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Learning Objective |
Sample Activity |
Learning Outcomes
(to inform assessment)
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To consider the fact that buildings have different uses and purposes
To recognise that the shape and decoration of buildings often reflects
their use
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Session One Introduction
Children look at postcards, photos and pictures of buildings in the
local area. Can they identify them? How can they identify them? Do
they have signs? Are they a special shape? Are they decorated in a
special way?
Either in groups or as a whole class record words that describe the
shapes and patterns used to decorate these buildings and to identify
them.
Either in groups or as a whole class ask the children to think about
features of their school. If an alien landed in the school grounds
what things would tell it that it was a school? What clues are there?
How does the building ‘speak' to them?
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Children are able to identify buildings from their own environment
and simple signs and symbols associated with them
Children are able to use simple vocabulary to describe the shapes
and patterns in these buildings |
To record first hand observations of the building
To consider what the building is used for and how the symbols, decoration,
furniture etc. reflect this
To ask and answer questions about the place they are visiting
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Session Two Visit to St Albans Cathedral
Children visit St Albans Cathedral for the whole day. In the morning
they will explore the building in small groups with members of the
Education Centre staff and in the afternoon they will carry out a practical
workshop.
am: In small groups the children will follow a ‘Signs and Symbols'
trail becoming detectives and discovering signs and symbols around
the building that reflect its history and its use as a place of worship
pm: ‘Clay workshop' or ‘Press Print workshop'. Each workshop will
begin with a half hour session sketching and doing rubbings in one
of the areas of the Cathedral that they will have visited in the morning.
The workshop leader will explain that they are going to revisit some
parts of the Cathedral so that the children can record some of the
shapes, patterns, signs and symbols that they saw in the morning and
that these will be the basis for their clay tile / press print later
on. Following sketching session the children will progress to the classroom
to create their clay tile or print.
NB As part of both of these sessions teachers are recommended to take
photographs / digital images of the objects, patterns, decoration etc.
that the children are exploring so that these can be used for reference
once you are back at school.
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Children identify building as a church / Christian place of worship
Children are able to recognise simple symbols such as cross, candle
and explain their significance as ways to identify a Christian church
Children will be able to ask simple questions to find out more about
the shapes and patterns in the building and will offer suggestions
as to why certain shapes / decorations were chosen ( e.g. Why the lectern
is shaped like an eagle). |
To discuss how the decoration of the building they have visited enables
the building to speak to them about its purpose and history
To use first hand observations of the building to create simple 2D
and 3D sculptures
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Session Three Create a ‘gallery' in
the classroom displaying the children's sketches, prints/clay
tiles. Include photographs of the Cathedral building and its decoration
(children could create labels in Literacy if appropriate)
How did the Cathedral speak to us? On return to school discuss with
the children shapes and patterns from their visit that communicated
the purpose, history and use of the building e.g. the building is in
the shape of a cross, Alban Shields, roses etc. etc (This could be
a cross curricular link. Could create written description of shape
or pattern as Literacy activity also speaking and listening objectives)
Encourage children to look carefully at the sketches, photographs,
prints/clay tiles they have created and ask them to choose one shape.
Ask children if the recall the iron work gates around the Cathedral
(perhaps show a photograph). Explain that you are going to make a class
version of some ironwork gates using the shapes that you saw all over
the cathedral.
Children work in pairs to create 2, 3 or 4 shapes from pipe cleaners
or wire. These can then be joined together to create a gateway. Encourage
the more able children to create more complex 3D patterns e.g several
arches joined together.
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Children are able to make suggestions as to why certain symbols,
decorations and patterns are used and how they help the building to
speak to us
Children will work together to interpret shapes and patterns to create
a simple sculpture
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To ask and answer questions about the starting points for their sculpture
To share ideas with others and create a simple design |
Session four Designing the panels
Discuss ideas for the design of a large scale 3D mural to represent
the Cathedral. Help the children to work out ideas for shapes, forms
patterns based on the photos, sketches and other work already carried
out in previous weeks.
Create small groups of 3 or 4 and explain to the children that they
are going to use the ideas you have talked about to create one panel
per group. They must choose what shape, pattern or symbol they are
going to use to best represent the cathedral. Ask each group to come
up with a simple design and record this.
NB at this point you may wish to mention the media available for them
to create their panel e.g. clay, papier mache, junk modelling, modroc |
Children will demonstrate ability to interpret ideas discussed and
work collaboratively to create simple design for their group's panel |
To work collaboratively to create a relief panel based upon a simple
design
To explore and use a variety of modelling an decorative techniques |
Sessions five and six Creating the panels
Each group creates their panel for the mural. Provide each group
with a base and suitable materials to complete. Different media will
require more or less instruction depending on the children's previous
experiences.
Ask the children to develop the surface by adding to it using the
modelling material. If they are using clay they may wish to decorate
the surface using tools and found objects to create texture. If using
mod roc or papier mache appearance of surface could be given 'texture'
using paint or colouring effects such as sponging or wax crayoning.
Once dry the panels can be painted or collaged to complete decoration.
(You may want to seal the panels with diluted PVA glue)
Put the panels together to create the group mural. Discuss different
arrangements of the panels with the children. Which work best? Why? You
may wish to assemble them in the shape of a cross or a church to reflect
the building which ‘spoke' to them as the inspiration for the project.
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Children will demonstrate ability to work with others
Children will create a panel which reflects a sign or symbol, pattern
or shape that they felt reflected the Cathedral and will be able to
describe it. |
To review what they and others have done and say what they think
and feel about it. |
Session seven Evaluation
Discuss the process that the children have gone through from their
visit and sketches to the finished mural. Look back at the whole display
including the 3D panels. Do the children like the effect? Are they
happy with the way it is displayed? Do they think it was a good way
to represent the building they visited?
In their groups ask the children to identify their favourite parts
of their panel and one thing they might change if they could.
Explain that they are going to be ‘Gallery Guides'. Invite another
year group to visit the ‘Gallery' and ask the children to act as guides
describing the process, their ideas and how they actually made their
panel.
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Children will be able to identify the best features of their own
panel and at least one thing they do not like or would change.
Children will be able to describe the process they have followed
Children will begin to offer constructive comments to others and
be able to describe the mural as a whole (not just their panel) |
Expectations
At the end of this unit |
Vocabulary
(These are only a few examples)
Sign, symbol, shape, pattern, decoration, symmetry, square, circle,
cross etc
Malleable, 3D, relief (raised surface)
Printing, clay, modelling, sculpting
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most children will be able to:
explore ideas about shape and pattern; make prints/ clay tiles based
on patterns in the cathedral; say what they think and feel about others
work |
Some children will not have made as much
progress. They will be able to:
Work with others; use materials and techniques to communicate ides
and their experience of a visit to the cathedral; talk about their
own and others work |
Some children will have progressed further.
They will be able to:
Investigate and use materials and processes to communicate ideas and
meanings about buildings; comment on differences in their own and others'
work; suggest ways of improving their own work |
Resources
Photographs, postcards and pictures of local buildings
Drawing materials, printing inks, rollers, polystyrene tiles, variety
of paper (colours shapes etc)
Clay, found objects, mod roc, papier mache, cardboard boxes, paper and
fabric for decorating, PVA glue, paint |
