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Subjects

Art and design Computing Design and technology French Geography History Music Physical education Spanish Religion and worldviews RSE & PSHE Science Wellbeing

Lesson 2: Symbolic imagery

Combining inspiration from the Maya and the style of modern artist, Dan Fenelon, children develop spirit companion symbols to represent themselves by creating a drawn tile of line, pattern and colour.

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Learning objective

To consider how symbolism in art can convey meaning.

Success criteria

I can draw

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National curriculum

Art and design

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Cross-curricular links

History

Pupils should be

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Before the lesson

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Lesson plan

Recap and recall

Hand out whiteboards and pens (one each). Display the Presentation: In the spotlight and ask the children to answer the questions shown about the artist, Diego Rivera, who they learnt about last lesson.

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Adaptive teaching

Pupils needing extra support

Could use slide 4 which provides question prompts to help them think about what they like or do that they could draw a symbol to represent, for example, what is your favourite food? (This slide can be left on display while they work.)

Pupils working at greater depth:

Could think about the juxtaposition of their symbols and how they could make them entwine with each other or overlap; could produce more complex and detailed drawings.

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Assessing progress and understanding

Pupils with secure understanding indicated by: responding to the meaning

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Vocabulary definitions

aesthetic

As an adjective, it describes something that is pleasing to look at.
character traits

A part of someone's personality that can produce a particular type of behaviour, e.g. sense of humour, honesty, creativity.

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