Planning our painting

Today we looked at how painting tell stories. We discussed Glenda Randerson’s painting of her daughter. It did not take long for the children to talk about the girl and her likes and activities. The children had to say what they thought was happening and what props. colours or actions gave them the clues.

Next we discussed:
- the things we like doing
- our favourite clothes
- our favourite thing
the place we like to be most of all

I gave them A2 size and a permanent black mark pen. Use half the paper (landscape) they had to draw themselves doing the activity they liked most.
Then they had to draw the favourite thing (large).

Lastly they had another A2 paper and had to draw the scene of their favourite place. It was interesting that a few children could not draw this from a ground view they draw a birds eye view.

After finishing the three drawing we cut out the two first drawing and placed them on the scene (the place) They were able to manipulate the images around to get the best position then glued them. This became the planning drawing for our paintings.

I will now photocopy the planning drawings and the children will use these to work out the colours they next to use.

The A2 cardboard was then painted with undercoat awaiting next week.

A lot of work for one day. However, the drawing are amazing and have covered the whole page. It has created background, overlapping and the foreground subjects.

Finished colour theory, Matisse Paintings

We learned several different aspects of art this week.
The children worked through the process of drawing a person using the formula of 7 parts. They had to use a ruler to measure 7 even parts, then rule straight lines across the page before working step by step to draw a body. To follow on from this process the children observed other people working in the class and had to draw them. The proportion and angles of the bodies was much improved from the first time we practiced drawing a person.
We finished painting the pattern/colour compositions. The children really had to think about the colours they put together, using the language of complimentary, primary and secondary colours. They became very confident in mixing the colours from the limited pallet of red, yellow and blue paint. The discuss and group decision making about the colours become more purposeful as the compositions took shape.
Check out the results..

Initial Lesson- study Henri Matisse and telling stories through pictures

To begin with I got the children to draw things they considered patterns. This was an interesting exercise as several children have ‘leaked’ that knowledge over the holidays.

We analyses some paintings of Henri Matisse, picking out the patterns he uses. The children then went around the school taking photos of all the patterns they could find in the environment.

We viewed all the images on overhead projector then the children had to practice drawing patterns on A3 paper. After this exercise the children were put into groups of 3-4, given an A2 cartridge paper and had to draw their patterns in permanent markers. The task was to cover the paper in patterns. This task completed we then looked at the colours Matisse used.

We discussed primary and secondary colours, and what makes complimentary colours and what effect they have on each other.

The task (still in process) is to paint the patterns using complimentary colours for each pattern and the background.

It was amazing to see the problem solving, decision making, the communication within the group. This kind of collaborative work helps children to take risks with their artwork, they appear to be more confident.

Mussel Painting

The students had to compose a story in their head. They had two or three characters, a plot and a setting. Instead of writing their story they painted it.

They painted the background first, starting at the furthermost point then moving toward the foreground. After the experience of painting portraits, the students were able to blend colours confidently and in most cases allowed the paint to create moods or features.

After completing the backgrounds, the students painted faces on dried mussel shells (the characters of their story). Many students used other materials for hair.

When the painted background was dry, they dry brushed features onto the foreground of the paintings to compliment the story.

The mussels shells were attached to the painting with hot glue.

The compositions took on a special meaning to the students after they had given the characters names and composed a story. This activity could be extended to writing the story.

Finish Painting the Portrait

What a difference!

After struggling for weeks to pull together blending skill, propositions of the face and adding shadows and light to our portraits we finally finished impressive artworks.

Check out the other painting blogs to see the story thus far.
Last week we painted over our portraits with red and yellow paint.

After revisiting our colour wheels and colour theory, this week we painted complementary colours on the background. The make the background look behind the face we painted around the edges of the face with yellow and red paint, brushing it back into the existing paint.
Tip: If the background is painted last it will look like it comes over the top of the foreground.

Next step, we dry brushed on the blue paint to give us the shadows.
This proved to be much easier and the students were able to add detail in a controlled way. There looked in the mirror to see the shadows.

With all the drawing of faces we have done, the students are now adding details and propositions confidently, although there a few students who need reminding to look at where facial features go in comparison to others.

The next learning step is to move from the face to the whole body.

Next job for me is to mount the finished portraits and get them onto the photo page for all to see.











The photo on the left is the first attempt to paint the portrait
The photo on the right is repainting with red and yellow
The bottom photo is after the dry brush shadows.

Look at the progression of skills.

Painting with limited colours

As mentioned in a previous Blog about painting with limited pallet, today I tried out my theory. The students found it much easier to using only two colours and were getting a little frustrated that they could not put in the shadows.
Yes, we did paint over the painting we had already started. The good thing about doing so many layers of paint is that the images look like they had a depth which is impossible to achieve with only one or two layers of paint.

Next steps of learning:
Next week when the painting are dry I will teach them to do dry brush painting. This way the paint will be easier to apply in limited areas of their portrait.

Comment for students:
"I made my face look roundish by curving the colours with brush strokes." Paul

"I made my painting look better by painting over my guidelines." Sky

Sketching improved

Today the students did self portrait sketches using black and white pastels. They had to start with whisper lines, getting the shapes and proposition correct before putting in shadows and light. Not only do they look in a mirror, but many of them felt their faces to see which way the skin ran and what parts were curved. By using the pastels, students cannot rub out and are forced to be courageous about drawing the image.

With regular practice the childrens sketching skill and powers of observation have improved. They are now taking more care looking at the shape of objects, there they interconnect and where the shadow and light lay.

In the two photos on this Blog, the left hand sketch was do a few weeks ago and the one on the right was done today by the student hold the sketches. As you can see there is improvement in the student developing their own style while incorporating the sketching techniques taught to them.

Next learning step:
Using different medium to practice sketching the same objects. Move to sketching the whole body.
Comments for students:


“I found it easier to see the shadows and light today”. Louise


“If I don’t use the techniques to get the proportions right my face looks wrong.” Grace

“I still need to put in more shadow to make my face look rounded.”