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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
Explicit teaching of skills
Application of knowledge and
techniques
In this block, pupils will exploremaking thick and thin paint marks on arange of surfaces. They will useprimary colours and the dip, dip dabmethod of painting.
Composition II in Red, Blue and Yellow by Piet Mondrian (1930)
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
Pupils will be able to:• hold a paintbrush correctly in the
same way that they hold a pencil
Point of reference:Y1 Painting – Block B
CUSP Connections:
No CUSP connections
Art History:
Piet Mondrian (1872 -1944)Piet Mondrian was a Dutch artist, born in 1872. His early works were landscapes and quite different from his later pieces for which he tended to use only red, blue and yellow in blocks of colour. In fact, he painted 250 abstract geometric paintings. He spent the last four years of his life in New York and it is said that the yellow in his later work was inspired by the yellow taxi-cabs of the city. Another interesting fact is that although Mondrian used lines throughout his work, he didn’t use a ruler.
Links to Literature:
Where the Wild Things Are by Maurice SendakThe Magic Paintbrush by Julia Donaldson
Materials:
Art sketchbooks, A3 paper, powder or ready-mixed paint (primary colours), wide-based water pots, water, paintbrushes of various sizes, scraps of paper, card, paper towel, hessian, corrugated cardboard, PVA glue, carboard cartons (cereal boxes or similar – flattened and cut for use as a painting surface), a cloth or paper towels for each pupil to use as an artist’s rag, palettes for placing and mixing paint
Taught content Point of practice Point ofreflection
1. Hold a paintbrush correctly
Identify parts of a paintbrush
Use water, paint and a palette (dip, dip, dab)
Use cardboard (old cartons flattened and cut to a manageable size) to prepare surfaces to paint on. Cover the surface with a range of textured papers.
Introduce the Knowledge Note and go over the key information.
Identify and name each part of a paintbrush. Teach pupils the dip, dip, dab method: dip the paintbrush in water, dipit in paint, dab it onto a palette. Build up a thick consistency of paint or dab directly onto the paper. In between each colour change, teach pupils to rinse their brush in the water and dab it dry on a paper towel. Experiment with this method on the prepared surfaces.
Using magazines, wrapping paper etc., make a collection of different shades of colours and paste them into sketchbooks as a reference point.
Select two or three questions from below and ask pupils to explain the methods used. Ask the pupils to identify the parts of a brush, using the correct terminology.
Can name each part of the paintbrush
Can use the dip, dip, dab method
2. Rinse and clean a paintbrush
Use the dip, dip, dabmethod of applying paint
Develop different brushstrokes
Look at the illustrations in Where the Wild Things Are and other picture books. Talk about how the artist has / hasn’t used colour. Look carefully at the brushstrokes made.
Working on A3 paper, apply paint using a single curved brushstroke in the shape of a large ‘C’. Start with the yellow, then red, then blue. Pupils will only need to rinse their brushes in between each colour. Remind them to clean their brushes in water and dab on a paper towel before starting a new colour.
Provide new paper and encourage pupils to make different marks, e.g. circles, dots, short strokes. Remind pupils to lift their brushes between mark making and not to scrub or rub the bristles too hard. A useful tip: the ferrule should not touch the paper.
Ask questions that elicit remarks abouts about their own work and that of others and encourage pupils to make specific comments about the marks made.
Complete Vocabulary Task 1.
Can make a range of marks by stroking the brush on the paper
Can you name the different parts of a brush? What is meant by dip, dip dab and can you explain this method to a partner?
What would you do differently next time? How would you change or improve your work?
What did you like / dislike about the activity? Why do you feel that way?
Point of delivery:Y1 Painting – Block B
Revisiting prior learning
Taught content Point of practice Point ofreflection
3. Make a range of marks using a paintbrush
Arrange geometric blocks of primary colours
Divide A2 or A3 sheets of paper into rectangular sections using a pencil and ruler. Pupils will need support with this part of the task.
Look at the work of Piet Mondrian. Select two or three questions to ask the pupils:
• What do you notice?
• What shapes have been used?
• What colours have been used?
• What could the title for this painting be?
Pupils need to paint in blocks of colour, being careful not to mix the colours. Some rectangles may be left white. When the painting is dry, black lines to border each section may be added.
Use question prompts to encourage pupils to respond to their work and talk independently in Talk Trios.
Complete Vocabulary Task 2.
Can paint blocks of a single colour without mixing into other colours