Art and Design Art and Design 4 Year 1 4 Semester

Aims for today 4 Have fun! 4 Enjoy having a go- trying some new things, working with different tools and materials- 4 exploring, experimenting, investigating 4 Reflect, evaluate and look forward

Please share your sketch books with your table groups Remember to continue to record what you do today, your thoughts and feelings. Add examples of the things you try, photographs and drawings Share your sketchbook as part of your assessment for the wider curriculum module

Play two parts: 1. The child: explore, discover, enjoy 2. The teacher: observe, understand, extend

Practical workshops Drawing and painting Printmaking Clay work and modelling 3D construction

Understanding visual, spatial and tactile elements: 4 Line 4 Tone 4 Colour 4 Shape 4 Space 4 Texture 4 Pattern

Approaches in learning:  Playing in Art 4 “… provides opportunities for imaginative leaps to occur, encouraging inventive ways of handling ideas and materials beyond the constraints of convention. Familiar objects can be placed in unfamiliar settings as a result of which they are perceived in different ways: a device exploited by the surrealists to disturb and amuse. “ 4 Prentice (1995)

Learning through art and design for the 21st Century The National Society for Education in Art and Design (NSEAD,2013)  Art and design activities should allow children to develop their own thinking and questioning skills. This will enable children to gain knowledge and understanding of the world around them and its people, and prepare them for the future by: 4 Introducing a unique visual language 4 Combining ideas and thoughts with senses and emotions 4 Valuing diversity and individuality 4 Intellectual and physical development. 4 Allowing time for reflection 4 Promoting innovation, risk taking and problem solving 4 Developing a positive awareness of different cultures and traditions 4 Children articulate their own ideas and develop the ability to make critical judgments

“Art allows children to share their inner worlds in ways that can’t be as easily communicated through other forms” Wright (2010)

Primary Art and Design Art is profoundly important for the full growth of the individual because it deals with ideas, feelings and experiences visually and develops a language of visual, tactile and spatial responses which create and sustain images. (Gentle 1985:96)

Warm up! Listen to the music, make marks which reflect how the music makes you feel. 4 While you are listening, see if you can work out what our theme is for today!

saensCarnivalOfTheAnimalsbernstein

4 “Drawing is an intellectual activity that links sensing, feeling, thinking and doing. It can be exploratory, investigatory, questioning. Through drawing, we can recall a memory, record an observation or imagine future possibilities.” 4 Adams (2013) p. 17

Primary Art and Design Key Message 1: Making images and objects, based on observations, ideas feelings or experiences is important to children Did you see evidence of this in school?

Share with each other positive examples of art and design from SE

Have you seen... children drawing for pleasure and enjoyment?

Have you seen... children drawing from observation?

Have you seen....Art and Design taught as part of a cross curricular project?

Have you seen... a range of techniques being taught?

Have you seen...children’s artwork being shared and celebrated?

Have you seen...whole class art being taught?

Have you seen... children creating art to communicate something important to them?

Have you seen...evidence of art developing home school links?

Have you seen… art being used to explore different cultures

Have you seen... children using the work of other artists Van Gogh

Georgia O’Keefe

Have you seen... ICT being used to support art and design?

Have you heard about the Take One Picture scheme?

Winchester curriculum model of areas and processes of learning: Materials & Techniques Artists & Creative Practitioners Visual Spatial & Tactile qualities Explore Ideas, experiences and observations Investigate and Make Evaluate and Develop Made & Natural Objects Ourselves and Others Stories and Events Environments & Habitats Understand

In this session we will be... developing your skills and confidence in teaching primary art and design. You will have time to:  Explore- be playful and experimental with media and techniques  Investigate and make- a range of objects and artworks  Understand- more about how to teach art and design Evaluate and develop- reflect on your learning and time to refine your work

‘All Creatures Great and Small’ 4 This theme could link to cross curricular projects such as: Contrasting localities- India, Africa, China Egyptians, Aztecs, Ancient Greeks Mini beasts, habitats, materials, ourselves

Themes should be based around the experiences and things that interest us as humans The human form The environment (natural and built) Living things Fantasy and imagination Stories

Primary Art and Design Key Message 2: Children’s images and objects can be refined and enriched through ‘curriculum’ experiences, which support an education in art and design

Line, shape, colour, tone

Animal masks from different cultures

Butterfly tissue collage

Bug mono printing

Tea break!

Exploring surface and printmaking Dream time finger printing

Animal press print designs

Fishy bubble prints!

Lunch 1-2pm 4 The studio will stay open so if you want to, you can come back in and continue working

Reflections Thoughts Questions Notes and jottings about processes and materials Annotated drawings Evidence of experimentation Photographs Ideas and suggestions

Primary Art and Design Key Message 3: Children’s images and objects can be refined and enriched through teaching approaches which support an education in art and design

Primary Art and Design To develop an intelligence about visual matters is not a haphazard affair any more than it is with other languages. Experiences of looking, and interpreting analysing and solving problems, visualisng and finding appropriate forms and images for our feelings and ideas are all capable of refinement and enrichment through teaching. (Gentle 1985:96)

Approaches to teaching art and design Respect children and take time to make careful observations of children’s interests and pre occupations. Make connections with children’s thinking so that we can support their learning more effectively. Allow children to lead and yet, support them by scaffolding and helping them structure what they want to do. Give children freedom to think, explore, experiment, play and imagine.

Good teachers.... Plan for progression in response to children’s interests Provide rich and varied activities which match and extend children’s needs Use and develop appropriate skills and language Allow time for children to reflect and re visit Understand different stages in children’s development Provide interesting starting points Give opportunities for children to find out about different cultures, times and places

Working with clay 4 Clay warm up 4 Thumb pot 4 Slab work 4 Coil pot

Wire sculptures?

Explore Ideas, experiences and observations Investigate and Make Understand Evaluate and Develop Observe Identify Question Record Collect Sort Memory Observation Imagination Stories Subjects Themes Objects Visits Events Materials Techniques Visual Spatial and Tactile qualities Objects Drawings Paintings Photographs Animations Wall hangings Badges Know Recognise Respond to Engage with Utilise Materials Techniques Work of other artists Visual Spatial and Tactile Qualities Talk about Review Compare Notice Comment Suggest Refine Adapt Modify Change Materials and Techniques Try out Experiment Control Select Apply Adapt Communicate Represent Embellish

Drawing Painting Printmaking Collage Textiles Sculpture Digital media Line Tone Colour Shape Space Texture Pattern Form

Resources 4 /arts/yourpaintings/ /arts/yourpaintings/ 4 AccessArt 4 Take One Picture