To investigatemaking the colour of pencil crayons and paint darker andlighter.
Chld to sit in acircle. Pass around 4 apples. Chld to look carefully and discuss intalking partners what they observe.
As whole classdiscuss: What colour is it? Is it all the same colour? Are theredifferent shades of green/red?
Look at &discuss the colours / shades using words:light/dark/pale/bright
What other thingsin the natural world have varying shades? Leaves, peppers.
If we had apencil crayon how could we make different shades children to comeout and shade a small piece of paper which is the darkest whichis the lightest? Put in order.
How could we dothis with paint? What colour could we mix in to make it darker(black/brown) and lighter (white/cream)? Teacher to demonstratemaking the shade lighter and darker by adding white orblack.
Class to be splitinto 2. Half to be working independently drawing apples using apencil crayon to create different shades
The other halfto create a spiral design (using a template). Chld to use a plasticcup with one colour of paint in. (chld to have different colours).Chld to have white, cream, black, brown in the middle of the table.Chld to start off with a dark shade in the middle of the spiral andfade out to lighter. Teacher to supervise painting side to helpwith mixing.
Half way throughlesson children to swap activity.
How did we makethe colours lighter and darker?
Look at shadeswhich have been achieved.
Arechildren able to identify light and dark?
Arechildren able to mix paint to give light and dark shadesand explain how they did it?
A4 paper withspiral templates
A3 paper forapple drawings.
Paint paletteswith cream, white and, brown, black paint in.
Ready mixed paint red yellow green orange
Thin paintbrushes for each child painting
To ask and answerquestions about the starting points for their work and developtheir ideas.
To record fromfirst hand observational experience.
Ask the childrento pretend they are a camera, using a view-finder.
What canthey see?
Move closer &further away what happens to the view?
Turn horizontal /vertical relate views to portrait & landscape.
Back to back witha partner. Hold view finder and describe what can see, then partnerhas to point view finder to what they think they were looking at.Repeat.
Think about howwe can draw what we see through the view finder onto paper.
Using pencils &crayons, make a picture of what they see A5 size.
Topability detailed view
Middleability less detailed
Lowability simple view with a maximum of 3 objects e.g. table,pencil and book.
(To be on-goingduring drawing session)Take actual photographs of theirimages.
Compare thephotograph view (on back of digital camera or interactive whiteboard) and compare to their own picture. Have they drawn theobjects they see in the image? Have they used the correctcolours?
Plenary: Look atpart of a photo what do you think it is?
Reveal more repeat.
NB possible useof ICT Powerpoint if available
Do picturesreflect what they have observed through the view finder?
A5 paper pencils& pencil crayons
Prepared photo toreveal (or Powerpoint)
To investigatehow Briget Riley created her painting.
Use fine brushesand paint.
Toidentify what they might change in their own piece of work.
Look at pictureof Brigit Rileys painting on Espresso. IWB:internet-espresso-KS1-art-2000-Brigit Riley. Watch videoclip.
What features canthe children see? In talking partners children to discussobservations. How do you think he created this image?
Discuss withchildren that up till now most artists created images from reallife and reproduced as accurately as possible. Brigit Riley wasfamous for creating popular art bright colours.
Teacher tomodel creating pattern of Brigit.
Children to usefine brushes to create painting.
Low teacher to provide brush
Top/middleto choose appropriately sized brush.
Look at differentchildrens work, who has been successful,how?
Comparechildrens work with original picture. Howcould we have improved our work?
Arechildren able to select appropriate size brush?
Canchildren use a fine brush accurately?
Havethey created a picture in the style of the artist?
Arethey able to say how they would change their work and explainwhy?
To investigatedrawing a cylinder in 3D and the text used.
To create anobservational drawing.
Look atpicture. What do they see? Why would someone paint apicture of? Discuss Pop Art.
Look ata how would we draw it in 3D (relate to mathslessons on 3D shape). Teacher to model to children drawing acylinder in 3D. Next look at proportion. we want to fill thewhole of an A5 sheet with the can where will we start? Observe thelettering used how are we going to recreate that? Look at anylogos or shapes- where are they? Discuss how we curve the letteringto give the image so it gives the illusion of 3D wrapping aroundthe cylinder. Discuss the use of a pencil for sketching lightlyfor the outline, then bolder when happy with the shape. Discuss useof an eraser and using the side of a pencil. Look at using a darkerline at the base to give the illusion of a shadow.
Children to drawobservational pictures of cans which can then be put together torecreate
Teacher tosupport those who need help.
Children to usepencil crayons to colour their pictures.
Lowability to have elipse already drawn for top of can and draw awith less lettering.
Middleability less detailed . With lettering/logo and simplepicture.
Topability More detailed e.g.
Look atsuccessful pictures why are they successful? Compare pictureswith cans is it a good observation?
Are children ableto draw a cylinder?
Have the childrencreated an observational drawing?
created hispicture of
Investigate howto recreate this picture using felt pens and wax crayons
Review work andexpress opinion.
Look at picturediscuss colours used. Why do you think has used thesecolours? When you look at this picture how does it make you feel?Why?
How could werecreate this picture?
Explain today weare going to use felt pens and wax crayons to recreatepicture. How could we do this?
Piece of paperfolded into 4
Draw in pencil aface on one quarter. Look at the face has it got all the features hair, eyes, mouth, nose, eyebrows.
Now can werecreate the same face on the other quarters.
What mediums andcolours would we use to recreate the drawings? Would we use thesame colours for each face? refer back to . Wouldwe use the same thickness of pen/crayon? Where would we usedifferent thickness? Would use a combination of mediums on onepicture How?
Lowability Teacher to give them their medium and guidance on whereand how to use it.
Middle choose their own medium.
Topto choose own medium and discuss why using it.
Review work saywhat they like about it and why. What was most successful? Howwould they improve it?
Can childrenrecreate image using these mediums?
Arechildren able to express an opinion?
Variety of feltpens and thickness.
Variety of waxcrayons.