Transcript foundation_session_1_drawing_2011-12_LN

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 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)
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 drawing
encourage 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
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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 drawing
encouraging 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 world
observational drawing (people/objects/events)
 Communication drawing in a way the viewer understands annotated
sketches, flow diagrams, maps, storyboards, timelines etc.
 Invention prompt to thought, experimentation
play 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 drawing
bridging 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 drawing
selecting 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 School
Year 5
 Chalk and charcoal leaf drawings
Supporting learning in drawing
using 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
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 Year 3 handmade books
Crondall Primary School
Artists Books
 http://www.drumcroon.org.uk/Sketchbooks/sketch.html
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
National Curriculum for Art
KS1and KS2
 Knowledge, skills and understanding are developed
through process of:
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Exploring and developing ideas
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
 Breadth of study:
Processes and areas of learning:
Competencies &
skills
Storytelling
Explore
Create
Evaluate
Objects &
Still Life
Artists Craftspeople
& Designers
Understand
Visual Spatial & Tactile
qualities
Ourselves & others
Environments
Directed Task
 Refer to notes - teaching drawing, observational drawing
and drawing activities
 Watch the Teachers TV broadcasts ‘Drawing SelfPortraits’, ‘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