isbn 1 902887 89 1 - lcp...a4 or a5 sketchbooks soft pencils or 4b or 6b graphite thick charcoal...

© LCP Ltd. 2002

LCP Hampton House • Longfield RoadLeamington Spa • Warwickshire CV31 1XB

Tel: 01926 886914

Fax: 01926 887136

E-mail: [email protected]

Website: www.LCP.co.uk

ISBN 1 902887 89 1

The authors and publisher would like to thank Sue Haines

of Milby Primary School for her valuable contribution to this publication.

Design

Simon Dainty • Philippa Dalley • Antony Dickens • Katie Pett • Narinder Sandhu • Deborah Wood

Editorial

Nicky Barrett • Halina Boniszewska • Siân Morgan

All rights reserved.

iLCP Art and Design Resource Files KS1

Contents

Introduction

Recommended material resources list

Self-portrait

Investigating materials

What is sculpture?

Picture this!

Mother Nature, Designer

Can buildings speak?

Visiting a museum, gallery or site

Artists’ biographies and useful websites

The elements of art

Technical glossary 106

104

100

90

75

60

48

33

17

1

vi

iii

© 2002 Language Centre Publications Ltd.

ContentsKS 1 Year

Unit 1A

Unit 1B

Unit 1C

Unit 2A

Unit 2B

Unit 2C

1/2

LCP Art and Design Resource Files KS1 ii

The importance of art and design*

Art and design stimulates creativity and imagination. It provides visual, tactile

and sensory experiences and a unique way of understanding and responding to

the world. Pupils use colour, form, texture, pattern and different materials and

processes to communicate what they see, feel and think. Through art and design

activities, they learn to make informed value judgements and aesthetic and

practical decisions, becoming actively involved in shaping environments. They

explore ideas and meanings in the work of artists, craftspeople and designers.

They learn about the diverse roles and functions of art, craft and design

in contemporary life, and in different times and cultures.

Understanding, appreciation and enjoyment of the visual arts

have the power to enrich our personal and public lives. (QCA)

* includes craft


IntroductionIntroduction

iii

Why you need this file

The written and visual materials in this file support classteachers to plan and teach art, craft and design at KS1. All

the units, planning and activities have been directly structured from the QCA scheme of work and provide step-

by-step guidance to interpret each unit, with lesson planning, resources and practical activities for the classroom.

The QCA art and design units do not contain sufficient detail for schools to use without considerable further

work. The LCP files provide the necessary additional details, activities and visual references to support teachers

using the QCA units and implementing the requirements of the revised National Curriculum for art and design,

Curriculum 2000.

Why you need the flip book

Illustrations in the text and accompanying flip book provide valuable visual references to the work of artists

recommended by QCA and the authors and examples of children's work in response to each unit. The structure is

intended to be flexible and lessons can be taught separately or grouped together depending on your

requirements. You could use the ideas for extension work as activities for more-able pupils or integrate them

earlier, as alternatives to the main unit if you prefer.

• The range of creative experiences included in the file ensure that children gain a broad range of artistic

knowledge and skills in drawing, painting, collage, mixed media, textiles, sculpture and the work of different

artists, designers and craftspeople.

• Learning objectives, resourcing and learning outcomes are clearly identified lesson by lesson. There are also

prompt questions which provide teachers with useful ideas to engage children in discussion for each unit of

work.

• The units provide clear continuity and progression, ensuring that children build on experiences through

observation, recording, designing and making. An ever-extending vocabulary of art is built in, to enhance the

depth of art experiences and extend pupils' speaking and listening skills.

• In addition, there is an extra unit to support planning a visit with young children to a museum or gallery.

Based on QCA guidelines, the art units in this file

ensure coherence and progression through the

activities. Each unit contains a detailed medium-term

plan, with learning objectives and outcomes, plus

resources, in a standard format for easy reference.

These explain:

• what the children are expected to learn

• what they are going to do

• the resources they need

• how to evaluate the work

The duration of each unit is guided by the QCA and is

planned as one term's work. Lessons range between

half an hour and two hours with flexibility for

individual teachers. Each lesson plan caters for a mixed-

ability class and takes into consideration management

time and resources. The lessons in each unit can be

taught separately or grouped together, depending on

your needs. Extension activities at the end of all units

provide further ideas.

The aim is to provide the content and guidance that

you need to present a lesson, but to leave the

interpretation of the material, the style and pace of the

delivery to you.

Unit and lesson plans

LCP Art and Design Resource Files KS1

Year 1/2


Introduction

iv

The purpose of art in school is that children should:

• develop enquiring minds about images and

artefacts which are a part of historical and

contemporary society

• collect and organise visual information for a variety

of purposes

• express opinions on, and evaluate, their own work

and that of others, from a variety of times and

places

• develop a range of practical skills in wet and dry,

malleable and rigid materials

• explore, take risks and experiment with materials

• gain confidence in their ability to make informed

choices and to adapt and refine their work as it

progresses

• express opinions and ideas about the world around

them and to understand the role of art in society

and how it is used to inform and shape

environments

• explore other people's values and beliefs

Good art lessons are based on:

• clear learning objectives which encourage and

develop children's practical and thinking skills

• interesting and stimulating starting points, themes

or topics which motivate children and are relevant

to other subjects

• lessons which are relevant to art, craft and design

from different times and places, so that children

can grow in their knowledge and have opinions

about them

• introducing the visual and tactile elements of art in

a constructive way so that children understand

how they are applied in their own work

• rich and varied practical activities, which develop

children's skill and control through painting,

drawing, collage, sculpture, textiles, photography

and ICT

• purposeful experiments with materials and

processes which promote confidence and

enjoyment

• sufficient quality resources to support learning and

which match pupils' previous experiences, present

needs and future challenges

QCA does not stipulate the use of sketchbooks at KS1.

However, sketchbooks provide children of all ages with

important opportunities for independent and guided

research. They also enable young children to gain

confidence in early mark making and the investigation

of important elements for learning in art. Sketchbooks

enable teachers to track children's progress, growing

confidence and ability to recognise and record aspects

of their environment. We therefore recommend the use

of sketchbooks for children in every year group. They

help children to:

• develop drawing skills through identifying line,

tone, texture and shape

• develop observation and recording skills

• experiment with different resources and materials,

such as pastels, paints, inks, collage

• learn about tearing, cutting, assembling, gluing,

collect and stick: photographs, cuttings, pictures etc

As children progress through KS1, sketchbooks support

creative development in the following ways. They:

• increase children's confidence in their drawing

ability

• extend their skill and knowledge in the use of

materials

• develop their individual expression

• help them to explore a range of drawing

techniques

• help them to develop an approach to personal and

independent visual research

Sketchbooks

Year 1/2


Self-portrait

• Carley Hill Primary School, Sunderland

• Springwell Village Primary School, Sunderland

• Town End Primary School, Sunderland

• Small Primary Schools Consortium, Staffordshire

• Weston Coyney Infant School, Stoke-on-Trent

• Nursery Hill Primary School, Nuneaton,

Warwickshire

Investigating materials

• Nursery Hill Primary School, Nuneaton,

Warwickshire


Introduction

v

Ensuring that children improve involves extending

opportunities for them to:

• become more aware of the visual and tactile

elements of art and design: line, shape, pattern,

texture, colour, tone, form and space

• experiment with, explore and re-visit the potential

use of materials

• work regularly from first-hand observation and

develop recording and drawing skills

• continually use a sketchbook for a range of

exploratory, experimental and recording tasks

• use and develop artistic language through talking

about their own and others' work; review and

evaluate what they and others have done; to form

views and opinions and learn and talk about the

work of other artists

Effective progression in art, craft and design

The authors would like to thank the following schools for their help.

Unit 1A

Unit 1B

Unit 1C

Unit 2A

Unit 2B

Unit 2C

Notes

Year 1/2


What is sculpture?

• Christ Church C of E First School, Stone

• Fulwell Infant School, Sunderland

• Mill Hill Primary School, Sunderland

• Small Primary Schools Consortium, Staffordshire

• Wembrook Primary School, Nuneaton, Warwickshire

Picture this!


• Fulwell Infant School, Sunderland

Mother Nature, Designer

• Briar Hill Infant School, Leamington Spa, Warwickshire

Can buildings speak?



Recommended material resources list

vi

Drawing

A4 or A5 sketchbooks

soft pencils or 4B or 6Bgraphite

thick charcoal

chalk, oil and wax soft pastels

water soluble felt-tipped pensin black and other colours

A2, A3 and A4 good-qualitycartridge paper

coloured sugar paper

Painting

water-based ready-mixedpowder and/or acrylic paint

Essential colours:yellow brilliant

lemonred brilliant

crimsonbluebrilliant

ultramarineblackwhite

Optional colours:brownochrepurpleorangegreen

coloured inks (best ordered in500ml bottles) or Brusho dyes

Colours:yellowgreenbluebrownredpurple

a range of flat and round, nylonor hog bristle brushes in arange of sizes (2, 4, 6, 8)

mixing palettes

Collage materials

range of coloured papers: matt,gloss, metallic, patterned,textured, bright and dull, thincard: black, white, coloured andcorrugated

tissue paper in a variety ofcolours

crêpe paper

Cellophane

range of fabrics: plain,patterned and textured

selection of ribbons, strings,thread, wool, tape, felt and net

selection of decorative items:sequins, beads, buttons, braid,foil, glitter, coloured sand andfeathers

PVA glue sticks

straws

Natural resources

range of dried items: grassreeds, leaves, seed heads, seeds,raffia, rushes, withies

when appropriate: branches,twigs, leaves, creepers, greeneryand flowers (in season), rocks,sand and pebbles

plastic packing, plasticsheeting, polythene

scissors

Printing

water-based printing inks

Colours:blackyellowredbluegreenpurplewhite

6 and 10cms ink rollers

press print

card

objects for relief printing: net,corrugated card, tissue paper,fragments of textured fabrics,range of different texturedpapers or wallpaper

strips of plastic or thickpolythene sheeting (15 x30mms)

wax crayons for rubbings ofdifferent textured surfaces

Weaving and dyeing

frames eg: cardboard, wood,metal (wheels, grids), branches

fabrics, braids, raffia, string,plastic, paper

decorative embellishments:buttons, beads, sequins,

metallic paper, thread, ribbon,bottle tops and sweetwrappers

coloured inks and cold-waterdyes

Colours:redyellowgreenbluepurplebrown

scissors

glue and glue brushes

small nails and pins

tack hammer

1cm-square wood strip

Sculpture and 3-D work

clay, clay substitute, Plasticine,play-dough

20 x 30cms modelling boards

wood and wire modelling tools

rolling pins

small items for impressing intosoft surfaces: Lego, nuts, bolts,pen tops, printing sticks andstring

Construction

flat and corrugated sheet, card

cardboard tubes

straws

rolled paper

wood offcuts

thin wire or pipe cleaners

PVA glue

plastic offcuts and recycleditems: clean bottles etc

natural items: stones, leaves,grasses, shells, twigs, bark,berries, straw, withies and seeds

Books for reference

you are here

Michael Brennand-Wood (1999)

Hare Print Press

Michael Brennand-Wood

reproductions available

from the artist at:

PO Box 36, Sandy SG19 2XP

Recommended materialresources list

Year 1/2


Unit 1A

Self-portrait

1

Self-portraitKS 1

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Self-portraitSelf-portrait

Where the unit fits inThe unit builds upon Unit 1A: Ourselves and links with Unit 2C: Variation in the science

scheme of work. It also links with personal, social and health education (PSHE) when children

learn about respecting the differences and similarities between people. (QCA)

Resources for practical work

Consider using a range of any of the following

materials:

soft pencils; graphite sticks

thick charcoal

soft pastels - oil and chalk

water soluble felt-tipped pens

paints (powder/poster/acrylic)

coloured inks

a range of different brushes (flat/round/large and

small)

cartridge and/or sugar paper, varying

sizes/shapes/colours

dressing-up clothes eg hats, scarves and so on

mirrors or reflective surfaces of varying sizes

photographs (from home and magazines)

reproductions of portraits and self-portraits from

a range of artists and illustrators (see opposite)

a camera can be a useful tool to record and develop

ideas on the project. Equally, drawn images and

colour work on a computer screen will extend

ideas, skills and techniques

Slide packs, books, posters and CD-Roms from the

National Portrait Gallery on 020 7306 0055 ext 253.

Email: [email protected]. NPG website

www.npg.org.uk


In this unit children make portraits and self-portraits to communicate ideas about

themselves. They talk about images of children in drawings, paintings and

photographs and artists’ portraits in order to develop ideas about how they will

portray themselves. They investigate a range of drawing materials, scales and techniques and learn

how to mix and use colour in painting. (QCA)

4

Unit 1A

Examples of art, craft and designThe list below is intended as a starting point and you can substitute your

own resources if you prefer.

Goya

Don Manuel Osorio Metropolitan Museum of Art,Manrique de Zuñega New York

Self-Portrait Prado, Madrid

Doña Isabel de Porcel National Gallery, London

van Gogh

Head of Roulin the Postman Kröller-Müller, Otterlo

Self-Portrait Musée d’Orsay, Paris

Self-Portrait with Bandaged Ear Courtauld Institute Galleries,London

Hockney

Mr and Mrs Clark and Percy Tate Gallery (check website for display details) www.tate.org.uk

Kokoschka

Self-Portrait of a Scottish National Gallery, Edinburgh‘Degenerate Artist’

Matisse

Portrait of André Derain Tate Gallery (check website for display details)

Woman with the Hat San Francisco Museum of Modern Art

Picasso

Paul Drawing Picasso Museum, Paris

Paul as a Harlequin Private Collection, England

Maya with a Doll Picasso Museum, Paris

Weeping Woman Tate Gallery (check website for display details)

Rembrandt

Self-Portrait as Apostle Paul Rijksmuseum, Amsterdam

Self-Portrait aged 34 National Gallery, London

Titus Writing (Artist’s Son) Boymans-van Beuningen, Rotterdam

Other artists could include:

Van Dyck; Freud; Gainsborough; German Expressionist artists such asKokoschka, Kirchner and Jawlensky; Paula Rego; Raphael; Titian

Year 1/2


Unit 1A Self-portrait

The structure of the unit

1 Exploring and developing ideas

2 Observing and recording

3 Observing and recording

4 Colour work

5 EvaluationLesson

Lesson

Lesson

Lesson

Lesson

Prior learning

It is helpful if children have:

• explored ideas about themselves

• used drawing and painting media and worked

from observation

• talked about their drawings and paintings as

they develop

• experience of manipulating materials – a

growing confidence in the manipulation of

tools and the application of materials

• looked at other artists’ work and talked about

what they think and feel about it

Expectations

At the end of this unit

• most children will be able to: explore ideas

and origins of and about portraits; investigate

and use drawing and painting materials and

techniques to communicate ideas about

themselves in a self-portrait; say what they

think and feel about their own and others’

work; suggest ways of improving their own

work

• some children will not have made so much

progress. They will be able to: use drawing

and painting techniques to communicate

ideas about themselves in a self-portrait; talk

about what they think or feel about their own

work

• some children will have progressed further.

They will be able to: collect visual and other

information to help them develop their own

work; investigate visual and tactile qualities of

media; make a self-portrait showing ideas

about themselves; comment on similarities

and differences in their own and others’ work;

adapt and improve their own work (QCA)

Notes

LCP Art and Design Resource Files KS1 5

Year 1/2

Vocabulary

In this unit children will have the opportunity to use

words and phrases related to:

a) the use of tools and materials;

b) the visual and tactile elements of art;

c) responses to the work of different artists:

• lines (eg thin, bold, wavy, broken, curvy)

• colours (eg bright, dull, light, dark and colour

mixing, eg thick, thin, watery, blending and the

names of colours from the spectrum)

• tones (eg light, dark, bright)

• shapes (eg long, oval, curvy, round, square)

• textures (eg crinkly, rough, smooth, watery, spiky)

• composition (eg arrangements)

• own words responding to works of art (eg happy,

sad, jolly, old, young, rich, poor, outside, inside)

Technical glossaryRefer to the Technical glossary at the back of this file for

definitions of the following terms: feeling; types of art;

line; what is it?; texture.

Resources

reproductions of self-portraits by Vincent van Gogh and

Rembrandt, two Dutch artists from different historical periods,

both with an interest in the surface qualities of paint

photographs of children from newspapers and magazines,

where the qualities of tone (black, white and grey) can be seen

clearly

drawing materials (eg soft pencils or grahite, thick charcoal,

felt-tips, markers)

sketchbooks or paper

1 Exploring and developing ideasLesson 20–30mins

Learning objectivesChildren should learn:

• to look at works of art from different times with a

view to discussing the similarities and differences

in the content and use of materials

National Curriculum PoS: 4a, 4b, 4c

Self-portrait

Differences and similarities of artists’portrayal of children

• Look at images of children in art and artists’ self-portraits.

• Using the list of questions below, ask the children to find similarities

and differences in age, expression, costume, colour, environment,

relationships and status in the portraits.

• Why are portraits made?

• What are the differences in outcome between drawing, painting

and photographs?

• The following questions and prompts may be useful:

• How is a drawing different from a painting or a photograph?

• What did the artist use to make the picture we’re looking at?

• What different types of marks can you see in the picture we’re

looking at? How do you think they were made?

Are the marks different sizes?

• What colours can you see? Which colours have been used most?

Is the paint thick or thin; rough or smooth?

• Does the picture make you feel happy or sad?

• Why do you think the portrait has been made?

Experiment with mark making

• Children need to explore making marks and to begin to understand

what different marks can look like and how they can make a

drawing or picture look better.

• During this session children can work either in their sketchbooks or

Activity

Activity

Self portrait with Bandaged Ear, 1889

Vincent van Gogh (oil on canvas, 60.5 x 50 cm)

Self-portrait aged 51, c.1657

Rembrandt Harmensz van Rijn

(oil on canvas, 52.2 x 43 cm)

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on drawing paper. They should experiment, making different types of marks. Encourage them to think and talk

about marks that are: straight, curvy, sharp, zigzag, dott, jagged, criss-cross, light, dark, and so on.

Learning outcomes

Children:

• gain an understanding of the differences in

approach to portraiture and why portraits are

made

• begin to learn about drawing and how making

different marks can help to improve a picture

• discover uses for a sketchbook

6

Unit 1A Lesson 1Year 1/2

LCP Art and Design Resource Files KS1 © 2002 Language Centre Publications Ltd.

Maya with a doll 1938 Pablo Picasso (oil on canvas, 73 x 60cms)

Don Manuel Osorio de Zuniga c. 1788-9

Francisco Jose de Goya y Lucientes (oil on canvas, 121 x 101cms)

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Self-portraitUnit 1AYear 1/2


Self-portrait

2 Observing and recording Lesson

Examples using different marks

45mins

Resources

reproductions of portraits by various artists such as

van Gogh, Rembrandt, Goya, Hockney and Picasso

small mirrors

white drawing paper

drawing materials such as soft pencils or

graphite, thick charcoal, felt-tips, markers

Drawing from memory and using mirrors

• Discuss portrait drawings by two artists from different times (10 mins) eg

Picasso and Goya.

• Let the children make self-portrait drawings on paper of different sizes or in

sketchbooks, from (a) memory (15 mins) and (b) using mirrors (20 mins).

• They should use graphite, charcoal, felt-tipped pens or soft pencil.

Encourage them to think about the shape of the face and different features,

such as hair and perhaps clothing. Ask the children to look closely at their

faces, for instance, where do you think their ears are, in relation to nose and

eyes?

• Explore making portraits using a range of different marks, using lines, dots

and tones.

• Talk to the children about the differences between drawings made from

memory and those made from observation.

Activity

Learning objectivesChildren should learn:

• to develop the skills of observation and recording

through drawing in a variety of media

Learning outcomesChildren:

• extend their observation and recording skills

• gain knowledge of a face from first-hand

experience

• understand how different marks can make a

picture look better

National Curriculum PoS: 1a, 1b, 2b, 2c, 4c



3 Observing and recording Lesson

Resources

van Gogh, Rembrandt, Goya and Hockney reproductions

small mirrors

white drawing paper

soft pencils, thick charcoal, felt-tipped pens

• Children should work in pairs. Encourage them to

draw each other from different angles (eg profile,

back view) and to think about light, dark, and texture

of hair, skin and clothing.

45mins

Learning objectives

Children should learn:

• to develop observation and recording skills

• to identify and understand the structure of

the human face and head

• to begin to work collaboratively

Learning outcomes

Children:

• extend their understanding of the human face and

head

• understand different purposes of making marks

to make a drawing, picture or portrait

National Curriculum PoS: 1a, 1b, 2b, 2c, 4c


Self-portrait


Drawing each other from different anglesActivity

Notes

9


Self-portrait side view


Self-portrait

4 Colour workLesson

Resources

reproductions of paintings by van Gogh, Matisse or Picasso

coloured mark makers

white or coloured paper

assorted brushes

children's original drawings

Enlarging drawings using coloured pastels and paintActivity

60–90mins

Learning objectives

Children should learn:

• to use brushes and paint with confidence and

purpose

• to understand colour mixing

• to experiment with different techniques

Learning outcomes

Children:

• understand enlargement and working on a

different scale

• understand how observed drawings can help to

make a picture

• know more about colour mixing

National Curriculum PoS: 2a, 2b, 4a, 4b, 4c


Unit 1A LessonYear 1/2

• Refer to the observational self-portrait drawings from

Lesson 2 and ask children to enlarge them using

coloured chalks or oil pastels on a coloured

background (eg sugar paper or pre-painted paper).

• Discuss the colours used in reproductions of portraits

by van Gogh, Picasso or Matisse. (Note: If you wish to

do this in two lessons, this is a good place to break, so

that children draw in the first lesson and paint in the

second lesson.)

• Add paint to the enlarged portrait and experiment

with colour mixing using different-sized brushes

and different consistencies of paint. Ensure that

the children explore colour in both realistic and

expressive ways. (Note: If the drawing underneath

becomes blurred or confused through over-

painting, encourage the children to re-draw in a

suitable material, and refer to the first drawings

from Lesson 2 to help them remember.)

• Discuss the progress of the pictures with individual

children and the whole class at intervals.

• Discuss the paintings as soon as they are completed.

Look at individual pieces and ask questions, such as:

• What do you like about this portrait?

• What has he/she used?

• How has he/she used it?

• What else could you add?

• Is there any dark and light?

• Has he/she put in eyes, eyebrows, eyelashes, nose,

nostrils, mouth, top lip, bottom lip, chin, hair, ears?

Notes

4

isbn 1 902887 89 1 - lcp...a4 or a5 sketchbooks soft pencils or 4b or 6b graphite thick charcoal...

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