Drawing

1. Drawing

2. The Development of children’s drawing. From ages 0 – 11

3. Drawing stage 1- Scribbling 0 – 18months There are 4 stages; • a) Disordered - uncontrolled markings that could be bold or light depending upon the personality of the child. At this age the child has little or no control over motor activity. b) Longitudinal- controlled repetitions of motions. Demonstrates visually an awareness and enjoyment of kinesthetic movements.c) Circular - further exploring of controlled motions demonstrating the ability to do more complex forms. d) Naming- the child tells stories about the scribble. There is a change from a kinesthetic thinking in terms of motion to imaginative thinking in terms of pictures.

4. Drawing stage 2- Symbolic 2 to 4 years In this stage, children are assigning meaning to the shapes they make. The shapes will stand for whatever the child wishes regardless of whether or not it truly looks like it. This stage can often extend beyond the age of four.

5. Stage 3- DescriptiveThis is sometimes called the recognisable symbols stage. Objects are still basic but recognisable as to what they are. Ages 5-7

6. Stage 4- Visual Realism When drawn objects closely resemble the actual object. Ages 8-11 becoming more sophisticated.

7. Using different mediums Pens  Children should be encouraged to experiment with a range of different mediums. Pastels Wax Crayons Pencils Chalks Felt tip pens Charcoal These are just a selection of mediums there are many more. Coloured Pencils

8. Surfaces As well as experimenting with a range of different mediums children should also have the opportunity to draw on a number of different surfaces to see the different effects. Canvas Paper Newspaper Card Handmade paper Sugar Paper

9. Drawing in the early years. Drawing does not have to be confined to simply holding a pencil or crayon and making marks with it. Drawing in mud! Drawing in sand Rice Glitter Drawing within a medium can also allow children to progress, develop and become more advanced with their drawing skills. With chalks on the playground.

10. Techniques Tone Experimenting with tone- Tone refers to the level of lightness and darkness in a drawing. Shading Is a process used in drawing for creating levels of darkness or with a darker shade for darker areas or with a lighter shade for lighter areas. Line The use of lines through different mediums and thicknesses. Fig Leaves, c.1941 Henri Matisse

11. Cross Curricular Links Art can easily be incorporated into most topics whether its based on geography, history, English or maths, or any other subject. Creating illustrations for stories, storyboarding or creating characters- Literacy A Roman Coin- History Simple Maps- Geography. Tessellating Shapes- Maths Shape and Space. Drawing Fruit- Science, PSHE.

12. Sketchbooks A great activity to do with children of any age is to create their own sketchbooks. This can be as simple as stapling or clipping cartridge paper together. The children can then design there own front cover- to make it their own. This gives the children ownership of their work and allows them to have somewhere to experiment and play with a range of techniques and mediums. The sketchbook can also be a good tool for monitoring children’s progression and development.

13. Observational Drawing Observational drawing is perhaps one of the most common drawing activities in school. This can be of whole objects. Or of small sections of objects. This encourages children to look more closely at objects than they normally would.

14. Painting Paint – exploring the potential of paint as a techniques: splodging, squirting, painting. Different media made available for exploring the paint e.g. toy car, feathers, sponges, pipe-cleaners, cotton buds, fingers, etc. Surfaces – explore the different surfaces and the affects they have on paint. This allows children to develop their repertoire of mediums and techniques e.g. newspaper, corrugated cardboard, tissue, handmade paper, plastic, foil, fabric,

15. Colour Theory Children will need to develop a clear understanding of the way colours interact in a dynamic way.

16. Mixing colours in Key stage 1 Basic colour mixing skills. Let the children experiment. Some children may simply enjoy mixing colours and not apply them to paper. You could keep record by placing a piece of paper onto the wet , mixed colours (a mono-print). Show the children’s work value by keeping the colour mixing experiments for a display. Discuss all the colours the children found. You could begin to describe colours like ‘moss‘or 'saffron‘ and refer to DIY colour swatches? Keeping a colour 'diary' is useful for children to reflect on the spectrum of colours the world is made up of. Encourage accidents and chance results - Talk about how contaminating paints can turn into a muddy and undefined mess. Although, there are times when subtle browns and dirty greys are appropriate. There are other times when you want to encourage control, so that your pupils can plan their work and improve their technique.

17. Mixing colours in Key stage 2 • Continue to help children to become more aware of colour, and how it changes. Encourage children to keep a colour 'diary' which allows children to reflect on how objects in the environment change colour over time. • Children could observe and record the changing colours of a tree in school over two months, take photos and compare the colours they have mixed. For upper key stage 2 this will allow the children to become sensitive to subtle changes in colour. • For example, the colour of metal as it rusts; the colour of food as it rots; the colour of flowers as they die, the colour of fruit as it ripens, the colour of peppers as they age, the colours of the sky as day turns through dusk into night, the colours of a landscape view (for example, a hillside or mountain) as day turns through dusk to night, the colour of food as it cooks, colour changes as one chemical solution is added to another. (Cross-curricular links with Science.)

18. Websites • http://www.nsead.org • http://www.accessart.org.uk/ • http://www.tate.org.uk/schoolsteachers/ • http://www.npg.org.uk/learning/schools/primary-schools.php • http://www.arteducation.co.uk/ • http://www.artteaching.co.uk/ (Secondary based, innovative ideas.) • Many great lesson ideas on Teachers TV.

19. Artists Suggested Artists to complement drawing units: • Laurie Lipton • Michelangelo • Raphael • Quentin Blake • W. H. Auden • Winslow Homer • Picasso or Turner sketchbooks

20. Artists • Here are a few Artists who would complement painting units of work: • Kandinsky - an abstract painter that shows a wealth of different colours. • Albrecht Altdorfer • Atkinson Grimshaw • J. M. W. Turner • Artists who have taken the colour wheel seriously and made interesting work from using it: • Sonia Delaunay - 'Electric Prisms' (1914, Musée National d'ArtModerne, Paris). • Paul Klee painted, 'Coloured Circles with Coloured Bands' (1914, Kunstmuseum, Berne). • Georges Seurat used a scientific approach through Pointillisme and Divisionism. • Seurat painted, 'The Bathers, Asnieres' (1883-84, National Gallery, London). • Frank Stella • Gillian Ayres • Pupils will be excited by the colourful excitement of the Fauves (Matisse, van Dongen, Dufy and Derain) and Robert Delaunay such as, 'Windows Open Simultaneously' (1912, Peggy Guggenheim Collection, Venice). • Paula Rego

21. References • http://www.nsead.org • http://www.accessart.org.uk/