literacy with school groups at the national gallery

8/3/2019 Literacy With School Groups at the National Gallery

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A nationwide primary school project runby National Gallery Education



Take One Picture is a nationwide project run by NationalGallery Education.

It aims to promote the importance of the visual arts inprimary education and highlight ways in which one paintingcan be used across the curriculum.

This principle aligns closely with the DfES National PrimaryStrategy: Excellence and Enjoyment, which supports aholistic approach to the curriculum exploiting the linksbetween subjects



http://www.nationalgallery.org.uk/cgi-bin/WebObjects.dll/CollectionPublisher.woa/wa/zoomImage?workNumber=NG5416&collectionPublisherSection=work



http://www.nationalgallery.org.uk/cgi-bin/WebObjects.dll/CollectionPublisher.woa/wa/zoomImage?workNumberReverse=NG4451&collectionSection=work



On the Beach Smelling sea water like salt on chipsCrashing waves along the beachBreezy wind being pushed awaySeagulls talking like mad

Dribbly babies on the sandSeaweed pink and greenSand like sprinkled sugarSea tossing and turningLike dancers swirlingWaves splashing and roaring.

Richard Yr3



Over my Toes I was on the beachand a dog scared me out of my skinI was having a good time,until thenHe was all wet and I was eating

Sand and water shaken all over meI had a swimIt was nice and coolI felt the water flowing over my toesI felt the seaweed washing over my feetI came back and shook water all over that dog.

Oliver Yr3



Th i t f th h



The impact of the scheme onlearning and teaching

• 92% of teachers believed that Take One Pictureimproved their pupils’ learning and performance

• 90% said that the approach enhanced children’s

ability to work together in groups

• 87% said that communication skills wereincreased

The reach growth and



The reach, growth andgeographical spread of the scheme

• Over 20,000 teachers have attended CPD coursesat the Gallery over the past 10 years

• 50 UK counties have been represented

• 72% of teachers who attended took up thechallenge of using one painting as a stimulus forcross-curricular teaching in the classroom

• Free resources on the Take One Picture website

receive 9000 hits per month• Schools have learnt new ways to use their own local

museums and galleries

• ITT students are also ‘challenged’ to join in online



‘The Story of the Water -Lily Pond’ Monet’s ‘The Water -Lily Pond’,1899

On this lovely beautiful day,

this picture was drawn by Claude Monet.

He stayed afloat,

while perched in a boat,

where the lilies lay.

While trying to capture a tree,

he suddenly wanted a pee.

He ran to the bank,

the boat nearly sank,

so he went to his mate’s house for tea.



‘The Peaceful Landscape’ Piero di Cosimo ‘A Satyr Mourning over a Nymph’, c.1495

The man’s head hung will sorrow with tears running

down his cheeks, crying for his beloved. Everything

was quiet and still. The breeze no longer blew and the

birds no longer sang. The landscape looked so

peaceful. Yet, the man’s heart was broken, like

shattered glass…his love had died.



‘Lost at Sea’ Piero di Cosimo ‘A Satyr Mourning over a Nymph’, c.1495

When I awoke I was half dead, but I realised I was on some kind of

island…. I was starting to panic and felt sick with fear. I had burst

through the silver skin of the sea ….The sea must have rejected me

too, just like everything else in the world.When I opened my eyes I could make out the blur of a figure. Startled, I

realised it had the legs and horns of a goat and the face of a pixie…

Its voice was soft and his gentle touch was so refreshing on my cold

skin, but I still didn’t want to live.

Somewhere in the distance I heard a dog whimpering. I love dogs, and

once had one when I was a child.

I saw sunlight for the last time and with a gurgling sigh, fell dead.



The Black Rhino Thing

The Articulate project is a stunningly good idea. The simplicity of theproject gives it the scope to achieve almost anything, and I think that'sthe key to it. When we're given the chance to achieve almostanything, that's what we do. I love being part of it, and I'm alwaysamazed at the incredible quality and thoughtfulness of the students'work. The initial work, produced at the masterclasses, in a very shorttime, never ceases to astonish me. It's so refreshing and honest, so

strong - and it continues to back up my belief that anyone andeveryone can express how they feel in words.

The follow-up work produced by the students of Elizabeth GarrettAnderson School this year is wonderful. Full of feeling and emotion,well-written, and extremely expressive. It's superb! All the stories I'veseen so far are very touching, but I think my favorite is ‘The Black

Rhino-thing’, by Yazmin Kimal. I love the sad feeling of this story. Myfavorite line is: "It was as if all the happiness had been sucked out of it(the black rhino-thing) with a syringe and it wouldn't stop sucking untilall the happiness was gone. Every last drop."Genius!

Kevin Brooks



Reading Between the Lines

A picture on the wallthat's all

that's thatbut its not just flat

it’s not a matter of fact

there's what's realand what you feel

Looking at artis more than thatit’s like a mirror

you can see your life in

it’s like a windowAre you looking out

or are you looking in ?It’s a fine line

It’s a sign of the times

When you draw the linethere are all sorts of symbols in it

there's the artist's dreamsthere's what it means

there's how it seems to you

Who knows what's true?It takes time to divine just like a poem is more than its rhymes

If you read in between the lines.

By Margot Henderson(Written for an Articulate masterclass entitled ‘Reading Between the Lines’ with Hackney Free School, Spring 2005)

literacy with school groups at the national gallery

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