Strands
Level 1
PK Developing Practical Knowledge in the Visual Arts
Students will explore
elements and principles of the visual arts, using a variety of techniques, tools, materials, processes, and procedures.
DI Developing ideas in the Visual Arts
Students will express
visual ideas in response to a variety of motivations, using imagination, observation, and invention with materials.
CI Communicating and Interpreting in the Visual Arts
Students will express ideas
about their own work and respond to objects and images made by others.
UC Understanding the Visual Arts in Context
Students will identify
objects and images in everyday life and recognise
that they serve a variety of purposes.
Level 2
PK Developing Practical Knowledge in the Visual Arts
Students will identify and explore …
DI Developing ideas in the Visual Arts
Students will develop
visual ideas…
CI Communicating and Interpreting in the Visual Arts
Students will describe
ways in which objects and images can communicate stories and ideas.
UC Understanding the Visual Arts in Context
Students will i dentify …
Level 3
PK Developing Practical Knowledge in the Visual Arts
Students will apply knowledge …
DI Developing ideas in the Visual Arts
Students will generate and develop
visual ideas...
CI Communicating and Interpreting in the Visual Arts
Students will describe
how selected objects and images communicate different kinds of ideas.
UC Understanding the Visual Arts in Context
Students will investigate
the purposes of objects and images in past and present cultures and identify contexts in which they were or are made, viewed, and valued.
Level 4
PK Developing Practical Knowledge in the Visual Arts
Students will apply knowledge …
DI Developing ideas in the Visual Arts
Students will generate and develop
visual ideas…
CI Communicating and Interpreting in the Visual Arts
Students will explore and describe
how different media influence the communication and interpretation of ideas in their own and others’ work
UC Understanding the Visual Arts in Context
Students will investigate
the purposes…
Specific Learning Outcomes
By the end of the unit students will be able to :
PC – Children will explore colour and texture through the layering and mixing of paint to make a variety of colours.
DI – Children will develop ideas about mythical creatures through observations, discussions and drawing.
CI/UC – Children will talk about their work along with giving their creatures a name. They will also look at the work of Sara Fanelli, Joanna Braithwaite.
Assessment Focus
How well the children developed their ideas about creating their own mythical creature through observation, discussion and drawing.
Resources & Materials
Mythological Monsters – Sara Fanelli.
Up and Down on the Farm – James Riddell
Colour Charts – to explore colours.
Joanna Braithwaite – art works for discussion.
Plastic animal toys for observation table.
Narnia toys for observation table.
Feathers, fake fur and skins to explore animal textures and colours.
Animal books and pictures.
Pencils, paint, glitter paint, paper.
:
Learning Sequence – Lesson 1
Introduction
Read – Mythological Monsters by Sara Fanelli.
We are going to create our own mythical creatures by combining our two favourite animals. We will do this in stages over 4 lessons.
Today we are going to play with paint, we are going to find out what it does and how we can use it. We will layer and mix paint to create different effects and colours.
Choose 2 colours and white, and 2 different sized brushes.
Use a pallet to mix the paint.
We are going to add a little white to a colour, then a lot of white to a colour.
Now mix the colours.
We are now going to experiment using our brushes in different ways.
Use your paint and varying brush techniques to cover your paper completely with the paint. This will be the background for your mythical creature.
Discuss items on the observation table, talk about animals, skins, textures, colours, shapes.
Go away and think about your two favourite animals so you can come to the next lesson with an idea of what you would like to draw. Look at the observation table to increase your knowledge of the animals.
Teaching Point/Focus Questions
What is a mythical creature?
Where do mythical creatures come from?
Discuss the mythical creatures in the book.
I want you to start thinking about your two favourite animals.
What is colour?
How do you make colour?
What happens when we mix colours?
What happens when we add white?
Look at colour charts to explore the effect of adding white.
Look at colour charts to explore how colours change by adding white or other tones.
Do brushes always make the same marks on the page?
What effects can we get from brushes?
Layer the paint.
Mix the paint colours.
Use different brush techniques.
Get the class to do a walk around to observe each others work.
Looking at colour, different brush techniques, coverage of the paint on the paper.
Review of lesson.
Today we –
Mixed paint to create new colours.
Used our brushes in different ways to create different effects.
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Learning Sequence – Lesson 2
Recap on lesson 1.
Read “Up and Down on the Farm”
Last time I asked you to think about your 2 favourite animals.
Today we will draw these animals. Noticing the details and features of your two animals.
We are going to make an artist workbook to collect all the observations and information we need to create our combination mythical creature.
We are going to use pencils and paper.
Draw your two favourite animals one at a time.
Draw the outline quickly, and then add the details.
Pick up and look closely at animals on the observation table to get ideas about the details of your animal.
Introduce the class to Joanna Braithwaite. Talk about where her ideas come from. Show them
Night Watch and engage in a class discussion.
Teaching Point/Focus Questions
My favourite animals are a giraffe and a turtle. Think about yours.
Why are we using pencils?
Make your pencil – shout and whisper
Shout – dark, bold strokes.
Whisper – light, fine strokes.
What type of lines can we make with our pencils – thick, thin, straight, curved?
Snail Speed – draw slowly.
Yo Yo Eyes – look, draw, look, draw.
Draw what you see not what you know.
Look at the eyes, mouth, ears, body shape, feet and skin texture, fur, scales, skin.
Discuss – Joanna Braithwaite
Where she gets her ideas.
What is it?
The size, shapes, colours, texture, type of skin, details you can see.
What title you would give it?
Review of lesson
Today we –
Used pencils to explore line, shape, texture and shading to draw our 2 favourite animals.
Introduced Joanna Braithwaite’s work.
Learning Sequence – Lesson 3
Recap on lesson 2.
Let’s look at our artist’s workbook.
Today we are going to combine the features we like best about our 2 animals to create our mythical creature.
We will draw the combined animal using pencil. This will also be in your artist’s workbook.
Decide which parts of your animals you are going to use then draw only the outline of this animal.
On a large piece of paper, using chalk, draw only the outline of your mythical animal. Now paint over your chalk outline, then add the details, using the brush and colour methods we used in the first lesson.
Place Joanna Braithwaite’s work around the classroom, and get the class to frog vote for their favourite art work.
Teaching Point/Focus Questions
What do you like best about your animals?
Which parts of your animals are you going to use? Example
- The head of a giraffe and the body of a turtle.
Again use Yo Yo eyes and work at snail speed.
Look at the outline of your combined creature first, and then add any details.
Why do we use chalk?
After voting engage the class in discussion about why they chose the particular art work.
Review of lesson
Today we –
Created our own mythical creatures using chalk outlines, and then paint and brush techniques.
Voted for our favourite art work by Joanna Braithwaite.
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Learning Sequence – Lesson 4
Recap on lesson 3.
Last time we created our mythical creature.
Today we will cut out our mythical creature and place it on the background painting we did in the first lesson.
First we are going to add or change the details of our mythical creature; eyes, ears, mouth, nose, and using texture to show the type of skin.
Choose 1 colour the same as you used last time, 1 new colour and black. We will also use glitter paints to create a magical effect on our creature.
Cut slowly and carefully around the outline of your creature. Let your scissors do the drawing.
Now, glue your mythical creature onto your background painting.
Add details and shading to the background painting, so you can see where the land and sky meet.
Finally make up a name for your creature and present it to the class.
Teaching Point/Focus Questions
Again revisit the outline of our creature.
Paint techniques to use –
Layer and mix the colours.
Impasto
Sgrafitto
Scumbling
What effect do the above techniques have? Why do we use them?
Why do we use black?
Hold up some of the cut-outs and get the children to tell you what they see.
Learning Sequence Teaching Point/Focus Questions
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