|
|
Characteristics
•Pupils
can develop their painting skills as parts of units of work which include
preliminary studies and investigation.
•Basic
control of materials will be well established.
•They
will be organised in their approach and capable of more systematic learning
about mixing and applying colour.
•They
can use a reasonable vocabulary of art terms related to colour understanding
concepts such as opacity and transparency.
Painting Projects
•
•In
their sketchbooks they explored shapes, lines and colours and
developed paintings to represent the music. They
concentrated on using tones of colour. These
pupils responded very positively to the music, writing their
impressions in their sketchbooks. They concentrated on the narrative
and descriptive qualities of the music and have produced highly
personal images. They
have a very good understanding of how to use tone to describe form
and create atmosphere. They produced their work in several stages,
adapting it as they went along.
The pupils discussed the work of the Austrian artist Gustav Klimt, exploring his use of decorative elements in portraiture. They made drawings of each other dressed in large white sheets. These were enlarged and the large white areas of the sheet decorated in the style of Klimt using a range of materials. This pupil has looked hard at the artists work and developed their own patterning and colouring techniques in response. They have used metallic papers, paint and collage. The final piece shows good awareness of the visual elements. By restricting themselves to a basic palette they have allowed pattern and texture to show through more strongly.
•
•
•
Faces Project
•
Pupils responded to the theme of “Faces” They began by working with mirrors looking at basic facial proportions and using tone to represent form They used the Internet and other sources to explore the portrait work of an artist of their choice. They looked at the use of exaggeration and distortion in images of gargoyles and the Green Man. They researched the origins of these images and designed their own, developing them in ceramics and oil pastels.
They were then introduced to the idea of
developing faces based on mechanical forms. They made drawings of machine
parts and looked at the work of Robert Delauney and the Futurist artists,
with a particular view to how they represented movement. Pupils produced a
two-dimensional interpretation of a face replacing all features with
mechanical shapes. They then worked in pairs sharing the best aspects of
their work and inventing new ideas for relief work using card, found
objects, papier-mâché etc
When working individually this pupil has the
confidence to make drawings and work from source materials to develop their
ideas. With encouragement, they are beginning to adapt and modify work as it
progresses. They are beginning to show initiative when exploring and
experimenting with materials and developing understanding of why some
techniques work better than others for different purposes. They are able to
comment on their progress and share ideas about others work.
Colour Project This group represents a terms work.
Pupils explored in depth how to use tone
and colour to represent form. •In the process they explored a range of
materials and learned how to use primary, secondary, tertiary and
complementary colours for specific effects.
With guidance this pupil has developed
confidence in responding to and using objects and other stimulus
materials. Over time they have explored and investigated the potential
of a range of materials. They work with developing control and
skill when using and manipulating materials and show an increasing
ability to combine and organise the visual and tactile elements of tone
and colour to suit their intentions. They made some modifications to
their work as it progressed.
|
|
|
