Art & Design

National Curriculum 2014 – KS2 

Pupils... should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. 

Pupils should be taught: 
  • to create sketch books to record their observations and use them to review and revisit ideas 
  • to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials (e.g. pencil, charcoal, paint, clay) 
  • about great artists, architects and designers in history.’

Phase One

The House of Peace
  • Introduce the pupils to the idea of The House of Peace
  • Individual images of the five House of Peace Paintings can be found in the For Pupil section on the website 

The House of Peace Project centres on five paintings but also uses photography and cinematography to illustrate peace. The Circle of Peace is a kaleidoscope of the word peace in Hebrew, English and Arabic. Pupils could be challenged in Phase Four or Five, after they have completed all three calligraphy activities, to create their own Circle of Peace using their calligraphy and art designs.

Let’s Peace Together our World
Teachers may wish to complete the following activity ahead of the artwork based on the Circle of Peace.

Display the words ‘let’s peace together our world’ and lead a discussion on the meaning/play on words with the pupils: 
  • Piece together – jigsaw/put together 
  • Peace together – make the world peaceful together

In pairs pupils could note down their thoughts (on a sticky note) as a result of the class and paired discussion. These thoughts could be displayed around the words and revisited at various points during the project to see whether the pupils have changed their thinking or want to add anything. Their thinking could form part of their own Circle of Peace. L& T Strategy Pair work (5b) Teams (8).

Calligraphy plays an essential role in the art of the Islamic world. Here are some examples of Calligraphy from Professor Khalili’s art collection (Arabic Calligraphy 1, Arabic Calligraphy 2, Arabic Calligraphy 3).

Calligraphy
Pupils could refer to the video clips Calligraphy and the Peace Worksheet to write in Latin, Hebrew and Arabic in order to experience the beauty of each writing system. Pupils may also like to look again at the photograph of the Peace painting and zoom in to see the calligraphy L&T Strategy Solo (2).

Note for teachers: Any script taken from the Quran, the Bible or The Torah should be treated with the utmost respect; remember they are sacred text.
The Torah is not illustrated and makes it clear that God has no shape or form. The Quran only uses geometric patterns since many Muslims believe that visual depiction of all the prophets of Islam should be prohibited because it may encourage idolatry.


Phase Two – Judaism
  • Calligraphy – video clip
  • The dreidel - Link to Literacy
The dreidel (or "sivivon" in Israel) is a four-sided top and each side of the top has a different Hebrew letter on it. The top is used to play a simple game of chance. It is perhaps the most famous custom associated with Chanukah. Outside of Israel, dreidels have the letters nun, gimel, hay, shin. The usual explanation of the connection between the dreidel and the Chanukah story is that the letters nun, gimel, hay, shin stand for a ‘great miracle happened there’ whilst in Israel the dreidel says nun, gimel, hay and pay which means a ‘great miracle happened here’.

Instructions for making a dreidel and a dreidel template can be given to pupils

Instructions to play the game can be found at Dreidel – the game.

Six pointed star patterns – go to mathematics Phase Two for activity

Phase Three – Christianity
Teachers could use the internet search engine ‘images’ to locate a wide selection of classical and contemporary images of the Good Samaritan. Four or five of various styles could be chosen. Pupils could discuss the similarities and common features between the images and then be challenged to create their own version, classical or modern, using a variety of media from pencil sketches to 3D sculptures.

Tessellation patterns – go to mathematics Phase Three for activity

Phase Four – Islam
  • Calligraphy – video clip 
  • Circle patterns – go to mathematics Phase Four for activity