1. Session 2: Painting and Colour
Select different papers for colour interest and create a sketchbook for recording colour

2. Learning Outcomes:
Introduce processes and experiences of learning in art and design model: Explore Create Understand Evaluate
Increase awareness of visual, spatial and tactile elements
Develop awareness of, and skills for teaching drawing and painting, including application of skills and knowledge

3. 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

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

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

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

7. Supporting learning in painting: explore and investigate
Experiment with paint quality and application
Experiment with and match colour qualities

8. Supporting learning in painting and colour: developing subject knowledge
Primary 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/blue
Complementary (opposite each other on colour wheel) can be mixed to create ‘grey’ tonal ranges
Harmonising (next to)

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

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

12. 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

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

15. Supporting 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?

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

17. Pop Art

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

19. A Bigger Grand Canyon, 1998 David Hockney

20. Snow Flowers, 1951 Henri Matisse

21. The Tragedy, 1903 Pablo Picasso

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

23. Colour and Pattern

25. Michael Brennand-Wood

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

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

31. Year 6 Pressprint Examples Frogmore Junior School

32. Supporting 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.

33. Application of skills and knowledge
Watercolour work Bishopswood Junior School

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

35. Painting on Canvas Year 2 Burnham Copse Infant School

37. Process Verbs from NC
Knowledge, skills and understanding: record, select, question, collect, develop
PoS 1 a) b) c)
investigate, combine, match, apply, communicate PoS 2 a) b) c)
compare, adapt, describe, organise
PoS 3 a) b)
Breadth of study: explore, collaborate, use PoS: 5 a) b) c) d)

38. 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

39. Learning Intentions in Art (Colour) London Borough of Tower Hamlets Inspection and Advisory Services
Year 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.

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

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

42. Directed Task
Read the chapter from Achieving QTS: teaching arts in primary school
To think about: supporting pupils with additional needs, including visual impairment