Media, materials and processes: using ICT in Art and Design

ICT will be a part of pupils’ experiences throughout their school careers and beyond. It is important that they have regular opportunities to work with appropriate hardware and software tools. This will help them acquire and develop the knowledge, understanding and skills they will need.

Learning Intentions

  • We are learning to use hardware and software tools to make and manipulate digital images.
  • We are learning to use hardware and software tools to manipulate still and moving images.

Learning Activities

Ensure that the pupils can use software drawing and painting tools to carry out a range of functions, for example:

  • use a wide range of tools such as fill, shape, special effects etc;
  • use colour appropriately;
  • begin to adapt tools for particular purposes, for example setting thick or thin lines when using the pencil tool;
  • select appropriate tools and tool options, for example size, colour, fill effects, wallpaper and repeat options;
  • move an image;
  • scale an image proportionally;
  • access images from a range of given sources, for example a camera, the internet, clipart or their own artwork that you have scanned;
  • crop an image;
  • edit an image to enhance it;
  • explain changes to an image (by watching and commenting on them);
  • access and select images, explaining the reasons for their choice;
  • demonstrate awareness of file format and resolution of scanned images, for example when choosing how to save an imported image (e.g. moving sliders to control the size of a JPEG image when saving it); and
  • combine text and image in a file.

Give the pupils opportunities to work with moving images, for example to:

  • combine sound and images to produce narrative;
  • begin to understand and use film language such as ‘close ups’;
  • write a script and make a storyboard of action;
  • use a digital camera to produce stills;
  • use a digital video camera to produce moving image;
  • use editing software and start to make editing decisions about what to include and what to leave out;
  • have a sense of audience and purpose (who will watch the material they produce?); and/or
  • use transitions between edits, such as fade and wipe.

Help them to develop their familiarity with animation by:

  • using pre-existing models (such as toys) as props that they can animate using stop-frame techniques;
  • carrying out a specific role in a group, e.g. using a digital camera to capture still images, under your supervision;
  • following step-by-step instructions in order to view stills on screen;
  • trying out different ways of arranging a sequence of stills to build up a story and consider alternative narrative approaches;
  • working together in a group to structure a story suitable for animating;
  • presenting a narrative sequence developed by the group as the storyboard for an animation;
  • taking still shots of models and arranging these in a story sequence;
  • using software to assemble still shots into a storyboard sequence; and/or
  • adding sound files.