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 ICT sources to research and develop our ideas.
  • We are learning how to use ICT as part of the creative process to develop and realise our ideas.
  • We are learning to use ICT to communicate our ideas to a wider audience.
  • We are learning to use hardware and software tools to make and manipulate digital images on screen.
  • We are learning to use hardware and software tools to manipulate still and moving images.

To help set this work in context, you may wish to refer to the other Key Elements for Key Stage 3 Art and Design on this microsite:

Learning Activities

Ask the pupils to use CD-ROMs and the internet to learn about artists, designers and crafts workers. Set specific tasks to help them extend their knowledge, experience and critical skills.

Encourage them to download relevant images and text to use as reference material.

Provide opportunities for the pupils to:

  • access original source materials such as drawings, prints, paintings, or photographs by:
    • scanning, e.g. objects, images and surfaces;
    • taking photographs with a digital camera;
    • recording their own videos; or
    • using software for digital drawing and painting;
  • use software to produce and manipulate images, both on screen and in print;
  • manipulate digital images on screen to help them develop ideas for pieces of work they plan to make from other media;
  • use software techniques such as layering, blending, filtering etc. to modify images;
  • use ICT as a graphic design tool to combine and manipulate text and image; and/or
  • combine digital outputs with other media to produce mixed media outcomes.

Encourage the pupils to share their own and others’ artwork by:

  • using presentation software to present and communicate their ideas;
  • creating web sites to exhibit their work; and/or
  • using videoconferencing, podcasting, blogs and/or emailing to access audiences beyond the classroom.

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

  • design, draft and work with evolving versions of an image;
  • enhance their work by experimenting with modifications and adjustments;
  • demonstrate awareness of their audience and the purpose of their work, for example by planning a course of action to meet user needs and taking account of their context;
  • understand and control the implications of file size when choosing file formats, for example saving as JPEG for online posting and in native formats (not compressed) for printing;
  • control resolution when capturing and saving images, e.g. setting scanner controls;
  • work independently without relying on teacher input;
  • use multiple images or layers, and cut and paste from within groups of layers; and/or
  • control tools in a sophisticated and discerning way, for example to ‘extract’ from background.

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

  • begin to consider the implications of working within the conventions of different genres, such as documentary or comedy;
  • use a digital video camera to produce moving image;
  • start to be discriminating when selecting which effects and transitions to use;
  • appreciate the implications of setting the format, e.g. widescreen;
  • take account of portability and size of files, e.g. when considering who will use the material produced; and/or
  • carry out camera work – still or moving – using a range of shots and camera angles.

Help them develop their confidence using animation by allowing them to:

  • explore a range of possible approaches within storyboarding, trying out alternative sequences so as to anticipate what shots they will need;
  • use camera and recording equipment to take video of models and save files in an appropriate format;
  • view video files on screen once captured;
  • import and add sound files in an editing environment, matching sounds to images to generate narrative meaning;
  • work independently to produce a short animation;
  • carry out a clearly defined role within a group making an animation;
  • choose the best software for each task;
  • use the specialist vocabulary associated with film and animation to describe what they are doing;
  • select and use a range of shots within their animation;
  • work with editing tools within a software application to achieve a high quality of finish, e.g. trimming the length of a video clip, adding titles and credits and introducing transitions; and/or
  • take account of the audience reception when planning and making the animation.