Observational Drawing

Beginning new topic

"Observational Drawing" without a pencil

Drawing with pencil crayons.

A selection of shells, using basic shapes to structure the drawing (triangles, squares, etc)

You were to draw in more than one colour, and introduce shades, textures, mark making with the pencil crayon.

WALT            How to draw using colour

WILF              Use of shape   L5

                               Use of line       L6

                               Use of tones    L6.     

Look for basic shapes in the object and lightly draw before putting in more detail.

Fantastic Foods. Painting. 15 March 2011

Fantastic Foods

15 March 2011

This was the last lesson of Fantastic Foods

Your sculptures have been fired and now require painting.

The paints had already been mixed to match the food types represented by your clay sculpture.

The separate parts of the food sculpture should be painted correctly, and  a design can be put on the plate.

Each food type should match the colour of the food you think it should be.

Cultural Storytelling 6 (March 11 2011)

11 March 2011-03-11

You were reminded about Drama Strategies. 

These are ways to highlight meaning and key moments or draw attention to within a performance to inform the audience.

So we use strategies to highlight a key moment.

Current Drama Levels.

Most of you are 3c’s.

All of you need to be 3b’s but some could be 3a’s.

Miss Heather went through these targets.

3c;       Use basic drame strategies in a performance.

3b;       Apply drama strategies at appropriate moments in a performance.

3a;       Apply drama strategies appropriately, and use them to help structure yur piec , effectively telling the story.

White board page describing levels.

We then had to practice cross cutting (RECAP) as a whole class.

Cross-cutting is a way to tell the audience a story correctly.

It allows the audience to focus on the correct part of the scene.

We practiced by creating two scenes , the whole class was split into two.

Both groups given brief.

When ready one group will act out their story, stop at an appropriate place as a tableau  then cross cut to the other group who will start off their scene whilst the other group freezes.

Preparation for the assessment began after a brief recap on the drama strategies.

Preparing for Cross-Cutting

Preparing for Cross-Cutting

Preparing for Cross-Cutting

Preparation.

Group split into five groups. 

Each group will be given a strategy to use within a performance and then assessed.

Stories from India and Australia to be used.



The Big Lion and the Little Rabbit




How Anansi Became a Spider. An African Safari Campfire Story



Why Emu Can't Fly

The Three Questions

The Golden Goose Pt 1



The Golden Goose Pt 2



The Golden Goose Pt3

You were asked to;

Read the stories

Look for the key moments

Decide what drama strategy can be use to emphasise these key moments

Decide on who will play characters

You were given the rest of the lesson to practice for next week where these will be assessed.

These will be looked for;

During your performance can you stay in character, sustain a mood or atmosphere.

Is there evidence of reseach

Cultural Storytelling 5 (March 4 2011)

Drama.

Last lesson before assessment.

The lesson went like this;

5 mins to write down all they can remember of the drama strategies so far.

Flashbacks/Cross Cutting/Narration/Tableau.

Quick question and answer session of that which you could remember.

Re-cap            tableau – Freeze framing (different levels – to show status/ power/ hierarchy/worth)

                        proxemics                            (character relationships and closeness or distance)

                        tableau also highlights an important moment like tension between characters

Demonstration of Tableau 4 mins to create a successful tableau

Tableaus observed.

Thought Tracking.

Expressing the characters thoughts at that moment to the audience.

Demo of TT during a tableau.

2 mins to prepare the tableau with thought tracking .  If you a tapped on the shoulder you step out of the sence and some me your thought tracking

Every pupils had to do a thought track of their characters point of view to the tableau.

Change the tableau to something from a story we have already looked at, zulu story/Assops fables/fairy tales which will also involve some thought tracking.

Next

Move to various postions t in the room o show your understanding of the straties.

Some areas need to be revisited.

Picture This 6 (March 1: 2011)

March 1 2011

P4 Art Ms Pontefract.

WALT                          Understand Rouseaus artwork.

WILF                           These are the skills we are looking for;

                                               Accuracy

                                              Skill with collage.

                                              Cooporation .

By doing the collage and matching it to Rouseaus work we begin to understand the artists process and perception of the world.

Collage can now be seen as just a valid form of art as drawing with pencils.

Today we are looking for working towards completion, You need to concentrate on the detail of the piece remembering that these have to be placed together to create the whole picture.

P5 Art Ms McNulty

All the individual pieces of pastel work have been put together.

Gaps left in between to get overall effect.

Today we are concentrating on observational drawing , with graded pencils.

Ms MuNulty diid a emonstration of using graded pencils.

Graded pencils B H F (B-Black, H- Hard, F-Fine)

Advice you were given was that whatever you draw it will be either a square a triangle or a circle.

Draw what you see not what you think you see.

You were able to draw detail with a 2B and shade with a 6B.

The subject was a large poppyhead.