Range of Printing Blocks ; Cotton Reels, Corks, Craft Sticks, Shapes, Bricks Etc

Lesson Plan

Date: 25/03/09 / Time:1:20 – 2:00pm / Class: 1P – Year 1
Subject:Art / Total: 24 / M: 12 F: 12
Lesson Objectives – in terms of knowledge, concepts and skills to be obtained
Learning Intention:
I can make a picture using different types of printing blocks to make clear and colourful prints using paints
Success Criteria:
Must: I can choose appropriate shapes to make my picture
Should: I can choose appropriate shapes and colours to make my picture
Could: I can choose appropriate shapes and colours to make my picture and make clear prints
Lesson Structure – Division of time and outline of introduction, body and plenary
Introduction:
Remind children about what we did in our art lesson last time. Now that we have practiced making prints, we can think about the colours and shapes we want to use for our fairy tale picture.
Step 1:
Show the children the fairytale setting pictures again, explaining that we will be using these to help us think about shapes, patterns and colours to use in our paintings. Get each child to talk through their idea before they start, so that they have a chance to think about before jumping in.
Step 2:
Remember that we were using a sponge so that we could control how much paint we want to put on the block, to make a clear print. Show the children the coloured paper for backgrounds. Step 3:
Reminders about keeping aprons on while washing hands. Only 2 people at the sink at any one time.
Plenary:
Share some pictures and celebrate successes
Links to NC & National Framework Strategies, cross-curricular themes etc
NC: Art and Design
1b) ask and answer questions about the starting points for their work and develop their ideas
2a) investigate the possibilities of a range of materials and processes
2b) try out tools and techniques and apply these to materials and processes
2c) represent observations, ideas and feelings, and design and make images
3a) review what they and others have done and say what they think and feel about it
3b) identify what they might change in their current work or develop in their future work
4a) visual and tactile elements, including colour, pattern and texture, shape, form and space
4b) materials and processes used in making art, craft and design
Breadth of study:
5a) exploring a range of starting points for practical work
5c) using a range of materials and processes
Links:
QI Planning: Year 1 – Spring 1 – Printmaking- Fairy Tales
Key Vocabulary - to be put on board / Resources

Colour
Shape
Pattern
Printmaking
Fairytales
Background
Printing block

Fairytale setting pictures
Range of printing ‘blocks’; cotton reels, corks, craft sticks, shapes, bricks etc
Range of 6 colours
Sponges in marg tubs
Aprons
Coloured paper

Differentiation – provisions for different abilities, SEN, EAL and G&T
The activities will be differentiated by outcome. Support will be given where and when needed
Assessment – Type and approach

Assessment will be carried out in the form of the quality of the printmaking
Have the children followed instructions?
Can children control the paint?
Which children have thought about the printing in the context of a fairytale painting?
Are children able to talk about techniques/shapes/patterns they would like to include in painting, having evaluated the effect?
Can children choose appropriate shapes to represent their picture?
Can children choose appropriate colours to represent their picture?
Can children evaluate their work and talk about improvements they would make next time?

Connections to prior learning / Context of lesson in expected sequence
The children have explored and investigated bubbles as part of their ‘Forces’ topic in Science and have then made bubble paintings using blue and green coloured bubbles as a background to their fairytale paintings. Last time they used one colour and a range of blocks to practice their printmaking techniques. / This will be the last lesson in this series.
Details of ICT and Health & Safety-where appropriate
Safety instructions using paint, i.e the floor will become slippy if it gets wet. Keeping aprons on while cleaning up. Only 2 children at sink at any one time.
Involvement of other adults
All adults in the room to supervise groups, to ensure sensible use of equipment and support children where necessary.