- images as discussion points around the work and style of the artist
- drawn on these over a number of weeks to sequentially develop graphics using ICTs based on this work
- limited tool choices to create image elements in the given style. eg spray can and colour pallette
- Select and copy tools
- Introducing and consolidating the "cascade save" process, using save as and "sensible file" names to build a portfolio of progression through each activity, and return points to which we can go if errors are made, and navigation of network drive spaces.
- Understanding how we can use a graphics package to compose images by drawing together elements we create seperately
- Using a collection of predeveloped (drafted image) elements and toggling between software instances, through the use of select copy and paste tools to arrange image compositions.
- Explore cause and effect using rotation and flip tools (in Paint) or by extension to use more complex graphic tools, to investigate and explore filters and effects, before choosing images for our final outcome.
Previous units have resulted in students creating "IKEA" style Prints. Using MS Publisher to import their final image before adding text and printing out their work on the colour laser. This time around though I am intending to develop an entirely digital outcome by exploring Monet scenes that reflect seasonal change. Working with KS2 Students the outcome and brief is to use graphics tools and the collect, store, share and prepare process to produce a short animated sequence based on a single viewpoint or landscape that shows how a scene might appear at different times of the year.
How will this be achieved?
Using Microsoft Paint the students will create a landscape, showing skyline, mid and forground and develop a simple tree skeleton motif using the spray can tool to include trunk and branches. The tree skeleton will be saved as treespring, treesummer and so on.
Drawing on discussions about how trees appear in images representing the seasons, colour choices made by the artist for mood and effect, the students will develop their own representations of the tree motif during each season considering colour choices and exploring the effects they can create by layering spray effects. We will maintain a copy of our original tree skeleton motif as a return point, and for later use in the project.
Using the original tree skeleton, students will be encouraged to create a single landscape starting point, by copying and pasting instances of it to the landscape they have created, composing their own particular viewpoint before saving four copies of this, named landscapespring, landscapesummer and so on.
To each of these landscapes the students will apply the effects they developed during their exploration of their tree images to show how they think they might appear during each of the seasons. They might also explore further detailing, eg sky colour effects perhaps through the use of additional painting tools and the undo tool, while using save as to keep copies.
Using Photostory and the images the students have developed I would like them to create a simple morphing sequence of change for their landscape. They will be encouraged to select 4 of their images 1 representing each season and to import these to Photostory. These will then be chronologically ordered on the timeline, before applying transition effects and times. They will be encouraged also to choose one additional image from those created and to add text to this forming a title overlay. To complete the project they will add a music track before exporting their completed video for addition to either their class or personal blog space within the VLE for review by colleagues and other students.
If readers have any thoughts about how this project outcome might be further developed I would love to hear from you. In my new role this year I am also working with a number of Key Stage 3 classes and would be interested to hear from colleagues any ideas they may have about how this type of work might be adapted, extended or used as an element within projects for students in this phase of learning.