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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)
Primary Art and DesignTo 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)
Session 1
Introduction to primary art and design
Learning to teach primary art and design
Learning Outcomes:
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 drawingencourage 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
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
Supporting learning in drawingencouraging 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 worldobservational drawing (people/objects/events)
Communication - drawing in a way the viewer understands annotated sketches, flow diagrams, maps, storyboards, timelines etc.
Invention - prompt to thought, experimentationplay 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
Artists’ Drawings
Artists’ Drawings
Rebecca Miller‘A Woman Who’
Artists’ Drawings
Illustrators and Cartoonists
Supporting learning in drawingbridging 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 drawingselecting 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 SchoolYear 5
Chalk and charcoal leaf drawings
Supporting learning in drawingusing 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 booksCrondall Primary School
Artists Books
http://www.drumcroon.org.uk/Sketchbooks/sketch.html
Early Years Foundation StageCreative development: four strands
1. Exploring media and materialsColour, shape, texture, form and space in 2d + 3d
2. MusicRecognise/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 ideasResponding to senses, expressing and communicating ideas, thoughts and feelings using a wide range of materials e.g. designing and making
National Curriculum for Art KS1and KS2 Knowledge, skills and understanding are developed through
process of:
1. Exploring and developing ideas2. Investigating and making art, craft
and design3. Evaluating and developing work4. Knowledge and understanding: of artists, of materials and of visual, spatial and qualities
Breadth of study:
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
Directed Task
Refer to notes - teaching drawing, observational drawing and drawing activities
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
Visit the Big Draw site: http://www.thebigdraw.org To think about: how would you support learning for all
children, providing for equal opportunities and different needs
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