stages of Work
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• It enabled weaker pupils to become fully involved
  in the class activity.
• Pupils who struggled to draw in a traditional way
  found a tool that enabled them to express
  themselves.
• The more able pupils had the opportunity to excel
  past competence, and started thinking about
  layers, complex shapes and well controlled
  drawings.
• Resources do affect how ICT can be taught in art
  and design, there are problems, but this should
  not be an excuse.

Conclusions draw from the Curriculum Development
Assignment
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Do resources affect how ICT can be developed
within the Art and design curriculum?
Do resources affect how ICT can be developed
within the Art and design curriculum?
Do resources affect how ICT can be developed
within the Art and design curriculum?
Do resources affect how ICT can be developed
within the Art and design curriculum?
Do resources affect how ICT can be developed
within the Art and design curriculum?
?
Do resources affect how ICT can be developed
within the Art and design curriculum at key stage
?
Do resources affect how ICT can be developed
within the 2000 Art and design curriculum at
KS3
?
?
?
Do resources affect how ICT can be developed
within the Art and design 2000 curriculum at key
stage 3?