Session Key Objective from skills listed above (What is it that you want the children to learn?)

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1 Year 1/2 Key Skills to be covered, taken from Lancashire Key Learning Document pitching at the correct year group and differentiation within plan for different groups Be specific in the key skills, and make them more understandable for children. Consider what it is YOU feel the children should learn as well as the National Curriculum: Exploring and Developing Ideas: We will select and record our ideas in our sketch book, together with notes and ideas about our work and any information we find out about specific artists Evaluating and Developing Work: We will compare ideas, methods and approaches from amongst the class and with known artists and say what we think and feel about them, adapting them as needed Drawing: We will experiment with a wide range of media including Pencils, crayons, pastels, rubbers, Charcoal, ballpoints, felt tips, chalk to explore drawing lines of different width, shape, form on a variety of different surfaces We will draw shapes and forms and invent new shapes and forms using the different media for effect We will investigate tone by experimenting with light/dark lines/patterns/shapes We will investigate textures by describing, naming, rubbing, and copying Possible Cross-curricular links, especially opportunities for English, Mathematics and Computing within teaching: English links Research artist and work, notes and evaluation Mathematics links Computing links Other links Grids Research artist, gather images World Week links where applicable Possible Experiences including visits/visitors/other: Consider what could augment your planning to really enthuse the children in your class: Have an art walk around school Extend activities to home research Create an art gallery to be viewed by parents Display/Resources ideas: Consider what resources could be brought into the classroom and what display work could be completed either before/during or after topic is taught: Link to DT so that picture frames are made to frame the artworks and both subsequently displayed in and around school.

2 Session Key Objective from skills listed above (What is it that you want the children to learn?) 1 We will select and record our ideas in our sketch book, together with notes and ideas about our work and any information we find out about specific artists Possible Activities including use of Computing and other Outcomes/Evidence of what technologies, and showing at least 3 differentiations they have learnt (Where will this be found? Will it be in a book? Topic book? Display? Photographic evidence? Use ppt to introduce the work of Matisse discussing what he painted, when he painted it and what is recognisable about his style (focus on line drawing and colour). Then in sketch books children make line drawing and colour painting of the same image in Henri Matisse style, including colour, and composition. HA: make line drawing and colour painting MA: make line drawing and colour painting LA: make line drawing and colour painting Chn will have a comparison of a line drawing and colour painting Possible extension into homework if appropriate to enhance and deepen learning Invite chn to find out all they can about Matisse at home and bring anything they find into school. Alternatively, chn could attempt to copy one of his famous works. 2 We will experiment with a wide range of media including Pencils, crayons, pastels, rubbers, Charcoal, ballpoints, felt tips, chalk to explore drawing lines of different width, shape, form on a variety of different surfaces Discuss the relative merits of each style which was the easiest to use and why? Which do you prefer? Which gives the greater detail? Which method do you think looks the best and why? Together look at Henri Matisse s Portrait and focus on how the artist has used independent lines of colour in order to give the painting its visual quality. The brush strokes are very clear and do not blend into one another. Focusing on those individual strokes provide all chn with a variety of drawing media including pencils, crayons, pastels, charcoal, ballpoints, felt tips and chalk and a template copy of his portrait. Model for the children how to use differing media to experiment with the effects each one brings to a picture focusing on colouring individual sections in different ways it is the experimentation that is key in this activity. Chn will have experimented with a wide variety of mark making media. Some children will be able to discuss the differing effects they created by using the same media with varying techniques. HA: Use the template to experiment with differing mark making media and focus on displaying different effects with the same tool to investigate the broad uses of each when applied in different ways (such as using the point of a pencil and also holding it on its side etc) MA: Use the template to experiment with differing mark making media. LA: provide chn with a template with larger areas to experiment with differing media. 3 We will compare ideas, methods and approaches from amongst the class and with known artists and say what we think and feel about Reflect together on which tools chn preferred to use and the varying benefits and drawbacks of each one. Together, look at Matisse s Still life: The Goldfish Ask chn to respond to the artwork and see what they notice about the way it has been composed what materials may have been used? What colours can you see? What can you see in the brushstrokes used by the artist? Chn will have developed their own version of Goldfish experimenting with varying mark making with colour pastels. Can you create your own still life at home? All you need is a few things from around the house and use any media you like to draw or paint it.

3 them, adapting them as needed Ask chn to pick out any marks of differing thickness and discuss how these might be achieved using colour pastels focusing on the techniques we experimented with in the previous lesson. Model how to create some of the differing strokes using pastels to re-create The Goldfish HA: draw an interpretation of Goldfish using colour pastels with varying mark strokes. MA: With support, chn will create their own version of Goldfish attempting to apply varying thickness of marks made using colour pastels. LA: Chn will use a blank template of Goldfish and focus on their mark making technique using colour pastels. 5 We will investigate tone by experimenting with light/dark lines/patterns/shapes Stage mini-plenaries re-capping on the techniques we could use in order to achieve different effects, such as in the thickness of lines and how hard it is pressed onto the surface. Model how to experiment with pencil making different kinds of marks. Create an experimenting grid; light-heavy, hatch, cross hatch, stippling, scribbles loose/tight, patches of hatching in different directions, zig zags, any others the children can think of. Fill in a grid making light to dark tones. HA: use several grades of pencil to do this can they discover some grades are good for dark and some for light? MA: create their own grid independently similar to those shown with a single pencil. LA: supported to mimic style (less style expected on the grid) Chn will have experimented with different techniques in order to produce variety of tone and pattern with a pencil. Invite chn to produce their own sketches at home and bring the resulting work into school to share with the class. All it takes is a pencil and a piece of paper! 6 Focus on self-portraits using the techniques practised in this unit. 10 minute application: Take our pencils for a walk drawing a variety of wavy lines overlapping and interweaving with each other. Within the shapes created chn should create a variety of lines, patterns, shapes and tones using the tones and patterns previously experimented with in order to create a textures artwork. Reflect on the techniques used and how these create differing effects. We will discuss what a self-portrait is. I will then show the children 4 different self-portraits by various artists. We will share views on each painting- What is your favourite/least favourite and why? We will discuss where the artists are from and how this might have influenced their work-particularly Frida Kahlo. We will look at the self-portrait [PowerPoint s and discuss the different materials and techniques used by the different artists. How do you think the artist began creating the portrait? e.g. drawing the face first, features to include etc. I will observe the children during this activity and make comments about what they notice and like about the portraits. I will encourage them to think about the positioning of facial features and ideas for their own work.

4 7 Investigate the possibilities of a range of materials. Try out tools and techniques and apply these to materials and processes 8 Ask and answer questions for the starting points for their work, and develop their ideas Apply tools and materials to materials and processes, including drawing Children will be given a variety of materials- pastels, chalks, pencils, felt tips and water colours. Children to go to different tables with differing materials to experiment creating self-portraits in the style of the 4 artists. Children will be encouraged to try drawing with varying control and applied pressure. Reflect on the favoured materials and techniques. How will this affect their own self portrait? Discuss with the children the three primary colours. How do we get more colours? Discuss mixing colours, what happens when we mix colours together? Show the primary and secondary colour wheels. Guess what colours will be made when mixing. How could we use the brush? Demonstrate different techniques of using the brush. Long strokes, dabbing, dotting flicking etc. Children will mix the primary colours record their own colour wheel and own mixing on a large white piece of paper. Children will use white paint to make the colours lighter. Experiment with different techniques modelled. Discuss with the children the different tones and shades of colour you can get. Children in groups to go outside to find different shades of green. The children can reflect on their work by thinking about how they made colours what colours and what shades of green they found outside. Discuss as a class what colours they will need to use in their selfportrait, for example skin tones and hair colour. Ask which techniques will be most suitable for different parts and how will they use these in their self-portraits? Show the children the self-portrait tutorial PowerPoint on the IWB. Then model drawing a self-portrait asking the children for help. I will make obvious mistakes and ask the children to instruct me of where to place the facial features using what they have learnt in the tutorial. I will model how I have studied my face in the mirror and how my face is symmetrical. Explain how everybody's faces look different-different shaped, faces, eyes, nose etc. Outside the children will use playground chalks to draw their faces. Teacher to ask the children where they are positioning features. I will observe the children experimenting and encourage them to try new techniques and think about how these can be applied in their own self portrait. I will observe the children and encourage them to draw their faces as accurately as possible using the mirror to refer to. Discuss with them how they can make improvements and changes before painting in the following session.

5 9 Use a range of materials Use tools and techniques to paint their self-portrait, thinking about colour After children have explored drawing their face on a large scale the children will then use a mirror to help them draw an outline of their face in pencil on paper to begin their self-portrait. The children can share their outlines and amend and improve the outline of their face by reflecting on it afterwards. The children will paint their self-portraits using photographs of themselves and mirrors. I will encourage them to think about colours and techniques. Are you going to use any of the techniques similar to the artists self-portraits we looked at? What colours should we use for your eyes, hair? etc. Children can reflect on their portraits what they like and dislike. Was there anything you would do differently in the future? Can anyone spot any techniques they have used that are similar to the artist we looked at? I will look at the children's final self-portrait to look at what techniques and colours have been used. This will demonstrate the children's learning and developed skills. These final pieces will for a class display.

Outcomes/Evidence of what they have learnt (Where will this be found? Will it be in a book? Topic book? Display? Photographic evidence?

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