1. 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)

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

3. 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)

7. 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

8. 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

9. 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

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

11. 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

12. 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

13. 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

14. 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

15. 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

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

19. 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

20. 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

21. Mark Making Examples Year 7 The Hurst Secondary School

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

25. Artists’ Drawings
David Hockney
Vija Celmins

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

27. Artists’ Drawings

28. Artists’ Drawings
Rebecca Miller ‘A Woman Who’

29. Artists’ Drawings
Illustrators and Cartoonists

30. 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

31. 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.

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

33. Leaf chalk and charcoal drawings Frogmore Junior School Year 5

34. Chalk and charcoal leaf drawings

35. 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

36. 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
including ‘what do primary school sketchbooks look like?’

37. Year 3 handmade books Crondall Primary School

38. 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

39. 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:

41. 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:
Visit the Big Draw site:

42. 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