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Art and Design

School Closure- Remote Learning Opportunities

 

Below are a range of different links to a range of different learning opportunities to use during the school closures. Explore and enjoy!

 

Live streams:

http://www.robbiddulph.com/draw-with-rob - drawing with Rob Biddulph on Tuesdays and Thursdays.

 NEW = Frida Kahlo online art webinar for 10-13 year olds (or interested younger children) Tuesday 26th May at 10.30 - 12.

Go to www.eventbrite.co.uk to buy tickets.

 

General Art:

https://www.youtube.com/channel/UCHRHILY0t3i5VvKEeFMoJxw – drawing cartoons with Steve Harpster. 

https://artfulparent.com/top-10-art-activities-for-kids/ - tried and tested favourite art activities for children.

https://www.tate.org.uk/kids - things to make, games quizzes and artists to explore - be inspired and create!

https://www.paulcarneyarts.com/ - ideas of drawing and other art to do at home.

http://www.cambridgecandi.org.uk/projects/reimagine/events#creative-care-invitations - ways to get involved with our friends at CCI who we have worked closely with before. Use your imagination.

 Why not have a go at some of these at home.

 

Blossom Trees

Paint or draw the trunk and branches of a tree, and decorate with either tissue paper or fingerprints in pretty blossom colours.

 

Bubble paint flowers 

Mix some paint, water and washing up liquid in a bowl. Blow with a straw and make a mound of bubbles, then delicately place a piece of paper over the bubbles to get an amazing bubble print. You can make flowers that look just like hydrangeas .

 

Rain + Sun = Rainbow mobiles

Use a coat hanger or branch and hang a sun, rain drops and rainbow from it.

 

Baby turtle gods eyes

Get 3 lolly sticks and stick them together in a star shape. The cross over wool around the centre to make it secure. Wind the wool round the sticks, going over 2 sticks, then round the 2nd, go over the next 2 sticks and round the 2nd, and carry on. You can change wool colour whenever you like. Just tie off the first colour and tie on the next. When the wool gets near to the ends of the lolly sticks stop. Add a face, 4x claws and a tail on the lolly stick ends to create your turtle baby.

 

Tape resist art (Mondrian style)

Use masking tape on paper to create a crisscross pattern  lots of geometric shapes. Paint/colour the shapes (using a sponge can create a fantastic effect) and then carefully pull off the tape. You can also do this on a wall, fence or path with chalks.

 

Ladybug Rocks

Paint smooth round pebbles as ladybirds or bees and put them in the garden to add colour. if you add PVA glue to the paint it acts like a varnish and the paint lasts longer.

 

Make a windsock

You can use a plastic bottle, or old tin (make sure that all edges are smooth so it is safe) or just roll up some paper to create the body of the windsock. Then add ribbons or long strips of paper. Hang in a tree or somewhere where you can see the windsock and be able to tell which way the wind is blowing.

 

Simple origami

There are lots of websites showing you how to make your own stars, boxes, fish, dogs etc. You could have a go at trying to make your own farmyard or zoo!!

 

Parachutes

Cut out a square of plastic bag and make a small hole in the top. Tie wool or string onto each corner and tie them all to a 'person'. You could make one from pipe cleaners, or add a lego man or something similar. 

 

 

 

We love to be creative at The Round House as you can see by our beautiful displays around school.

We all have sketchbooks to explore different ideas and become confident at having a go before we produce our final pieces. We develop a range of art and design techniques using different tools within drawing, painting, printmaking, textiles and 3D design.

We enjoy finding out about great artists, architects and designers throughout history and in other cultures, that often inspire us to come up with  ideas for our own work. Who knows? Maybe one day in the future someone will be researching the artwork of someone who went to The Round House!

Part of our process is to plan, and then review, saying what we think about our creation, and if there is anything we would do differently next time.

We are extremely lucky to have artists visit us regularly for a range of topics during the year. 

Some of our most talented artists produce work for the St Neots Summer Art festival, where themed work from schools across St Neots is exhibited in local shops and businesses, and we also exhibit in the local library if you fancy a visit.

National Curriculum Programme of Study 

 

 

Art and Design Progression Document 

 

How we teach art and design at The Round House: 

The school uses a variety of different teaching and learning styles in art and design lessons and within ICE Zone sessions. Our principal aim is to develop the children’s knowledge, skills and understanding in art and design and we use a variety of teaching and learning styles in order to achieve this. The use of the ICE Zone learning within KS1 and LKS2 gives children a rich learning environment, in which they are immersed within the topic that they are studying. This in term creates a love of learning within the children. Combining this with whole class teaching in years 5 and 6, we believe that our school provides children with a broad range of learning opportunities throughout their primary education.   

 

We believe children learn best when:  

  • They are provided with opportunities to work independently or collaboratively.  

  • They are encouraged to ask as well as answer art-based questions.  

  • They are able to explore creatively using different materials and mediums.  

  • They have access to secondary sources such as books, paintings, sculptures and photographs.  

  • They are shown methods and techniques to implement into their artwork.   

  • They are encouraged to use a range of different resources.  

  • They are able to use non-fiction books, internet and videos for research.  

 

We recognise the fact that we have a wide range of children within our classes, and so we provide suitable learning opportunities for all children by offering a variety of different ICE Zone activities for pupils with KS1 and LKS2, as well as providing differentiated work within years 5 and 6.   

  

The role of the teacher should include:  

Providing children with both taught art and design lessons and the opportunity to explore through more independent activities is, we believe, integral to the teaching of art and design.   

Taught art and design lessons will encourage pupils to engage in class discussions, where children are given the opportunity to ask and answer art and design questions.   

 

ICE Zone art and design activities will often be carried out by children after having had an initial teacher-input, which gives pupils the opportunity to work independently to demonstrate their understanding of a topic and to explore this further. The children enjoy the opportunity to carry out independent learning, asking and answering questions linking to specific topics. 

 

Teachers and teaching assistants in classrooms and the ICE Zones are clear with the expectations of work within art and design sessions and this is explicitly taught to all pupils through modelling and discussion.   

Specific success criteria that link to aspects of required learning are used within each activity to help children when completing activities.  

 

Teachers will make sure that:   

  • access to resources will allow children to make choices about their own work   

  • children are given the opportunity to discuss existing pieces of art, as well and create new ones  

  • examples of existing pieces of work by famous artists are used in exploration stage to engage children and foster an understanding of the larger cultural context of art and its historical significance   

  • resources provided will support the variety of abilities and needs  

  • children are given opportunities to evaluate their work and the work of their peers  

  • each year, children will have the opportunity to use a range of different resources  

  

Teaching within the ICE Zones:  

Every day, the children in both Years 1/2 and in Years 3/4 are split into two groups. One group stays with the class teacher and the other goes out into the ICE Zone. Here they work with experienced TAs on their foundation subjects. Teachers are timetabled on a weekly basis to lead whole class sessions in the ICE Zone on a range of foundation subjects, including art and design. Every single subject is spread across both ICE Zones so the children receive the best experiences possible.  
  

Teaching within EYFS:  

Within the EYFS, the arts falls within Expressive Arts and Design. At The Round House, children's creativity is extended by the provision of support for their curiosity, exploration and play. Staff develop a child's imagination, creativity and their ability to use a range of media and materials. Children are provided with opportunities to explore and share their thoughts, ideas and feelings through a variety of art, music, songs, movement, dance, imaginative and role-play activities. All of these approaches to expressive arts, help children to represent and understand their own feelings and ideas.    

  

Planning:  

Using the National Curriculum, every term, Year 1/2 and 3/4 teachers from the DLPT meet and collaboratively plan this intensive curriculum. As a group, every foundation subject is discussed and planned meticulously to link with the children’s topic.  The teachers also take ownership of the unit and introduce the topics to the children at the beginning of every term. Throughout the term, the teachers have a continuously updated overview of how and what the children are learning.  

 

Likewise, Year 5/6 teachers from The Round House work together to plan all foundation subjects in a similar manner, with the aim being that all lessons will relate to a specific topic which the children will be exploring that term. With the termly topics operating on a two-year cycle, all national curriculum objectives will be covered at the end of such cycle.   

 

Useful websites 

 

Policy document 

 

Examples of Children’s work