primary art and design transformative learning experiences for individuals and communities of...

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