Primary Art and Design
Transformative learning experiences for
individuals
and communities of learners
Learning outcomes:
Develop awareness of processes and experiences of learning in art
and design
Increase awareness of knowledge and understanding in art and
design
Develop awareness of, and skills for teaching sculpture and threedimensional artworks
Extend awareness and understanding of critical and cultural aspects
in primary art and design
Consider the importance of collaborative learning and group reflection
during the making process
Supporting Learning
From 2D to 3D
• Make a wire portrait – following on from week
1’s blind partner sketch
• Tactile and sensory awareness
Sensory investigations:
Sensory investigations:
“...it is essential to provide young children
with the opportunity for a broad sensory experience
and not to forget, at all levels, it is essential
to the making of art.”
Gentle,K. (1986)
Sensory investigations:
banging
bending
breaking
brushing
carving
combining
continuing
cutting
Dissolving
dragging
dripping
flopping
Folding
holding
joining
layering
Lifting
melting
mixing
modelling
Moulding
parting
patting
pinching
Poking
pounding
pouring
pressing
Printing
prodding
pulling
pushing
Reshaping
rolling
rubbing
scattering
Separating
shaping
shining
slapping
Smelling
smoothing
sparkling
spiralling
Spreading
squashing
squeezing
squidging
Sticking
stretching
stroking
tearing
Tracingthumping
wiggling
zig-zagging
Shape, Space, Form & Texture
• organic, geometric, 3d, 2d, irregular, regular,
profile, distort, outline
• enclosed, open, negative, positive, area, span
• arrangement, silhouette, angular, curved, light,
shadow, natural, structure, model, sculpture,
sculptor, construct, carve
• fluffy, soft, hard, rough, smooth, jagged,
bumpy, prickly, shiny, slippery, surface, relief,
layers
Eisner’s four factors which influence
learning:
• materials and activities: limitations and potential
• prompts, cues and scaffolding from teachers:
challenge and support
• classroom norms: expectations and boundaries
• classroom ambience: attitudes and allowances
Eisner, E.W. (2002) The Arts and the Creation of
Mind, Yale: Yale University Press
Processes and areas of learning:
Competencies &
skills
Storytelling
Explore
Create
Evaluate
Objects &
Still Life
Artists
Craftspeople &
Designers
Understand
Visual Spatial & Tactile
qualities
Ourselves & others
Environments
3d Activities and Materials
Early Years Foundation Stage and KS1
• Junk modelling
• Playdough and plasticine modelling
• Clay - discussion and techniques: squeezing, digging,
poking, rolling, thumb pots
• Clay - simple joining and texturing techniques, coil pots
• Simple methods of joining and sticking
• Wire and foil manipulation
• Mod-roc layering
• Papier-mâché
3d Activities and Materials
KS1 & KS2
• paper and paste (pva)
• willow and cane
• sculptural paper techniques
e.g. folding, twisting, tearing, curling
• wire sculpture on a theme (using fine florist wire) e.g.
minibeasts
• ephemeral sculptures using natural materials
• figure work (clay/wire)
• carving (soap,leather-hard clay)
• tiles and raised slab work (clay)
• clay modelling e.g. insides of fruit/my front door
KS1 Examples
• Clay slab work
Burnham Copse Infant
School
KS1 Examples
• Wire bugs
Bishopswood Infant
School
KS2 Examples
• Paper Sculpture
Bishops Lydeard
Primary School
Year 6
KS2 Examples
• Clay containers, glazed and fired
Year 6 Frogmore Junior School
Clay figures
•
Clay figures based on emotions
Churchstanton Primary School Year 5
• Recycling - paper and paste examples Frogmore
Junior School
Willow and Cane
Butterflies
Year 3
Frogmore Junior
School
Willow and
Cane Fish
Year 6
Frogmore Junior
School
Supporting Learning:
•Bringing the story to life . . . .
•Foil sculpture
•3D illustrations
Artists working in three-dimensions
• Figures: Alberto Giacometti, Constantin Brancusi,
Jacob Epstein, Auguste Rodin, Henry Moore,
Anthony Gormley
• Wire: Alexander Calder
• Ephemeral art: Andy Goldsworthy, Richard Long
• Installations and Space: Cornelia Parker, Martin
Creed, Olafur Eliasson
• Others: Claes Oldenburg and Coosje van Bruggen
• Claes Oldenburg and
Coosje van Bruggen
Anthony Gormley
Serena de la Hey
Jeff Koons
Cornelia
Parker
Andy Goldsworthy
• http://www.youtube.com/watch?v=PH6xC
T2aTSo
• http://www.artisancam.org.uk/pages/time
lapse.php?artist=mike&PHPSESSID=72983
51a3a232f0e59f7ddb1f857e196
Clay: investigating and making
texture, form, shape and space
• Supporting Learning: exploring clay and
developing control through challenge
a) play with clay noticing its properties
manipulate, squeeze, dig, poke, roll, mould
b) create at least five different textures using
only your hands
c) span a space
d) enclose a space
Clay: investigating and making
texture, form, shape and space
• Create a gargoyle/wide open mouth monster
controlling technique use texture and joining techniques
• Review and evaluate
Health and Safety
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•
•
•
•
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Eating clay
Clay dust - toxic: damp cloth on floor/over broom
Kilns - consult handbook
Carving - tools
Wire - cover sharp ends with tape, gloves
Paper and paste - pva and water
not wallpaper paste
• Glue - non-toxic (check packaging)
glue guns KS2 with supervision - tape trailing wires
• Modroc - ventilated area, dust masks
• Plaster of Paris - DO NOT USE (HCC advice - burns)
Directed Task
• Refer to notes ‘Teaching Art’ (Ofsted) and ‘QCA
Progression
• Watch potter Mike Eden:
www.artisancam.org.uk
• Watch young child engaging with clay:
http://nationalstrategies.standards.dcsf.gov.uk/no
de/85573
• To think about: how would you approach
working with clay on a large scale?