(b) Line and shape and position in the picture can be used to emphasize one thing rather than another.

(c) Lines and shapes and textures need to balance each other.

(d) Lines and shapes have emotional qualities which can be used to help the picture.

(e) Overlapping of shapes, placing one person or thing partly behind another, can also help a picture.

6. By this time children will have discovered how to make a number of textures in various media and how to relate these satisfactorily in a picture or design. They may, however, need further and more conscious work on relating them with each other and with patches of solid colour. They will also need to do a considerable amount of work in exploring ways of representing texture as we see it in the world around. It is important that children discover personal and individual ways of doing this.

7. Pattern making. Children will by this time have discovered most of the basic pattern structures. Work in this group should make them conscious of the various ways there are of putting patterns together. Work should be directed so that they discover and recognize the following: side by side, half drop, brick, reverse, interchange, spiral and concentric circle, band and stripe. Work should be undertaken on paper and on material, in paint, collage and printing media.

B. Modelling and carving

Further and more skilled work in all aspects of this craft. Work in pottery should include as many methods of pottery decoration as possible and work on mixing and pouring glaze.

C. Puppetry

Children in this group have sufficient skill to make puppet heads by one of the modelling methods and to use these as glove and rod-and-glove puppets. Dressing of puppets should become more skilful, and it should be possible to use puppets for plays with an historical, geographical or scriptural setting, dressing the puppets and constructing the setting with regard to historical or geographical facts. Children of this age can also make very simple marionettes, using tubes of newspaper.

D. Woodwork

While there is still a place for experimental work in this subject, children of this age need also some carefully planned, progressive teaching in the subject. Work undertaken should include these skills:

1. Countersinking of screws.

2. Simple jointing, including halving joints, jointing with dowels and jointing with brackets.

3. Some uses of the chisel.

There should also be opportunity for looking at and discussing individual pieces of furniture, and considering their construction and design.

4. Simple ways of finishing work.

E. Needlework

The most important learning with this age group will be within the formal needlework scheme. The needlework done as craft, however, might include further experimental embroidery, with particular emphasis on the creative uses of materials and stitches, and work on the shaping of clothes. This latter might be carried out in making costumes for a play.

F. Weaving

Children of this age can make their own looms, and will be able to use, though possibly not to set up, a two-shaft heddle loom. Emphasis should still be placed on experimental weaving and the more able children should be able to produce some well-woven lengths.

G. Bookmaking

In this age group children should be able to make books with greater accuracy and finish than previously. Greater emphasis may be placed on accurate measurement, checking measurement with the question, "Does it look right?" These children are ready to make single-section and loose-leaf books.

H. Exhibitions and decorations

Exhibitions should be an integral part of art and craft work and should be arranged both by the teacher for the children and by the children themselves. Arranging any sort of display or exhibition is in itself an exercise in composition. There are many opportunities for this in every school and in every aspect of the timetable. These opportunities should be used to the full. Opportunities to make decorations for the classrooms and for the school should be sought throughout the school year.