Primary Art and Design Transformative learning experiences for individuals and communities of learners.
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Post on 01-Jan-2016
Primary Art and DesignTransformative learning experiences for individuals and communities of learnersArt and Design sessions:Support understanding of purposeful primary art and design by:experiencing and understanding learningconsidering the support of learning through:Development of positive and stimulating learning activities and environmentsConsidered planningAppropriate teaching interventionsDocumentation and evaluationconsidering thematic and cross curricular approaches to learningArt and Design sessions encourage awareness and understanding of:LEARNINGActivities for learning: processes, skills and knowledgeCURRICULUMFoundation Stage and National Curriculum requirements for Art and Design including QCA scheme of workSchool approaches to planning: Long Term, Medium Term and appropriate learning intentions TEACHINGTeacher interventions and organisation DOCUMENTATIONStore, explore and record ideas and make learning visible, evaluate and reviewSession 2 Learning Intentions:Develop awareness of processes and experiences of learning in art and designIncrease awareness of knowledge and understanding in art and designConsider ways of expressing learning appropriate for planning purposesDevelop awareness of, and skills for, teaching drawing and painting, including application of skills and knowledgeProcesses and areas of learning:ExploreCreateUnderstandEvaluateCompetencies & skillsArtists Craftspeople & DesignersVisual Spatial & Tactile qualitiesObjects & Still LifeEnvironmentsStorytelling Ourselves & othersUnderstanding visual, spatial and tactile elements:LineToneColourShapeSpaceTexturePatternFormUnderstanding art and design experiences and materials:Drawing PaintingPrintmakingCollageTextilesSculptureDigital mediaFor example, understanding in art and design may involve:Experience: DrawingMaterials: pencils, felt pens, threads, torn and cut paperVisual, spatial and tactile elements: line, shape, tone, patternLinking visual elements and art experiences: colour, painting and sculptureInvestigating colour, shape, space and form through the art experiences of painting and paper sculpture Frogmore Junior School Year 6Supporting learning in paintingencourage playful exploration of materials:Experiment with paint quality and applicationInvestigate and match colour quality and applicationSupporting learning in painting and colour: developing subject knowledgePrimary 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/blueComplementary (opposite each other on colour wheel) can be mixed to create grey tonal rangesHarmonising (next to)Application of knowledge and skills:Exploring Colour, shape and pattern through painting Frogmore Junior School Year 3Supporting learning: extending vocabulary:Primary colour: colour that cannot be obtained by mixingSecondary colour: made from mixtures of two primariesTertiary colour: a mix of one primary and one secondary, effectively three coloursComplementary colours: colours which react most with each other and are opposite on the colour wheelTone: lightness and darkness of colourHue: the property of a colour that enables it to be identified as red, yellow etcIntensity: saturation, the brightness or brilliance of a colourMonochrome: single colour schemeAchromatic: black and whiteSupporting learning in painting:control through challengeTake one colour and mix as dark as possible without using black and apply to the paper in four different waysMix a colour thinly then apply a wash of that colourNow paint over the wash with thick paint of the same colourMix light colours to paint over dark - creamy with whiteMatch oil pastels to painted areasSupporting 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 1859-1891Pop ArtComposition with Red, Yellow, Blue and Black, 1921 Piet MondrianA Bigger Grand Canyon, 1998 David HockneySnow Flowers, 1951 Henri MatisseThe Tragedy, 1903 Pablo PicassoCombing the Hair (La Coiffure) Hilaire-Germain-Edgar Degas 1834 - 1917Colour and PatternMichael Brennand-WoodChildren working with colour and structure following engagement with the work of Michael Brennand-WoodTiger in a Tropical Storm (Surprised!) 1891 Henri RousseauSupporting Learning: experiment and control:Control colour mixing to produce a range within a colour familySelect appropriate collage materials and match to painted areasDevelop vocabulary of colourCombine tonal colour studies and record photographically in sketchbooksSupporting 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 SeaProductive verbs to describe learning:Explore and Develop: record, select, question, collect, ask, answerInvestigate and Make: investigate, sort, combine, match, apply, communicate, represent, sustain, manipulateReview and Develop: compare, adapt, describe, organise, review, identify, improve, sustain, comment, refineBreadth of study: explore, collaborate, share, consider, adaptColour Activities and the National CurriculumExploring colour - powder paint and brush L.I: Develop colour mixing and matching techniques through a series of challengesColour studiesL.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 knowledgeL.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 ServicesYear 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 CareDip brush in cold water (hot water can damage the brush)Use a cloth to wipe off excess paintRinse brush under tapRub brush over household soapRinse well under cold tapHealth and SafetyAdequate spaceWater pots (no glass)Licking brushesPowder paint Follow-up activityUsing 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*********
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