Miro

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Published on February 26, 2008

Author: Mattia

Source: authorstream.com

Slide1:  Do resources affect how ICT can be developed within the 2000 Art and design curriculum at 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 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 2000 curriculum at key stage 3? KS3 ? Slide2:  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 Slide3:  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 Slide4:  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 Slide5:  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 Slide6:  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 Slide7:  First or second hand experience Direct experience Imagination Develop ideas Gather resources Reproduction Investigating and making Knowledge Skills and Understanding Slide8:  2D ICT Colour Texture Tone Scale Books Modern painting Breadth of Study Slide9:  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 Slide10:  Stages of Work 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. one Slide11:  Left hand Right hand Slide12:  Mouth Slide13:  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 two Slide19:  .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 Three Slide22:  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. Slide23:  .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 Slide24:  .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. Slide25:  .A new box will appear titled “FILL effects”. Click on the heading that says “PATTERNS” and choose patterns to fill in your shapes. Slide26:  .This will be what your shape looks like when you have filled it with a pattern. Slide27:  .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. Slide28:  You are then able to FILL the shape with either patterns or colour in the same way as before. Slide29:  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. Slide34:  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 four Slide46:  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 Slide47:  Do resources affect how ICT can be developed within the 2000 Art and design curriculum at 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 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 2000 curriculum at key stage 3? KS3 ?

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