Expressive Arts and Design
Expressive Arts and Design
Embedded Files
Creating With Materials
Creating With Materials
INTENT: To explore and use pencils and card to express their feelings.
IMPLEMENTATION: The children learned all about the Zones Of Regulation this week by reading The Colour Monster story! We then thought it would be a great idea to make our own feelings jars for the classrooms. We coloured in bits of card yellow, green, red and blue ready to put in the jars- these colours represent 4 of our emotions.
IMPACT: The children demonstrated their pencil grip skills by colouring in pieces of card. They discussed their feelings as they were colouring.
INTENT: To create a Christmas picture.
IMPLEMENTATION: In Maths this week the children used their knowledge of shapes to create a picture of a Christmas tree. This allowed for us to finger paint on some decorations in art. The Reception children did this by using different fingers for different colours and made a pattern of finger prints on their trees- they all looked amazing!
IMPACT: The children can now apply their maths knowledge to other subjects and create a picture using new materials.
INTENT: To work collaboratively with my classmates to create the cover of our floor book.
IMPLEMENTATION: During this art lesson the Reception children learned what the word collaborate means and why it is important to be able to work well with others. We then painted our handprints and pressed them into some plain paper. These were then cut out and stuck in a circle on our floor books. This created a great front cover that represents how well we can all work together.
IMPACT: The children are now beginning to understand how to work collaboratively to create things.
INTENT: I can create a paper pumpkin using paint and pen.
IMPLEMENTATION: In class we discussed that some people carve pumpkins towards the end of October. We had a look at pictures of some great pumkin carving creations and decided to make our own using paper plates! We had to paint them orange firs to look like a pumpkin and once they were dried we used a black pen to draw a face. We drew creepy faces, animals, dinosaurs, mice and more! It was so much fun!
IMPACT: The children are starting to develop their painting skills and express their creativity through drawing.
INTENT: For children to use small tools and equipment to create a picture.
IMPLEMENTATION: Children will look at a variety of Aboriginal Dot paintings before making their own from an animal template.
IMPACT: Children will have a better understanding of artistic styles and know how to use different tools to create an effect.
Kandinsky
Kandinsky
CM 3 - Create collaboratively sharing ideas, resources and skills.
Children will learn about the way Kandinsky uses shapes and colour and make their own art in the style of Kandinsky.
INTENT: To use circular motions to create circle and spirals representing fireworks.
IMPLEMENTATION: Children to practice different circular and spiral motions with hands and fingers before trying to recreate them on paper with chalk.
IMPACT: All Children will use taught actions to make the shapes of fireworks on large sheet of paper.
INTENT: To draw concentric circles in different colours.
IMPLEMENTATION: Children to look at Kandinsky’s circle paintings and learn how to draw and colour in circles starting from the centre of their paper.
IMPACT: All Children will draw and colour in a series of circles on paper to add to a whole class circle picture in the style of Kandinsky.
INTENT: Add paint to circle painting in the style of Kandinsky.
IMPLEMENTATION: Use the circle stamped pictures to fil in the circle with watercolour paints.
IMPACT: Children can create a painting in the style of an artist.
For children to
For children to
This artist has made a circle picture in the style of Kandinsky.
This artist has made a circle picture in the style of Kandinsky.
This artist has started to apply blocks of colour to the circles.
This artist has started to apply blocks of colour to the circles.
For children to
For children to
This artist has made a circle picture in the style of Kandinsky.
This artist has made a circle picture in the style of Kandinsky.
They have improved their technique by keeping colour within the lines of the circles.
They have improved their technique by keeping colour within the lines of the circles.
For children to
For children to
This artist has made a circle picture in the style of Kandinsky.
This artist has made a circle picture in the style of Kandinsky.
They have developed their technique by adding detail with multiple colours for multi-layered circles.
They have developed their technique by adding detail with multiple colours for multi-layered circles.
INTENT: For children to understand how art tools and resources can be used to create an effect.
IMPLEMENTATION: Children will use use watered down paint , brushes and use a flicking technique to create a firework effect.
IMPACT: That children will begin to understand how tools and materials can be used in different ways to create an effect..
INTENT: Children will know how to compose 2-D shapes to create an image.
IMPLEMENTATION: Children will identify the 2-D shapes being used and then glue them to a template to make a picture of Big Ben.
IMPACT: Children will understand how different materials can be used to create an artwork.
INTENT: I can make a magic wand.
IMPLEMENTATION: Children to add pipe cleaners and star stickers to make their wand.
IMPACT: Children can use different materials to create a wand.
INTENT: DT Substantive- Children can spread ingredients with a knife or spatula.
IMPLEMENTATION: Children can use a bunny template on a piece of card to stamp around using different colours. Then use a spreader to add glue to the bunny for a bunny tail.
IMPACT: Children can use stamps and spreaders to construct an Easter card.
INTENT: CM ELG 1 - Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;
IMPLEMENTATION: Children to use celery sticks to make a bouquet of flowers picture for Mother’s day.
IMPACT: Children can use natural stamps to make a card for Mother’s day.
Winter Paintings
Winter Paintings
CM 1 - Explore, use and refine a variety of artistic effects to express their ideas and feelings.
CM 2 - Return to and build on their previous learning, refining ideas and developing their ability to represent them.
INTENT: I can paint a background for a picture.
IMPLEMENTATION: During this art lesson the children were taught what a background was. We then learned all about watercolour paints and how we could use them to create a sunset background. We then did this all by ourselves!
IMPACT: All Children will paint a background using watercolour paints.
INTENT: To use stamps to add detail.
IMPLEMENTATION: Within this lesson the reception children learned all about stamps. We then used circular stamps and white paint to create a snowman on our watercolour backgrounds from last week!
IMPACT: All Children will draw stamp two circles of different sizes on their backgrounds to create a snowman image.
For children to create a winter image using their cutting and stamping skills.
For children to create a winter image using their cutting and stamping skills.
This artist has used fantastic stamping techniques to create their snowman.
This artist has used fantastic stamping techniques to create their snowman.
This artist has started to develop their cutting skills.
This artist has started to develop their cutting skills.
For children to create a winter image using their cutting and stamping skills.
For children to create a winter image using their cutting and stamping skills.
This artist has used great percision when colouring to create their winter image.
This artist has used great percision when colouring to create their winter image.
They have improved their technique by trying to cut as close as they could to the lines of their hat and scarf.
They have improved their technique by trying to cut as close as they could to the lines of their hat and scarf.
For children to create a winter image using their cutting and stamping skills.
For children to create a winter image using their cutting and stamping skills.
This artist has demonstrated brilliant cutting and stamping skills.
This artist has demonstrated brilliant cutting and stamping skills.
They have developed their technique by asking lots of questions in order to progress their learning, resulting in very neat stamping and cutting.
They have developed their technique by asking lots of questions in order to progress their learning, resulting in very neat stamping and cutting.
Mondrian
Mondrian
Mixing Colours
CM 1 - Explore, use and refine a variety of artistic effects to express their ideas and feelings.
CM 2 - Return to and build on their previous learning, refining ideas and developing their ability to represent them.
CM ELG 1 - Children can mix colours.
INTENT: children to learn how to use a ruler to make a straight line.
IMPLEMENTATION: Children practice holding a ruler correctly, pressing down so it doesn't move, and running a pen along to make a line.
IMPACT: Children can make a straight line with a ruler.
INTENT: To learn about primary and secondary colours and what happens when they are mixed.
IMPLEMENTATION: Children to select two primary colours and then find the mixed secondary colour that they will make.
IMPACT: Children know that two colours mixed make a new colour.
INTENT: Children to add primary and secondary colours to their line picture.
IMPLEMENTATION: Children to choose two primary colours to add to their picture, then mix a secondary colour using their chosen primary colours.
IMPACT: Children can add the correct primary and secondary colours to finsh and picture.
For children to create a lines and colours picture in the style of Mondrian.
For children to create a lines and colours picture in the style of Mondrian.
This artist has used mixed colours and lines.
This artist has used mixed colours and lines.
This artist has started to keep paint within the boundaries of line.
This artist has started to keep paint within the boundaries of line.
For children to create a lines and colours picture in the style of Mondrian.
For children to create a lines and colours picture in the style of Mondrian.
This artist has used straight lines and primary and secondary colours.
This artist has used straight lines and primary and secondary colours.
They have improved their technique by keeping within the boundaries of the lines.
They have improved their technique by keeping within the boundaries of the lines.
For children to create a lines and colours picture in the style of Mondrian.
For children to create a lines and colours picture in the style of Mondrian.
This artist has used primary colours
This artist has used primary colours
and mixed their own secondary colour.
and mixed their own secondary colour.
They have developed their technique by making their lines uniform and straight and keeping colour within the boundaries of the lines.
They have developed their technique by making their lines uniform and straight and keeping colour within the boundaries of the lines.
Frida Kahlo Self-Portraits
Frida Kahlo Self-Portraits
CM ELG 1 - Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function;
CM ELG 2 - Share their creations, explaining the process they have used;
For children to create a self-portrait in the style of Frida Kahlo.
For children to create a self-portrait in the style of Frida Kahlo.
This artist has used colour effectively.
This artist has used colour effectively.
They have added some detail to the features and some detail to the background in the style of Frida Kahlo.
For children to create a self-portrait in the style of Frida Kahlo.
For children to create a self-portrait in the style of Frida Kahlo.
This artist has used colour effectively.
This artist has used colour effectively.
They have added details to the features and have added details to the background in the style of Frida Kahlo.
For children to create a self-portrait in the style of Frida Kahlo.
For children to create a self-portrait in the style of Frida Kahlo.
This artist has used colour effectively.
This artist has used colour effectively.
They have added detail to the features and enhanced elements of the portrait through mixed media.
They have added details to the face and background in the style of Frida Kahlo.
They have added details to the face and background in the style of Frida Kahlo.
Bridges and Engineers! (DT)
Bridges and Engineers! (DT)
INTENT: I know who Brunel was, what an engineer is, what a bridge does and is used for.
IMPLEMENTATION: Within this lesson the children learned all abour engineers, bridges and Brunel!
IMPACT: The children now understand what an engineer is.
INTENT: I can use scissors safely, explore how to fold, roll and join materials.
IMPLEMENTATION: During this DT lesson, the EYFS children learned all about cutting, rolling and joining techniques using paper, tape and glue!
IMPACT: The children have developed their building with materials skills!
INTENT: I can explore how to build strong bridge structures using construction toys by experimenting with design techniques such as overlapping pieces.
IMPLEMENTATION: On this day, the Reception children used their construction toys to build! The experimented to see how they could make their models strong- they found overlapping was the best!
IMPACT: The children now know how to build strong models using construction toys and understand what experimenting means.
INTENT: I can build a bridge using my design and talk about what went well.
IMPLEMENTATION: In their final DT lesson of term 5, the EYFS children follwed their plans to build their own bridge!
IMPACT: The children now know how to follow their plan and know how to use the opinion to evaluate their work.
Being Imaginative & Expressive
Being Imaginative & Expressive
Exploring sounds and celebration music
INTENT: Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
IMPLEMENTATION: To explore using voices to make a variety of sounds
IMPACT: Children able to make different sounds and mimic sounds.
IMG_9861.MOVIMG_9864.MOVINTENT: BI&E 1 - Listen attentively, move to and talk about music, expressing their feelings and responses.
IMPLEMENTATION: Children to explore the Magical Music Garden and find high and low sounds.
IMPACT: Children are starting to learn about pitch and tone and how to make high and low sounds.
INTENT: Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions.
IMPLEMENTATION: Children to repeat sounds and actions to develop a body percussion sequence.
IMPACT: To explore how to use our bodies to make sounds.
INTENT:Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.
IMPLEMENTATION: Children to explore different instruments and play them in turn.
IMPACT: To explore the sounds of different instruments.
INTENT: Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.
IMPLEMENTATION: Children can listen to sounds in the environment and mimic them vocally.
IMPACT: To identify sounds in the environment and differentiate between them.
IMG_2934.MOVIMG_2932.MOVINTENT: Children can use a wand as a prop.
IMPLEMENTATION: Children to use their wands and a magic book to cast a spell.
IMPACT: Children can use their imagination and props in play.
INTENT: To learn about music from another culture, particularly when related to the festival of Diwali
To respond to music with movement
IMPLEMENTATION: Children to learn about the festival of Diwalil and learn a dance to music to celebrate it.
IMPACT: Children can talk about Diwali is celebrated through music, dance and light.
IMG_0534.MOVINTENT: To learn about music from another culture, particularly when related to the festival of Hanukkah.
To learn the names of some traditional Jewish musical instruments.
To play and move to traditional Jewish Hanukkah music.
IMPLEMENTATION: Children to repeat the names of the traditional Jewish instruments and use them as they talk. Play the tambourine or cymbals in time to the song, while joining in with the lyrics.
Do some of the basic steps to the Hora without music.
IMPACT: Children to play and move to traditional Jewish Hanukkah music.
IMG_0593.MOVIMG_0594.MOVIMG_0977.MOVINTENT: Children will learn about the festival of Kwanzaa. ‘Kwanzaa’ means ‘first harvest’ and is a special festival held on the day after Christmas Day to celebrate African culture.
IMPLEMENTATION: Can the children join in with the body percussion call and response?
Children can copy and repeat a simple rhythm.
Join in with the Toom-Bah-Ee-Lero.
They can use their imaginations and creativity to find classroom objects to use as drums?
IMPACT: Children to play and move to traditional African Kwanzaa music.
IMG_0980.MOVIMG_0974.MOV
Music and movement
Music and movement
IMG_1482.MOVIMG_1481.MOVINTENT: To understand why songs have actions
To learn some simple Makaton signs to accompany a song
IMPLEMENTATION: Practice the songs 'If you're happy and you know it' and Row, row row your boat' using taught actions.
IMPACT: Children can explain why we might use actions when singing songs.
Children can have a go at learning the Makaton signs.
Children can remember some of the Makaton signs and use them as they sing.
Children are able to suggest actions for the song, ‘If You’re Happy and you Know it?’
IMG_1533.MOVINTENT: To explore beat through body movement
To express feelings and emotions through movement to music
IMPLEMENTATION: Children to practice following the tempo of the music to clap a steady beat to familiar songs.
IMPACT: Children can copy you when you clap/tap to a steady beat.
Children can move to the music, following the steady beat.
Children can express themselves through dance.
IMG_1608.MOVINTENT: To explore pitch through body movement
To express feelings and emotions through movement to music
IMPLEMENTATION: Children to practice showing if a pitch is high or low by moving their hands high or low.
IMPACT: Children can identify the pitch of the music and use their scarves to show this.
Children can respond to the scarf dance song and move in time to the music.
Children can take tempo or beat into account when dancing independently.
IMG_1607.MOVIMG_1607.MOV
Musical Stories
Musical Stories
IMG_2148.MOVIMG_2148.MOVINTENT: Children listen to the lyrics and melody of the 'Teddy Bear's Picnic' and follow instructions to move to the music, changing their movements to reflect the tempo, pitch or dynamic of the piece
IMPLEMENTATION: To listen to the lyrics and melody: “Teddy Bear’s Picnic” by John Walter Bratton and Jimmy Kennedy and recall part of the story.
To move to music with instruction, changing movements to match the tempo, pitch or dynamic of the piece.
To talk about how a piece of music makes you feel
IMPACT: Children can Can the children respond to the music in an appropriate way.
Children can identify how they were feeling when they were dancing to the music.
Children can recall the story behind the song?
Children can attempt to describe the tempo, pitch or dynamic of the song in an age-appropriate way?
INTENT: Children use actions to tell the story of 'The Sleeping Princess' before singing and performing a group song based on the story
IMPLEMENTATION: Children to use actions to retell a story to music. Sing and perform a group song
IMPACT: Children can join in with the actions and try to sing the lyrics.
Children can move in time to the music, responding appropriately to changes in tempo.
Children can sing along to the song, changing volume when necessary.
Children can children able to recall the story behind the song.
IMG_2150.MOVIMG_2153.MOVINTENT: Children write, compose, practise and perform their own musical story based on either their morning routine, the school day routine or anything else that is appropriate for your class
IMPLEMENTATION: To create a musical story based upon a familiar routine
To use instruments to represent moods or actions
To play an instrument as part of a group story
IMPACT: Children can suggest ideas for the morning routine and sequence them correctly.
Children can work together to use and test out the instruments.
Children can make suggestions about which sounds might suit certain parts of the story.
Children can suggest how the instruments might need to be played.
Children can use correct musical vocabulary: pitch, tempo, dynamic etc..
IMG_2149.MOVINTENT: Children perform their musical story based upon a familiar routine, using movement to express moods or actions within the story
IMPLEMENTATION: To create a musical story based upon a familiar routine
To use movement to express moods or actions within a musical story
To play an instrument as part of a musical story and perform as a group
IMPACT: Children can make suggestions about which actions might suit certain parts of the story.
Children can use correct musical vocabulary: pitch, tempo, dynamic etc..
Children can play their instruments or act in the way that has been decided for their part of the story.
Children can enjoy performing for others.
Musical Transport
Musical Transport
INTENT: Exploring the sounds of different types of vehicles.
IMPLEMENTATION: To explore creating sound effects.
IMPACT: Children can differentiate between the sounds of different types of vehicles.
Children can sing the song with a sense of pulse.
Children can create appropriate sounds to represent different vehicles.
Children can create appropriate movements to represent different vehicles.
IMG_2648.MOVINTENT: Exploring and mimicking the sounds of a train.
IMPLEMENTATION: To explore making sounds at different speeds.
IMPACT: Children can imitate the train going on a journey.
Children can follow the score and make appropriate changes in speed.
IMG_2725.MOV
INTENT: Exploring sounds heard on and around boats.
IMPLEMENTATION: To explore moving to different tempos.
IMPACT: Children can make suggestions for sounds they might hear on a boat.
Children can move to the beat during the song.
Children can work with others to move together.
Children can show moving at a different tempo.
IMG_2729.MOVIMG_2726.MOV
INTENT: Exploring and mimicking the sounds of a train.
IMPLEMENTATION: To explore making sounds at different speeds.
IMPACT: Children can imitate the train going on a journey.
Children can follow the score and make appropriate changes in speed.
IMG_2725.MOVINTENT: Exploring sounds heard on and around boats.
IMPLEMENTATION: To explore moving to different tempos.
IMPACT: Children can make suggestions for sounds they might hear on a boat.
Children can move to the beat during the song.
Children can work with others to move together.
Children can show moving at a different tempo.
IMG_2729.MOVIMG_2726.MOVPage updated
Report abuse