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)

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)

6. Session 1 Introduction to primary art and design Learning to teach primary art and design

7. Learning Outcomes: 4 Increase awareness of processes and experiences of learning in art and design 4 Increase awareness of Foundation Stage and National Curriculum requirements for art and design 4 Develop awareness of, and skills for, teaching drawing and painting

8. Supporting learning in drawing encourage playful exploration of materials: 4 Explore and investigate marks, line, shape and tone 4 Explore and investigate drawing materials 4 Record and compile small-scale books

9. Primary art and design education 4 Contributions of art and design to learning in the primary classroom 4 Contributions of drawing to learning in the primary

10. The National Society for Education in Art and Design (NSEAD) (2009) suggest: Learning through art and design for the 21st Century 4 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

11. The National Society for Education in Art and Design (NSEAD) (2009) suggest: 4 Sensitivity, empathy and intuitiveness 4 Promoting playfulness and curiosity 4 Self-awareness and awareness of others 4 Ability to collaborate with other people and take the views of other people into account 4 Independence 4 Tolerance for ambiguity 4 Making links between unusual concepts and circumstances. 4 Developing confidence 4 Acquisition of new skills 4 Developing the imagination 4 Encourages experimental approaches 4 Being excited, absorbed, and motivated

12. Teachers of art and design: 4 realise its value 4 have high expectations 4 are well prepared 4 seek opportunities to practise 4 encourage children as learners 4 support learning and avoid dominating 4 are careful what they say- avoid unintentional negative experiences 4 encourage and take creative risks

13. Supporting learning in drawing encouraging variety in drawing approaches: 4 Draw from experience and memory 4 Draw from memory

16. 4 Year 3 Drawings Ivan’s Journey ‘The Ice Palace’ Frogmore Junior School

17. The Purpose of Drawing 4 Children use drawing to explore and develop 4 Perception - helps children make sense of the world observational drawing (people/objects/events) 4 Communication - drawing in a way the viewer understands annotated sketches, flow diagrams, maps, storyboards, timelines etc. 4 Invention - prompt to thought, experimentation play with ideas with no fear of failure

18. From memory, observation and imagination children use drawing to: 4 Tell stories 4 Invent characters 4 Make maps 4 Record the weather 4 Express ideas 4 Notice texture and pattern 4 Explore places 4 Develop knowledge 4 Tell jokes

19. 4 Mark Making Examples Year 7 The Hurst Secondary School

22. Artists’ Drawings 4 Sir Peter Paul Rubens 4 Hans Holbein the Younger 4 Pablo Picasso

23. Artists’ Drawings 4 David Hockney 4 Vija Celmins

24. Artists’ Drawings 4 Van Gogh

25. Artists’ Drawings

26. 4 Rebecca Miller ‘A Woman Who’

27. Artists’ Drawings 4 Illustrators and Cartoonists

28. Supporting learning in drawing bridging the gap between looking and drawing: 4 Make a line drawing of a natural object without looking at the paper 4 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

29. Supporting learning in drawing selecting starting points, materials and visual qualities 4 Select a natural object and observe closely or image from Karl Blossfeld (magnifying glass, viewfinder) 4 Discuss chosen object with a partner (facts, appearance, feelings, ideas and memories) 4 Produce a drawing using ink and willow focussing on the visual elements of line, shape and pattern.

30. Ink and willow leaves 4 Ink drawings using willow Year 5 Frogmore Junior School

31. 4 Leaf chalk and charcoal drawings Frogmore Junior School Year 5

32. 4 Chalk and charcoal leaf drawings

33. Supporting learning in drawing using talk to support observation: 4 Discussion will sharpen pupils’ visual perception 4 Describing, comparing, questioning and discussing - support for drawing 4 Practice - spot the difference

34. Supporting learning in drawing: using sketchbooks 4 value 4 collect information 4 experiment, investigate, research 4 evaluate 4 support curriculum 4 practise drawing techniques e.g. mark making 4 series of related studies 4 http://www.accessart.org.uk/sketchbook including ‘what do primary school sketchbooks look like?’ http://www.accessart.org.uk/sketchbook 4 http://www.accessart.org.uk/sketchbook/?p=2098 http://www.accessart.org.uk/sketchbook/?p=2098

35. 4 Year 3 handmade books Crondall Primary School

36. Artists Books 4 http://www.drumcroon.org.uk/Sketchbooks/sketch.html http://www.drumcroon.org.uk/Sketchbooks/sketch.html

37. 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

38. National Curriculum for Art KS1and KS2 4 Knowledge, skills and understanding are developed through process of: 4 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 4 Breadth of study:

39. 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

41. Directed Task 4 Refer to notes - teaching drawing, observational drawing and drawing activities 4 Watch the Teachers TV broadcasts ‘Drawing Self- Portraits’, ‘Messy Art at KS1’ and ‘Whole School Portrait Project’ via the internet http://www.teacherstv.co.uk http://www.teacherstv.co.uk 4 Visit the Big Draw site: http://www.thebigdraw.orghttp://www.thebigdraw.org 4 To think about: how would you support learning for all children, providing for equal opportunities and different needs

42. Health and Safety 4 Adequate space 4 Precut lengths of willow 4 Ventilation for chalk & charcoal or soft pastels - discourage blowing dust 4 Fix pastel drawings in a well ventilated area when children not present