IPC Specialist Course - MP2 Art Tasks

SPECIALIST COURSE: ART
Drawing Task 1
Research activity
Hold a knowledge harvest to find out what the children know about drawing.
Explain to the children that they are going to practise drawing and ask them
to collect all of the materials they think they will need. Let the children
do this by themselves. Talk about each of the materials the children have
chosen. Have the children chosen a wide range of drawing materials or
have they selected a limited range, e.g. a pencil, eraser and plain paper?
Talk to the children about all of the different materials that are available
for drawing and what each material is used for. For example, when drawing
with pencil, what different types of lead, etc. are available? How will the
drawing look different if you use charcoal instead of pencil?
Recording activity
Put the children into small groups and give each group a different range of
drawing equipment, for example, give one group 2B pencils, another group
charcoal, and so on. Then choose something that the whole class is going
to draw (a still-life object in the classroom, a landscape viewed from the
school grounds, a picture to copy, etc. – at this stage you should choose
something they can look at rather than use their imaginations). Each group
should now draw the object using the materials you have given them. Can
the children work together in their groups to help each other in their work?
When the children have finished drawing, ask each group to talk amongst
themselves about the materials they used and the success they had with
their drawing. Ask each group to make a list of things the material was
good for (e.g. drawing outlines, including detail) and things the material
was not so good for (e.g. changing mistakes, creating depth, etc.) .
Ask each group to present their findings to the rest of the class. The children
can display their drawings for the other children to see and demonstrate
what the material is good for and other things that it is not so good for.
Make a list to put near the art resources listing what each material can be
used for.
You can then ask the children to work in the same groups using a different
material to draw the same object. Can they use the advice the other
children gave them in their work? How do they think the two materials they
used compare? Which of their drawings do they think was most successful?
From Fieldwork Education, part of the WCL Group. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 6
Drawing Task 2
Research activity
Put the children into small groups and ask each group to choose a material
to practise drawing, e.g. charcoal. Encourage the children to choose a
material they don’t normally use and make sure that each group is using a
different material.
The children are now going to practise drawing different things with the
material to investigate it. The children can draw still-life objects, objects
from memory / imagination, landscapes, copy paintings and other pictures,
etc. The children should work in their groups to thoroughly investigate
the materials. They should look at their finished drawings to identify what
the material was good for and what it wasn’t so good for, think about
what they had to do to ‘prepare’ the material for each feature of their
drawing (sharpen pencils, wet chalk, etc.) , think about how they corrected
any mistakes they made, think about how they added detail, etc. to their
drawings and so on.
Give the children a little more time here to play around with their material
based on what they experienced in their drawing. For example, if a child
tried to change a mistake using charcoal by rubbing it with their finger,
could they also use an eraser / cover up the mistake with more charcoal,
etc? If a child found it difficult to add shading using a sharp pencil, does it
work better if the pencil is blunter? Ask the children to think about each of
the problems they encountered and to investigate to find a solution to each
of these.
Recording activity
Once the children have done this they are going to teach the other children
how to use their material. Ask each group to work with another group to
show their drawings, talk about what happened and show them how to use
the materials. Rotate each group so that the children learn how to use each
of the materials.
When all the children have learnt about each of the materials, have a class
discussion to highlight what the children found out. Make a class list for
each material, detailing what each material is good for and what it isn’t
so good for. Include information on how to ‘prepare’ the material, how to
change mistakes, etc.
Now let the children try out the materials by themselves.
Drawing Task 3
Research activity
Explain to the children that they are going to look closer at different drawing
techniques. The children can teach each other techniques for drawing
different objects (e.g. by breaking them down into dominant shapes), you
can demonstrate different techniques for them (e.g. how to draw a face)
and they can visit websites like: www.radicalman.com/tips/main.htm for
information on how to draw accurately.
Recording activity
Allow the children to spend some time practising what they have learnt and
encourage each child to demonstrate to another a technique they can do
well.
Drawing Task 4
Research activity
Talk to the children about what they have found out and practised in
drawing and look again at some of the work they have done. Do the
children have any questions to ask you? Are they still having difficulty with
any aspect of drawing? The children can talk amongst themselves to find
solutions to their problems.
Recording activity
Set the children a drawing task. Choose something for them to draw and
allow the children to select their own materials and work by themselves.
The children should choose the appropriate materials for their task and use
suitable drawing techniques to produce their artwork.
Display the children’s drawings around the classroom for all the children
to see and encourage the children to talk about each others’ work and the
materials and techniques they used. Can any of the children offer advice to
improve the work?
Working with Colour Task 1

Research activity
Hold a knowledge harvest to find out what the children know about working
with colour. Do they know how to mix colours? Can they explain why mixing
colours can help improve their artwork? Can they make a colour wheel?
Recording activity
Put the children into small groups. Ask each group to produce a colour
wheel or chart using coloured materials of their choice (paint, pencil, fabric,
etc.) . Encourage the children to experiment with the colours they have and
group them logically.
Display each of the wheels/charts and talk to the children about primary,
secondary, tertiary, complementary colours, etc.
Encourage the children to change their wheels/charts if they need to.

Research activity
Put the children into pairs and allocate each pair a colour. Each pair is
going to investigate their colour, thinking about different shades of the
colour, where the colour can be found in the environment and the different
materials they can use to produce this colour.
Recording activity
Ask each pair to draw up a shade board of their colour detailing the names
of all the different shades of red, for example, and collect together some
objects that have these colours. The children can present what they found
out to the other children, including the names of the different shades of
colour, how they mixed or otherwise produced them to colour in their shade
board and how these different colour shades are found in different things.
Talk to the children about using shades of colour in their work to make
it more realistic, for example, when painting a tree, a fire, the sea, etc.
Encourage the children to practise working with the different colours they
have identified.

Research activity
Explain to the children that they are going to practise working with different
coloured materials. Provide the children with a range of fabrics, paints,
pencils, modelling clay, food dyes, etc. and allow some time for them to
investigate them.
Recording activity
Now put the children into small groups and give each group one of the
materials. Each group is going to use their material to produce a piece of
coloured art.
Now tell the class what they are going to represent in their art (you should
choose something that has a range of colours and shades of colours, for
example a log fire burning in the front room of a cottage). The children
should work in their groups to produce their piece of art using the material
they have been given.
When the children have finished, display the work and ask each of the other
groups to comment. For example, how successful is the art? Are the colours
used suitable? Are the colours they chose realistic? How could they improve
their work? Encourage the children to suggest ways to use the materials
better, for example, adding more yellow-coloured fabric to the fire scene
rather than using only orange and red, mixing paint more thoroughly so the
colours don’t stand out too much from each other, etc.

Research activity
Talk to the children about what they have found out and practised working
with colour and look again at some of the work they have done. Do the
any aspect of colour work? The children can talk amongst themselves to
find solutions to their problems.
Recording activity
Set the children a colour task. Choose something for them to represent, e.g.
a wave crashing against the cliffs, a forest scene, etc. and allow the children
to select their own materials and work by themselves. The children should
choose the appropriate materials for their task and use suitable colour
techniques to produce their artwork.
Display the children’s artwork around the classroom for all the children
to see and encourage the children to talk about each others’ work and the
materials and techniques they used. Can any of the children offer advice to
improve the work?
Painting Task 1
Research activity
Talk to the children about any painting they have done before. What did
they use? What did they paint? Did they enjoy it? Talk about all the different
things you can use to paint with and all the different types of painting there
are.
As a class, experiment with paint and painting using a variety of materials,
for example: brushes; cotton swabs; fingers; toes; toothpicks; twigs;
feathers; old toothbrushes; sponges.
Encourage the children to mix things in with the paint to produce different
textures, for example: sand; flour; glitter; soil, etc.
Recording activity
Spend an afternoon experimenting and talking about the different ways the
children have used paint and other materials to produce art.
Painting Task 2
Research activity
Talk to the children about some painting techniques and explain that they
are going to paint a 2D picture (flat). Talk to the children about what they
know about colour, paint textures and types, different brushes and other
materials, etc.
Teach the children some techniques to add depth to their paintings, e.g.
shading, use of colour, size, etc. Explain the differences between painting
and drawing when working to make a realistic painting and encourage the
children to try these out.
Recording activity
Choose something that the children are all going to paint together, for
example a still-life object in the classroom, a tree in the school grounds,
etc. When the children have finished their paintings, display them around
the classroom and let the other children look at them and decide which one
they like best and why. How would the children change their paintings to
make them better?
Painting Task 3
Research activity
Explain to the children that they are going to paint something on a surface
that isn’t flat. Teach the children about the differences between painting
on a flat surface and painting on a different type of surface and let them
practise on small models, etc. Ask the children how their painting changes.
Do they need to consider depth, light, texture, etc? How does this affect the
material they use to paint with?
Recording activity
Allow the children some time to experiment with different materials and
techniques in a pair or small group and feedback to each other what they
found out.
Painting Task 4
Research activity
painting and look again at some of the work they have done. Do the
any aspect of painting? The children can talk amongst themselves to find
Recording activity
Provide the children with a range of objects that they are going to paint.
Include the following and add any other objects you want to:
• An outline of a picture on a flat piece of paper
• An outline of a picture on a flat piece of cardboard
• A 3D model
You can also include masks made of fabric, balloons, or employ the help of
other children (for face and body painting).
The children should choose one of these objects to work with and collect
together all the materials they will need (supervise this carefully for the
face and body painting). The children can then practise what they have
learnt about using suitable materials and techniques in painting and
complete their piece of art.
Display all of the artwork and ask the children to comment on each piece.
Did each child choose suitable materials and techniques? If not, what might
have worked better? Do the 2D paintings show depth and are they realistic?
Did each child paint accurately? Allow the children to comment on each
others’ work and, if necessary, let them try it again.
Collage Task 1
Research activity
Show the children different examples of collages and talk about what
a collage is. What makes a collage different from any other type of art?
Do collages tend to have a ‘theme’ or ‘story’ to them? Hold a knowledge
harvest to find out what the children know about collages.
Let the children work on their own to make a simple collage. Let them
investigate how to stick materials, what materials work well in a collage,
etc. Don’t offer them any help at this stage as they can investigate by
themselves what materials and techniques can work well in this medium.
Recording activity
Ask the children to show their collage to the other children and talk about
what they did. Is there any material or technique they tried to use that didn’t
work? What do they think worked well in their collage? What didn’t work so
well?
Ask the children to give each other advice on suitable materials and
processes to make a collage.
Collage Tasks 2, 3
Research activity
Choose one of the collages you have looked at. Talk to the children about all
the different materials that the artist has used and the different techniques
they have used to make the collage.
Recording activity
Ask the children to demonstrate the techniques that they know how to do to
each other. Teach the children some techniques that they don’t know how to
do or could improve.
Talk to the children about the range of materials they can use in a collage.
They can use fabrics, photos, pictures cut out from magazines, beads and
thread, etc.
Collage Task 4
Research activity
Talk to the children about what they have found out and practised making
collages and look again at some of the work they have done. Do the children
have any questions to ask you? Are they still having difficulty with any
aspect of making collages? The children can talk amongst themselves to
Recording activity
The children can now work together to make a class collage using the
techniques they have practised. You can allocate a part of the collage to
each child, or put the children into groups and allocate each a part to
work on. You can give the children/each group a theme within the theme,
for example, within the theme of ‘our class’ one group could work on
‘lunchtime’, another on ‘getting to school’ and so on.
Encourage the children to choose from a range of materials and equipment
provided by you.
When they are finished, you could invite younger children or parents and
other teachers into the classroom to see the collage. Each child could also
talk a little about what they have done and why.
Sculpting Tasks 1, 2
Research activity
Talk to the children about the different modelling and sculpting materials
that you have available at school. Do the children know how to use each
of them? Do they know what each can be used for? Ask the children to
demonstrate some of the things they can do with each of the materials
they know how to use, or explain how they sculpted something in an earlier
class.
Recording activity
Now spend some time showing the children some different techniques they
can use to sculpt using each of the materials you have at school. Talk to the
children about what each of the materials can be used for, the equipment
you need, etc. Let the children spend some time experimenting with the
different materials and feedback to each other what they found out.
Don’t forget that you can also sculpt using dough (which you can then bake),
balloons, and many other materials.
Sculpting Task 3
Research activity
Put the children into small groups and give each group some basic
sculpting material (e.g. plasticine). Ask each child to think of simple objects
they can sculpt, or give each child some cards with simple objects written
on them. The children take it in turns to sculpt their object for the other
children to guess what it is. They can guess before the child has finished
sculpting, or wait until the end.
Recording activity
Do the children think each object looks like it should? What would they
change to make the objects more realistic? Encourage the children to look
at how each of them sculpts, to pick up ideas to help them in their own
work.
Sculpting Task 4
Research activity
sculpting and look again at some of the work they have done. Do the
any aspect of sculpting? The children can talk amongst themselves to find
Recording activity
Find out what the children have been doing in another class (e.g. studying
dinosaurs, volcanoes, etc.) . Explain to the children that they are going to
sculpt something along this theme and should decide what they would like
to make. Encourage the children to look at pictures of the thing they have
chosen and build up a clear idea of what it looks like, how many parts it
has and how they can make it. Let the children work alone to collect the
materials they need and use the appropriate techniques to sculpt their
object.
Display the sculptures around the classroom and encourage the children
to talk about their work, thinking about how successful it is and what they
would change if they were to do it again.
Art and ICT Task 1

Research activity
Talk to the children about art equipment and materials. What do you
have available at school? Have the children ever used computers in their
artwork?
Show the children some artwork produced by using the computer. You could
show them their own images scanned in and repeated to form a pattern,
some basic graphic design, colour work, etc. Talk to the children about why
people use computers in art and the things it is best suited for.
Now choose a software programme you have available at school to show
the children, for example, a paint or draw programme, scanning equipment,
a photo manipulation programme, etc. Demonstrate some basic things you
can do with the programme to the children and ask them to take notes of
how you do each thing. For example, you could change the colour of a piece
of work, or you could colour something in. Let the children try it out under
supervision.
Recording activity
Now give the children some colour work to do on the computer. They can
change the colours of an object you have drawn, or change colours on a
scanned image (perhaps some of their own work). Teach the children how
to select and mix shades of colours using the software you have available
(you can even do this in MS Word). Make sure the children take notes about
how to do each of these things to refer to later.
Art and ICT Task 2

Research activity
Using a draw programme, teach the children some basic art techniques, for
example, drawing lines and simple shapes like circles and squares. Using
these basic shapes, can the children produce a simple figure (for example
a stick figure)? Show the children how to do this and then let them practise
for themselves.
Recording activity
Talk to the children about why artists use computers in their work. For
example, the art of comics is created using computers for a number of
reasons, including because it is easier to change mistakes than using a
scanned piece of artwork, the colours are very easy to ‘mix’, the artwork
can be emailed/printed easily, etc. What other art do the children think is
created using computers and why?
Art and ICT Task 3

Research activity
Scan in some photos for the children to use. Demonstrate how photos can
be manipulated and changed using software. Show the children a range of
different things you can do with the photos, like changing colours, removing
‘red eye’, changing the size of the art, adding special effects (like blurring,
creating texture, etc.) . Make sure the children take notes about how to do
each of the things you show them.
Recording activity
Let the children experiment with the photos to see what changes they can
make to them. Print off each of the ‘new’ photos and display them next to
the original photos. Encourage the children to talk about the changes they
have made, how they made them, and which photos they think are best.
Art and ICT Task 4

Research activity
Talk to the children about what they have found out and practised using
ICT in their art and look again at some of the work they have done. Do
the children have any questions to ask you? Are they still having difficulty
with any aspect of this? The children can talk amongst themselves to find
Recording activity
Tell the children that they are going to use the computer to make a virtual
collage. They can scan in photos and drawings, use a draw programme to
create pictures, add and change colours, etc. The children should work in
pairs or small groups to do this.
When the children have finished, print off the collages for the children to
display and talk about. If possible, you could add a section to your school
website to display the collages for other children and teachers to look at.
Each child could also add handy tips on how to create each of the effects.
Photography Tasks 1, 2, 3
Research activity
Ask the children to bring in some photos from home and to talk a little
about each of them. Did they take any of the photos themselves? What did
they use (digital camera, stills camera, etc.)?
If you have a digital camera in your school, show the children some basic
techniques for taking pictures (focus, keeping your hand steady, etc.) and
let the children practise. You can then look at the photos on a computer and
talk to the children about each one.
Look at some photos taken from magazines and newspapers. Talk to the
children about the photos, including the following:
• What is the photo of?
• What else is included in the photo (people in the background, etc.) ?
• Is the photo in focus?
• What about colours?
• Is the photo light enough to see clearly?
• Are there any shadows in the photo?
Talk to the children about each idea and show them some techniques to
make sure that photos come out as well as possible, for example, take the
photo with the sun behind you, or use a flash if taking it indoors, etc.
Recording activity
Ask the children to look at the photos they took the week before. What
would they change about the photos to make them better? The children can
try taking the photos again to incorporate what they have learnt.
Photography Task 4
Research activity
photography and look again at some of the work they have done. Do the
any aspect of photography? The children can talk amongst themselves to
Recording activity
Put the children into small groups and give each group access to some
photo equipment (they might have to take it in turns if you only have access
to one camera). Each group is going to produce some photos to describe
the lives of the children in each group. For example, if one of the children
likes sport, they could take photos of him/her playing football. If another
child rides a bike to school, they could take a photo of him/her doing this.
Encourage the children to use their imaginations in their work.
The children should now present each of their photos. They could make a
photo album or a photo collage, or scan the photos into the computer and
use software to present them (e.g. a Power Point slide-show). They should
group and display the photos logically and then display the album/collage
for the rest of the class.
Each group should look at the work of other groups and comment on their
work. Were all of the photos successful? Are they easy to see and in focus?
Is it clear what each photo is of? The children should comment on how the
photos could be improved or give ideas about other photos they could add.
Printing Task 1
Research activity
Ask the children to look at fabrics in the classroom (their own clothes, bags,
classroom curtains, etc.) and look carefully at the patterns or pictures that
are on each thing. What are the patterns / pictures of? How do the children
think each pattern / picture was put onto the fabric?
Spend an afternoon with the children talking about the different ways of
putting patterns / pictures onto fabrics and demonstrate some simple
printing techniques (using sponges and paint, etc.) .
The children can copy you and recreate a design that you produce onto
some scrap fabric.
Recording activity
Talk to the children about their work. Did they use too much paint? Are
the shapes they have used easy to see? Did they press the sponge hard
enough? Is their pattern pleasing to look at? Offer the children advice to
help them improve their work and, if necessary, ask them to copy your
design again.
Also ask the children to identify which paints and equipment are suitable
for printing onto fabric. Do they work on all types of fabric? Did they have
to water-down or thicken up paint for it to work well? Did some materials
leave a smudged pattern? Ask the children to group together all the
materials that are suitable for printing onto fabric.
Printing Task 2
Research activity
Provide the children with a range of coloured fabrics. Also provide the
children with some basic printing (stamp) materials, for example, sponges,
vegetables cut into a shape, etc. Explain to the children that almost
anything can be used to stamp patterns or shapes (like vegetables) and ask
them to think about what they would like to use. Put the children into small
groups and give them a range of printing materials.
Let the children spend some time trying out the different materials,
creating different patterns or pictures.
Recording activity
When the children have finished, ask them to show their work to other
children and talk about what they found out. Were any of the materials they
used unsuitable for the fabric? How did the colour of the fabric affect the
colour of their design? Did the thickness or texture of the material affect
how much paint or what type of printing material they could use?
Have a class feedback session and make a class list of the materials you
have available and what they can be used for.
Printing Task 3
Research activity
Explain to the children that in this task, they are going to experiment with
printing using lots of different materials: their hands and feet, sponges,
vegetables, etc. Ask the children to select a range of possible printing/
stamping materials and think about what shapes they would like to make.
The children should cut the shapes they want to use into the sponges /
vegetables, etc. using safety scissors (and under supervision!) and begin
work. Encourage the children to use their imaginations!
Now the children are going to try out their shapes on different materials.
Provide paper, fabric, sculpted material, plasticine models, etc. and let
the children begin work. How does the material you print onto affect the
quality of your design? Ask the children to think about this and talk to other
children about this. For example, do you need more paint when printing
onto paper than onto fabric? Do shapes change (e.g. from bleeding paint)
when you print onto fabric? Is it possible to print something onto plasticine?
Do you have to rethink your design when working with a 3D model? Do your
shapes ‘fit’ onto a surface that isn’t flat?
Recording activity
Ask the children to feedback what they have found out to the rest of the
class and suggest solutions to the problems they encountered.
Printing Task 4
NOTE FOR THE TEACHER
A few days before you begin this activity, send a letter home to the children’s parents
asking the children to bring in an inexpensive, plain T-Shirt for this activity (if this is not
possible, you could provide the children with fabric from the school). The children can also
use old training shoes, tote bags, etc. for this.
Research activity
Talk to the children about what they have found out and practised in printing
and look again at some of the work they have done. Do the children have
any questions to ask you? Are they still having difficulty with any aspect
of printing? The children can talk amongst themselves to find solutions to
their problems.
Explain to the children that they are going to print their own T-Shirts. Talk
to the children about what they have found out about printing onto fabric
so far. What do they need to consider? (paint leaking through, paint ‘bleed’,
etc.) . What materials can they use?
Ask the children to think about and make a sketch of the design they would
like to make on their T-Shirts. Put the children into pairs and have them put
on each others T-Shirts to see if their design will work. For example, if they
want a straight line running around the T-Shirt, do they need to consider
whether what a straight line looks like when the T-Shirt is laid flat on a
table, will look the same when they are wearing the T-Shirt?
The children can mark the T-Shirt using pencil to help them see if their
designs will work.
Recording activity
Let the children design their T-Shirts. Make sure the children leave the
T-Shirts to dry thoroughly before moving them.
When all the T-Shirts are dry you could have a class fashion show to model
them.
Note: If the children have experimented with T-Shirt printing before,
encourage them to try printing onto old training shoes, bags, etc. or to try
tie-dyeing a T-Shirt.

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SPECIALIST COURSE: ART

Working with Colour Task 1

Working with Colour Task 2

Working with Colour Task 3

Working with Colour Task 4

Art and ICT Task 1

Art and ICT Task 2

Art and ICT Task 3

Art and ICT Task 4

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