year 1 art: painting block b

Intellectual content and design copyright © 2021 Unity Schools Partnership (Curriculum structure and principles © Greenfields Education Ltd)

Image(s) used under license from Shutterstock.com

Year 1 Art:Painting – Block B

• This is a one-week block.• The outline and structure of the block is as follows:

Lesson 1 Lesson 2 Lesson 3

Exploration of materials

Explicit teaching of skills

Application of knowledge and

techniques

In this block, pupils will exploremaking thick and thin paint marks on arange of surfaces. They will useprimary colours and the dip, dip dabmethod of painting.

Composition II in Red, Blue and Yellow by Piet Mondrian (1930)

CUSP ArtLong term sequence

Block A Block B Block C Block D Block E Block F

Year 1 Drawing Painting Printmaking Textiles 3D Collage

Year 2 Drawing Painting Printmaking Textiles & Collage 3D

Year 3 Drawing & Painting Printmaking Textiles & Collage 3D

Year 4 Drawing Painting Printmaking & Textiles 3D & Collage

Year 5 Drawing & Painting Printmaking Textiles & Collage 3D

Year 6 Drawing Painting & Collage Printmaking & Textiles 3D

At the end of this block, pupils will …

Know: Be able to:

Paint can be used to create a range

of marks

The names of the primary colours

Make thick and thin marks

Identify shades of primary colours



Working Artistically

Shape Line Colour Value Form Texture Space

Shape is a flat (2D) area

surrounded by an outline or

edge.

Lines are used to show

movement and mood.

Colour is used to convey

atmosphere and mood.

Value is the intensity of colour and depends on

the amount of white added.

Artists use form when they create sculptures.

These are 3D shapes.

Texture is the look and feel of a surface.

Space in artwork makes

a flat image look like it has

form.

Pupils will be able to:• hold a paintbrush correctly in the

same way that they hold a pencil

Point of reference:Y1 Painting – Block B

CUSP Connections:

No CUSP connections

Art History:

Piet Mondrian (1872 -1944)Piet Mondrian was a Dutch artist, born in 1872. His early works were landscapes and quite different from his later pieces for which he tended to use only red, blue and yellow in blocks of colour. In fact, he painted 250 abstract geometric paintings. He spent the last four years of his life in New York and it is said that the yellow in his later work was inspired by the yellow taxi-cabs of the city. Another interesting fact is that although Mondrian used lines throughout his work, he didn’t use a ruler.

Links to Literature:

Where the Wild Things Are by Maurice SendakThe Magic Paintbrush by Julia Donaldson

Materials:

Art sketchbooks, A3 paper, powder or ready-mixed paint (primary colours), wide-based water pots, water, paintbrushes of various sizes, scraps of paper, card, paper towel, hessian, corrugated cardboard, PVA glue, carboard cartons (cereal boxes or similar – flattened and cut for use as a painting surface), a cloth or paper towels for each pupil to use as an artist’s rag, palettes for placing and mixing paint

Prior Learning



Core Knowledge Explanation

paletteA palette is a thin board with a hole in it for the thumb to go through, used by an artist for mixing colours when painting.

primary colours The colours red, yellow and blue are the primary colours.

brushstrokeThe way in which something, especially paint, is applied to a surface using a brush, is called a brushstroke.

Technical Vocabulary Definition

bristles the part of the brush that you paint with

ferrulea band, usually made of metal, around something such as a stick or handle that holds the bristles of a brush in place

handlethe part of the brush you hold when painting and should be held in the same way that you hold a pencil

Point of explanation:Y1 Painting – Block B

Teacher guidance video: https://vimeo.com/559441934/6226cf772a

• Explanation and demonstration of taught content• Lesson by lesson guidance• Exemplification of techniques and outcomes

https://vimeo.com/559441934/6226cf772a



Point of delivery:Y1 Painting – Block B

Revisiting prior learning

Taught content Point of practice Point ofreflection

1. Hold a paintbrush correctly

Identify parts of a paintbrush

Use water, paint and a palette (dip, dip, dab)

Use cardboard (old cartons flattened and cut to a manageable size) to prepare surfaces to paint on. Cover the surface with a range of textured papers.

Introduce the Knowledge Note and go over the key information.

Identify and name each part of a paintbrush. Teach pupils the dip, dip, dab method: dip the paintbrush in water, dipit in paint, dab it onto a palette. Build up a thick consistency of paint or dab directly onto the paper. In between each colour change, teach pupils to rinse their brush in the water and dab it dry on a paper towel. Experiment with this method on the prepared surfaces.

Using magazines, wrapping paper etc., make a collection of different shades of colours and paste them into sketchbooks as a reference point.

Select two or three questions from below and ask pupils to explain the methods used. Ask the pupils to identify the parts of a brush, using the correct terminology.

Can name each part of the paintbrush

Can use the dip, dip, dab method

2. Rinse and clean a paintbrush

Use the dip, dip, dabmethod of applying paint

Develop different brushstrokes

Look at the illustrations in Where the Wild Things Are and other picture books. Talk about how the artist has / hasn’t used colour. Look carefully at the brushstrokes made.

Working on A3 paper, apply paint using a single curved brushstroke in the shape of a large ‘C’. Start with the yellow, then red, then blue. Pupils will only need to rinse their brushes in between each colour. Remind them to clean their brushes in water and dab on a paper towel before starting a new colour.

Provide new paper and encourage pupils to make different marks, e.g. circles, dots, short strokes. Remind pupils to lift their brushes between mark making and not to scrub or rub the bristles too hard. A useful tip: the ferrule should not touch the paper.

Ask questions that elicit remarks abouts about their own work and that of others and encourage pupils to make specific comments about the marks made.

Complete Vocabulary Task 1.

Can make a range of marks by stroking the brush on the paper



Questions for assessment

Can you name the different parts of a brush? What is meant by dip, dip dab and can you explain this method to a partner?

What would you do differently next time? How would you change or improve your work?

What did you like / dislike about the activity? Why do you feel that way?

Point of delivery:Y1 Painting – Block B

Revisiting prior learning

Taught content Point of practice Point ofreflection

3. Make a range of marks using a paintbrush

Arrange geometric blocks of primary colours

Divide A2 or A3 sheets of paper into rectangular sections using a pencil and ruler. Pupils will need support with this part of the task.

Look at the work of Piet Mondrian. Select two or three questions to ask the pupils:

• What do you notice?

• What shapes have been used?

• What colours have been used?

• What could the title for this painting be?

Pupils need to paint in blocks of colour, being careful not to mix the colours. Some rectangles may be left white. When the painting is dry, black lines to border each section may be added.

Use question prompts to encourage pupils to respond to their work and talk independently in Talk Trios.

Complete Vocabulary Task 2.

Can paint blocks of a single colour without mixing into other colours



❑

❑

□ □

❑

❑

Inte

llect

ual

co

nte

nt

and

des

ign

co

pyr

igh

t ©

20

21

Un

ity

Sch

oo

ls P

artn

ersh

ip (

Cu

rric

ulu

m s

tru

ctu

re a

nd

pri

nci

ple

s ©

Gre

enfi

eld

sEd

uca

tio

n L

td)

Imag

e(s)

use

d u

nd

er li

cen

se f

rom

Sh

utt

erst

ock

.co

m

Exe

mp

lific

atio

n:

Y1

Pai

nti

ng

–B

lock

B

The

pai

nt

pal

ette

cre

ates

an

inte

rest

ing

effe

ct

Co

llect

sh

ades

of

pri

mar

y co

lou

rs

Pu

pils

cre

ate

a m

ult

i-te

xtu

red

su

rfac

e to

pai

nt

on

to

Each

sec

tio

n is

pai

nte

d u

sin

g o

nly

pri

mar

y co

lou

rs

Inte

llect

ual

co

nte

nt

and

des

ign

co

pyr

igh

t ©

20

21

Un

ity

Sch

oo

ls P

artn

ersh

ip (

Cu

rric

ulu

m s

tru

ctu

re a

nd

pri

nci

ple

s ©

Gre

enfi

eld

sEd

uca

tio

n L

td)

Imag

e(s)

use

d u

nd

er li

cen

se f

rom

Sh

utt

erst

ock

.co

m

Exe

mp

lific

atio

n:

Y1

Pai

nti

ng

–B

lock

B

Cu

rve

d ‘C

’ sh

ape

s in

d

iffe

ren

t p

rim

ary

colo

urs

Pu

pils

fo

rm c

are

fully

co

ntr

olle

d

mar

ks in

clu

din

g d

ots

an

d c

ircl

es

Loo

k at

th

e w

ork

of

Mo

nd

rian

an

d c

on

sid

er t

he

lines

, geo

met

ric

shap

es a

nd

u

se o

f st

ron

g b

lack

lin

es

Inte

llect

ual

co

nte

nt

and

des

ign

co

pyr

igh

t ©

20

21

Un

ity

Sch

oo

ls P

artn

ersh

ip (

Cu

rric

ulu

m s

tru

ctu

re a

nd

pri

nci

ple

s ©

Gre

enfi

eld

sEd

uca

tio

n L

td)

Imag

e(s)

use

d u

nd

er li

cen

se f

rom

Sh

utt

erst

ock

.co

m

Exe

mp

lific

atio

n:

Y1

Pai

nti

ng

–B

lock

B

Pu

pils

use

a r

ange

of

bru

shes

to

ref

ine

the

mar

ks t

hey

mak

e

On

ly u

se p

rim

ary

colo

urs

in t

his

blo

ck

Ch

alle

nge

pu

pils

:C

an y

ou

mak

e a

tin

y d

ot

surr

ou

nd

ed b

y a

bro

ad c

ircl

e?

year 1 art: painting block b

Documents