A unit of work exploring Mondrian's Composition in Red, White and Blue.
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Step1
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Using ICT to respond to the masterpiece.
See tutorials on children pages.
Children could be encouraged to design an imaginative composition on the computer.
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Step2
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The child should be enabled to look at and talk about his/her work, the work of others children:
describing what is happening in the painting
the colours and tones chosen
the lines, shapes, texture, patterns, tomes created
how they are arrange in the painting
how colours, materials and tool were used and effects created
what was he/she trying to express
what he/she likes about the painting
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Step3
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The children explore Kandinskys Blue Horse through looking
and responding to the work.
Below are some questions you might use with the classs based on the list on the PCSP website.
What does the painting show?
Are there any buildings? What are
they?
When was the painting made? What
clues are there about this?
Are there any figures in the
picture?
What is the weather like?
What time of the year is it? How
can you tell?
Why do you think the artist
painted this scene?
What size was the original?
What colours has the artist chosen?
Why?
How has it been made
(oil/watercolor/acrylic/pastel/collage etc )?
Look at the brush strokes/marks.
Are they all the same?
How did the artist use paint?
What details can you see in the
picture?
What do you think the artist
wanted you to feel when you look at this
piece?
Shut your eyes. What things do you
especially remember about the
piece?
At
this point it would be a good ideas to have a large clear copy of the
artists work displayed somewhere in the classroom for the children to
look at and respond to. The image of the artists has to be as true to
the original as possible.
Both the style and content of the picture should be explored. |
Step4
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The child should be enabled to look at and talk about his/her work, the work of others children:
describing what is happening in the painting
the colours and tones chosen
the lines, shapes, texture, patterns, tomes created
how they are arrange in the painting
how colours, materials and tool were used and effects created
what was he/she trying to express
what he/she likes about the painting
Children can then look at the two pieces of work (work from step 1
and step 3) and compare them through guided discuss/questioning by the
teacher. |
Visual Arts Curriculum for First and Second Class
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| Strand |
Paint and colours |
| Strand Unit |
Painting |
| Objective |
Explore colours with a variety of materials and media
Discover colour, pattern and rhythm in natural and manufactured objects and interpret them in his/her work |
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| Strand |
Drawing |
| Strand Unit |
Making Drawings |
| Objective |
Experiment with the marks, line, shapes,
textures, patterns and tones that can be made with different drawing
instruments on a range of surfaces
Make drawings based on his/her personal or imaginative life with a growing sense of spatial relationships |
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| Strand |
Paint and Colour and Drawing |
| Strand Unit |
Looking and responding |
| Objective |
Look at and talk about his/her work, the work of other children and the work of artists |
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| Concepts |
An awareness of line
An awareness of shape
An awareness of form
An awareness of colours and tone
An awareness of pattern
An awareness of space |
Websites
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The following are three links
were you will be able to view Kandinsky picture that is described to the
children on the children’s page.
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You
open this web pages at your own risk and I do not accept any
responsibility for any pop ups or other pages that are linked to or
from this site.
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You enter these pages of your
own accord. There other pages that are equally as valid. If
you choice to do your own search on Google type in Kandinsky improv.
Blue Horse
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