Drawing in the curriculum
 

Third and fourth class

Strand Unit: Making drawings: The child should be enabled to:

  • Experiment with the marks, lines, shapes, textures, patterns and tones that can be made with different drawing instruments on a range of surfaces. E.g. Looking closely at specially chosen objects and discovering qualities of line, shape, texture, light and dark concentrating as appropriate on outline drawing, / silhouette, shape, tone, texture, pattern and rhythm / using a computer art program to create and modify images and to organise a composition.
  • Make drawings from recalled experiences, emphasising pattern, detail, context and location . Being in a familiar place / pastimes and games.
  • Express his/her imaginative life and interpret imaginative themes using inventive pattern and detail. E.g. Stories, poems, songs, imaginary people, places, creatures and objects.
  • Draw from observation. E.g. Still life arrangements / still life arrangements adding imagined backgrounds / aspects of the environment viewed from different angles / the human figure (e.g. a classmate posing in different positions).

Strand unit: Looking and responding: The child should be enabled to

  • Look at and talk about his/her work, the work of other children and the work of artists. E.g. Describing what is happening in the drawing / the qualities of line, shape, texture, pattern and rhythm and tone created / how space in depth is suggested and background detail / how action is suggested / what was intended / problems encountered and solved / the work of other artists who have interpreted the theme in a similar or dissimilar way what he/she feels about the drawing.