Programme of Study Year 1
INVESTIGATING
and MAKING
Line
and Tone
Line
Drawing
Background
At this stage of development the child is probably at the stage of 'symbolic representation' - i.e. the child will use familiar shapes/lines to represent various people/objects and their representations will be recognisable. Previously, the child's approach to line drawing has been directed towards realism, through his/her attention to shapes/outlines.
Development
Further develop the child's approach to line drawing, in regard to reality, through the child's attention to shapes/outlines. For example, "Look at the shell in front of you. Close your eyes, reach out and feel around the shell; feel it's curves and edges. Now draw the shell in the air".
Provide selected materials/mediums, encourage the child to create an image of the shell - adding whatever details they feel necessary.
Develop the child's approach to line drawing, in regard to reality, through the child's attention to size. At this stage of development, a child may use size to indicate the importance of people/objects within their images. Therefore, develop a child's sense of realism by extending their observational skills in regard to size (scale). For example, if a child is drawing, say, their favourite book character from memory, encourage the child to understand that even though this character is important, he/she may or may not be larger than people/objects in the background. Also, begin to encourage the child to think about proportion, on a simple scale - e.g. the size of body parts; through observational activities encourage the child to realise that the head is not the largest part of our bodies!
Provide opportunities for the child to draw around objects and then imitate what has been drawn in free hand.
Encourage
a sense of freedom to create images, expressing ideas/feelings; and encourage
the child to feel an increasing level of control over the image being created.
Other
Mark Making
Provide
opportunities for the child to experiment in using different mark making
techniques - using a varied
selection of materials, mediums and tools - to represent various people/objects
in the natural world. E.g.
using felt tips of various sizes to create an image of a field with
trees/flowers; or using pastels on coloured sugar paper to create an image of a
collection of rocks.
Tone
Develop the child's understanding and experience of contrast tone - i.e. light/lighter and dark/darker.
COLOUR
Consolidate the child's ability to identify colours through practical sorting and matching - Red, Blue, Yellow, Green, Orange, Purple, Pink, Brown, Grey, Silver, Gold, Black and White.
Provide opportunities for the child to use colours in their art work. Encourage colour to be used symbolically; e.g. blues, greens or greys for the sea etc. yet colour should also be used for enjoyment.
Provide opportunities for the child to create new colours. For example, provide experiences for the child to experiment with overlapping or mixing colours - ask the child to give the new colour a name, perhaps one linked to 'their world', such as post box red, egg yellow or lollipop orange.
PATTERN
Develop the child's knowledge, skills and creativity through the provision of a selection of experiences - i.e. opportunities for the child to experience various methods of pattern making, explore different pattern making techniques and experiment with a range of materials mediums and tools.
Examples:
Printing
Experiment with different print making tools - e.g. create a 'circle pattern'. Collect jar lids, yoghurt pots etc. of different diameters. dip the rims into paint and print various circular patterns.
Encourage the child to think about, collect and select different print making tools.
Other
Mark Making
Explore pattern making techniques - e.g. create lots of images of one kind of shape, say a fish, using different kinds of patterns - i.e. one image of a fish using a cross pattern, another fish image using a dot pattern etc. Different mediums could be used to create each image - i.e. one image using felt tip pen, another in ink or pastels etc.
Create repeating patterns - talk about the mediums/tools which could be used (even printing). Create repeating patterns using child selected mediums/tools and talk about about the effects created.
Explore different materials on which patterns can be created - e.g. applying paint to wet paper. Talk about the effects created.
TEXTURE
Develop the child's knowledge, skills and creativity through the provision of a selection of experiences - i.e. opportunities for the child to experience various methods of creating texture, explore texture creating techniques and experiment with a range of materials, mediums and tools.
Examples:
Collage
Explore man-made materials i.e. explore the textured qualities of different papers such as tissue paper, newspaper, leatherette, sugar paper, corrugated card, crepe paper, foil etc.
Experiment with these paper materials to discover the techniques created - e.g. cut out one simple shape, say a feather shape from each paper material.arrange these shapes to create an image, perhaps a repeating pattern. Talk about the effects created by different paper materials.
Model
Collage
Create a theme, like 'holidays'. Use drawings, pictures, cut outs, 3D objects etc. Allow the child to arrange the collage - talk about their choices.
Mark
Making
Texture
Rubbings
Talk about texture. Encourage the child to go on a ';texture hunt' around the classroom, collecting textured rubbings of various surfaces. Talk about the lines/patterns which create images of texture. Ask the child to go on a 'texture hunt' at home and bring selected items into school. Talk about their choices and the textural qualities of the surfaces. Provide a selection of paper materials and a selection of mediums/tools such as crayons, coloured pencils, chalks, pastels etc. Ask the child to select different papers and mediums/tools to take rubbings of their chosen surfaces. Talk about the textured images created - line, pattern etc.
Line
Drawings
Use
crayons, pastels, paints etc. to make additions to images, like adding hair to
an image of a face
SHAPE,
FORM and SPACE
Develop the child's knowledge, skills and creativity through the provision of a selection of experiences - i.e. opportunities for the child to experience various methods of creating shape, form and space, explore different techniques and experiment with a range of materials, mediums and tools.
Experiences
should include:
a)
Shape
Provide opportunities for the child to use shape in their art work, creating both 2D images and 3D artefacts.
Examples:
2D
arranging
Provide the child with an assortment of shape templates in various sizes. Encourage the child to select one shape, say, a circle; then to sort/collect all the circle templates in various sizes. Encourage the child to cut round the shapes, then arrange/organise the shapes to create an image. Encourage the child to talk about their arrangements and the contrasts of big/small shapes.
Other
2D arranging
Provide opportunities for the child to arrange shapes with a purpose - e.g. arranging simple Christmas shapes to create a Christmas card.
Provide opportunities for the child to experience familiar mediums - i.e. plasticine and dough. Encourage free play as well as the creation of simple shapes - some familiar, like animals or cars etc.some unfamiliar, a strange shape all on it's own.
Progress to more sophisticated mediums such as papier mache. Provide opportunities for the child to model with a purpose, using simple shapes - e.g. creating a decorative plate. Provide the child with a paper plate which can be covered with strips of papier mache. Once hard, the plate can be decorated and varnished.
b)
Form & Space
Provide opportunities for the child to see and touch a variety of forms - i.e. a solid object such as, a table or a human head has form. Solid, 3D objects occupy space. Talk about form and space in simple terms, e.g. 'the pear shaped face'.
Provide opportunities for the child to see and touch a variety of construction materials - i.e. natural materials like wood or stones. Man-made materials like wooden/plastic bricks or junk items like tins, loo rolls, cardboard boxes etc. Solid, 3D objects are constructed from a variety of materials. Talk about materials in simple terms, e.g. 'the cardboard tube or box' and 'the wooden or plastic bricks'
Provide opportunities for the child to use form and space in their art work, creating 3D artefacts.
Examples:
Construction
(objects)
Provide different construction materials like various boxes, tubes or junk items.
Encourage the child to build a simple representational model, like a rocket.
Talk
about the child's design and the materials used.
Construction (architecture)
Provide
different construction materials like wooden bricks, lego etc. Encourage the child to build images
in various forms and different styles - e.g. a detached house, a terraced
house etc. (link to history topics
- homes)
Construction (sculpture)
Provide natural or man-made materials which can be put together to create a simple sculpture. E.g. 'pebble sculpture'. Provide various shaped/coloured pebbles. Encourage the child to choose and arrange the pebbles into an interesting sculpture. The sculpture could be held together with glue, then painted, varnished and displayed.