Here are my examples from lesson 6.
Good vocabulary possibilities:
Yesterday the page was divided down the middle. Today the background space is divided by lines drawn down and then across. The rectangles are fairly random. A coloured line is then drawn round the edge of each shape – even for the rectangular shapes. Just point out it’s a bit strange! If appropriate you can introduce the word ‘outline’: but again this does not mean what it sounds like. It isn’t ‘out’ – it’s on the edge, and probably on top of or inside the pencil guide line. Remember children can be very literal and it is often appropriate to say it is odd, but that’s what we say.
I found it all too easy to end up with adjacent boxes going to be the same colour but was able to talk to myself and plan how to sort that. Some children find the ‘if I do that, then…’ almost impossible and get very cross when things go wrong. You could maybe use large and small Lego in the three colours to work out how not to get two the same colour next to each other.
This social story resource was for a likeable but volatile child. http://www.tes.co.uk/article.aspx?storycode=6050149 Luckily not all the things really happened the same day!
Some shape drawing is needed and Carla refers to Letter U, Letter L and almond shapes. Many children do not learn the letter names at first and you could describe U as drawing down, round the bottom and up – it’s like the top of a wine glass; L is down and across, like a corner of a square; almonds are tricky – just practise making the curves and pointed ends on a separate piece of paper. Do the top and pause, then the bottom.
You could have a good discussion about how some crayons and markers will spread out like paint when you use a wet brush next to them, and some won’t; the patterns that may occur as the colour and water flow; and maybe how the colours will mix and make a little patch of a new colour. Some water-soluble crayons have a brush motif to indicate this feature.
Watch the video together, talk about what Carla did: what did she get out ready, how did she begin, what came next, and so on. Before you start on yours, list the actions again as you point at your fingers in turn:
- we get everything ready etc. etc.
When you’ve made your paintings, ask the child to report on how the job was done – praise any attempt at a sequenced list of actions in the correct order. Again, point at your fingers to jog the memory of the list. If some of the actions are correct but in an impossible order, try and introduce the idea of ‘coming first’, ‘and then’, and ‘that was the last thing’… like a story.
It’s the end of Kids’ Art Week already – it’s been great fun. It would be good to talk about which lesson was most fun and why. The methods could all be applied to new pictures, changing the task slightly. Scaffolding new work onto a previous lesson not only gives revision of the vocabulary and ideas, but extends the learning in a meaningful way.
The link button should remain operational but in case you can’t make it work here are the direct YouTube links. (But it’s much better to have the text too.)
Lesson 1 (Picasso Dog) https://youtu.be/slYX1OUKuhI
Lesson 2 (Crayon Resist Night Sky) https://youtu.be/P1fO6pxY2EI
Lesson 3 (Leaf Printing) https://youtu.be/Fdq2I_aZGVY
Lesson 4 (Nature Faces) https://youtu.be/OTWwWCbpf8k
Lesson 5 (Oil Pastel and Paint People) https://youtu.be/Ul56NKmsrl0
Lesson 6 (Modigliani portraits) https://youtu.be/koWwUvsMn1k
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