Lower Key Stage 2 Scenario



  • ​Be able to view a range of artwork and express and opinion

  • Understand that different hardware and software can be used to create digital artwork

  • Work independently or in small groups to plan and create digital artwork

  • Use a range of different tools to create their art

  • Share their artwork within school, seeking out opinions of teachers and peers

  • share an opinion on the artwork of their peers

Cross Curricular Ideas

  • ​​Literacy- Children to wrote a description about their piece of art or a promotional letter/email.

  • ​History - Link to the progression of art or specific periods of art history.

  • ​Maths - ​Calculate costs of selling art to cover 'gallery fees' 'wage' and reach 'profit total.'

Software/app/hardware choices

Alternatives to 2Paint


  • Background - the area of the picture that is behind most of the objects in the picture

  • Foreground - the area of the picture that appears to be closest to the viewer

  • Horizon line - the imaginary line that divides the sky and the ground

  • Middleground - ​the area of the picture that is farther away from the foreground and closer to the background​​

Computing National Curriculum Links

  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content​

  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information​

eSafety/Digital Literacy Considerations

  • ​​If publishing children's work online ensure that you follow e-safeguarding procedures and only include first names.

  • If researching the artist online ensure that the school policy for online usage is adhered to. Focusing on effective and safe searching, alongside identifying appropriate and credible sources.

Before you Start

  • Ensure the app or software you have planned to use is available on all school devices, and works on any pupil profiles         

  • ​​Familiarise yourself with the app or software you are intending on using

  • Familarise yourself wth apps used for work flow (i.e. OneDrive, Showbie)​​

The Big Picture

Here is an idea to consider:

A local gallery has contacted your school. They are running an exhibition based around a favourite landscape artist of your choice and would love to showcase some local artist's recreations of famous works of landscape art. You and your classmates need to recreate a landscape in the style of an artist of your choice, whilst adding a personal flair to your artwork. The best pieces of art may be selected for showcasing at the gallery.

​Or you could try:

A local gallery has contacted your school. They are running an exhibition based around still life artists and would like local children to contirbute their own works of art. 

Remember to consider the composition of the objects within your piece before beginning to paint/draw them.

Top tip: You could look for a natural compositions of objects but you may find it easier to create a sculpture in the middle of tables for ease.

Key Questions

  • What is a landscape?

  • How could we draw a landscape?

  • How does (selected artist) present his/her landscape art?

  • What tools does (selected artist) use?

  • How could we recreate this digitally?​​

  • How could you improve the piece of art and why?




During this session, you will need to introduce learners to the concept of a landscape drawing. Explain the them that a landscape drawing is "an expanse of natural scenery that can be seen from a single viewpoint". There are many different landscapes throughout history.


Ask learners to close their eyes and imagine an outdoor space that means something to them. Ask them to think of the details they can remember such as what the weather was like, who they are with, what people are doing, lighting, etc. Ask learners to talk to their talking partner about their meaningful place. Encourage them to describe it in as much detail as possible. What does it look like? What is in the foreground? Middle ground? Background? From what point of view are they seeing their landscape? What shapes and colours can they see?  Explain to learners that they will be drawing their meaningful place, using the style of a famous artist. Consider enhancing this landscape discussion by recording a written description in literacy.

Activity 1

Encourage the children to record a mind map of ideas to act as a guide for when they plan later in the project. This could be done using post-it notes on sugar paper or digitally via the free app popplet. ​

Activity 2

You could utilise this session by encouraging learners to independently research landscape art or famous landscape artists, such as Monet, Seurat and Van Gogh (see resource links on the right). Pair learners together to research. You could potentially assign artists to each pair, or allow them to choose and research independently. If time allows you could consider setting a mini-presentation challenge, with learners presenting about their chosen artist.  To learn how to create a successful presentation click here.​ However this may be best delivered in groups or as a challenge for the more able learners.


You might like to ask questions such as:

  • What materials has the artist used?

  • What colours has the artist used?

  • What colours and shapes do they use and how?

  • How do you feel when you look at the picture?

  • How could you improve the piece of art and why?


  • To extend the children's learning further you could import the children's drawn landscape in to an app such as puppetpals or Book Creator and add audio decsriptions to the scene.

  • You may wish to deliver the presentation activity as a differentiated task for the more able learners.




Revisit the learning from last week. reminding learners that we are thinking about recreating landscape art in a specific art style. You might like to show the learners a select number of images created by your chosen artist. If time allows, you might like to encourage them to explore drawing in the style of their artist using non-digital methods, discussing the colours and shapes they use.

Learners will be learning the skills necessary to create their image digitally. We recommend you use Drawing Pad on the iPad as creating art on a touchscreen is infinitely easier than using a mouse, especially for your younger learners. You may also wish to look at using a stylus pen for more intricate designs.

Alternatively, you could consider using 2Paint (Purple Mash) which has some nice artistic effects built into the software (pointillism, impressionism, watercolour, etc). 

Drawing pad is a very simple app which offers many different tools including paint, crayon, chalk, pencil crayon, smudging, etc. 


Pair learners appropriately and distribute the devices. Explain that the learners will be trialling the app to recreate a landscape picture. You might like to showcase a landscape piece by the artist you have selected to recreate as a model example. Discuss with the learners the different aspects of the picture. Point out to learners that they will need to begin by drawing the background first, then the middle ground before the foreground. Point out in the picture where these different parts are. Focsuing on the layering of teh different aspects and perspectives.

Show the learners Drawing Pad (or selected software you are using). If you need a tutorial on how to use Drawing Pad click here to ensure they are competent in the basic tool options. It may be beneficial to give them a short time to experiment and discuss what the tools do and feedback as a class.

Allow learners time to attempt to recreate the picture on their device, being careful to point out they should try and stick to a similar style. Many learners will automatically reach for the eraser whilst creating digital art (a result of direct transfer of skills from non-digital to digital). Point out that its far more efficient to use either the undo button or to draw/paint over the offending article. Unlike non-digital art, digital art allows for infinite revisions and restructures. Learners should be encouraged to utilise this benefit. 

If time allows, you might like to let learners showcase their art, or instigate some peer assessment. This will allow learners to utilise the feedback given when creating their final piece in the next session. 

Key Questions

  • What tools do you need to use to recreate in the style of your artist?

  • How can you edit/change your image?

  • Does your work look similar to that of the artist? Have you used a similar technique?

  • How can you save/export your work?



The more able learners may want to record descriptions as part of a guide for the different tools and techniques. This can be written, part of a display or an audio/video guide.​

Planning and Creation



Planning for this project can take as long as you see fit, if possible allow for a physical planning using traditional methods session alongside a digital planning and exploration (trial) session. 

  • Discussion: Learners can spend time discussing with their talking partner their favourite space and how they intend to draw this space. You may like to encourage learners to write down how they intend to create this, tools they intend to use, colours, shapes, etc. Linking back to their mind map created earlier in the project. 

  • Non-digital drawing:  You might like to plan a session for learners to create a non-digital version of their drawing. This is very useful for providing a comparative for learners to decide upon following completion of the project. "Did you prefer digital or non-digital methods?". It is recommended that you create a working wall or display that includes the key techniques for the style of your chosen artist such as composition, colour palettes and brush stroke techniques. If this fits with your timetable this should be run as an additional planning session prior to the digital design. 



Learners should be allowed at least one session (more if possible) to create their landscape. Ideally, learners should have a device each, but this isn't always possible. If this is the case you might like to allow extra time to ensure both learners create a landscape each or work together to create a mutually agreed landscape. 

During the creation phase, you might like to provide examples of the artists work in view to ensure that learners have a point of reference when drawing their landscape. 


Ensure learners export their image to photos once they are happy that it is complete and they have reflected on their work making amendments where they feel they are needed. This can stem from self reflection as well as adult guidance.

Key Questions

  • How will the audience know the style of art?   

  • Which features of your art show a range of skills?

  • How does your non-digital plan compare with your digital plan?

  • Has exploring the app made you alter your plans or techniques and why? How will you make the changes?



The more able learners can be challenged by encouraging them to expand and reflect on the adjustment of their techniques to match the desired style, ensuring that they can pin point key elements that link back to their plan and the main styles of the selected artist.​

Sharing and Evaluation


Sharing digital work is a very important part of the process. It provides authenticity and purpose for learners during the creation phase. There are a number of ways for learners to share their work.

 Here are some examples to consider: 

  • Standing up at the front of the class to showcase and discuss their work. AirServer is a great software which allows iPads to be mirrored on laptops/IWB. Alternatively, you could consider purchasing an iPad-VGA or iPad-HDMI adapter. Ask your coordinator or technician which would be more appropriate for you IWB.

  • Pictures can be exported off the iPads (Showbie and OneDrive app are both useful for this) and printed out.

  • A class eBook of artwork could be created in Book Creator or alternative eBook apps. These can then be exported to iBooks. Schools can create a school iBooks account, which will create a digital library of books. These books can be subcategorised if necessary (i.e. each class having a subcategory.)

  • Published on the school website to the public or on a more secure area such as a class blog or learning platform. 

  • Displayed on screens in the school foyer for the wider school community and visitors to explore. 

  • Hosted on a cloud service (such as OneDrive) and shared via QR codes displayed around the school. QR codes are useful for printing out to share with parents or to create interactive display boards. ​​ 

Key Questions

  • What have you enjoyed about this project?

  • What could you improve on next time? 

  • What do you think went really well in your project?​

  • What were the most difficult learning points and why?

  • How could we share our artwork?

  • How can we include other children in our learning?​


​​​Evaluation of work is critical if learners are to improve.  For those who require support, it may be that you provide them with a set of success criteria against which they can evaluate their own and others' work.  These criteria could be based on the 'Key Questions' sections from previous sessions as well as the questions above.

Those who need extending may be ablr to work independently or collboratively to generate their own criteria.





All learners will be able to

  • Create digital art work by controlling variables eg paintbrush size, colour and layering. 

  • Begin to replicate non digital artwork using digital tools.

  • Compare digital artwork from a variety of styles.

  • Share digital artwork within the school and seek out opinions from teachers and other learners. ​

Some learners will be able to

  • Explore and make choices about the best techniques and tools to use within their work. 

  • Make their artwork available to others via a learning platform or school website.

  • Compare digital artwork and the affects it has compared to traditional art methods and styles. ​

Most learners will be able to

  • Begin to apply simple editing to digital images such as crop, effects and filters.

  • Created a piece of digital work which includes a variety of styles and tool techniques.

  • Reflect upon their own artwork against agreed success criteria.

  • Share an opinion with reasons on the quality of digital artwork.