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)

Images from Big Draw, Art Express and NSEAD, not all included on student LN version of PPT

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)

Art and Design sessions: Support understanding of purposeful primary art and design by: experiencing and understanding learning considering the support of learning through: Development of positive and stimulating learning activities and environments Considered planning Appropriate teaching interventions Documentation and evaluation considering thematic and cross curricular approaches to learning

Session 1 Learning Intentions: Increase awareness of processes and experiences of learning in art and design Increase awareness of Foundation Stage and National Curriculum requirements for art and design Develop awareness of, and skills for teaching drawing and painting

Supporting learning in drawing encourage playful exploration of materials: Explore and investigate marks, line, shape and tone Explore and investigate drawing materials Record and compile small-scale books

Primary art and design education Contributions of art and design to learning in the primary classroom Contributions of drawing to learning in the primary

The National Society for Education in Art and Design (NSEAD) (2009) suggest: Learning through art and design for the 21st Century 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: Introducing a unique visual language Combining ideas and thoughts with senses and emotions Valuing diversity and individuality Intellectual and physical development Allowing time for reflection Promoting innovation, risk taking and problem solving Developing a positive awareness of different cultures and traditions Children articulate their own ideas and develop the ability to make critical judgments

The National Society for Education in Art and Design (NSEAD) (2009) suggest: Sensitivity, empathy and intuitiveness Promoting playfulness and curiosity Self-awareness and awareness of others Ability to collaborate with other people and take the views of other people into account Independence Tolerance for ambiguity Making links between unusual concepts and circumstances. Developing confidence Acquisition of new skills Developing the imagination Encourages experimental approaches Being excited, absorbed, and motivated

Processes and areas of learning: Storytelling Competencies & skills Artists Craftspeople & Designers Explore Create Evaluate Understand Objects & Still Life Environments Visual Spatial & Tactile qualities Ourselves & others

Teachers of art and design: realise its value have high expectations are well prepared seek opportunities to practise encourage children as learners support learning and avoid dominating are careful what they say- avoid unintentional negative experiences encourage and take creative risks

Draw from experience and memory Draw from memory Supporting learning in drawing encouraging variety in drawing approaches: Draw from experience and memory Draw from memory

Year 3 Drawings Ivan’s Journey ‘The Ice Palace’ Frogmore Junior School

The Purpose of Drawing Children use drawing to explore and develop Perception - helps children make sense of the world observational drawing (people/objects/events) Communication - drawing in a way the viewer understands annotated sketches, flow diagrams, maps, storyboards, timelines etc. Invention - prompt to thought, experimentation play with ideas with no fear of failure

From memory, observation and imagination children use drawing to: Tell stories Invent characters Make maps Record the weather Express ideas Notice texture and pattern Explore places Develop knowledge Tell jokes

Mark Making Examples Year 7 The Hurst Secondary School

Artists’ Drawings Sir Peter Paul Rubens Hans Holbein the Younger Pablo Picasso

Artists’ Drawings David Hockney Vija Celmins

Artists’ Drawings Van Gogh Nice drawing of the big sea by vija celmins … she utilises meticulous approach to mark making … Van Gogh

Artists’ Drawings

Artists’ Drawings Rebecca Miller ‘A Woman Who’

Artists’ Drawings Illustrators and Cartoonists

Supporting learning in drawing bridging the gap between looking and drawing: Make a line drawing of a natural object without looking at the paper Concentrate on the looking - learn to ‘feel’ with your eyes. Your drawing hand will move as your eyes move closing the gap between looking and drawing

Supporting learning in drawing selecting starting points, materials and visual qualities Select a natural object and observe closely or image from Karl Blossfeld (magnifying glass, viewfinder) Discuss chosen object with a partner (facts, appearance, feelings, ideas and memories) Produce a drawing using ink and willow focussing on the visual elements of line, shape and pattern.

Ink and willow leaves Ink drawings using willow Year 5 Frogmore Junior School

Leaf chalk and charcoal drawings Frogmore Junior School Year 5

Chalk and charcoal leaf drawings

Supporting learning in drawing using talk to support observation: Discussion will sharpen pupils’ visual perception Describing, comparing, questioning and discussing - support for drawing Practice - spot the difference

Supporting learning in drawing: using sketchbooks value collect information experiment, investigate, research evaluate support curriculum practise drawing techniques e.g. mark making series of related studies http://www.accessart.org.uk/sketchbook including ‘what do primary school sketchbooks look like?’ http://www.accessart.org.uk/sketchbook/?p=2098

Year 3 handmade books Crondall Primary School

Early Years Foundation Stage Creative development: four strands 1. Exploring media and materials Colour, shape, texture, form and space in 2d + 3d 2. Music Recognise/explore sounds, sing songs from memory, recognise repeated sounds/sound patterns, match movements to music 3. Imagination Art +design, music, dance, role play, stories 4. Responding to experiences and expressing and communicating ideas Responding to senses, expressing and communicating ideas, thoughts and feelings using a wide range of materials e.g. designing and making I think we should keep this information as it is for the curriculum and introduce our model

National Curriculum for Art KS1and KS2 Knowledge, skills and understanding are developed through process of: 1. Exploring and developing ideas 2. Investigating and making art, craft and design 3. Evaluating and developing work 4. Knowledge and understanding: of artists, of materials and of visual, spatial and qualities Breadth of study:

Follow-up activity;   Refer to notes: ‘teaching drawing’, ‘observational drawing’ and ‘drawing activity’. Record and document the activities in your sketchbook, making references to the NC, learning and teaching. Watch the teachers tv broadcasts - Drawing Self-Portraits, Whole School Portrait Project and Messy Art via the internet: http://www.teacherstv.co.uk Visit the Big Draw site: http://www.campaignfordrawing.org.uk

Health and Safety Adequate space Precut lengths of willow Ventilation for chalk & charcoal or soft pastels - discourage blowing dust Fix pastel drawings in a well ventilated area when children not present