Drawing in the curriculum
 

Fifth and sixth 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, demonstrating increasing sensitivity and control. E.g. looking closely at specially chosen objects and interpreting qualities of line, shape, texture, light and shade concentrating as appropriate on outline drawing, silhouette, shape, tone, texture, pattern and rhythm and structure.
  • Discover how line could convey movement and rhythm. E.g. movement in nature (cloud shapes) / calligraphic styles (the Book of Kells) / cartoon figures in action.
  • Make drawings based on themes reflecting broadening interests, experiences and feelings / pastimes, outings, special events
  • Draw imaginative themes using inventive pattern and detail / stories, poems, songs, dream cars, motorcycles or houses / futuristic fashion / characters in cartoon strips / designing and sketching plans for a three-dimensional project
  • Draw from observation / still life arrangements / aspects of the environment when viewed from different angles, using a viewfinder (or a classroom window) to help position objects and define space / the human figure (e.g. a classmate in a particular setting) / details of the human figure (e.g. a portrait of a classmate).

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 / describing what is happening in the drawing / the choice of materials and tools and the effects that were intended / how movement, rhythm and form are suggested / problems encountered and solutions found in interpreting the human figure / the use of overlapping and/or scale to suggest space in depth on a page / the most satisfying aspect of the drawing / other interpretations of the theme or how he/she would approach it / what he/she feels about the interpretation.