1. Primary Art and Design Transformative learning experiences for individuals and communities of learners

2. 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

3. 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

4. Session 2 Learning Intentions: 4 Develop awareness of processes and experiences of learning in art and design 4 Increase awareness of knowledge and understanding in art and design 4 Consider ways of expressing learning appropriate for planning purposes 4 Develop awareness of, and skills for, teaching drawing and painting, including application of skills and knowledge

5. 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

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

7. Understanding art and design experiences and materials: 4 Drawing 4 Painting 4 Printmaking 4 Collage 4 Textiles 4 Sculpture 4 Digital media

8. For example, understanding in art and design may involve: 4 Experience: Drawing 4 Materials: pencils, felt pens, threads, torn and cut paper 4 Visual, spatial and tactile elements: line, shape, tone, pattern

9. Linking visual elements and art experiences: colour, painting and sculpture 4 Investigating colour, shape, space and form through the art experiences of painting and paper sculpture Frogmore Junior School Year 6

10. Supporting learning in painting encourage playful exploration of materials: 4 Experiment with paint quality and application 4 Investigate and match colour quality and application

11. Supporting learning in painting and colour: developing subject knowledge 4 Primary colours: blue red yellow (cannot be mixed) 4 Secondary colours: purple orange green (mixed with two primary colours) 4 Tertiary colours: (mixed with primary and secondary) e.g. red + purple = red/purple green + blue = green/blue 4 Complementary (opposite each other on colour wheel) can be mixed to create ‘grey’ tonal ranges 4 Harmonising (next to)

12. Application of knowledge and skills: 4 Exploring Colour, shape and pattern through painting Frogmore Junior School Year 3

13. 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

16. Supporting learning in painting: control through challenge 4 Take one colour and mix as dark as possible without using black and apply to the paper in four different ways 4 Mix a colour thinly then apply a ‘wash’ of that colour 4 Now paint over the wash with thick paint of the same colour 4 Mix light colours to paint over dark - creamy with white 4 Match oil pastels to painted areas

17. Supporting Learning: exploring colour and paint in artists work: 4 What are the main colours the artist used? 4 Does the background have different colours from those in the foreground? 4 Look for different shades of the same colour - what have they been used for? 4 Do any colours stand out from the rest? 4 Why do you think the artist chose to use these colours? 4 How has the colour been used (small dots, blocks, thickly, thinly)? 4 What is the mood of the picture?

18. 4 The Bathers at Asnieres, George-Pierre Seurat 1859-1891

19. 4 Pop Art

20. 4 Composition with Red, Yellow, Blue and Black, 1921 Piet Mondrian

21. 4 A Bigger Grand Canyon, 1998 David Hockney

22. 4 Snow Flowers, 1951 Henri Matisse

23. 4 The Tragedy, 1903 Pablo Picasso

24. 4 Combing the Hair (La Coiffure) Hilaire-Germain-Edgar Degas 1834 - 1917

25. Colour and Pattern

27. Michael Brennand-Wood Children working with colour and structure following engagement with the work of Michael Brennand-Wood

28. 4 Tiger in a Tropical Storm (Surprised!) 1891 Henri Rousseau

30. Supporting Learning: experiment and control: 4 Control colour mixing to produce a range within a colour family 4 Select appropriate collage materials and match to painted areas 4 Develop vocabulary of colour 4 Combine tonal colour studies and record photographically in sketchbooks

33. Supporting learning: stimulating work from observation or experience 4 Produce a detailed watercolour painting using fine brushes – from observation (natural objects or eyes) or experience (story) 4 Work over the painting using pastels, fineliners, colour pencils, adding detail and exploring texture.

34. 4 Work based on Japanese legend ‘The Kingdom under the Sea’

35. Productive verbs to describe learning: 4 Explore and Develop: record, select, question, collect, ask, answer 4 Investigate and Make: investigate, sort, combine, match, apply, communicate, represent, sustain, manipulate 4 Review and Develop: compare, adapt, describe, organise, review, identify, improve, sustain, comment, refine 4 Breadth of study: explore, collaborate, share, consider, adapt

36. Colour Activities and the National Curriculum Exploring colour - powder paint and brush L.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

37. Learning Intentions in Art (Colour) London Borough of Tower Hamlets Inspection and Advisory Services 4 Year 3: Know the primaries and mix and name secondaries. Demonstrate increasing skills at matching colours to real objects and artefacts. 4 Year 4: Use specific colour language e.g. tint, tone and different kinds of a single colour e.g. scarlet, crimson. 4 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. 4 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.

38. Brush Care 4 Dip brush in cold water (hot water can damage the brush) 4 Use a cloth to wipe off excess paint 4 Rinse brush under tap 4 Rub brush over household soap 4 Rinse well under cold tap

39. Health and Safety 4 Adequate space 4 Water pots (no glass) 4 Licking brushes 4 Powder paint

40. Follow-up activity 4 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 4 To think about: supporting pupils with additional needs, including visual impairment