primary art and design transformative learning experiences for individuals and communities of...
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Primary Art and Design
Transformative learning experiences for individuals and communities of learners
Art and Design sessions:
Support understanding of purposeful primary art and design by: experiencing and understanding learning considering the support of learning through:
1. Development of positive and stimulating learning activities and environments
2. Considered planning
3. Appropriate teaching interventions
4. Documentation and evaluation considering thematic and cross curricular approaches to
learning
Art and Design sessions encourage awareness and understanding of:
• LEARNING• Activities for learning: processes, skills and knowledge
• CURRICULUM• Foundation Stage and National Curriculum requirements for Art and Design including
QCA scheme of work• School approaches to planning:
Long Term, Medium Term and appropriate learning intentions
• TEACHING• Teacher interventions and organisation
• DOCUMENTATION• Store, explore and record ideas and make learning visible, evaluate and review
Session 2 Learning Intentions:
Develop awareness of processes and experiences of learning in art and design
Increase awareness of knowledge and understanding in art and design
Consider ways of expressing learning appropriate for planning purposes
Develop awareness of, and skills for, teaching drawing and painting, including application of skills and knowledge
Processes and areas of learning:
Explore
Create
Understand
Evaluate
Competencies & skills
Artists Craftspeople & Designers
Visual Spatial & Tactile qualities
Objects & Still Life
Environments
Storytelling
Ourselves & others
Understanding visual, spatial and tactile elements:
Line Tone Colour Shape Space Texture Pattern Form
Understanding art and design experiences and materials:
Drawing Painting Printmaking Collage Textiles Sculpture Digital media
For example, understanding in art and design may involve:
Experience: Drawing
Materials: pencils, felt pens, threads, torn and cut paper
Visual, spatial and tactile elements: line, shape, tone, pattern
Linking visual elements and art experiences: colour, painting and sculpture
Investigating colour, shape, space and form through the art experiences of painting and paper sculpture
Frogmore Junior School Year 6
Supporting learning in paintingencourage playful exploration of materials:
Experiment with paint quality and application
Investigate and match colour quality and application
Supporting learning in painting and colour: developing subject knowledge
Primary colours: blue red yellow (cannot be mixed)
Secondary colours: purple orange green(mixed with two primary colours)
Tertiary colours: (mixed with primary and secondary)e.g. red + purple = red/purple green + blue = green/blue
Complementary (opposite each other on colour wheel)can be mixed to create ‘grey’ tonal ranges
Harmonising (next to)
Application of knowledge and skills:
Exploring Colour, shape and pattern through painting
Frogmore Junior School Year 3
Supporting learning: extending vocabulary:
Primary colour: colour that cannot be obtained by mixing
Secondary colour: made from mixtures of two primaries
Tertiary colour: a mix of one primary and one secondary, effectively three colours
Complementary colours: colours which react most with each other and are opposite on the colour wheel
Tone: lightness and darkness of colour
Hue: the property of a colour that enables it to be identified as red, yellow etc
Intensity: saturation, the brightness or brilliance of a colour
Monochrome: single colour scheme
Achromatic: black and white
Supporting learning in painting:control through challenge
Take one colour and mix as dark as possible without using black and apply to the paper in four different ways
Mix a colour thinly then apply a ‘wash’ of that colour
Now paint over the wash with thick paint of the same colour
Mix light colours to paint over dark - creamy with white
Match oil pastels to painted areas
Supporting Learning: exploring colour and paint in artists work:
What are the main colours the artist used? Does the background have different colours from those in
the foreground? Look for different shades of the same colour - what have
they been used for? Do any colours stand out from the rest? Why do you think the artist chose to use these colours? How has the colour been used (small dots, blocks, thickly,
thinly)? What is the mood of the picture?
The Bathers at Asnieres, George-Pierre Seurat 1859-1891
Pop Art
Composition with Red, Yellow, Blue and Black, 1921 Piet Mondrian
A Bigger Grand Canyon, 1998 David Hockney
Snow Flowers, 1951Henri Matisse
The Tragedy, 1903 Pablo Picasso
Combing the Hair (La Coiffure) Hilaire-Germain-Edgar Degas 1834 - 1917
Colour and Pattern
Michael Brennand-Wood
Children working with colour and structure following engagement with the work of Michael Brennand-Wood
Tiger in a Tropical Storm (Surprised!) 1891 Henri Rousseau
Supporting Learning: experiment and control:
Control colour mixing to produce a range within a colour family Select appropriate collage materials and match to painted areas Develop vocabulary of colour Combine tonal colour studies and record photographically in
sketchbooks
Supporting learning: stimulating work from observation or experience
Produce a detailed watercolour painting using fine brushes – from observation (natural objects or eyes) or experience (story)
Work over the painting using pastels, fineliners, colour pencils, adding detail and exploring texture.
Work based on Japanese legend ‘The Kingdom under the Sea’
Productive verbs to describe learning:
Explore and Develop:
record, select, question, collect, ask, answer
Investigate and Make:
investigate, sort, combine, match, apply, communicate, represent, sustain, manipulate
Review and Develop:
compare, adapt, describe, organise, review, identify, improve, sustain, comment, refine
Breadth of study:explore, collaborate, share, consider, adapt
Colour Activities and the National Curriculum
Exploring colour - powder paint and brushL.I: Develop colour mixing and matching techniques through a series of challenges
Colour studies
L.I:Control colour mixing to create tones, select appropriate collage materials and match to painted areas whilst developing a colour vocabulary
Application of skills and knowledge
L.I: Apply experience of painting process and develop control using fine brushes to produce a detailed watercolour painting
Learning Intentions in Art (Colour) London Borough of Tower Hamlets Inspection and Advisory Services
Year 3: Know the primaries and mix and name secondaries.Demonstrate increasing skills at matching colours to real objects and artefacts.
Year 4: Use specific colour language e.g. tint, tone and different kinds of a single colour e.g. scarlet, crimson.
Year 5: Use b+w to create shades and tints. Demonstrate a secure knowledge about P, S and C colours. Demonstrate a wide colour vocabulary and know, for example, which colour families ultramarine and turquoise belong to.
Year 6: Name S,T and C colours and how to mix them. Name a reasonably wide range of different painters and be able to apply their knowledge of these to their own work e.g. painting techniques.
Brush Care
Dip brush in cold water (hot water can damage the brush)
Use a cloth to wipe off excess paint Rinse brush under tap Rub brush over household soap Rinse well under cold tap
Health and Safety
Adequate space Water pots (no glass) Licking brushes Powder paint
Follow-up activity
Using the list of ‘stem’ or ‘productive’ verbs (record explore investigate combine) devise appropriate objectives for activities in Sessions 1 and 2, making references to national frameworks
To think about: supporting pupils with additional needs, including visual impairment