ART OBJECTIVES 3rd/4th CLASS
Concepts and Skills
An awareness of line
1. recognise that lines can have varying qualities and can create shapes,
textures, patterns, rhythms and movement
2. look closely at and interpret the visual environment with increased
sensitivity to materials and tools
3. begin to show more keenly observed action in figure drawing and painting
4. begin to use line sketches and diagrams to clarify design ideas to be
interpreted in three-dimensional form
An awareness of shape
6. become sensitive to shape and to relationships between shapes in the
visual environment
7. invent and experiment with a variety of shape characteristics to create
movement, balance, contrast, emphasis and/or a sense of space in
drawings, paintings, print, collage and appliqu
An awareness of form
8. recognise the three-dimensional nature of form in objects
9. explore the relationships between the parts and the whole of a complex
form
10. interpret form, creating surface texture in line, pattern and rhythm
11. use malleable materials as media in which to design and invent
An awareness of colour and tone
12. develop sensitivity to colour and tone in the visual environment
13. analyse and mix increasingly subtle colours and tones
14. become aware of the effects of warm and cool colours, of complementary
and harmonious colours and of variations in tone
15. begin to use colour and tone to create rhythm, emphasis, contrast and/or
spatial effects in two and three-dimensional work
An awareness of texture
16. explore the relationship between how things feel and how they look
17. create variety and contrast in surface texture using a range of materials
and tools
18. experiment in interpreting texture in drawing and painting
An awareness of pattern and rhythm
19. discover and explore pattern in nature and in the visual surroundings
20. recognise and purposefully use repetition and variation of line, shape,
texture, colour and tone in two and three-dimensional work
An awareness of space
21. develop awareness of how people and objects occupy space
22. create space and depth in drawings and paintings
23. develop an understanding of how spaces can be organised through
experience of construction.
STRA$D: DRAWI$G
Making drawings
24. experiment with the marks, lines, shapes, textures, patterns and tones that can be
made with different drawing instruments on a range of surfaces
25. make drawings from recalled experiences, emphasising pattern, detail, context and
location
26. express his/her imaginative life and interpret imaginative themes using inventive
pattern and detail
27. draw from observation
Looking and Responding
28. look at and talk about his/her work, the work of other children and the work of artists
STRA$D: PAI$T A$D COLOUR
Painting
The child should be enabled to
29. explore colour with a variety of materials and media
30. make paintings based on recalled feelings and experiences, exploring the spatial
effects of colour and tone, using overlapping, and with some consideration of scale
31. express his/her imaginative life and interpret imaginative themes using colour
expressively
32. paint from observation
33. discover colour in the visual environment and become sensitive to colour differences
and tonal variations through colour mixing
34. discover harmony and contrast in natural and manufactured objects and through
themes chosen for their colour possibilities
35. discover pattern and rhythm in natural and manufactured objects and use them
purposefully in his/her work
36. explore the relationship between how things feel and how they look
Looking and Responding
The child should be enabled to
37. look at and talk about his/her work, the work of other children and the work of
artists
STRA$D: PRI$T
Making prints
The child should be enabled to
38. experiment with a widening range of printmaking techniques
39. use a widening range of print-making techniques to make theme-based or
nonrepresentational prints
40. make prints for functional uses (as well as for their own sake)
41. use a computer art program to create original images that are not dependent on
clip art
Looking and Responding
The child should be enabled to
42. look at, handle and talk about natural and manufactured objects for experience of
texture, shape, pattern
43. look at and talk about his/her work, the work of other children and art prints or
print design that emphasise the play of shape, texture or line
44. look at and talk about examples of design in everyday use.
STRA$D: CLAY
Developing form in clay
The child should be enabled to
45. explore and discover the possibilities of clay as a medium for imaginative expression
45. make simple clay pots
46. make sturdy figures in clay using the medium expressively and with imaginative
detail
47. work inventively and expressively with cubes or oblong blocks of clay
48. develop line, shape, texture and pattern in clay
49. work inventively and expressively with papier mch
Looking and Responding
The child should be enabled to
50. look at, handle and talk about natural and manufactured objects for experience of
three-dimensional form
51. look at and talk about his/her work, the work of other children and figurative and
non-representational pieces of sculpture (slides or prints)
52. look at and talk about ritual masks, street theatre masks and figures, and functional
and decorative pottery (or slides or prints)
STRA$D: CO$STRUCTIO$
Making Constructions
The child should be enabled to
53. explore and experiment with the properties and characteristics of materials in making
structures
54. make drawings from observation to analyse the structures of buildings and the natural
structures of plants
55. make imaginative structures
Looking and Responding
The child should be enabled to
56. look at collections or photographs of natural and built structures and investigate
spatial arrangements, balance, outline
57. look at and talk about his/her work and the work of other children
58. look at and talk about interesting examples of contemporary architecture and the work
of great architects and builders of history.
STRA$D: FABRIC A$D FIBRE
Creating in fabric and fibre
The child should be enabled to
59. explore and discover the possibilities of fabric and fibre as media for imaginative
expression
60. make small inventive pieces in fabric and fibre
61. make soft toys, emphasising individuality and variety
62. invent a costume for a character from a story or use fabric as a stimulus for an
exotic costume design
Looking and Responding
The child should be enabled to
63. look at, handle and talk about a variety of fabrics and fibres for experience of tactile,
visual and spatial qualities
63. look at and talk about his/her work and the work of other children
64. look at and talk about woven, embroidered, knitted and other fabrics, including
interesting items of clothing from different times and cultures
65. look at and talk about fabric crafts and artefacts and visit a craftsperson at work
if possible.
