Curriculu
m
objective
To learn
about great
artists,
architects
and
designers
in history
Key Skills
Learning
intentions
LO: To learn about
Recalling key
facts about artists the artist, Henri
To say what I
like and dislike
about an image
using examples
Rousseau and to
evaluate his
paintings
SC
I can write facts
about the artists
I know the meaning
of forground, middle
ground and
background
I can say what I like
and dislike about his
paintings
Possible activities
Go through powerpoint about Rousseaus life. Emphasis that he
was not a trained artist, but was in fact self taught. He loved the
idea of the rainforest, but did not draw from real life rainforest
settings, merely going to the botanical gardens and sketching from
there.
He painted a lot from his imagination.
Model how to fill in the fact file
Activity 1:
Children to create a fact file about Rousseau and stick in their
sketchbooks
HA and MA: Fact file with no sentence starters
LA: Fact files with sentence starters and sentence prompts.
After 20 minutes, bring Children back to the carpet.
Discuss his paintings. Ask children what they like and dislike about
his paintings.. Talk about colours. Talk about photographs. Do
they notice that once section is in focus and others are not? Refer
back to Rousseau painting. What do children notice about the
images? They are all in focus, inc foreground, middleground and
background.
Look at the colours. Is it just one shade of green? How many other
colours can they see? Explain that Rousseau would have achieved
this by mixing green with reds, blues and yellows. Allow children to
come up and point to areas where the colours have been mixed.
Resources
Artist factfile
sheet
Laminated
images of
paintings
Sketchbooks
Facts about
Rousseau
Sentence
prompts
Model how to annotate an image to children and say what parts
they like and dislike about the image. For example, I like this area
because of the variety of colours used. I dislike the use of the tiger
in this part of the image becuase it is unrealistic.
Activity 2
Children to annotate an image of Rousseu’s, saying what they like
and dislike about the images.
HA and MA: Children to work independently.
LA: Children to work with LSA or teacher with sentence starters.
to create
sketch books
to record
their
observations
and use them
to review
and revisit
ideas
to improve
their mastery
of art and
design
techniques,
To record from
real life
LO: To use
sketchbooks to
record and sketch
observations from
real life
SC
I can use a pencil to
sketch in the correct
manner
I can record drawings
from real life
I can take pictures of
objects that interest
me
Explain to children that they will take on the role of Henri Roussea
and use the gardens and surroundings of St Ursula’s to sketch
ideas for their own versions of Rousseau’s paintings.
I pads to record
photographs for
sketch books
Reiterate that Rousseau would sketch from outside taking
interesting forms from the plants he saw. Model to children using
the still life on how to divide sketchbook into 4 and quickly sketch.
Explain that mistakes are good, and children are not to simply
scribble or draw lines over them.
Show how to use a pencil to sketch, filling the whole space. DO
NOT press very hard, instead use light sketch line to gradually
form the shape.
Sketchbooks
Pencils
Plants in the
classroom for
still life display
Rainforest
plants
photographs
including
drawing,
painting and
sculpture
with a range
of materials
[for example,
pencil,
charcoal,
paint, clay]
Explain that children will also use Ipads to capture interesting
scenes that they can use for their sketches as well.
Take children outside and pick interesting plants. Leaf shapes,
spikey grass and the palms in the garden are ideal for this.
Allow children 12- 20 minutes to make a series of sketches.
Once children are back in the classroom, allow a group to sketch
from the still life, and another group to sketch from photographs.
Once children have finished, show how to annotate drawings
saying what they like and dislike about the images thay have
drawn. Allow children to say something positive about their
partners sketches.
to improve
their mastery
of art and
design
techniques,
including
drawing,
painting and
sculpture
with a range
of materials
[for example,
pencil,
charcoal,
paint, clay]
LO: To explore the
tonal variation in
Rousseau’s paintings
SC
I can mix colours
I can vary tone and
colour
I can annotate my
work
Children will look at ‘suprise’ in more detail during this lesson.
Explain that Rousseau cleverly uses different shades to help add detail to
his work.
Refer back to previous lessons when talking about how Rousseau mixed
colours. Take one section (on slide) what colours has Roussea mixed to
achive this? Look for yellows… Model to children how to start with a
base of green, and very very gradually mix in yellow, showing a variation
in tone like a mosaic on the paper. Spend time modeling activity and
explain that too much paint and using too much of one colour will result
in ‘muddy tones’
Activity:
Children to create ‘swatches’ of colour to use in their aintings.
Primary colours
of poster paints
Green paint
Images of
‘surprise’ by
Rousseau
Sentence
starters
to create
sketch books
to record
their
observations
and use them
to review
and revisit
ideas
Children explore colour mixing with different medium – particularly
looking at shades of greens and blues as these are the colours they’ll
probable use most of in their own version of the painting.
In the middle of each table, have a selection of paints. Primary colours
and green, paintbrushes, water and paintbrush pots
In their sketchbooks, children begin to experiment by mixing different
blues and greens and lightening and darkening them.
LA and MA can start with base of green, HA can start to mix their own
shades of green using primary colours as a base (mix blue and yellow to
get green)
Children to annotate their swatches to say what they like and dislike about
the images and then write these in their sketch books. Have any children
manged to match the colour of the Rousseau image?
model how to use the swtaches, the sketches they have painted already
and the photographs o the ipads to start small painted studies of their
sketches. Use the rainforest images, stress the importance
to improve
their mastery
of art and
design
techniques,
including
drawing,
painting and
sculpture
with a range
of materials
[for example,
pencil,
charcoal,
paint, clay]
to create
sketch books
to record
their
observations
and use them
to review
and revisit
ideas
LO: To use sketches
and swatches to
create small painted
studies
SC
I can paint with tonal
variation
I can evaluate my
work
model how to use the swtaches, the sketches they have painted already
and the photographs o the ipads to start small painted studies of their
sketches. Use the rainforest images, stress the importance of sketching
first and then bulding up the colours using mixing techniques.
Have pices of paper nearby so children can test out the paints they have
mixed.
Model how to use original sketches and photographs to make an image.
Stress that rousseau often used his imagination for some colours. Show
children how to build up layers.
Show how to use a viewfinder to paint a section
Primary colours
of poster paints
Green paint
Images of
rainforest
flowers
Interesting
leaves from
outside
Once children have finshed, have them use the rainforest flowers to create Outline sketches
painted studies.
for children to
colour.
Children should complete around 4 painted studies.
Children to evaluate their images, and to do learning walks to magpie
Viewfinders
ideas.
At the end of the lsson, have children say something positive about each
others works.
HA and MA:
Creat images from sketches and still life
LA: Have th option to paint from images, or have outlines which shildren
can use to shade
to improve
their mastery
of art and
design
techniques,
including
drawing,
painting and
sculpture
with a range
of materials
[for example,
pencil,
charcoal,
paint, clay]
to create
sketch books
to record
their
observations
and use them
to review
and revisit
ideas
LO: I can experiment
with composition
SC
I understand what
composition means
I can use trial and
error to find the best
compostion
I can do simple
sketches
Remind children of the work done in the previous week. If they haven’t
Rainforest
already stick in and annotate any loose swatches from the previous lesson. backgrounds
Explain that today we are going to be thinking about which animal they
might have in the centre of their picture.
Explain what is meant by composition (where things are placed) and
show good examples. Allow children to discuss why it looks good. Show
an example where something is in the centre of the image. Explain that
the image dominates the picture and does not allow you to focus on
anything else in the image.
Show Roussea images. Note how the animals do not dominate the image,
but are balanced with other factors, trees. Show on the white board what
would make a good composition? Show different placing of the animals,
and ask children to discuss what would make the best composition.
Give children a selection of animals found in the Rainforest or UK
–HA and MA get children to carefully cut out the animals that they might
want to include in their picture. Get them to think about how they are
arranging the pictures on the pages. Children can use jungle backgrounds
or sketch their own.
LA: Have animals pre cut out and placed on a jungle background printed
off the computer
Around the pictures get them to annotate what they notice about colours,
textures, words that describe the animal’s personality, size etc. In between
Cut out animals
Animals to cut
out
Sketching
pencils
paints
the pictures children to focus on a particular element of an animal and
draw it out (could be the pattern of the fur, their eyes, fangs, paws etc) –
Sketching first, and thehn moving onto sketching and then painting the
animal.
Children to say what they like and dislike about image.
LO: I can sketch,
compose and paint a
Henri Rouseau
inspired picture
SC
I can compose a
sketch
I can transfer my
sketch to paper
I can use tonal
variations of colour
Using a sketchbook, model how to bring all the elements of previous
Sketchbooks
lessons to sketch and compose an image in sketchbooks. Children need to Pencils
be reminded, the compostion is a quick sketch and does not require detail. PainsSelection of
Model a compostion using all the elemsts the children have used. For
green, and
example, a flower from the rainforest sketch. A leaf from the time when
primary colours
the sketched outside. Talk about what is in the foreground, middle and
Paintbrusges
background.
Paint pots
Skectch and annotate the image, also placing in the animal. Children
might just want to do the head behind a leaf, similar to a Roussea
painting.
Allow children 20 minutes to sketch and annotate their ideas. Once this
has finished, model how to sketch planned image onto an a3 piece of
cartridge paper, making sure the images fill the page like a Roussea
painting.
Model painting, carefully mixing the colour. Allow children to sketch and
paint aimges. This may require another session to finish images.
LA and MA: If confidence an issue, ask children to focus on a small area
on A4 image