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Colours in a still life

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COLOURS IN A STILL LIFE

LANGUAGE FOCUS

•Stilllife

•Contrast

•Cool/warmcolours,dark/light,shades/tints,shadow

•Flat,three-dimensional,volume

•Hear,see,smell,taste,touch

•Cyan,magenta,yellow

KEY STRUCTURES

•Behind,between,infrontof,in,nextto,on,under

•Thereis/thereare

•Comparatives:bigger/smaller,lighter/darker,lower/higher

ARTWORK

Vista a la bahía,JuanGris,June1921

EXPLORE

Completeastilllife

DISCOVER

Lightanddark

CREATE

MyGrisguitar

TECHNOLOGY IN ART

Makeacolourwheelwithshapesonthecomputer.

TALK ABOUT ART

Completethewordsinthepicturedictionary.Workinagroup.

SCIENCE LINKS

The senses

CONTENTS EVALUATION CRITERIA

Pupils will be able to:

LEARNING STANDARDS

Pupils are able to:

KEY COMPETENCES

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Identifycontrastinartandthroughoursenses. Usecoloursandtheirtintsandshadestoshowcontrast. Exploreandexaminedifferentwaystoshowcontrast.

ObservationandanalysisofcolourandcontrastinthepaintingVista a la bahíabyJuanGris

Distinguishdifferentwaystoshowcontrast. Understandthatcontrastmeansdifferent.

Colour:primarycolours(magenta,yellowandcyan) Presenttheprimarycoloursandexplainwhytheyarecalledprimary.

Understandwhymagenta,yellowandcyanareidentifiedastheprimarycolours.

Useprimarycolourstocreatetheirowngraphicalproductions.

Planesaselementscomprisingshapes Identifyplanesaselementscomprisingshapesinworksofartandtheirownproductions.

Understandtheexpressivepotentialofplanesinformingshapes.

Identifytheuseofplanesinworksofartbyartistsfromthe20thcentury.

Makecompositionsusingplanestoformdifferentshapes.

Painting:stilllife Recognisestilllifeasapaintingthemethroughouthistory IdentifystilllifesintheworksofdifferentartistsandperceiverepresentationaldifferencesinBaroqueworkandworksfromthe20thcentury.

Drawstilllifethroughobservingrealobjects.

Volume:two-dimensionalrepresentationsofvolumeChiaroscuro

Representvolumeinplanesbyusingchiaroscuro. Understandchiaroscuroasatechniquefortherepresentationofvolumeingraphicworks.

Representsimpleobjectswhichareendowedwithvolumebymeansofchiaroscuro.

Reflectionontheworkofartaspartofourculturalheritage Learnaboutandrespecttheworksofartthatmakeupourculturalheritage.

AppreciatetheartworkbyJuanGris.

Creativityandpersonalexpression Useavarietyofmaterialsinacreativeway. Makeaguitarwithdifferentmaterials.

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39ARTS & CRAFTS PROJECTS PRIMARY 3

COMPLEMENTARY ACTIVITIES

Art

Classworksheet–Tintsandshades

•Usetintsandshadestoshowvolumeinthefruit.

English

Prepositionsofplace.

•Pupilscanthenwritesentencesdescribingwherethedifferentobjectsareintheirartworktopractiseprepositionsofplace.Theycanalsotalkabouttheobjects that theycanhear, see, smell, tasteandtouch.

Natural Science

Fivesensescollage

•Cutoutpictures frommagazines tomakea fivesensescollage.

ICT

Digitalstilllife

•Gotowww.nga.gov/kids/zone/andclickonStillLifetocreateanot-so-stillstilllife.

Digital Resources

•Pupil’sIWBBook

•Presentations:

–Projectoverview

–CreateProjectPresentation

•Flashcards

•Posters

•Artworks

•InteractiveActivities

•Worksheets

•MultimediaResources

CONTENTS EVALUATION CRITERIA

Pupils will be able to:

LEARNING STANDARDS

Pupils are able to:

KEY COMPETENCES

LIN

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Identifycontrastinartandthroughoursenses. Usecoloursandtheirtintsandshadestoshowcontrast. Exploreandexaminedifferentwaystoshowcontrast.

ObservationandanalysisofcolourandcontrastinthepaintingVista a la bahíabyJuanGris

Distinguishdifferentwaystoshowcontrast. Understandthatcontrastmeansdifferent.

Colour:primarycolours(magenta,yellowandcyan) Presenttheprimarycoloursandexplainwhytheyarecalledprimary.

Understandwhymagenta,yellowandcyanareidentifiedastheprimarycolours.

Useprimarycolourstocreatetheirowngraphicalproductions.

Planesaselementscomprisingshapes Identifyplanesaselementscomprisingshapesinworksofartandtheirownproductions.

Understandtheexpressivepotentialofplanesinformingshapes.

Identifytheuseofplanesinworksofartbyartistsfromthe20thcentury.

Makecompositionsusingplanestoformdifferentshapes.

Painting:stilllife Recognisestilllifeasapaintingthemethroughouthistory IdentifystilllifesintheworksofdifferentartistsandperceiverepresentationaldifferencesinBaroqueworkandworksfromthe20thcentury.

Drawstilllifethroughobservingrealobjects.

Volume:two-dimensionalrepresentationsofvolumeChiaroscuro

Representvolumeinplanesbyusingchiaroscuro. Understandchiaroscuroasatechniquefortherepresentationofvolumeingraphicworks.

Representsimpleobjectswhichareendowedwithvolumebymeansofchiaroscuro.

Reflectionontheworkofartaspartofourculturalheritage Learnaboutandrespecttheworksofartthatmakeupourculturalheritage.

AppreciatetheartworkbyJuanGris.

Creativityandpersonalexpression Useavarietyofmaterialsinacreativeway. Makeaguitarwithdifferentmaterials.

GO TO THE PUPIL’S IWB BOOK TO LISTEN TO THE TEXT.

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Contrastisaprincipleofdesignartistsusetoshowdifferencesincolours,value(tintsandshades),shapes,sizeortexture.

Pupilswill:

•Observeandidentifywarmandcoolcolours.

•Identifyandmaketintsandshadesofcolours.

LANGUAGE FOCUS

•Stilllife

•Contrast


•Flat,three-dimensional,volume



SCIENCE LINK

MakelinkstoNaturalSciencecontentaboutthe sensesbyhelpingpupils:

•Observethepaintingandtheirownartworksusingtheirfivesenses.

•Identifythesenseorgans:ears,eyes,nose,skin,tongue.

MATERIALS•Commonstilllifeobjectssuchasfruit,vases,books,plants,cups,dishes,etc.

•Alternatively,youcanuseobjectsfoundaroundtheclassroom.

GETTING STARTED

•Placeavarietyofnaturalandman-madeobjectsona table in the front of the room. You can usecommonstilllifeobjectssuchasfruit,avase,etc.orobjectsfromtheclassroom.

•Explainthatsomeartistsusenaturalandman-madeobjectsasthesubjectoftheirpainting.Thistypeofpaintingiscalledastilllife.

•Askthepupilstoshareideasabouthowtoarrangetheobjectsonthetabletomakeaninterestingstilllife.Encouragethemtouseprepositionsofplacetodescribethelocationoftheobjects.

STEP BY STEP PAGE 3

Look at the artwork.

•Encouragepupilstolookattheartworkonpage3anddescribewhattheysee.

•Modelandpractiseanynewvocabulary.

Read and look.

•Askpupilstoreadthetext.

•Askpupilstonamesomeoftheflatobjectsinthebackground and some of the three-dimensionalobjectsintheforeground.

•Askpupilstoidentifythedarkandlightblueareasandthedarkandlightorangeareasofthepainting.

ARTWORK

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Vista a la bahía, Juan Gris, June 1921

A still life is a painting of natural and manmade objects. Juan Gris painted objects differently than other artists. In Vista a la bahía, some objects look flat and others look three-dimensional.

He also showed contrast between colours. He painted a warm colour next to a cool colour, and tints next to shades. A tint is a colour mixed with white. A shade is a colour mixed with black.

Can you find other contrasts or differences?

Which objects can you see, hear, smell, taste and feel in this still life?

shade

tint

warm colourscool colours

COLOUR AND CONTRAST

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A still life is a painting of natural and man-made objects. Juan Gris painted objects differently than other artists. In Vista a la bahía, some objects look flat and others look three-dimensional.



Which objects can you hear, taste, smell and touch in this still life?

Can you find

shade

tint



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THE ARTISTJuan Gris (23March1887 –11May1927)wasaSpanishartistmostfamousforhisCub-ist portraits and still life paintings,many ofwhichshowamusicalinstrument.Grismadetheordinarysubjectmatterofstilllifeextraor-dinarywithhisownuniquestyleofCubism.UnlikeotherCubistartistswhousuallypaintedin monochromatic colours, Gris often usedbright,boldcoloursinhisartwork.

THE AR�ORKVista a la bahía(June1921).ThisstyleofartiscalledCubismbecauseitismadeupofflatgeometricshapesandvoluminousforms.Grisshowedthesubjectfromavarietyofperspec-tives. In thisstill life,Gris showsstrongcon-trastbetween shapes and forms,warmandcoolcolours,andtintsandshades.

•Focustheirattentiononthecolourwheel.Takeamoment to review warm and cool colours. Askwhichislighter,atintorashade.


•Focus the pupils’ attention on the question andelicit a variety of answers. Encourage pupils tonoticethatthisstilllifeshowsanindoorandoutdoorscene.


•Focusthepupils’attentiononthequestionbelowthepainting.Possibleanswersinclude I can hear the sea/guitar. I can taste a pear/the drink. I can smell the sea. I can touch the table/ the guitar/ the newspaper/etc.

LEVELLED QUESTIONS

• Askpupils questions about thepositionof theobjects on the table andencourage them touseprepositionsofplace.

• Describe the landscape outside the artist’s window.The sea is in front of two hills, etc.

• How does this artwork make you feel?Acceptavarietyofresponses.

• Why do you think the artist chose these objects for his still life?Acceptavarietyofresponses.

SCIENCE LINK

Reviewwhatpupilsknowaboutsenses.

•Usethequestionundertheartworkonpage3toencouragepupilstointeractwiththepaintingusingtheirfivesenses.

•Reviewcontrastingwordsfordescribingtouchandtexture–hard,soft,smooth,rough;hearing– loud, quiet; taste and smells - sweet, salty,bitter,sour.

DIGITAL TIPS

Interactive whiteboard

•DisplaythedigitalposterofVista a la bahíaonthe interactive whiteboard. Point to a bluearea inthepaintingandsayThis is a tintorThis is a shade.Askthepupilstostandupifthestatement is trueor to remainseated ifthey think the statement is false. Repeatseveral times with different light and darkbluesinthepainting.

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A still life is a painting of natural and manmade objects. Juan Gris painted objects differently than other artists. In Vista a la bahía, some objects look flat and others look three-dimensional.



Which objects can you see, hear, smell, taste and feel in this still life?

shade

tint


COLOUR AND CONTRAST

v


A still life is a painting of natural and man-made objects. Juan Gris painted objects differently than other artists. In Vista a la bahía, some objects look flat and others look three-dimensional.




shade

tint




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STEP BY STEP PAGE 4

Complete the still life with warm and cool colours and tints and shades.

•Focusthepupils’attentiononthestill lifeandaskthemtonametheobjects.

•Encouragethemtotalkaboutthewarmandcoolcolours and the light and dark colours they see.Helpthemnoticethatwarmandcoolcoloursareplaced next to each other to create contrast, forexample,theredappleonthegreenplate.

•Pupilsobserve thecolourscarefullyandcompletethe still lifewithdifferentwarmandcool coloursand their tints and shades. apple – red; horn –yellow;vase–orange;tabletop–blue;andtableedge–purple.

MATERIALS•Colouredpencils,crayonsoroilpastels

•Gluestick

•Paper

•Pencil

•Scissors

TEACHER TIPS

•Pupilscanuseoilpastels,crayonsorcolouredpencilstomixtints(withwhite)andshades(withblack).

•Whenmakingatintorashade,pupilsshouldfirst colour the area lightly with white orblackandthenaddthecolourontop.

•Youmaychoosetohavepupilsusedifferentmaterialstomixeachcolourandthendecidewhichcolouringmaterialworkedbest.

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COMPLETE A STILL LIFEExplore


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Draw four objects for a still life. Cut them out and glue them to the table below. Use colours to show contrast. Choose objects you can see, hear, smell, taste and feel.


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STEP BY STEP PAGE 5

Draw four objects for a still life. Cut them out and glue them to the table below. Use colours to show contrast. Choose objects that you can see, hear, smell, taste and feel.

•Focusthepupils’attentionontheillustrationofthetable.

•Encourage the pupils to look carefully at theexamplesandtalkabouttheobjectsthattheycansee,hear,smell,tasteandtouch.

•ProvidepupilswithA5paper.Encourage themtodrawobjectsimportanttothemfortheirstilllifetomakethisartworkmorepersonal.

•Allowthepupilstochoosethecolouringmaterialstocompletetheactivity.

WRAP IT UP

•Invitepupilstosharetheirstilllifefrompage5withapartneror in smallgroups.Encouragepupils totalkabouthowtheyshowedcontrastwithcolours.

FAST FINISHERS

•Fastfinisherscanusethecolouringmaterialsfromthislessontoaddalandscapeoutsidethewindow.

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COMPLETE A STILL LIFEExplore


5

Draw four objects for a still life. Cut them out and glue them to the table below. Use colours to show contrast. Choose objects you can see, hear, smell, taste and feel.


SCIENCE LINK

Pupilscanextendtheirvocabularyandknowledgeofthesenses.

•Encouragepupils touse their artwork to talkabout the objects they can see, hear, smell,tasteandtouch.

•Askthepupilstoidentifywhichsenseorgantheyusetosmelltheflower(nose), listentotheguitar(ears), taste thedrink (tongue),playgamesonthetablet(eyes and skin).Thenhavethemrepeatthisactivityusingtheirownartwork.

Send the Colours in a Still Life Parent letter home. This letter requests the following materials from home: • A polystyrene tray or box top.• A long cardboard roll.• Elastic bands.

Materials to prepare for Discover:• Tempera paint• Paintbrush

KEEP IN MIND

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DISCOVER

ART AIMS

•Drawandpaintastilllifeusingtintsandshadestoshowvolume.

LANGUAGE FOCUS

•Stilllife

•Contrast


•Three-dimensional,volume


SCIENCE LINK

MakelinkstoNaturalSciencecontentaboutthe sensesbyhelpingpupils:

•Reviewhowtheeyeworksandsendsmessagestothebrain.

MATERIALS•Digitalflashcards:contrast,coolcolours,dark,light,shades,shadow,tints,warmcolours

•Temperapaint

•Paintbrush

•Pencil

•Optional:(colouredpencils,crayonsoroilpastels)

STEP BY STEP PAGES 6 AND 7

•Havepupilsreadthetext.

•Focusthepupils’attentiononthepaintingBodegón con limones, naranjas y rosas by Francisco deZurbarán.Askthemwherethelightsourceis.Focustheirattentiononthelight,shadeandshadowsoftheobjectsinthepainting.The light source comes from the left side.

•Askpupilstocomparethelemonsinthisstilllifetothepearinthestilllifeonpage3.Encouragethemtonoticethatthelight,shadeandshadowshowthevolumeofthelemonsinthispaintingbyZurbarán.

•Encouragepupilstodiscussotherwaysthatthesetwopaintingsaredifferent.

Paint a still life with tints and shades.

•Readeachstepwiththepupilsandencouragethemtolookcarefullyattheexamples.

1 Observe and draw the objects on the table.

•Allowpupils tochoosetwotofourobjectsandarrangethemonthetable.

2 Paint the table and background.

•Pupilscanchoosethecolourstheyuse.

GETTING STARTED

•Create a digital flashcard set. Show the contrastflashcard. Elicit the name cool colours with therelevantflashcardandaskthepupilswhichcolourscontrastwithcoolcolours (warm colours).Repeatthe process with tints and shades and light anddark.

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Observe and draw the objects on the table.

Paint the table and background.

Choose the direction of the light source. Paint the objects and add tints.

Find the dark areas. Add shade and shadows.

1 2 3 4Paint a still life with tints and shades.


shadow

light

light sourceIn this still life, the artist used tints and shades to show strong contrast between light and dark. Artists use this technique to show volume in three-dimensional objects. They paint tints to show light and shades to show the dark shade and shadow.

Bodegón con limones, naranjas y rosas, Francisco de Zurbarán, 1633

LIGHT AND DARKDiscover


7

Choose and arrange objects on a table. Observe, draw and paint. Use tints and shades to show light and dark.

shade


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3 Choose the direction of the light source. Paint the objects and add tints.

•Youcancreateadirectionallightsourcebyplacingthetablenearawindow,orpupilscan imagineandchoosethedirectionofthelightsource.

•Pupilsaddwhitetothecolourtoshowtintsinthedirectionofthelightsource.

4 Find the dark areas. Add shade and shadows.

•Pupilsshouldaddverysmallamountsofblacktothecolourtograduallyshowshades.

TEACHER TIPS

•Helpthepupilstodrawlargeobjects,whichwillbeeasiertopaint.

•Tellpupilstopaintoneobjectatatime,mixingtintsandshadeswhilethepaintisstillwet.

•Arrangeaplaceintheclassroomwherepupilscanplacetheirbooktoallowthepainttodry.

WRAP IT UP

•Invitepupilstosharetheirartworkwithapartneranddiscusswhat they foundmostdifficultaboutthisnewtechnique.

FAST FINISHERS

•Provide fast finisherswith anA5 sheet of paper.Invitethemtocontinueexploringmakingtintsandshadeswiththematerialsfromthislesson.

6

Observe and draw the objects on the table.

Paint the table and background.

Choose the direction of the light source. Paint the objects and add tints.


1 2 3 4Paint a still life with tints and shades.

shadow

light

light sourceIn this still life, the artist used tints and shades to show strong contrast between light and dark. Artists use this technique to show volume in three-dimensional objects. They paint tints to show light and shades to show the dark shade and shadow.

Bodegón con limones, naranjas y rosas, Francisco de Zurbarán, 1633

LIGHT AND DARKDiscover


7

Choose and arrange objects on a table. Observe, draw and paint. Use tints and shades to show light and dark.

shade


SCIENCE LINK

Pupilscanuseoneoftheobjectsfromthepaintingonpage6todescribetheprocessofhowthelightreflectedfromanobjectenterstheeyeandissenttoourbrain.

Materials to prepare for Create: • Oil pastels• Paintbrush • Tempera paint• Materials from home: polystyrene tray or box top,

long cardboard roll, elastic bands.

KEEP IN MIND

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CREATE

MATERIALS•Digitalflashcards

•Materialsfromhome:polystyrenetrayorboxtop,longcardboardroll,elasticbands.

•Oilpastels

•Paintbrush

•Scissors

•Temperapaint

•Whiteglue

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Juan Gris often painted brightly coloured musical instruments in his still lifes. Make a colourful guitar inspired by Juan Gris.

Make and colour the base of the guitar. Add elastic bands.1 2

MY GRIS GUITARCreate


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Cut and glue the cardboard roll to the guitar base.

3


ART AIMS

•Makeaguitarwithavarietyofmaterials,colours,linesandshapes.

LANGUAGE FOCUS

•Stilllife

•Contrast


•Three-dimensional,volume



SCIENCE LINK

MakelinkstoNaturalSciencecontentaboutsenses:

•Identifytheroleoursensesplayintheprocessofinteraction.

GETTING STARTED

•Invitethepupilstotakeouttheirmagicpaintbrush(an imaginary tool that they will use to createimaginarypictures intheair).Tellpupils that theyaregoingtopaintastilllifewiththeireyesclosed.Askthemtousetheirimaginationandpaintseveralobjectsthattheycansee,hear,smell,tasteandfeelintheirartwork.

•Invite volunteers to describe the colours, objectsandsensesintheirimaginarymasterpiece.

STEP BY STEP PAGES 8 AND 9

My Gris guitar

•Askpupilstoopentheirbooktopage8andreadthetitle.

•Read the text and steps with the pupils andencouragethemtolookcarefullyattheexamples.

1 Make and colour the base of the guitar.

•Askpupils toname the colours they see in theexample:blue, light blue, dark blue, orange, light orange, dark orange and black.

•Encourage pupils to use contrasting colours intheirartwork.

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WRAP IT UP

•If timeallows,pupilscancompletetheTalkaboutArtactivitiesonpage11.

FAST FINISHERS

•Fastfinisherscancontinuecolouringorpaintingtheoutsideof thebaseandalong the cardboard rollandadddetailstotheirguitar.

8

Juan Gris often painted brightly coloured musical instruments in his still lifes. Make a colourful guitar inspired by Juan Gris.

Make and colour the base of the guitar. Add elastic bands.1 2

MY GRIS GUITARCreate


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Cut and glue the cardboard roll to the guitar base.

3 Cut and glue the cardboard roll to the guitar base.

3


SCIENCE LINK

Talkaboutthesenses.

•Pupilstalkaboutwhattheycansee,hearandtouchintheirartworks.EncouragethemtousekeyvocabularyfrombothScienceandArtclass.

2 Add elastic bands.

•A guitar has six strings, but if the sides of thepolystyrene trayor box top areweak, useonlythree.

3 Cut and glue the cardboard roll to the guitar base.

•There is a variety ofways to cut and glue thecardboard roll to thebase. Encouragepupils toexperimentandproblem-solve.Theywillneedtoholdtherolltothebaseforaminuteortwountilthewhitegluedriesabit.

•Focusthepupils’attentiononthecompletedartprojectsonpage9.Encouragecreativityandself-expression. Pupils can use a variety of colours,shapesanddesignstomaketheirguitar.

TEACHER TIPS

•Pupils should colour the inside of theirpolystyrene trays with oil pastels. Temperapaintcanbeusedtocolourtheinsideoftheboxtop.

•Encourage pupils to mix colours using oilpastelsonthepolystyrenetray,orthetemperapaintfortheboxlid,withasmallamountofwhiteandblacktomaketintsandshades.

•Usedifferentsizeelasticbands.

•Theseprojectscanbedisplayedonatableorhungonawallintheclassroomorhallway.

•Forpupilsthatneedextrasupport,youmayneedtohelpthemaddthecardboardrolltotheguitarbaseinstep3.

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TECHNOLOGY IN ART

MATERIALS•Computer(orIWB)

•Printer

•Temperapaint(red,magenta,blue,cyan,yellow)

•Paintbrush

•Whitecard

BE PREPARED: •ArrangeatimetocompletethislessonintheICTlab.

•Alternatively,pupilscancompletethisactivitytogetherusinganinteractivewhiteboard.

TECHNOLOGY IN ART

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Advances in technology have changed the way we see colours.

Work with a partner. Make a colour wheel with shapes on a computer. Print two copies and paint with tempera paint.

Traditional primary colours Modern primary colours

red

yellow

Modern primary colours

magenta

yellow

Make three shapes for the primary colours and three shapes for the secondary colours.

One partner mixes secondary colours using red, blue and yellow paints.

The other partner mixes secondary colours using magenta, cyan and yellow paints.

2

blue

1

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paints.

Here are some

colour wheel examples.


TALK ABOUT ART

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What colours did you use?

Did you use tints and shades?

Did you show contrast in your artwork?

What shape is your guitar?

What size is your guitar?

Play your guitar and listen to the sounds of the elastic bands.

Work together to discover which elastic bands play high-pitched sounds and which ones play low-pitched sounds.

Discuss why you think they make differents sounds.

still life

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Complete the words in the picture dictionary.1 Talk about about your artwork.

Work in a group.

1 2

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different


SCIENCE LINK

Youcanusethisactivitytotalkaboutcoloursandvision.

•Pupils can compare thedifferent colours theymadewiththeirpartnerandtherestoftheclass.

STEP BY STEP PAGE 10

•Read the text with the pupils and focus theirattentionontheillustrationsatthetopofthepage.

•Explain that the traditional red, yellow and blueprimary colours can be used to mix a range ofcolours. These primary colours were based oncolourvisiontheoriesdevelopedinthe18thcentury.

•Later, during the 19th and 20th centuries, newcolourtheoriesweredeveloped,determiningcyan,magenta and yellowas the trueprimary colours.Theseprimary colours (CMYK)areused in colourprintingand colourphotography.Artists canalsousetheseprimarycolourstomixalarger,brighterrangeofcolours.


•Readthestepswiththepupilsandencouragethemtolookattheexamples.

1 Make three shapes for the primary colours and three shapes for the secondary colours.

•Encouragecreativityinthedesignoftheircolourwheel.

TEACHER TIPS

Pupilsmaynotesomedifficulties inmakingabrightpurplewithblueand red.Othersmaynote that magenta and yellow make a red-orangeandmagentaandcyanmakeabrightgreen.

2 One partner mixes secondary colours using red, blue and yellow paint. The other partner mixes secondary colours using magenta, cyan and yellow paints.

•Itisimportantforyoungartiststoinvestigatethedifferencesbetweenusingred,yellowandbluetomixnewcolourscomparedwithcyan,magentaandyellow.

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MATERIALS•Finalartwork(fromCreate,seePupil’sBookpage8)

•Pencil

TECHNOLOGY IN ART

10

Advances in technology have changed the way we see colours.


Traditional primary colours Modern primary colours

red

yellow

magenta

yellow

Make three shapes for the primary colours and three shapes for the secondary colours.

One partner mixes secondary colours using red, blue and yellow paints.

The other partner mixes secondary colours using magenta, cyan and yellow paints.

2

blue

1

cyan

Here are some

colour wheel examples.


TALK ABOUT ART

11

What colours did you use?

Did you use tints and shades?

Did you show contrast in your artwork?

What shape is your guitar?

What size is your guitar?

Play your guitar and listen to the sounds of the elastic bands.

Work together to discover which elastic bands play high-pitched sounds and which ones play low-pitched sounds.


still life

ti s

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c n ra t

s a es

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Complete the words in the picture dictionary.1 Talk about about your artwork.

Work in a group.

1 2

3

11

high-pitched sounds and which ones playlow-pitched sounds.


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SCIENCE LINK

DuringScienceclass,thepupilscanusetheirguitarstolearnmoreabouthearingandsounds:

•Soundiscausedbyvibrations.Thestrengthofthevibrationdetermineshowloudorsoftthesoundis.

•Pitch,highorlowsound,isdeterminedbyhowfast or slow an object vibrates. Quickervibrationsmakehighersounds.

•Pupils can then use their guitars to concludethatthinelasticbandsvibratefasterthanthickones and that short ones vibrate faster thanlongones.

STEP BY STEP PAGE 11

Talk about Art

•Askpupilstoopentheirbooktopage11.

1 Complete the words in the picture dictionary.

•Readtheinstructionsandaskthepupilstolookattheillustrationsandcompletethewordswiththecorrectletters.

•Encourage the pupils to find the words in theprojecttocheckforcorrectspelling.

•PupilscanworkwithapartnerinaNumber Heads Together structure. See pages 22-23 of theIntroduction for more tips about CooperativeLearning.Still life, contrast, tints, shapes, light, dark.

•If time allows, invite volunteers to provide apersonaldefinitionforeachword.

2 Talk about your final artwork.

•Pupilscanworkwithapartnerorasmallgrouptoshare their artwork and answer the questions.Provide pupilswith time to read eachquestionandthinkorwritetheiranswersbeforetheytalkabouttheirartwork.

3 Work in a group

•This activity encourages pupils to interactwiththeirartworkandexploretheconceptoflowandhighpitchsounds.

•Helpthepupilsconcludethatthinnerelasticbandsmake a higher pitch than thick elastic bands.Shorter (or tighter) elastic bands also make ahigherpitchthanlonger(orlooser)elasticbands.

TEACHER TIPS

•Allow time for all the pupils to practisespeakingandprovidesupportwhennecessary.

•Seepages14-19oftheIntroductionformoretipsonTalkingaboutArt.

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COLOURS IN A STILL LIFEPRIMARY 3

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NAME: CLASS:

Usecoloursandtheirtintsandshadestoshowcontrast.

Distinguishdifferentwaystoshowcontrast.

Identifytheprimarycoloursandexplainwhytheyarecalledprimary.

Identifyplanesaselementscomprisingshapesinworksofartandownproductions.

Recognisestilllifeasapaintingthemethroughouthistory

Representvolumeinplanesbyusingchiaroscuro.

Learnaboutandrespecttheworksofartthatmakeupourculturalheritage.

Useavarietyofmaterialsinacreativeway.

LIMITED IN PROGRESS BASIC PROFICIENT ADVANCED1-2 3-4 5-6 7-8 9-10

SCORE /80

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Dear Parent/Carer,

Your child is about to begin the Colours in a still life project of ByME Arts & Crafts Projects Primary 3. In this project, your child will:

•Identify and analyse colour and contrast in art and our senses.

•Distinguish different ways to show contrast.

•Develop autonomy and creativity in art.

•Explore a variety of art materials in a personal way.

•Make a guitar using a variety of materials.

Talk with your child about the artwork they completed in this project and find a place to display their final art project at home.

You may also want to practise English with your child by reviewing the vocabulary presented in this project:

Key Vocabulary

Still life, contrast, cool colours, warm colours, dark, light, shades, tints, shadow

More words

Shapes and forms: flat, three-dimensional, volume

Senses: hear, see, smell, taste, touch

Colours: cyan, magenta, yellow

Materials from home

To participate in the final art project, please send the following materials with your child to class by the requested date.

•Long cardboard roll Date:

•A polystyrene tray or box top

•4 to 6 elastic bands

Best wishes,

Art Teacher

ARTS & CRAFTS

PROJECTS

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