Short/ Medium TermPlanning Theme- Jewellery making Phase Group – Lower 3 /4 Date- Spring Term
Learning Objectives and Activities
Cross-curricular links ICT-PSE Opportunities
Human and Consumables
Learning Objectives met-if not actions taken
Experiment with and examine the methods used by other artists , craftworkers and designers from different periods, places and cultures.
Research and enquiry using reference books and the internet
To select and record from observation
*Pupils should be given opportunities to keep a
sketchbook to develop ideas
Collect and organise visual resources and information on Celtic jewellery, to develop and prepare an idea for their work .
Describe and make comparisons between their own work and that of artists and craftworkers.
Pupils will explore, experiment with and apply the elements of the visual,,tactile and sensory language of art and design through line, form and shape
To design and make two dimensional images and three dimensional artefacts
To use their experience and knowledge of materials experimentally
To investigate jewellery worn by the Celts and the materials used ?
Investigate the type of jewellery worn and by who. What materials were they made from and why ? There were no zips or buttons in Celtic times, so the Celts used pins and brooches to fasten their clothing. The most common brooches were called fibulae and were shaped like a modern safety pin.
Celtic men and women loved to wear jewellery. Pins, brooches and rings. Torcs, bracelets, arm bands were worn by the nobility. They were finely carved with human and animal faces. They also used coloured enamels.
Sunflower pins were also worn- these had carefully crafted heads which shone in the sunlight. Jewellery was made from a number of materials, gold, silver , bronze .Women also wore glass or metal beads around their necks.
Examine how they have been made and the material used. Label and describe how they have been made.
Investigate and collect images from various sources for reference.
To investigate the patterns on the pieces of jewellery.
Using a viewfinder, draw the designs into the sketchbook.
Spiral patterns were a common design.
Large swirling designs,
Can they make designs using spirals?
Can they make a symmetrical design ?
Look for symmetry in the designs.
Use Paint a Picture- “Pattern “to draw spirals and shapes to make symmetrical designs.
Transferring spiral designs into 3D design in wire/ or foil - line Cut out circular,,square, rectangular shapes in black card. Pupils draw around shape. The pupils can then design a brooch transferring their ideas, and spiral designs from the previous lesson into the outlined shape. Using wire and pipe cleaners twist to make designs on a brooch
They will then form the pipecleaners /wire into the shapes and stick them onto the card.
Pupils to evaluate their work at the end of the lesson.
What have they learnt?
What would they do differently?
What advice would they give to others?
Investigate how wire and foil can be manipulated to make a piece of jewellery- Problem solving
Demonstrate how the materials can be manipulated and how to measure and cut lengths especially for Torc. Pupils to measure the length required and make item.
How can they improve their work ? What did they find difficult?
What ideas do the other groups have?
Lesson 4/ 6
Design and make a piece of Celtic jewellery for a Chief or his Queen. It must have some Celtic designs on it. Individually pupils make their designs in their sketchbooks listing the materials they will need.
Pupils may need some guidance, their designs may be too adventurous! Set out the classroom and groups so that children are working on the same form of jewellery. This will enable them to discuss what they are doing and they can help each other
Communication Skills-Oracy Developing information and ideas
Listen and view attentively , responding to a wide range of communication.
Finding and developing information ideas
Find different types of information from a range of ICT sources including data files, DVD`s internet, and non-ICT sources, including written notes, lists, diagrams, selecting relevant information.
Presenting information and ideas
Communicate clearly and confidently to their peers and others using a range of vocabulary, including some key words related to the subject.
Thinking Skills-Develop Generating and developing ideas