COLLAGE – YEAR 4 ART & DESIGN IN SUFFOLK – Key Stages 1 and 2 92

MATISSE –‘THE DANCE’

Talk to the children about‘The Dance’ by Matisse.Discuss the way in whichMatisse has describedmovement through the useof simple figurative forms.Explore the way in whichMatisse has recorded theposition of each part of thedancers’ bodies. Model forthe children how to tearpieces of paper to representparts of the body. Ask themto use separate pieces forthe head, torso, two limbsections for each arm andleg, feet and hands. Ask thechildren to experiment withthe arrangement of thepaper pieces to describe the‘frozen’ position of a figurein motion. Use sketchbooksto explore this process.

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Discuss the figuresproduced in the lastsession. Ask the children todevelop their ideas byinviting them to explore themaking of an image of agroup of figures on a singlebackground. Model for thechildren the use of colouredtissue paper to exploreoverlapping figures.Encourage them to explorecolour mixing by exploitingthe translucent nature oftissue paper.

FRANCIS BACON –DISTORTED PORTRAITS

Discuss examples of thework of Francis Bacon thatshow distorted facial features.Talk to the children aboutBacon’s use of photographsand film portraying facialdistortions. Ask the childrento search for similar images inmagazines and newspapersdescribing extreme efforts,impact or emotion e.g. boxers.

Ask the children to select anundistorted photographand stick it onto a piece ofpaper. Model marking andcutting a series of straightor curved lines on thereverse side and reassemblingthe pieces to produce adistorted facial image. Stickdown the pieces andexperiment with other faces.

TEACHERS SHOULDSELECT THE ARTIST’SIMAGES AS APPROPRIATEAS SOME MAY BECONSIDERED UNSUITABLEFOR YEAR 4 CHILDREN.

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Discuss the facial imagesproduced in the previoussession and ask thechildren to suggest ways todevelop their work usingdifferent media andtechniques.

Ask them to use a distortedphotographic image as astarting point and producean enlarged version usingdifferent materials. Workinto the collage withdrawing and painting mediato adapt the image as itprogresses.

ANDY WARHOL –POPULAR IMAGES

Talk to the children aboutthe pop artist Andy Warholand his use of popularimages. Look at and discusshis ‘Campbell’s Soup’images and explain that heselected this imagebecause it was a popularchoice of his for lunch.

Discuss the children'slunching habits and askeach one to select a presentday equivalent.

Model for the children waysin which the selected labelmight be reworked andoverworked in the style ofWarhol. (see also Warhol’s‘Jagger’ portraits to explorefurther ideas for overworkingan image). Work over theselected labels etc and extendto form a unique image.

Ask them to select a pieceof lunchtime packaging touse in session 6.

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MULTIPLE IMAGE

Ask the children to adaptand modify their collectedidentical items of packagingto produce unique stateimages.

Model the use of markers,brusho, inks and furthercollage materials to adaptand modify the multipleitems. Explain that theindividual pieces are to bejoined to make a groupmultiple image.

Ask the children tocomment on their ownadapted image and that ofothers. Ask them to makesuggestions and decisionsas to the placement of eachimage in the construction ofthe group piece.

Activity

To respond to the work ofHenri Matisse.

To investigate and combinethe visual qualities ofmaterials and processesand match these to thepurpose of their work.

To respond to the facialimages produced by theartist Francis Bacon.

To use their own images asa starting point andcompare ideas andapproaches in their ownand others’ work.

To explore the purposesand intentions of the artistAndy Warhol.

To compare ideas, methodsand approaches in theirown and others' work andsay what they think and feelabout them.

Session 1 Session 2 Session 3 Session 4 Session 5 Session 6

LearningIntentionChildren should learn:

COLLAGE – YEAR 4 ART & DESIGN IN SUFFOLK – Key Stages 1 and 2 93

PositionArrangeMotionTorn RepresentTorsoLimbs

FiguresPositionOverlappingTranslucency

DistortionPortraitPhotographicFacial

Starting pointTransposingAdapt Modify

EquivalentUniqueReworkingOverworking

IndividualMultipleUnique

Vocabulary

Describing the bodypositions of figures inmotion using torn paper.

Understanding andexploring the translucentnature of tissue papers.

Developing ideas andapplying knowledge ofprocesses.

Using photographic imagesas a starting point forartwork.

Developing and applyingknowledge of the portraitwork of Francis Bacon.

Using own images as astarting point for furtherwork.

Transposing imagery usingdifferent media andtechniques.

Understanding that artistsuse different starting pointsfor their work.

Using objects fromeveryday life as a startingpoint for their own work.

Overworking identicaldesigns to produce uniquestate imagery.

Working collaboratively toform a class image.

Skills, concepts,knowledge andunderstanding

Science – the body andmovement,

PE/Dance – create andperform dances using arange of movement patterns.

ICT – vector graphics.

Science – the body andmovement, translucentmaterials,

PE/Dance – create andperform dances.

PSHE/Citizenship –discussion of differencesand emotions.

Literacy – adventurousdescriptive language.

Literacy/PSHE/Citizenship–respect for own work andthat of others.

ICT – image manipulation,distortion.

Science/PSHE – healthyeating

Literacy – discussion ofown experiences, makingexploratory and tentativecomments.

Numeracy – multiples

PSHE/Citizenship – workingwith others on a classproject.

Literacy – speaking to suitdifferent situations,purposes and audiences.

Curriculum links

Paper,Sugar paper,Sketchbooks.

Matisse ‘The Dance’Google Images

Tissue papers,Paper,PVA glue.

Photographs of faces frommagazines andnewspapers,PVA glue,Scissors,Paper or sketchbooks.

Francis Bacon – Portraits –Google

As previous session,Images from previoussession,Selected graphic materials,Ready-mix/powder paints,Paper.

Graphic and paint media,Selected packagingreflecting ‘lunching habits’.

Andy Warhol‘Campbell’s Soup’‘Jagger’ –Google Images

PVA glue,Markers,Brusho colour,Inks,Collage materials.

Resources

1 hour 1 hour 1 hour 1 hour 1 hour 1 hourTime

COLLAGE – YEAR 4 ART & DESIGN IN SUFFOLK – Key Stages 1 and 2 94

Some children will have made limited progress. They will be able to… use materialsand processes in response to the work of Matisse, Bacon and Warhol.They will be able to use a basic art vocabulary to explain their ideas and suggestimprovements to their work.

Most children will be able to… explore ideas and collect visual and other information inresponding to the work of Matisse, Bacon and Warhol. They will be able to explore howvisual qualities can be organised and combined for different purposes to communicatetheir ideas. They will be able to comment on ideas, methods and approaches used in theirown and others’ work and adapt and improve their work.

Some children will have progressed further and they will be able to… collect visualand other information to help them with their work and explore methods and approachesused by Matisse, Bacon and Warhol to inform their own ideas. They will be able toexperiment with materials and processes to suit their own intentions and compare theideas, methods and approaches used in their own and others’ work. They will be able tomodify and improve their work to realise their own intentions.

YEAR 5 – COLLAGE UNIT

Expectations Names Next Steps

COLLAGE – YEAR 4 ART & DESIGN IN SUFFOLK – Key Stages 1 and 2 95

Torn newspaper figure inresponse to “The Dance.”

Torn paper figure.

Class display of torn paperfigures in response to“The Dance” by HenriMatisse.

Distorted portraits

Responses to the work of Andy Warholincluding ICT.

Collage using distortedimages as starting point.

Portrait work developed inmixed media.

Individual responses to the work of Andy Warhol.

Coloured tissue responses to “The Dance” by Henri Matisse.