Introduction/explicit learning (Linked to syllabus)
VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things. Prompt: Artists: Can you paint a portrait of yourself to share with others? Year 1 have had the opportunity over the last couple of sessions to familiarise themselves with the resources at each centre and collaborate to plan a quality creation. At the artists centre, it was noticed that the students were finding it challenging to draw their head and facial features using the correct proportions. They were not able to use the quadrants on their blank page to assist them in drawing the circle, and facial features in the correct position in relation to their face. The book and examples provided proved difficult for them to follow without the additional supported instruction by a teacher. Students were able to look at themselves in the mirror to identify their features but weren’t successfully noticing the position of their features and were mostly free drawing on their quadrants. They were not noticing the shape/ contour of their features either and were rushing their drawing in order to paint. Students were given feedback and were asked to look carefully at how each quadrant positions certain facial features and attempt to draw a second draft to improve on the position and features of their first attempt. In this session we will focus further on how good artists improve their work by looking carefully and noticing the details to improve on in order to make it look as realistic as possible. Introduction: Explain to the students that today’s learning center focus is based around ‘Planning’ and ‘Creating,’ of their own self-portraits in the Artists Centre, using a mirror and book to help them. Look at the ‘Together we…’ flowchart. Explain to students that to be successful learners in learning centers, we need to work through each process/step of the flowchart. We need to read the prompt carefully, then Plan, Create, Share and Think about what’s next in our learning. Read the prompt: Can you paint a portrait of yourself to share with others? to the students and discuss each bullet point so that students understand what is required of them. Discuss the importance of the planning phase. Explain that artists spend the majority of their time planning, noticing, drawing and redrawing until it looks as realistic as possible. Discuss the importance of getting the feedback of their peers in order to notice something that they can correct and improve on in their drawing. Play the video Austin’s butterfly- https://www.youtube.com/watch?v=hqh1MRWZjms TPS- What does it mean to do an accurate scientific drawing? -Discuss why it’s so important to notice details and draw accurately. TPS- Why is it important to get feedback or critique from our friends? Display 1 student’s draft drawings on the board (x3) and 1 final painted portrait- Discuss the changes that have been made in each drawing and how the portrait was improved. Students are to TPS- further critique/ feedback on how to improve the portrait. Discuss feedback. Teacher explicitly models- how to look at each quadrant on the page and following the in the example in the book to draw a dot/line to mark each feature’s positon on the quadrant. Teacher ten models how to observe and draw details of each feature. Look at a child’s first, second and third attempt. Improve the shape, size, and position and finally colour of previous drafts by carefully noticing/ critiquing previous techniques. TPS- How did taking on feedback improve the final draft? Look at the next step in the flowchart, ‘Create’. Students then look at their creations from previous lesson and ‘create’ a new draft with improvements. They then follow the steps to get feedback and create a final copy. Share- with year 1 during reflection.
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