Year 1 Art: ollage ‒ lock F

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• This is a one-week block.• The outline and structure of the block is as follows:

Lesson 1 Lesson 2 Lesson 3

Exploration of materials and

artform

Explicit teaching of techniques

Applying knowledge, skills and techniques

In this block, pupils will look at Castle andSun by Paul Klee. They will learn aboutusing collage techniques to create alayered surface for their artwork. Pupilswill also use muted colours to soften animage. They will use lines as well as patternto suggest something is there.

Castle and Sun (1928) by Paul Klee

CUSP ArtLong term sequence

Block A Block B Block C Block D Block E Block F

Year 1 Drawing Painting Printmaking Textiles 3D Collage

Year 2 Drawing Painting Printmaking Textiles & Collage 3D

Year 3 Drawing & Painting Printmaking Textiles & Collage 3D

Year 4 Drawing Painting Printmaking & Textiles 3D & Collage

Year 5 Drawing & Painting Printmaking Textiles & Collage 3D

Year 6 Drawing Painting & Collage Printmaking & Textiles 3D

At the end of this block, pupils will …

Know: Be able to:

Collage can be used as a background

Paper can be torn or cut for effect

Build up layers, using collage to

create a background

Tear paper and use scissors to cut for

precision

Year 1 Art:Collage ‒ Block F



Working Artistically

Shape Line Colour Value Form Texture Space

Shape is a flat (2D) area

surrounded by an outline or

edge.

Lines are used to show

movement and mood.

Colour is used to convey

atmosphere and mood.

Value is the intensity of colour and depends on

the amount of white added.

Artists use form when they create sculptures.

These are 3D shapes.

Texture is the look and feel of a surface.

Space in artwork makes

a flat image look like it has

form.

Pupils will be able to:• hold scissors and drawing

tools correctly• identify primary colours

Point of reference:Y1 Collage – Block F

• combine a range of materials such as fabrics to create artwork

CUSP Connections:

No CUSP connections

Art History:

Paul Klee (1879 – 1940)

Paul Klee was a Swiss-born German artist whose individual artistic style was influenced by cubism,expressionism and surrealism. Klee experimented with colour theory and wrote extensively on thissubject. He and his colleague, Wassily Kandinsky, both taught at the Bauhaus School of Art, Design andArchitecture. His works, which were often set against a background built up with paper, reflect hissometimes dry humour, a somewhat childlike perspective and his musicality.

Links to Literature:

The Cat and The Bird by Geraldine Elschner (illustrated by Peggy Nille)What Paul Made by Valerie Downs

Materials:

Lesson 1: tissue paper, scissors, newspaper, old maps and books, glue stick, cardboard to make templates, corks, white paper, pencils, black handwriting pens.Lesson 2: glue sticks, magazines, white paper, white poster paint, rollers.Lesson 3: water-based pastels or chalks, samples of matt patterned paper such as wallpaper, glue sticks, rulers, black marker pens, paintbrushes, templates used in Lesson 1.

Prior Learning



Core Knowledge Explanation

contrastContrast refers to differences in colour or in light and dark. Contrast is used in photographs and paintings to create a special effect or to create a mood or atmosphere.

line A line is a long mark on the surface of something.

muted A muted colour is not bright.

Technical Vocabulary Definition

tear to pull or be pulled apart or to pull pieces off

snip to cut something with scissors, usually with short, quick cuts

paste to stick something to something else

Point of explanation:Y1 Collage – Block F

Link to video: https://vimeo.com/578677678/23f0e5affb

• Explanation and demonstration of taught content• Lesson by lesson guidance• Exemplification of techniques and outcomes

https://vimeo.com/578677678/23f0e5affb



Point of delivery:Y1 Collage – Block F

Revisiting prior learning

Taught content Point of practice Point ofreflection

1. Hold and use scissors correctly

Combine materials such as fabric and chalk in one piece of artwork

Select materials for their visual and textural qualities

Select and arrange colours, shapes and images to achieve a desired effect

Develop and apply accurate cutting and tracing skills

Evaluate their own work

Refer pupils to the artwork they created in Block D, where they created mixed media portraits using fabric and yarns combined with chalk. Explain that pupils will be creating a landscape, including buildings, using different types of paper.

Introduce the Knowledge Note and key vocabulary for this block.

Provide tissue paper in a range of colours for pupils to select from and a square template for pupils to trace around. Using the template, demonstrate how to conserve paper and how to trace and cut accurately around the shape. Pupils then stick the squares, in rows, to a piece of white paper using a glue stick. Pupils can decide whether they wish to arrange the colours randomly or systematically to produce a pattern.

Using a square and a triangle template, pupils cut two of each shape from old maps, music scores or old books. They arrange these shapes onto the prepared background to create two houses. On a new piece of paper and using a pencil, pupils draw outlines of trees, flowers or animals. These outlines are traced over using a black handwriting pen. The images are cut out and added to the picture.

Use questioning to gather pupils’ responses to their work, discussing what they found easy or difficult and what improvements they would make.

Can select and arrange shapes and colours to create a visually appealing background

Can trace and cut around shapes and images with accuracy

Can identify which aspects they found difficult and suggest ways in which their work could be improved

2. Select and arrange colours, shapes and patterns to achieve a desired effect

Develop and apply accurate cutting skills

Select images, colours and textures for their visual effect and vibrancy

Experiment with and compare the effects of tearing rather than cutting paper

Understand the term muted and apply white paint to achieve muted tones

Introduce pupils to the work of Paul Klee and in particular Castle and Sun. Explain that Klee built up the background of his various paintings using paper as a way of adding texture. Ask pupils what the picture suggests to them. What colours and shapes can they see? Talk about how Paul Klee was also a musician. Can pupils see anything in his work that they can connect with music? E.g. long lines = long notes.

Prompt pupils to compare their work from Lesson 1 with Paul Klee’s work. What similarities do they see? What is different? Comment on the soft, muted colours and Klee’s use of line to give suggestions of objects.

Pupils then collect images, bright colours and textures from magazines, old maps and books etc. Pupils tear off pieces from their samples and paste them onto a piece of A3 white paper. Explain to pupils that the pieces can be placed anywhere on the sheet and they can overlap. Discuss the effects of tearing instead of cutting paper. Also talk about the brightness of the colours and textures the pupils have chosen. Demonstrate how to mute the bright colours by spreading white paint across the surface with a roller and how this technique results in softer tones.Allow to dry in readiness for Lesson 3.

Pupils complete Vocabulary Task 1.

Can select materials for their bright colours and varied textures

Can compare the techniques of cutting and tearing paper and describe the effects achieved

Can explain what muted means in the context of art



Questions for assessment

What is easier, cutting along curved or straight lines? Which method do you prefer and why?

Why did you select those colours for your background? What happens to the images when you paint over them with white paint?

How would the effect have been different if you had arranged the squares differently or used different colours?

What has happened to the bright colours?

How is your picture similar / different to the work of Paul Klee? Why does brushing water over the picture soften the colours?

What is the difference between cutting and tearing paper? What do you like about your finished picture? What would you change?

Point of delivery:Y1 Collage – Block F

Revisiting prior learning

Taught content Point of practice Point ofreflection

3. Select images, coloursand textures for their vibrancy

Experiment with and compare the effects of tearing rather than cutting paper

Understand the term muted and apply white paint to achieve muted tones

Create a textured and muted background using mixed media

Use line to represent simple shapes

Use templates to draw shapes

Apply and blend colours using chalks or pastels

For this lesson, pupils will need their muted collage from Lesson 2.

Discuss the effect of adding white to their chosen images. Question pupils about what they can now see. Ask them to explain what has happened to the colours.

Provide a selection of paper (not glossy or from magazines) for pupils to choose from. Once paper has been selected, pupils tear off pieces and add these to a few areas of their muted backgrounds.

Using a ruler and black pen, pupils draw some roof lines and vertical lines to suggest a house and trace around something circular for the sun.

Pupils then use the templates from Lesson 1 to draw squares and triangles to suggest further buildings, again outlining with a black pen.

Demonstrate how the side of chalk or water-based pastel can be used to apply colour lightly to some parts of the buildings. Colours can then be blended in using fingertips.

Finally, brush over the whole picture with water to soften and blend the colours.

Use questioning to elicit pupils’ understanding of the processes they have used and evaluate the outcomes.

Can build up a textured background

Can use a ruler and template to draw lines and shapes accurately

Can achieve muted tones by applying and blending pastel and chalk





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Documents

Year 1 Art: ollage ‒ lock F