Primary Art and Design Art is profoundly important for the full growth of the individual because it deals with ideas, feelings and experiences visually.

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